Talking with children: A Handbook of interaction in early childhood education
DOI:
https://doi.org/10.1558/rcsi.25725Keywords:
early childhood education and care (ECEC), adult-child interaction, responsive pedagogy, competenceAbstract
Talking with children: A Handbook of interaction in early childhood education Edited by Amelia Church and Amanda Bateman (Cambridge University Press, 2022)
References
Fleer, M. (2011). ‘Conceptual Play’: Foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12(3), 224–240. https://doi.org/10.2304/ciec.2011.12.3.224
Fleer, M. (2019). Scientific Playworlds: A model of teaching science in play-based settings. Research in Science Education, 49(5), 1257–1278. https://doi.org/10.1007/s11165-017-9653-z
Lewis, R., Fleer, M., & Hammer, M. (2019). Intentional teaching: Can early-childhood educators create the conditions for children’s conceptual development when following a child-centred programme? Australasian Journal of Early Childhood, 44(1), 6–18. https://doi.org/10.1177/1836939119841470
Murphy, A., Tyrie, J., Waters-Davies, J., Chicken, S. & Clement, J. (2022) Foundation phase teachers’ understandings and enactment of participation in school settings in Wales. In C. Conn & A. Murphy (eds), Inclusive Pedagogies for Early Childhood Education: Respecting and Responding to Differences in Learning. Taylor and Francis.
Papatheodorou, T. (2009) Relational pedagogy in learning together. In T. Papatheodorou & J. Moyles (eds), Early Years Exploring relational pedagogy. Routledge.
Payler, J. (2009) Co-constructing meaning: Ways of supporting learning. In T.Papatheodorou & J. Moyles (eds), Early Years Exploring relational pedagogy. Routledge.
Stokoe, E. (2014) The conversation analytic role-play method (CARM): A method for training communication skills as an alternative to simulated role play. Research on Language and Social Interaction, 47(3), 255–265.
Sumsion, J., Brownlee, J. L., Ryan, S., Walsh, K., Farrell, A., Irvine, S., Mulhearn, G. & Berthelsen, D. (2015) Evaluative decision-making for high quality professional development: cultivating an evaluative stance. Professional Development in Education, 41(2), 419–432.
Sylva, K., Melhuish, E. C., Sammons, P., Siraj, I., Taggart, B., Smees, R., Toth, K. & Welcomme, W. (2014) Effective Pre-school, Primary and Secondary Education 3–16 Project (EPPSE 3–16): Students’ Educational and Developmental Outcomes at Age 16. Research Report RR354. Department for Education.
Walsh, G., McGuinness, C. & Sproule, L. (2019) ‘It’s teaching … but not as we know it’: Using participatory learning theories to resolve the dilemma of teaching in play-based practice. Early Child Development and Care, 189(7), 1162–1173. https://doi.org/10.1080/03004430.2017.1369977
Waters, J. & MacDonald, N. (2020) Exploring the use of a rating scale to support professional learning in early years pre-school staff: the experience of one local authority in Wales. Early Years: An International Research Journal, 42(3), 263–277.
Waters, J. & Payler, J. (2015) Editorial: The professional development of early years educators – achieving systematic, sustainable and transformative change Professional Development in Education, 41(2), 161–168. https://doi.org/10.1080/19415257.2014.1000503
