She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools. From the practitioners and children’s point of view, careful preparation of the environment offers greater opportunities for both interaction and non-interference; however, observation is the key to learning more about when to interact and when not. You can also register for a free seven-day trial of Nursery World, during which you can access all the gated content on nurseryworld.

This latest book by Julie Fisher is an ABSOLUTE MUST for everybody who is interested in child development from babyhood onwards!However, such is the temptation to squeeze every teaching moment out of each interaction that practitioners often interrupt children’s thinking and consequently interfere with their learning. 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. Do join us on Tuesday when we share the full conversation with you, after which we will break into smaller groups to explore this challenge to our practice. Her examples of this in action show how even the youngest infants use language to help them make sense; to be in control of themselves and to negotiate with their friends to help solve 'play inspired' problems. I've never come across any training for this, so this book is absolutely what I need and I can share insights with my team too.

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. You might find it helpful to use the tables provided on the subsequent pages in the book to gain further understanding in support of continued learning about ourselves and the children with whom we work. Through the use of video footage, delegates will have a number of opportunities to observe other practitioners engaged in interactions, both indoors and outdoors, and in both adult-led and child-led situations. 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.You can change your choices at any time by visiting Cookie preferences, as described in the Cookie notice. 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. I found this book extremely interesting and really valuable for reflecting on my work as a reception teacher.

It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support children’s learning and development. The conversation gave us an opportunity to consider the importance of the early interaction particularly in the first and second years of life when the child’s sensitive period for language is unfolding, attachment patterns are developing and need for social connections emerges. This course, led by Early Years Advisor Julie Fisher, will examine the knowledge, timing and sensitivity necessary to interact effectively and, as a consequence, build important relationships and enhance children’s well-being and motivation to communicate. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others.It is neither the full-blown interaction or strict non-interference – it is nuanced and influenced by our observation based on knowledge of the children and by the moments of shared learning. Ofsted inspectors please note that the continual interruption by adults who constantly question or interrupt children who need time to think is damaging their emotions and their learning. She was a lecturer in early childhood education at the University of Reading and was then an Early Years Adviser in Oxfordshire for 11 years. 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.