Early Education TransformedLesley Abbott, Helen Moylett 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. |
Contents
Inspecting the Future | 10 |
The Good the Bad and the Possible? Linguistic and Cultural Diversity Changing Perceptions and Practices | 19 |
In Praise of Inspired and Inspiring Teachers | 33 |
Quality and Professionalism in Early Childhood | 41 |
Another Way of Seeing Perceptions of Play in a Steiner Kindergarten | 48 |
Protecting Playfulness | 61 |
The Search for Expertise The Importance of the Early Years | 73 |
Valuing Young Children | 82 |
Planetary Influences | 125 |
If this was on the computer we could hear the lion go roar Information and Communications Technology in Early Years Education | 132 |
Early Childhood Institutions as a Democratic and Emancipatory Project | 142 |
Early Childhood Education in the Postmodern World | 153 |
The Role of Research in Explaining the Past and Shaping the Future | 164 |
Young Children and Their Families Creating a Community Response | 180 |
Drawing the Threads Together | 193 |
Notes on Contributors | 199 |
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Common terms and phrases
achievement activities adults areas become behaviour centre challenge Chapter chil child development childcare children's learning Christine Pascal Christopher Ball classroom cognitive context Coram creativity cultural curricula curriculum Desirable Outcomes DfEE dren early childhood education early childhood institutions early childhood services early education early learning early years education educare effect emotional English evaluation experience Glenys Kinnock High/Scope HMSO human important inspection interaction involved Key Stage Khmer kindergarten knowledge language learners literacy lives London Manchester Metropolitan University ment millennium Nabuco and Sylva National National Children's Bureau nursery education OFSTED parents playful Plowden Report postmodern preschool education primary schools professionals programme Pugh pupils Reggio Emilia responsibility role Schweinhart settings skills social society specialist Steiner educators studies talk teachers teaching things Thomas Coram tion understanding young children