Interacting or Interfering? Improving interactions in the early years

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An essential professional child studies book that identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning. Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education https://www.

This book is both relevant, though provoking and extremely useful for all involved in early childhood - an excellent tool for professional development. Written in the author’s exceptionally clear and accessible style, this book identifies the key components of effective interactions and how implementing these can improve the quality of children’s learning. 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.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. It made us aware of the interconnectedness of these early experiences and of the importance of feelings as the bank of our memories is added to through our interactions. If you are not familiar with the Leuven observation scales of involvement and well-being – this may be the time to become acquainted with these very helpful observational tool. Furthermore, this book would also be an excellent reflection resource for consolidate teachers who wish to continue enhancing their own practice. There will be ample time for discussion and reflection on what has been seen, ultimately coming to personal decisions about how best to tune in to children’s current thinking and respond in ways that are of benefit to their learning and development.

Co-construction of learning is another useful lens through which to reflect on this topic – referring to sustained interactions and experiences with all children in secure, respectful and reciprocal relationships, whilst the dialogical approach enables consideration of a complexity of the conditions that shape our understanding of dialogue in context. To offer delegates a range of strategies for building warm, trusting relationships and enhancing language and skills of communication. Without these gadgets, we become more able to identify with the child and get closer to the child, to become attuned. In particular Julie has made watching and listening to young children totally understandable and meaningful. 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.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.