Interacting or Interfering? Improving interactions in the early years

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Professor Julie Fisher explains the – often subtle – differences between interacting and interfering when communicating with young children.

With its illuminating examples, the book shows how you can best tune into and respond effectively to young children's conversations.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. You can also register for a free seven-day trial of Nursery World, during which you can access all the gated content on nurseryworld. In this week’s Conversation with Antonella Cirillo, which we will share at our webinar on Tuesday 9 November at 19. As we grapple with when to interact or intervene, we do not always get it right, however when the interaction or the non-interference meet the need of the child, we do get the sense of a special shared moment when both the child and the adult benefit from the coming together.

She held the post of Early Years Adviser in Oxfordshire for 11 years, before which she was lecturer in early childhood education at the University of Reading.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. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools. I found this book extremely interesting and really valuable for reflecting on my work as a reception teacher. The 103 third parties who use cookies on this service do so for their purposes of displaying and measuring personalized ads, generating audience insights, and developing and improving products.

It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support children's learning and development. With the increasing emphasis on performance and outcome measures imposed on schools this book is a timely reminder to stop and think about how we educate and how children actually learn.It was our intention to revisit the challenging topic of when not to interrupt the child’s deep level engagement, and how to offer support or extend the child learning through tools such as sustained shared thinking introduced to us by the EPPE project in 2004.

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. With its illuminating examples, the book shows how you can best tune into and respond effectively to young children’s conversations. 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. 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. 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.

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.