Too Much Too Soon?: Early learning and the erosion of childhoodRichard House How to nurture young children's well-being and learning to reverse the erosion of childhood? Children's lives have been speeded up by commercialisation, 'adultification', and the government's 'nappy curriculum' which 'schoolifies' them and pushes quasi-formal learning too soon. Now, in twenty-three hard-hitting chapters, leading educators, researchers, policy makers and parents advocate alternative ways ahead for slowing childhood, better policy-making and, above all, the 'right learning at the right time' in children's growth -- learning when they are developmentally ready. |
Contents
Early Open | |
The Impact of the EYFS on Childminders | |
An Open EYE Dialogue | |
PART II | |
Current Perspectives on the Early Childhood Curriculum | |
SALLY GODDARD BLYTHE | |
Challenging the Reggio Emilia Approach with Relational Materialist Thinking and | |
PART III | |
Viewing the Longterm Effects of Early Reading with an Open | |
Some Cautionary Remarks | |
Screen Technology in Early Years Education | |
Inveterate Campaigner for Early Childhood | |
PART IV | |
A Policymaking Perspective | |
Other editions - View all
Too Much, Too Soon?: Early Learning and the Erosion of Childhood Richard House No preview available - 2011 |
Common terms and phrases
academic achieve activities adults Annette Brooke approach assessment babies Barry Sheerman become behaviour blue-tits brain challenge Chapter child development child’s childcare childminders cognitive concerns creativity culture curriculum Dame Clare DCSF Department for Children Development Requirements developmental Early Childhood Education early learning early years education Early Years Foundation early years practitioners effects environment example exemption experience EYFS EYFS learning families findings Foundation Stage Foundation Stage EYFS government’s human important interaction involved kindergarten language learning and development learning goals literacy London Lozanov nursery OFSTED Open EYE campaign parents Penelope Leach philosophy play policy-making practice pre-school professionals programme question reading Reggio Emilia Reggio Emilia Approach relational materialist relationships reported role Rudolf Steiner screen technology settings skills social statutory Steiner Steve Biddulph SureStart targets teacher teaching television thinking understanding Waldorf well-being writing young children