Promoting children's learning from birth to five : developing the new early years professional / Angela Anning and Anne Edwards.

Format:

Book

Author/Creator:

Anning, Angela, 1944-

Contributor:

Edwards, Anne, 1946-

Language:

English

Subjects (All):

Early childhood education--Great Britain.

Early childhood education.

Early childhood teachers--Training of.

Early childhood teachers.

Great Britain.

Early childhood education--Curricula--Great Britain.

Early childhood education--Curricula.

Early childhood teachers--Training of--Great Britain.

Learning.

Local Subjects:

Learning.

Early childhood education.

Physical Description:

vii, 184 pages ; 24 cm

Place of Publication:

Buckingham ; Philadelphia : Open University Press, 1999.

Summary:

Drawing upon research carried out in a range of early years settings, The emphasis throughout is upon enhancing the quality of children's learning and providing support for the practitioners who work with them. The complexity of addressing the various cognitive, social, physical and emotional learning needs of young children is discussed and practical strategies to develop children's learning are explored with a particular focus on communication and mathematical thinking. Published at a time of dramatic change in pre-school provision in the UK, the book will both inform and reassure early childhood professionals. It will be important reading for managers, administrators and all professionals working in early years and family services and an accessible text for those studying for childcare and education, and teaching qualifications.

Contents:

1 Setting the national scene 3

The research project 3

Changes in services for young children in the UK during the last 25 years 4

European and Scandinavian services for young children 13

The historical/sociocultural influences on services for children 15

2 Integration of early childhood services 18

From disintegration towards integration 18

The three local authorities' approaches to services for under-5s 24

Characteristics of the local authorities' services 28

The effectiveness of types of provision for under-5s: research evidence 29

Integration of services for young children in the future 33

3 The inquiring professional 35

The importance of adults 35

The wider project 36

Developing informed confidence through research into practice 53

Enquiring professionals in educare 56

4 Young children as learners 59

The what, who and how of learning 59

A sociocultural view of learning: learning and context 61

How children develop as thinkers 71

5 Language and literacy learning 78

Language and literacy in pre-school settings 78

Alternative approaches to literacy 85

The co-construction of a new literacy curriculum 91

6 How adults support children's literacy learning 93

Birth to 18 months 100

18 months to 3 years 108

3 to 5 years 112

7 Mathematical learning 115

Becoming a numerate person 115

Young children as mathematical thinkers 116

The range of mathematical experiences in pre-school provision 123

Building on children's everyday experiences of mathematics 124

8 How adults support children's mathematical thinking 128

Guided participation 128

Providing mathematical experiences 136

9 Creating contexts for professional development in educare 144

Times of change 144

Educare as a community of practice? 145

Supporting the learning of practitioners 146

Current work on educational settings as learning organizations 148

Working for professional development across institutional boundaries 151

The project as a learning network 156

Contexts for the development of educare 158

10 Early childhood services in the new millennium 160

Policy changes 160

Policy into practice: working towards a community of practice 163

A knowledge base for educarers 165.

Notes:

Includes bibliographical references and index.

ISBN:

0335202179

0335202160

OCLC:

40862041