What are the new benchmarks for the future in good early years’ provision? What should children and parents expect from practice given recent research evidence on how young children thrive? Developing and managing early years provision has changed significantly over the last few years. Parental expectations, policy creep, bureaucracy overload, inadequate training, a litigious climate, over-dependence on screens, traffic danger and child protection anxiety are among the many challenges now faced by early years providers. This timely new book explores the key issues faced by settings and what they mean for early years practice. Looking at the real evidence around children’s learning and wellbeing, parental preference and social trends, the book covers: Neuro-scientific research into the way children learn What parents know and expect Children’s wellbeing The indoor and outdoor environment Adult intervention The risk/benefit equation Nutrition, health and exercise Drawing on examples of outstanding practice from a wide range of settings, this exciting new book will help practitioners reach beyond what is expected and provide the very best for the children in their care.
Does a high quality early education and childcare setting improve 'school readiness'? In our school community, I am convinced it does. This was one of the reasons we setupearly education and childcare on our site as soon asthe chance ...
Author: Susan Hay
First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
(eds) Education in Early Childhood: First Things First. London: David Fulton Publishers. Hevey, D. and Curtis, A. (1996) 'Training to Work in the Early Years', in Pugh, G. (ed.) Contemporary Issues in the Early Years: Working ...
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
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
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.
Good leadership is as vital within the domain of early childhood education and care and family communication as at any other stage of educational provision , perhaps more so . Images of childhood , the family , education and schooling ...
Author: Rod Parker-Rees
Publisher: Taylor & Francis
Category: Early childhood education
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
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children’s education and care. Each country featured in this volume presents its own unique perspective in relation to the cultural and societal constraints around teacher training and/or family practices and the thinking around those practices that are important for early childhood development. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.
Professionals in Early Childhood Education and Care Systems: European Profiles and Perspectives. Opladen: Barbara Budrich. Osgood, J. (2006). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze.
Author: Sivanes Phillipson
'A much needed book that uniquely brings together policy and practice in early childhood education and care across the United Kingdom and the Republic of Ireland. It offers a wealth of information and useful websites and addresses so that, importantly, readers can keep abreast of the rapidly changing external environment in these countries... An essential read for those wishing to understand the background to policy and practice in early childhood education and care' - Linda Miller, The Open University 'This book is long overdue; it provides effective cameos of developments in each country, highlighting key legislation, the underlying philosophy, the formation of policies and thier implementation in state, voluntary and private provision' - The International Journal of Early Childhood 'This unique resource will be invaluable in helping students and others trying to understand the context of current early years provision. The case studies bring the book to life and ground it in the stories of real children and their families. They highlight how the similarities and differences in support for children and their families are more dependent on where they live than what they need' - Lesley Staggs Early childhood education and care policy has an impact on the daily lives of early years practitioners and the families and children they work with, and practising and trainee early childhood professionals need to have an understanding of current policy as well as the contexts for policy-making and implementation. Currently, the majority of textbooks for early years education and early childhood students in the UK focus on the situation in England. As a result, readers may have a skewed perspective on policy and practice, and not be aware of the varying and different contexts in Northern Ireland, Scotland and Wales. Also, those working in settings not in England have to work hard to apply texts to their own contexts. In contrast, this book gives the reader easy access to information on the policies and practices in ECEC across each of the countries in the UK and the Republic of Ireland. Each chapter covers: o background information o policy and practice in early childhood education and care o transition o schooling and curriculum o quality assurance, examination and inspection o professional development and training o future and imminent changes o case studies of children's lives. In addition to describing the legislatory, political and practical situation in each country, the book enables comparisons to be drawn, and helps readers interpret the data critically. It will be essential reading for modules on comparative education and international perspectives, but will also form a foundation for all modules involving policy and provision on Early Years Education, Early Childhood or Childhood Studies courses. Practitioners undertaking CPD modules or foundation degrees, and international students looking for comparative data will also find the book useful.
Scottish Executive (2006c) National Review ofthe Early Years and Childcare Workforce: Scottish Executive Response: Investing in children's futures. Edinburgh: ScottishExecutive. ScottishOffice(1995) Using Performance Indicatorsin ...
Author: Margaret M Clark
Peer Relationships in Early Childhood Education and Care brings together fresh perspectives and research about young children’s relationships. It examines children’s rights and well-being against a backdrop of increased social movement and migration, changing family structures and work practices, and the growing prevalence of education and care services for young children. With contributors from diverse cultural, geographical and disciplinary backgrounds, this edited collection shows how educators support children’s peer relationships and use these as a basis for enhancing social and cognitive development. Themes discussed include: conflicts and negotiations friendships and play group phenomena independence and interdependence identity and belonging peer relations and children with disabilities attuning adults to young children’s relationships. This book will be highly relevant for academics, researchers and students concerned with early childhood care and education, especially those interested in relating these issues on a global scale.
International Journal of Early Years Education, 13:43–53. Løkken, G. (2000) 'Tracing the social style of toddler peers'. Scandinavian Journal of Educational Research, 46: 163–77. Mayall, B. (2002) Towards a Sociology for Childhood: ...
Author: Margaret Kernan