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Techniques for Teaching Young Children: choices for theory & practice (3e)

By Glenda MacNaughton, Gillian Williams
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Techniques for Teaching Young Children is a unique introductory early childhood text specialising in skills and techniques. The text offers an excellent blend of theory and practice by describing and demonstrating teaching techniques used in early childhood education, ranging from the simple to the complex. Examples of these include observing and listening through to scaffolding and empowerment. This book provides early childhood student teachers and practising teachers with an excellent guide to everyday practice and reflective teaching.
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Pearson Australia
Table of contents

Part One: Teaching and the Environment
1: Positioning equipment and materials
2: Collecting
3: Scheduling
Part Two: General Teaching Techniques
4: Demonstrating
5: Describing
6: Encouraging, praising and helping
7: Facilitating
8: Feedback
9: Grouping
10: Listening
11: Modelling
12: Positioning people
13: Questioning
14: Reading
15: Recalling
16: Singing
17: Suggesting
18: Telling and instructing
Part Three: Specialist Teaching Techniques
19: Co-constructing
20: Community building
21: Decolonising
22: Deconstructing
23: Democratising
24: Documenting
25: Empowering
26: Philosophising
27: Problem-solving
28: Reinforcing
29: Scaffolding
30: Task analysis
Part Four: Educational Philosophies, Goals and Teaching Techniques
31: Building a strategic approach to teaching techniques

New to this edition
  • NEW! In acknowledgement of the growing interest in children’s rights and early childhood education as a socially progressive democratic endeavour, the third edition includes three new chapters in the Specialist Section – Chapter 21: Decolonising and Chapter 23: Democratising
  • NEW! Feature on ‘Current issues and debates’ in relation to the various techniques discussed.
  • UPDATED! The text has been thoroughly updated using recent primary research sources from around the globe for all chapters (including research from the neurosciences and socio-cultural perspectives). This also includes ICT issues.


Features & benefits
  • A highly effective pedagogical framework in each chapter of 'What?', 'How?' and 'When and Why?' sections ensures students know about each technique described and the most appropriate time to implement them.
  • The developmental considerations associated with each technique is highlighted in every chapter.
  • Equity considerations are covered in each chapter and include discussions of race and culture, disability and additional needs, and gender.
  • Reflective practice is highlighted at the end of each chapter, providing questions and activities for critical thinking.
  • 'Improving Teaching in Practice' sections at the end of each chapter prompts thinking on applying practical strategies.