Ideally, during their first five years, children will have had close adults both in settings and at home acting as their thinking companions, a rich range of experiences to feed and provoke their thinking, and opportunities to develop deep interests which motivate them. These circumstances provide the bedrock for children to develop additional skills and aptitudes to think, and the support must be continued during the early school years.
To develop the thinking skills and aptitudes of young, school-age children, practitioners and teachers need to act as thinking companions. This role may offer the following kinds of support - all of equal importance.
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here
