This webinar recording is available on demand until the 5th December 2020: after purchasing, details will be sent through of how to access.
Every day, early years practitioners engage in interactions with young children that have the potential to enhance their learning. However, such is the temptation to squeeze every teaching moment out of each interaction that practitioners often interrupt children’s thinking and consequently interfere with their learning. Julie’s presentation will examine the knowledge, timing, and sensitivity necessary to interact effectively. Through the use of DVD footage she will explore the role of the practitioner in both adult-led and child-led situations, providing opportunities to reflect on how to tune in to children’s current thinking and how to respond in ways that are of benefit to their learning and development.
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Julie Fisher is an independent Early Years Adviser and visiting Professor of Early Childhood Education at Oxford Brookes University. She held the post of Early Years Adviser in Oxfordshire for 11 years, before which she was lecturer in early childhood education at the University of Reading. She has taught children from 3 to 12 years of age and has been headteacher of two urban, multi-cultural schools. Julie has been the national Chair of a number of early years organisations including the National Association of Early Years Inspectors, Advisers and Consultants and the national Early Childhood Forum. In her work, she draws on her own research projects which engage her in constant contact with practitioners and children in both schools and settings. She is a well-known and respected author whose books include ‘Starting from the Child’ (4th edn 2013); ‘The Foundations of Learning’ (2002); ‘Moving On to Key Stage One’ (2nd edn 2020) and ‘Interacting or Interfering?’ (2016). Julie has achieved a doctorate for her research into the changing role of early childhood educators. She is also a recipient of the prestigious Nursery World Lifetime Achievement Award for her contribution to early childhood education.