PHOTOGRAPHS AT HEADINGTON QUARRY FOUNDATION STAGE SCHOOL, OXFORD, BY JUSTIN THOMAS
Interactions with young children are profoundly important for supporting and extending their learning. They are so much a part of the daily experience of both practitioners and children that it is easy to assume they come about readily and naturally. The research that underpins my new book Interacting or Interfering? challenges this assumption. It would seem that something about the role of educator – as opposed to parent, carer or interested adult – puts pressure on practitioners to say things, and say them in ways that are sometimes unnatural and often unhelpful.
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