'Interacting or Interfering?'
â Identifies the ke
Table of Contents
1 The importance of interactions for young children’s learning
Introduction
Different definitions of ‘effectiveness’
Interactions in the home
Why interaction matters
Why interactions matter to children entering school
Why interactions matter to practitioners
Summary
2 Interacting with babies and toddlers
Introduction
The foundations of interaction
The development of interactions
Summary
3 Knowing the child well
Introduction
Focus on babies and toddlers
What practitioners need to learn about children
The importance of the Key Persons Approach
The impact of knowing children well
Talking to someone and not everyone
Analysing your own practice
Transcripts: knowing the child well
Transcripts 3:1; 3:2
Summary
4 Environments conducive to conversation
Introduction
Focus on babies and toddlers
Emotional space
Physical space
Analysing your own practice
Transcripts 4:1; 4:2
Summary
5 Tuning in to the child
Introduction
Focus on babies and toddlers
The child as a learner
Strategies for tuning in to children
Working out what a child is thinking is more valuable than looking at what they are doing
Deciding when and whether to interact can be the difference between interacting and interfering
Analysing your own practice
Transcripts 5:1; 5:2
Summary
6 Who leads the learning?
Introduction
Focus on babies and toddlers
The benefits of learning alongside an adult and learning independently
Independent learning is not abandoned learning
Interactions in adult-led, adult-initiated and child-led contexts
The purpose of an interaction
The balance between adult-led and child-led learning
Who leads the learning?
Analysing your own practice
Transcripts 6:1 to 6:4
Summary
7 Sustaining effective interactions
Introduction
Focus on babies and toddlers
Initiating conversations
Sustaining interactions
Consolidating, extending and provoking thinking
Analysing your own practice
Body language
Analysing your own practice
Tone of voice
Transcripts 7:1 to 7:7
Analysing your own practice
Summary
8 Interacting with children who might not want to interact
Introduction
Focus on babies and toddlers
Reluctant talkers
Children with autism
Children with English as an additional language (Eal)
Signing as a form of communication
Analysing your own practice
Transcripts 8:1; 8:2
Summary
9 Questions that work and questions that don’t
Introduction
Focus on babies and toddlers
Why do we ask questions?
Who asks the questions?
Transcripts 9:1 to 9:6
Different types of questions
Using questioning as control
Children’s answers
Questions that work and questions that don’t
Alternatives to questioning
Analysing my own practice
Transcripts 9:5 to 9:6
Summary
10 The attributes of effective practitioners
Introduction
Focus on babies and toddlers
The attributes of effectiveness
The importance of reciprocity
Interacting not interfering
Analysing your own practice
Transcript 10:1
Summary
