Interacting or Interfering? Improving interactions in the early years

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She has taught children from 3 to 12 years and has been headteacher of two urban, multi-cultural schools. Professor Julie Fisher explains the – often subtle – differences between interacting and interfering when communicating with young children. This is where respectful pedagogy (Hawkins, 2014) makes particular impact and helps children to grow in their competence, confidence and the internal working model of our interactions expands. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools.

There will be ample time for discussion and reflection on what has been seen, ultimately coming to personal decisions about how best to tune in to children’s current thinking and respond in ways that are of benefit to their learning and development. 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. Co-construction of learning is another useful lens through which to reflect on this topic – referring to sustained interactions and experiences with all children in secure, respectful and reciprocal relationships, whilst the dialogical approach enables consideration of a complexity of the conditions that shape our understanding of dialogue in context.It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support childrens learning and development. Julie Fisher is an independent Early Years Adviser and visiting Professor of early childhood education at Oxford Brookes University. In particular Julie has made watching and listening to young children totally understandable and meaningful.

Improving Interactions in the Early Years by Professor Julie Fisher challenges the reader to carefully consider their role and function as they care for young children. Politicians should read this book but then they already know how to educate our children don't they.High quality interactions are recognised as fundamental to the achievement of outstanding teaching and learning in the early years. Identifies the key components of effective interactions and how implementing these can improve the quality of childrens 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 practiceWritten in the authors exceptionally clear and accessible style, this book is indispensable reading for all students and practitioners working and studying in the early years. Interestingly Julie Fisher reflects on the need for active observation – by which we understand that the adult is fully engaged and present in the moment whilst appearing to be very still.

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’. For a taster of the Nursery World articles, there is an extract below from the first article entitled The Adult Role. It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support children’s learning and development.This professional, human connection opens windows to emotions the child feels and dispositions the child activates. You can also register for a free seven-day trial of Nursery World, during which you can access all the gated content on nurseryworld. With its illuminating examples, the book shows how you can best tune into and respond effectively to young childrens conversations. I've been teaching for 19 years and found this a very useful and challenging look at the fine details of how we interact with children. If you are not familiar with the Leuven observation scales of involvement and well-being – this may be the time to become acquainted with these very helpful observational tool.

UTC), we are exploring the challenges to our Montessori practice, focusing on why and how we engage with young children and when we choose to interact and when to interrupt. To offer delegates a range of strategies for building warm, trusting relationships and enhancing language and skills of communication.

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. An essential professional text that challenges the reader to carefully consider the role of the adult when supporting young learners. Without these gadgets, we become more able to identify with the child and get closer to the child, to become attuned.