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About the book:
Editor: Francisco Viole;
Publisher: Hodder Education;
Size: 4 Mb;
This exciting new edition is an essential study companion for practitioners and students in early years at Levels
4 and 5 as well as for lecturers to add to their course reading lists. The chapters address a wide range of topics
relevant to early years practice and theories, written by authors with extensive knowledge and understanding of
the early years, in practice and as academic lecturers.
Existing chapters have been refreshed and include new findings, while new chapters have been added to address important matters of early numeracy, literacy, language, transitions and staff supervision in early years.
Safeguarding and promoting the welfare of children is taken into consideration in all chapters.
Equality and diversity issues are addressed throughout, with an awareness that early years provision must focus on the individual child, and differentiation applied to cater for all children's learning and development.
Listening to children and their participation in decision-making processes are as important as observation, assessment and planning for their personal, emotional and social growth and development as active citizens in society.
The content of each chapter relates to classic theory and models in early years research and practice with references to the Early Years Foundation Stage (2017), government guidance, legislation, social policy, and Ousted requirements. Each chapter provides creative suggestions, case studies or scenarios and interactive features to apply to and reflect on practice, as well as wider reading and research suggestions to extend knowledge and understanding.
The chapters are structured in a consistent manner, making them easily accessible, and they are designed to
engage the reader with the topics, encouraging wider reading and signposting to further resources relevant to
practice and appropriate to the level of study.
Thank you to all the authors who have contributed to this invaluable book and who generously shared their
expertise and knowledge about early years.
1 Study skills for higher education Louise Dryden
Transition into higher education
Planning for study
Taking notes to find out what works for you
Making the most of lectures
Accessing reading materials
Critical and analytical skills
Planning and drafting
Plagiarism detection software
Preparing for seminars and presentations
2 Becoming a reflective practitioner - Lyn Trodd and Nancy Small
What is reflection?
Becoming a reflective practitioner
Steps towards reflection
Giving and receiving feedback as part of reflection Mentoring
3 Traditions, influences and trends in early years education and care - Linda Pound
The traditions of early childhood care and education
The development of theories related to children's learning and development
Children and childhood
Threats to childhood
Policy and legislation
International perspectives and influences
Tensions and trends
4 Listening to children in the early years - Alison McLeod; updated and revised by Francisco Veale
Why should we listen to children?
The voice of the child through history
Barriers to hearing children's voices
Knowledge, skills and values for listening to children
Best practice in listening to young children
5 Children's personal, social and emotional development - Kathy Brodie; updated and revised by Francisco Veale
Factors that might affect PSED
6 Physical development in the early years - Victoria Brown
The importance of physical development
Traditional and contemporary views and theories of physical development
Contemporary theories: nature and nurture
Motor development and the role of the senses
Initiatives to support physical health
7 The early years curriculum: pedagogical strategies to support learning and development for children - Francisca Veale with contributions from Joy Scadden
What is a curriculum?
Historical roots of the early years curriculum
The early years curriculum in practice
How children learn - the child in context
The role of the pedagogue in supporting children's learning and development
Involving the family and the home learning environment (HLE)
Creative ways and approaches to learning in early years
8 Observation, assessment and planning - loanna Palaiologou
Historical perspectives of observation and classical research
Traditions in early years
What is observation?
The role of the observer
9 How children Ieorn - communication, language and literacy - Allison Warner
The importance of language development.
Communication and language
The EYFS and language and literacy development within the setting
Special educational needs and disability (SEND)
The gender gap
10 How young children develop mathematical understanding - Michael Young and
Laying the mathematical foundations - what young children need to know first
Solution finding in numeracy and beyond
Mathematics in early years
How mathematical thinking sits within the early years curriculum
11 Positive learning environments: creativity for indoor and outdoor ploy - Ros Garrick
Positive learning environments and play
The value of play
Categorizing types of play
Diversity and inclusion issues
Play in a risk-averse society?
12 Transitions in early years - Jane Benisfon and Kate Dudley
What is transition?
Why are transitions important?
Theoretical and research perspectives
Supporting common transitions in practice
Supporting other transitions in practice
13 Managing behavior: the importance of personal, social and emotional development and well-being - Eleni Kanira and Karen Ward
Theoretical perspectives on behavior
Nature and nurture: maturation and interaction with the environment
Underlying factors influencing behavior
Practical strategies for managing individual children and groups
Children with SEND
Working in partnership with parents and carers
14 Working with babies (birth to 12 months) - Tracy Rydin-Orwin
Infancy and early attunement
Parenting styles and attachment
Brain development in infant years
Reflection in supervision
Using theory in supervision
Promoting the benefits of effective supervision
Ethics in supervision
Supervision to achieve positive outcomes for children and families
Challenges in supervision practice
20 Research in early years - Ann Farrell; updated and revised by Francisco Vecrle
Early years research: a priority
Early years research on the international agenda
Conceptual underpinnings of early years research
Child participation in research
Ethical issues in early years research
Getting started in early years research
Action research in the early years