Interacting or Interfering? Improving Interactions in the Early Years

UK Auflage
ISBN: 978-0-335-26256-4
Verlag: Open University Press

Buch, Englisch, 248 Seiten, Format (B × H): 167 mm x 238 mm, Gewicht: 390 g

High quality interactions are recognised as fundamental to the achievement of outstanding teaching and learning in the early years. If you are working with children from six months to six years this authoritative new book from leading author Julie Fisher encourages you to reflect deeply on the quality and impact of interactions in your setting.Drawing on research undertaken in baby rooms, nurseries and classrooms over four years the book challenges prevailing orthodoxies and offers specific practical guidance on how to improve the quality of interactions on a day-to-day basis. With its illuminating examples, the book shows how you can best tune into and respond effectively to young children’s conversations. It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support children’s learning and development.'Interacting or Interfering?'

• Identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning

• Contains transcripts of interactions from baby rooms through to Year 2 classes which exemplify key messages
• Provides prompts you can use to analyse and improve your own practice
Written in the author’s exceptionally clear and accessible style, this book is indispensable reading for all students and practitioners working and studying in the early years."There is a tendency for adult talk to dominate nurseries and schools in an attempt to manage, organise and interrogate children’s learning; this closes down children’s own investigation and capacity for thought. Fisher points out how ‘the very act of “being an educator” can sometimes distort the nature of an interaction so much that it inhibits the very learning it is trying to promote’. In this timely, thought-provoking and very readable book she prompts us to think more deeply about interactions and adapt new strategies to encourage all young children to engage in meaningful and enriching talk."
TACTYC, March, 2016"The prompts and points for reflection encourage practitioners to critically consider their role and function, noting where their work is affirmed and where there is scope for further development. This book is both relevant, though provoking and extremely useful for all involved in early childhood - an excellent tool for professional development."
Marion Dowling, Early Education Journal, No 79/ Summer 2016

Autoren/Hrsg.

Fisher, Julie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1 The importance of interactions for young children’s learning

Introduction

Different definitions of ‘effectiveness’

Interactions in the home

Why interaction matters

Why interactions matter to children entering school

Why interactions matter to practitioners

Summary

2 Interacting with babies and toddlers

Introduction

The foundations of interaction
The development of interactions

Summary

3 Knowing the child well

Introduction

Focus on babies and toddlers

What practitioners need to learn about children

The importance of the Key Persons Approach

The impact of knowing children well

Talking to someone and not everyone

Analysing your own practice

Transcripts: knowing the child well

Transcripts 3:1; 3:2

Summary

4 Environments conducive to conversation

Introduction

Focus on babies and toddlers
Emotional space

Physical space

Analysing your own practice
Transcripts 4:1; 4:2

Summary

5 Tuning in to the child

Introduction

Focus on babies and toddlers

The child as a learner

Strategies for tuning in to children

Working out what a child is thinking is more valuable than looking at what they are doing

Deciding when and whether to interact can be the difference between interacting and interfering

Analysing your own practice

Transcripts 5:1; 5:2

Summary

6 Who leads the learning?

Introduction

Focus on babies and toddlers
The benefits of learning alongside an adult and learning independently

Independent learning is not abandoned learning

Interactions in adult-led, adult-initiated and child-led contexts

The purpose of an interaction

The balance between adult-led and child-led learning

Who leads the learning?

Analysing your own practice

Transcripts 6:1 to 6:4

Summary

7 Sustaining effective interactions

Introduction

Focus on babies and toddlers
Initiating conversations

Sustaining interactions

Consolidating, extending and provoking thinking

Analysing your own practice

Body language

Analysing your own practice
Tone of voice

Transcripts 7:1 to 7:7
Analysing your own practice

Summary

8 Interacting with children who might not want to interact

Introduction

Focus on babies and toddlers

Reluctant talkers

Children with autism

Children with English as an additional language (Eal)

Signing as a form of communication

Analysing your own practice

Transcripts 8:1; 8:2

Summary

9 Questions that work and questions that don’t
Introduction

Focus on babies and toddlers
Why do we ask questions?

Who asks the questions?

Transcripts 9:1 to 9:6

Different types of questions

Using questioning as control

Children’s answers

Questions that work and questions that don’t

Alternatives to questioning

Analysing my own practice
Transcripts 9:5 to 9:6

Summary

10 The attributes of effective practitioners

Introduction

Focus on babies and toddlers

The attributes of effectiveness

The importance of reciprocity

Interacting not interfering

Analysing your own practice

Transcript 10:1

Summary

Über Autor(innen)

Fisher, Julie
Julie Fisher is an independent Early Years Adviser and visiting Professor of early childhood education at Oxford Brookes University. Prior to this she held the post of Early Years Adviser in Oxfordshire for 11 years. Before moving to Oxfordshire, Julie was lecturer in early childhood education at the University of Reading. She has taught children from 3 to 12 years and has been headteacher of two urban, multi-cultural schools. Julie has been chair of the Early Years Curriculum Group and the National Association of Inspectors, Advisers and Consultants Early Childhood Group. She was the first elected chair of the national Early Childhood Forum. She is now national vice-chair of the British Association for Early Childhood Education. Julie is author of a number of articles on early childhood education as well as her books ‘Starting from the Child’ and ‘The Foundations of Learning’ (Open University Press).

Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University, UK.