Early years practitioners are now more than ever having to provide activities for their young pupils that encourage problem-solving, prediction and critical thinking. But how can we know what is meant by "thinking" and how can we be sure that children are properly "understanding" their classroom activities?

This essential textbook for students on Childhood Studies and Early Childhood Studies programmes helpfully combines introductions to theories about thinking skills with examples from real-life practice, illustrating often abstract ideas through the use of skilled observations of young children. Chapters explore the very basic theories behind topics such as:
? The relationship between nature and nurture
? Models of cognitive development - pulling together strands from major key thinkers such as Piaget, Vygotsky and Bruner.
? A "beginner's guide" to neuroscience and its relationship to early childhood.
? The social, emotional and cultural context of children's development and thinking, as well as discussions on the meaning of "emotional intelligence."
? Language and thought, including a focus of the use of "motherese" and children's use of questions, narrative and talk in pretend play.
? Questions whether children can think philosophically

The author accompanies every topic with brief observations from the classroom, supported by her own critical analysis, which links theory to practice throughout. Anyone looking for the key to understanding young children's thinking will find this textbook provides an invaluable starting point.