The new edition of this best selling book looks critically at the
2012 Early Years Foundation Stage curriculum and draws attention to
issues that underlie the EYFS and the implications for children
from birth to five.With its questions for reflection and
discussion, further reading and useful websites, Early Years
Foundations is essential and informative reading for students
studying any early years or early childhood course, or working
towards Early Years Teacher Status.Among the many challenges facing
early years professionals, there are continual dilemmas arising
between perceptions of good practice, the practicalities of
provision and meeting OfSTED requirements. This exciting and
innovative new edition supports practitioners in thinking through
their responsibilities in tackling some of the many challenges they
encounter, for example, that children are still perceived as
'deficit' in some way and in need of 'being school ready' rather
than as developing individuals who have a right to a childhood and
appropriate early education.Chapters explore the rationale behind
early years practice based on theory and research, covering
important topics including: Prime and specific areas of learning
and developmentObservation and assessmentPedagogyWorking with
parentsDifference and diversity Contributors: Sue Bingham, Gill
Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie
Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline
Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen
Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers,
Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David
Whitebread"Early Years Foundations: Critical issues is a timely and
valuable edition for the early childhood bookshelf, offering high
quality scholarship combined with deep understanding of early
childhood practice. This is a book that values early childhood
practitioners as critical partners and experts in young children's
learning and development. At a time of fluctuating policy, the
authors remind us of the need to advocate for what matters in early
childhood and they suggest ways that we can provide excellent
experiences for young children with potential to enhance their
lives for the long term." Jane Murray PhD, Senior Lecturer,
University of Northampton, UK "There seems to be a proliferation of
publications currently in the field of early years education and
care but this book stands out amongst the crowd for a number of
reasons. In particular, the status of the three editing authors
means that the content of the book is to be trusted to be both
informed and thorough in its attention to detail, and this second
edition has been carefully updated to incorporate recent reforms
and initiatives. The editing authors' insistence on the creation of
an early years text that centres on a critically reflective review
of contemporary policy and research can only help to build the
argument for a better future for young children's care and
education. This is a book in which there are many chapters worthy
of recommendation and which will form the basis for future debates
and publications but Rogers' scholarly work on Enabling Pedagogy
encapsulates some core research, essential to our understanding of
our work with children, and is a strong and refreshing
contribution, while Katz' notion of 'standards of experiences' for
young children should give us all food for thought." Dr Kathy
Goouch, Reader in Education, Canterbury Christ Church University,
UK "This book is not another bland 'how to do it' manual to
accompany the EYFS, it goes much further in offering a truly
challenging critique. Helpfully contextualised within the changing
policy and political context, each chapter focuses on a different
aspect of the curriculum framework and is written by someone with
recognised expertise in the field. The strengths of the current
EYFS are recognised but the issues and tensions are also made
explicit with arguments backed up by theory and research evidence.
This should be essential reading for experienced practitioners as
well as Early Childhood Studies students." Denise Hevey, Professor
of Early Years, University of Northampton, UK.
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