Publisher's Synopsis
How do teachers present subject matter in away that young children can understand? Aubrey provides, in this volume, a state-of-the-art review of learning and teaching of subject matter in the early years and answers questions arising from the implementation of a curriculum founded in subject knowledge but for which little examination appears to have been made. The book provides accounts of children's early learning experiences and shows the transition from personal interpretations to shared, public and conventional knowledge. It also describes classroom environments which stimulate the development of subject expertise.;The authors are concerned with making sense of children's understanding and allowing their active construction of knowledge and information processing to develop expertise in practice. They show the importance of developing instruction through the creation of a curriculum content and sequence which reflects and advances the structure of existing forms of representation, problem-solving and knowledge which young children bring into school.;Recent research on teacher and children's classroom thinking is taken as the book's starting point with a view to appraising current educational thinking and practice.
