This book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines twenty-six teaching techniques ranging from simple techniques such as describing and listening through to more complex techniques such as deconstruction and scaffolding. It defines each technique and discusses how when and why staff might use it. In thinking about when and why staff might (or not) opt for a particular technique we have explored current early childhood theory and practice and discussed how this impacts on the goal relevance of the technique and the developmental and equity considerations we consider relevant to the technique. Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. The final chapter presents a strategic approach to selecting teaching techniques, which shows how educational philosophy links with choices about specific teaching techniques.

The book is suited for students and experienced early childhood staff working in diverse settings with young children.