Extending Thought in Young Children

This second edition shows how teachers can advance professionally towards a greater knowledge of the young children′s thinking and learning.

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′Chris Athey has made a major contribution to our understanding of how young children think and how educators and parents can best support their learning. This book is, without doubt, a most important text for all who are concerned to maximise the potential of early childhood education to develop effective ways of working with young children. The book explores children′s schematic development and offers ways of teaching which are closely matched to children′s actions, speech and graphic representations. This second edition of Extending Thought builds on the scholarly approach of the first and provides readers with clear explanation of relevant research alongside rich observations of children. It is essential reading for all who seek to provide the very best of learning opportunities for young children by bring parents, professionals and informed pedagogy together in a thoughtful and informed partnership of learning. Extending Thought is a major building block for many of us who study young children′s capacity to think and learn′ - Dr Cathy Nutbrown, Reader in Education, University of Sheffield



In this fully revised version of Chris Athey′s classic text, the author builds on her original internationally renowned research with new illustrations of ′continuity′ in children′s thinking from early to primary education.





Drawing on her extensive experience and research evidence, she explains how teachers of young children can advance professionally towards a greater knowledge of young children′s thinking and learning. The book covers:


o ′forms of thought′ used by young children


o assimilation of curriculum content


o pedagogy


o parental participation


o the politics of early education





This book is an essential read for students and teachers in early years education.





Chris Athey M Ed, was Principal Lecturer in Education at the Roehampton Institute of Higher Education (RIHE). Funded by a Leverhulme Research Fellowship, she directed the Froebel Early Education Project from 1973 to 1978. She has taught all ages of primary-school children in State and private schools. She has considerable experience of initial teacher training and INSET