Interacting or Interfering? Improving interactions in the early years

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Every day, early years practitioners engage in interactions with young children that have the potential to enhance their learning. Offers practical guidance on developing high quality interactions to better scaffold childrens learning and development. Includes first hand examples of transcripts and interactions of conversations between carers and children, from the baby room through to the year 2 classroom.

Improving Interactions in the Early Years by Professor Julie Fisher challenges the reader to carefully consider their role and function as they care for young children. We were reminded of the importance of our human tendencies, our inborn predispositions for communication and gregariousness. Politicians should read this book but then they already know how to educate our children don't they. Fisher points out how 'the very act of being an educator can sometimes distort the nature of an interaction so much that it inhibits the very learning it is trying to promote'. Professor Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University.This latest book by Julie Fisher is an ABSOLUTE MUST for everybody who is interested in child development from babyhood onwards! 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. This professional, human connection opens windows to emotions the child feels and dispositions the child activates. Early strides towards independence require extra patience in non-interference as babies feed themselves and toddlers put on their coats, help in setting table or when washing their hands. Identifies the key components of effective interactions and how implementing these can improve the quality of children's 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 practice 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.

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. It exemplifies how interactions are most effectively sustained and how developing high quality interactions can better scaffold and support children’s learning and development. 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. Before moving to Oxfordshire, Julie was lecturer in early childhood education at the University of Reading. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools.

In this week’s Conversation with Antonella Cirillo, which we will share at our webinar on Tuesday 9 November at 19. She has taught children from 3 to 12 years and has been headteacher of two urban, multi-cultural schools. 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. There is a tendency for adult talk to dominate nurseries and schools in an attempt to manage, organise and interrogate children's learning; this closes down children's own investigation and capacity for thought.I've been teaching for 19 years and found this a very useful and challenging look at the fine details of how we interact with children. 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. 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. 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.

Her advice to wait, watch and wonder provides a wise guide to our daily work with children, and an opportunity to more effective team work, particularly when mentoring colleagues and sharing our learnings about children from our observations.Julie Fisher is an independent Early Years Adviser and visiting Professor of early childhood education at Oxford Brookes University. Professor Julie Fisher explains the – often subtle – differences between interacting and interfering when communicating with young children.