Building Knowledge in Early Childhood Education

Early childhood practitioners often experience challenges in being confident enough to make high quality judgements about young children’s own constructions of knowledge. This book presents research findings suggesting how everyday activities undertaken by young children expose the many ways they construct knowledge and understanding, and the similarities between their learning behaviours and those of professional researchers. It gives practical suggestions to create opportunities to identify, value and facilitate young children’s own constructions of knowledge and understanding within early years settings, not only in terms of statutory requirements but far beyond them.