Educational Provision for Our Youngest Children PDF Download

Author: Professor Tricia David
Publisher: SAGE
ISBN: 9781446227251
Category : Education
Languages : en
Pages : 214

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Book Description
Its clear style and comprehensive coverage make this book an important resource for those researching child care and education practices in the European Union' - "NNEB News " This book would be a useful "quick reference" addition to the library of anyone interested in international issues in education' - "International Journal of Early Years Education " This study provides rigorous and incisive analysis of the data in relation to the conditions existing in each of the member states included in the work' - "Studies in Education " The book is accessible and informative, with a wealth of data which are clearly presented. It will be useful to further and higher education courses for all adults who work with young children' - "Educational Psychology " This book is written by leading representatives in the field of early childhood from eight European countries - Belgium, Denmark, France, Germany, Italy, Spain, Sweden, and the UK. The contributors provide an analysis of the history, philosophy and politics of the forms of provision for young children in their own countries, and the extent to which that provision is deemed to be educational in its general aims.

Author: OECD
Publisher: OECD Publishing
ISBN: 9264085149
Category :
Languages : en
Pages : 166

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Book Description
The first years of life lay the foundations for a child’s future development and learning. Reflecting on the important role of early childhood education and care (ECEC) services in providing all children with the skills they need to be successful in school, many countries have increased their ...

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309068363
Category : Education
Languages : en
Pages : 464

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Book Description
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Author: Margaret Edgington
Publisher: SAGE
ISBN: 1412931940
Category : Education
Languages : en
Pages : 298

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Book Description
`The book takes a deeper insight into the role of the practitioner and provides invaluable information′ – Nursery Education `I think the book would be good value for money for anyone working within a foundation stage team′ - Foundation Stage File `The Foundation Stage Teacher in Action is one of the definitive texts on the foundation stage, in which Margaret Edgington deals with the realities of practice based on theory and early years principles. It is immensely practical and easy to read, and while it deserves to be read from cover to cover, this New Edition is particularly accessible for those who want to dip in or who need to refer to a specific chapter′ - Early Education `If you are new to the Foundation Stage, have been working in the Early Years for a few years, or for longer than you care to remember, if you have responsibility for employing staff for the Foundation Stage within your setting or if you work in a different key stage but have co-ordinator responsibility for the Foundation Stage, you should buy this book!′ - National Campaign for Nursery Education Newsletter ′This is classic in the world of nursery education and this Third Edition, with its new title reflecting the changes in that world, is as exciting and challenging as earlier versions. Margaret Edgington′s campaigning zeal is undiminished as she asserts the prime need for specialist teachers to work with young children in the Foundation Stage and backs this claim with authoritative research references. This is a strong, passionate authoritative text and I shall keep it close to hand for my own work′ - Marian Whitehead, Nursery World `This is the third generation of books dealing with the pedagogy of the early years from Margaret Edgington, the first two being her editions of The Nursery Teacher in Action, originally published under the name Margaret Lally. The changes that have come about in early years education - notably the introduction of the Foundation Stage with its accompanying curriculum guidance and assessment requirements - meant that many early years books have needed updating. This Third Edition is more than an update; it represents some very hard thinking about what practitioners now need to know to be effective, and presents this by revisiting the original book′s themes′ - Escalate `Paul Chapman Publishing and Margaret Edgington have pulled off a real gem of a book, with updated sections (thank you for the Forest school stuff, for example!) and fresh insights. The hard work has really paid off - thanks so much′ - Nick Swarbrick, Oxford Brookes University `This Third Edition brings a broader perspective to the early years world. Margaret′s years of experience as a practitioner and consultant in the field are evident and she manages to blend good practice, policy and theoretical aspects, bringing an astute yet sensitive approach to the early years practitioners′ varied experiences and qualifications. The book reaches not only those who are starting on their careers as early years practitioners, but also those who have been there a long time and witnessed many, often bewildering changes, where their beliefs and practice have been challenged. The new edition should be essential reading not only for those working in the field, whatever stage in their careers, but also for anyone who seeks to understand small children and support them in the best way possible′ - Angela D Nurse, Head of Department of Childhood Studies, Canterbury Christ Church University This is a fully revised and updated edition of the author′s best selling book The Nursery Teacher in Action, Second Edition. This book now includes an extended section on leadership, on managing the foundation stage and involving the team in monitoring and evaluating foundation stage practice. Curriculum, planning and assessment now reflect the new statutory guidance on the Foundation Stage Curriculum and Profile. The author reviews the implementation of the Foundation Stage and the Profile - positive developments and areas which are still proving challenging. New material is included on the broadening role of the foundation stage teacher in integrated, multi-disciplinary services and providing support in other settings. The book has been updated to include recent findings from Effective Pedagogy projects and other research on learning styles. The Foundation Stage Teacher is essential reading for all early years students and practitioners; early years course tutors, and teachers new to working with 3-5 year olds and also primary headteachers.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352

