Supporting Children's Learning in the Early Years

ISBN-13: 9780415496964 / Angielski / Twarda / 2009 / 246 str.

Linda Miller;Carrie Cable;Gill Goodliff

Opis

Supporting Children’s Learning in the Early Years is aimed primarily at early years practitioners who are developing their knowledge and understanding of professional practice through studying for Early Years Sector Endorsed Foundation Degrees, Ordinary and Honours Degrees in the field of Early Years and Early Childhood Studies Degrees. The book will also be of interest to those undertaking initial and postgraduate teacher training in early years or following the Full-time Pathway to achieving Early Years Professional Status (EYPS)

It encourages the reader to consider their professional development as reflective practitioners. The book builds on the new government agenda and interest in supporting quality provision for young children and their families through a more highly qualified workforce. It brings together current research and thinking in a broad range of areas.

The book is divided into three parts. Part 1, Learning Environments, content includes: young children as learners, assessment of learning, well being and children’s rights, diversity and inclusion. Part 2, Learning and Development, content includes: children’s development including social and emotional development, literacy and mathematical development, fostering creativity, musical development and knowledge and understanding of the world. Part 3, Reflective Practitioners, content includes: the learning environment, safeguarding and wellbeing, the reflective practitioner.

The book will encourage the reader to consider the diverse range of experiences which young children bring to early years and early primary settings and suggest ways in which they can be supported. The readings have been chosen for their strongly practical approach, underpinned by relevant theory, and are. It is likely to be of particular interest to those in the early stages of their professional development but who are aspiring to assume leadership roles in their settings. The book should also be a valuable and unique resource for training providers of a range of courses at further and higher education level that prepare people to work with, and lead in, early years settings in the UK.

Spis treści

Acknowledgements  Introduction  Carrie Cable, Linda Miller and Gill Goodliff  Part 1 Roles, provision and practices Linda Miller  Introduction  1. Young children as learners Angela Anning and Anne Edwards  2. Promoting children’s welfare by respecting their rights Gerison Lansdown  3. Identity, self-esteem and learning Iram Siraj-Blatchford and Priscilla Clarke  4. Parent partnership and inclusion in the early years Alice Paige-Smith  5. Living and learning Claire Young  6. A folk model of assessment – and an alternative Margaret Carr  7. Listening to children Alison Clark  8. Observing children Jane Devereux  Part 2 Learning and Development Carrie Cable  Introduction  9. Children’s social and emotional development Naima Browne  10. Children from birth to three playing, growing and learning through moving and doing Julie Manning-Morton and Maggie Thorp  11. Young children becoming literate Robin Campbell  12. Science and ICT Rosemary Feasey and Margaret Still  13. Creative practice and pratice which fosters creativity Anna Craft and Bob Jeffrey  14. Great communicators Marian Whitehead  15. Born mathematical Linda Pound  16. Problem solving Sue Gifford  17. Knowledge and understanding of the world developed through a garden project Jane Devereux and Ann Bridges Part 3 Learning environments – children and adults Introduction Gill Goodliff  18. The democratic and reflective professional: rethinking and reforming the early years workforce Peter Moss  19. Reflection and developing a community of practice Alice Paige-Smith and Anna Craft  20. Exploring children’s expressions of attachment in nursery Peter Elfer  21. Emotional wellbeing Marion Dowling  22. The physical environment Sue Robson  23. The future of childhood Jennie Lindon  24. Creating contexts for professional developmnent Angela Anning and Anne Edwards