First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
In a review of early years training Hevey and Curtis (1996) found that the majority of day care and pre-school services are staffed by 200,000 unqualified child care and education practitioners. Another survey showed that 65.7 per cent ...
Author: Rose Drury
This textbook has been developed and written in response to the huge changes in the Early Years sector. It will encourage students to go beyond the basics, to explore and research issues in more depth, and to take a critical and reflective approach to their practice. The book takes full account of the curriculum framework and the Foundation Stage for early years; it also acknowledges the National Literacy Strategy and the National Numeracy Strategy. Exploring Issues in Early Years Education and Care enables readers to go beyond a basic, introductory level and introduces the key issues in early childhood education and care such as researching young children; the place of work in early childhood; reducing inequalities in child health; and comparative perspectives in early childhood literacy. Although rooted firmly in practice and with a UK focus, the text introduces controversial issues and takes a look beyond the UK. This book comes from the team that wrote the best-selling Looking at Early Years Education and Care. The contributors' wide range of backgrounds in early years health and education ensures that the text will meet the needs of students and tutors on many different early years and early primary courses, as well as reflective practitioners working in a range of Early Years settings.
Qualifications and Curriculum Authority (1999a) Early Years Education, Childcare and Playwork:A Framework ... Qualifications and Curriculum and Assessment Authority for Wales (2000) Desirable Outcomesfor Children's Learning before ...
Author: Linda Miller
This ground-breaking collected volume features multiple voices from the field that, together, offer an extensive and balanced examination of the contemporary, historical, and philosophical influences that shape early childhood education and care in Canada today. Showcasing uniquely Canadian narratives, perspectives, and histories, the text provides a superb foundation in the key topics and approaches of the field, including Indigenous ways of knowing, holistic education, play, the nature of childhood, developmental approaches, and the impact of educational philosophers and theorists such as Rousseau and Dewey. The authors discuss current and reimagined themes such as children’s rights, diversity and inclusion, multimodality, ecology, and Indigenous education in the context of the Truth and Reconciliation Commission. Featuring chapters by academics from across Canada that explore the field’s history and future, as well as guiding questions to support reader engagement, Early Years Education and Care in Canada is a fundamental resource for students, academics, practitioners, and policymakers in early childhood education and care.
Leading early childhood learning communities: What principals should know and be able to do. Alexandria, VA: Author. National Association of State Boards of Education. (1991). Caring communities: Supporting young children and families: ...
Author: Susan Jagger
Publisher: Canadian Scholars’ Press
This collection of papers provides a useful resource for scholars who need to ground their own study in a wider historical and global discourses concerning the education of children under eight.
ISPA , J. M. ( 1994 ) Child rearing ideas and feelings of Russian and American mothers and early childhood teachers : Some comparisons , in : REIFEL , S. ( Ed . ) Advances in Early Education and Day Care Vol . 6. ( pp .
Author: Rod Parker-Rees
Publisher: Taylor & Francis
Category: Early childhood education
Develop your understanding and skills with this textbook endorsed by CACHE for the new qualification. Written by Carolyn Meggitt, who is an expert in making key concepts easy for learners to understand, this comprehensive introduction will help you earn your qualification and progress to Level 3. -Includes case studies and lots of photographs to show you what really happens in actual settings -Organises all information in a way which makes things easy to read -Prepares you for assessment by linking activities to criteria -Prompts you to reflect on your own experiences at key points throughout the book
Education. services. for. children: integrated. care. and. education. Statutory services Most education services are ... The Early Years Foundation Stage (EYFS): A comprehensive statutory framework (introduced in 2008 and fully revised ...
Author: Carolyn Meggitt
Publisher: Hachette UK
Category: Social Science
In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions.
uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Pre-school-learning/ ... Childcare Market Management: how the United Kingdom Government has re- shaped its role in developing early childhood education and care.
Author: Pamela Oberhuemer
Publisher: Barbara Budrich
Category: Social Science
This book brings together the work of researchers from around the globe around the topic of children’s first transitions to early care and education. It discusses political and sociocultural contexts, theories, and ideologies around the theme. The book offers perspectives and findings on adult expectations around a child’s first transition, infant emotional experiences, the role of space, the part that key objects play in infant transitions, and the role of time. It also discusses age of first entry, routines and rhythms of the institutions, and the future expectations of those involved. The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant’s transition into care.
Supporting transitions in the early years. McGraw-Hill Education (UK). Bruce, T. (2021). Friedrich Froebel: A critical introduction to key themes and debates. Bloomsbury. Bussey, K., & Hill, D. (2017). Care as curriculum: Investigating ...
Author: E. Jayne White
Publisher: Springer Nature
Professionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision. Bringing together the latest research and ideas on professionalism and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children. Including case studies to illustrate the lived experiences of individual practitioners as they worked towards becoming graduate professionals, this will be valuable reading for early years professionals engaged in undergraduate and postgraduate study and those researching policy development and professional identity within ECEC.
Education Policy Institute and Nuffield Foundation. Campbell-Barr, V. (2018). The silencing of the knowledge-base in early childhood education and care professionalism. International Journal of Early Years Education, 26 (1), ...
Author: Mary A. Dyer
Publisher: Taylor & Francis
There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK
Available at: http://www.educationscotland.gov.uk/earlyyears/ curriculum/supportingearlylevel/index. asp ... House of Commons (1999) The Welsh Affairs Committee's Report 'Childcare in Wales' Welsh Affairs – Third Report, 25 May 1999.
Author: Jan Georgeson
Publisher: McGraw-Hill Education (UK)
This book examines the current interest in recruiting and supporting more men in the early childhood education workforce. Drawing on extensive empirical data from case studies of an unusual English preschool setting and interviews with Swedish male preschool staff, the author explores the potential benefits to society linked to the increased presence of men in early childhood education, and how this might be achieved. Throughout the book, the author maintains that the potential of including more men in early childhood education can only be achieved by gender-sensitive practitioners, both women and men, who are willing to create a gender-flexible pedagogy. This volume will be of interest and value to students, academics and practitioners interested in gender diversity and equity within early childhood education and care.
Too much, too soon?: Early learning and the erosion of childhood (early years). Gloucestershire: Hawthorn Press. Josephidou, J. (2018). Perceptions of ECEC (Early Childhood Education and Care) practitioners on how their gender ...
Author: Jo Warin