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Author: Lesley Abbott
Publisher: Routledge
ISBN: 1135708630
Category : Education
Languages : en
Pages : 230

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Book Description
Early Education Reformed provides a strong foundation of knowledge about aspects of early years education, by summarising the current status and outlining paths of development for now and the future. Specially commissioned papers by some of the most respected academics currently working in the field of early childhood and education means that this book will be essential reading for early years teachers and staff, social and child-care workers, researchers and policy-makers.

Author: Dennis Hayes
Publisher: Routledge
ISBN: 1134320566
Category : Education
Languages : en
Pages : 248

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Book Description
Debating is out of fashion. No one raises the question of what has gone wrong when the entire political project of a society is seemingly reduced to 'education, education, education'. The aim of this lively and challenging book is to provide the stimulus for further thinking about key educational issues by exposing and explaining the assumptions behind this obsession. Over forty contributors, all experts in their fields, have written short, accessible, informed and lively articles for students, teachers and others involved in education. They address broad questions that are central to any understanding of what is really going on in the education system. Topics covered include: the new relationship of the state to education; the changed nature of schools; whether teachers are afraid to teach; the problems with circle time, anti-bullying strategies, citizenship education, and multiple intelligences; the retreat from truth and the demise of theory in teacher training, and much more. Everyone learning to teach in primary and secondary schools and further education colleges will find this book relevant to their programmes. In particular the book would be useful for students on Education Studies courses.

Author: Abbott, Lesley
Publisher: McGraw-Hill Education (UK)
ISBN: 0335198392
Category : Education
Languages : en
Pages : 173

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Book Description
Working with the Under-threes: Responding to Children's Needs focuses upon ways in which researchers, parents and practitioners seek to meet the diverse needs of young children in specific ways. Important questions are raised with regard to children's rights and entitlement, and ways in which early interactions with people, environment, culture, curriculum and context help to shape the educational lives of children under 3. Working with the under threes places a special responsibility on adults to both recognise and respond appropriately to their rapidly changing needs. A range of contributors share their experience and expertise in chapters which focus on adults working with children in a range of contexts. Early interactions take place in a variety of ways and contributors to the book explore opportunities which allow adults to respond to children's needs, particularly with reference to the development of the child's self concept. Different perspectives on developing children's language and literacy skills are offered, together with a focus on communication through creative and aesthetic experiences. Contributions by parents, practitioners and trainers offer perspectives which will challenge and provoke readers to reflect on their own experiences and practice. The book is intended for all those training or working with the under threes, including parents and other carers. The companion Early Interactions volume, also edited by Lesley Abbott and Helen Moylett, is entitled Working with the Under-3s: Training and Professional Development.

Author: Tricia David
Publisher: SAGE
ISBN: 1446266281
Category : Education
Languages : en
Pages : 239

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Book Description
`I particularly enjoyed Judith Roden′s chapter "Young Children Are Natural Scientists" especially her thoughts on children′s drawings, which puncture some popular assumptions′ - Times Educational Supplement, Friday Magazine `This expertly argued and fascinating book seeks to redress the balance; it places the child firmly at the centre of the educational process and examines in detail the many and varied factors (such as health and physical development, play, stress, and early intervention) which affect the way in which the young child learns and develops′ - Who Minds `Tricia David, an internationally recognized expert in early years education, has brought together 11 tutors from Canterbury Christ Church University College to "encourage debate and disagreement".... It has... some absorbing and helpful contributions which both bring forward the debate in early years education and also may cause readers to reappraise their own practice, possibly as a result of disagreeing with one or other contributors′ - International Journal of Early Years Education Young Children Learning brings together current thinking on young children′s learning, with ideas about the curriculum for children aged 0 to eight years old. Areas covered in this book include: play; health and physical development; early intervention; stress; children understanding their worlds; bilingualism; children′s spiritual development; national identity; young children as natural scientists; assessing learning; the needs of parents, children and teachers; and childhood in changing societies. Written by experienced practitioners from the centre for International Studies in early childhood, Young Children Learning shows that in the earliest years of childhood, all children should experience the delight which can be part of effective pedagogy - pedagogy which takes account of the child′s individuality and development, in the context of changing socio-cultural constructions of childhood.