An engaging 8 book set in both English & Chinese with animated videos & a teacher resource. It is based on the emotional themes from established Australian Government Frameworks and aligns with the Victorian Curriculum’s Ethical, Personal & Social Capabilities. Open ended questions in each book encourage lively discussion & deep thinking about social and emotional themes between adult and child ...
Journal of Philosophy in Schools
Ginnie & Pinney ‘Think Smart’ materials (G&P) have been written for children aged three to eight, ‘to encourage deep thinking and lively discussion between each other, their parents and teachers’ and hence we understand why they have already captured the attention of Philosophy for Schools (P4C) practitioners. Matthew Lipman enshrined our aim as helping ‘children become more thoughtful, more reflective, more considerate and more reasonable individuals’ (Lipman 1980, p. 15) Let us see why you too will find them a valuable addition to your Early Years resources ...
School Library Association of Victoria
Professor Emerita Doreen Rosenthal, The University of Melbourne
While the focus of education has long been the three R’s, educators now recognise the importance of encouraging social and emotional intelligence in young children. Emotional intelligence is regarded as a critical learning component in enabling them to think about and understand ethical issues as they grow into adults. The Ginnie & Pinney ‘Think Smart’ materials are a set of delightful and whimsical children’s books specifically developed to promote emotional intelligence, empathy and ethical decision-making in young children. The books have been written for children aged three to eight to encourage deep thinking and lively discussion between each other, their parents and teachers and are based on the Early Years Learning Framework for Values Education ...
How to Foster Toddlers’ Mental-State Talk, Emotion Understanding, and Prosocial Behavior: A Conversation- Based Intervention at Nursery School
THE OFFICIAL JOURNAL OF THE INTERNATIONAL CONGRESS OF INFANT STUDIES
Ilaria Grazzani and Veronica Ornaghi Department of Human Sciences ‘R.Massa’ Universita degli Studi di Milano-Bicocca
Alessia Agliati and Elisa Brazzelli Department of Psychology Universita degli Studi di Milano-Bicocca