There are some compelling reasons why children's thinking is so high on our early years agenda and why practitioners are urged to nurture and develop children's thoughts and ideas. The reasons derive from:
- strong support from research evidence
- imperatives in National Frameworks
- increased insights from practitioners in their day-to-day work
- the voice of children.
Research evidence
During the past 25 years, studies have recognised that thinking starts early; very young babies are primed to think in their unceasing efforts to make sense of the world. We do not have to teach babies to think, because they are born with mental abilities that fully function, which allows them to make sense of experiences and anticipate future events (Gopnik, Melzof and Kuhl 1999, p27l).
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