This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding.The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings.Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include:* Coverage of the phonics debate
* Addition of ICT content
* Questions for further discussion
* Revision to the chapter on problem solving
* Updated referencing throughoutTeaching Young Children is key reading for students and experienced early childhood staff working in diverse settings with young children.
Glenda Mac Naughton is Associate Professor in the Department of Learning and Educational Development at the University of Melbourne, Australia. She is author and co-author of a number of books including Doing Early Childhood Research (Allen & Unwin / Open University Press, 2001) and Doing Action Research in Early Childhood Studies (Open University Press, 2008). Gillian Williams is an early childhood consultant working in Australia.
PrefaceIntroductionPart One: Teaching and the Environment Positioning equipment and materials Collecting Scheduling Part Two: General Teaching TechniquesDemonstrating Describing Encouraging, praising and helping Facilitating Feedback Grouping Listening Modelling Positioning people Questioning Reading Recalling Singing Suggesting Telling and instructing Part Three: Specialist Teaching TechniquesCo-constructing Community building Decolonising Deconstructing Democratising Documenting Empowering Philosophising Problem-solving Reinforcing Scaffolding Task analysis Part Four: Educational Philosophies, Goals and Teaching TechniquesBuilding a strategic approach to teaching techniques