Early Childhood

Early chIldhood EducatIon and carE

Policy and Practice

Edited by Margaret M Clark Visiting Professor, Newman College of Higher Education, Birmingham and Tim waller University of Wolverhampton

Early childhood education and care policy has an impact on the daily lives of early years practitioners and the families and children they work with. Practising and trainee early childhood professionals need to have an understanding of current policy as well as the contexts for policymaking and implementation. Currently, the majority of textbooks for early years education and early childhood students in the United Kingdom focus on the situation in England. As a result, readers may have a skewed perspective on policy and practice, and not be aware of the varying and different contexts in Northern Ireland, Scotland and Wales.

In contrast, this book gives the reader easy access to information on the policies and practices in early childhood education and care across each of the countries in the United Kingdom and the Republic of Ireland. In addition to describing the legislatory, political and practical situation in each country, the book enables comparisons to be drawn, and helps readers interpret the data critically.

READERSHIP Students on early years education, early childhood or childhood studies courses; practitioners undertaking continuing professional development modules or foundation degrees, and international students

2007 • 208 pages Cloth (978-1-4129-3571-5) • £65.00 Paper (978-1-4129-3572-2) • £20.99

thE foundatIon StagE tEachEr In actIon

Teaching 3, 4 and 5 Year Olds

Third Edition

Margaret Edgington Independent Early Years Consultant

‘This Third Edition is more than an update; it represents some very hard thinking about what practitioners now need to know to be effective’ – Escalate This is a fully revised and updated edition of the author’s bestselling book The nursery Teacher in Action . This edition now includes an extended section on leadership, on managing the Foundation Stage and involving the team in monitoring and evaluating Foundation Stage practice. Curriculum, planning and assessment reflect the new statutory guidance on the Foundation Stage Curriculum and Profile, and the author also considers the broadening role of the Foundation Stage teacher in integrated, multidisciplinary services and providing support in other settings.

READERSHIP All early years students and practitioners; early years course tutors, and teachers new to working with three to five year olds; also primary head teachers

2004 • 296 pages Cloth (978-0-7619-4418-8) • £70.00 Paper (978-0-7619-4419-5) • £21.99

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WorKIng WIth babIES and chIldrEn

From Birth to Three

Cathy nutbrown and Jools Page both at University of Sheffield

An essential companion for all who work with children under three years, this book makes current research accessible and provides practical support material for curriculum, learning, teaching, planning and assessment. The authors focus on work in settings of all kinds to promote best practice and offer a highquality experience for the age range. Key features of the book are:

a theoretical foundation relevant to different social contexts • an accessible summary of research into learning and development • a review of current policies on provision • a discussion of international approaches to support learning and • development case studies and practice-based examples of approaches to • developing effective and appropriate provision in group settings and home care.

CONTENTS Research, Policy and International Experience \ What Do We Know about Children under Three? \ Key Policies for Providing for the Youngest Children \ What Does It Look Like in Practice? What Can I Do? \ Planning for Learning and Development \ Environments for Learning \ Profiles of Individual Children \ Case Studies of Effective Practice \ Working with the Youngest Children: Key Issues

READERSHIP Students on initial training courses including Foundation Degrees, NVQ, early childhood studies degrees and those seeking Early Years Professional Status; also practitioners with a wide and varied range of experience and qualification

September 2008 • 224 pages Cloth (978-1-4129-4673-5) • £60.00 Paper (978-1-4129-4674-2) • £16.99

Early chIldhood EducatIon

History, Philosophy and Experience

Cathy nutbrown University of Sheffield , Peter Clough Liverpool Hope University and Philip Selbie University of Plymouth

‘Every early childhood practitioner and policy maker should keep a copy of this book on their shelves... a thought-provoking, and highly informative celebration of the ideas of our field’s pioneers’ – Tricia David, Emeritus Professor Canterbury Christ Church University This book explores the ideas behind the policies and practices in early childhood education to help give students and practitioners a fuller understanding of the settings in which they work. The authors bring together ideas from the work and writings of major historical figures who have significantly shaped early childhood current practices to illustrate the rich history of this ever developing field. Using imaginative tools to bring alive the ideas of past pioneers, the authors show how our understanding of contemporary issues has been influenced by the pioneers. The book also shows how today’s practitioners themselves become the pioneers of future development.

READERSHIP Students of early childhood education as well as early years trainee teachers; also practitioners involved in self – or organizational development

April 2008 • 224 pages Cloth (978-1-4129-4497-7) • £60.00 Paper (978-1-4129-4498-4) • £19.99

+44 (0)20 7324 8700

www.sagepub.co.uk
Early Childhood

nEw EDITIOn

contEmPorary ISSuES In thE Early yEarS

Fifth Edition

Edited by Gillian Pugh Visiting Professor, Institute of Education, London and Bernadette Duffy Thomas Coram Children’s Centre

Praise for the previous edition:

‘This is essential reading for anyone with responsibility for taking the agenda of early childhood services forward’ – Nursery World

This book provides critical coverage of key issues relating to early childhood and is written and edited by leading practitioners and researchers. With a focus on improving outcomes for all children, this extensively revised Fifth Edition emphasises multi-agency working to respond effectively to the needs of children and families.

Written with the new Early Years Foundation Stage and the Early Years Professional Status requirements in mind, the new edition of this bestselling book includes new as well as revised chapters and covers: early years policy in the United Kingdom and overseas; developments at local authority level; research evidence; curriculum; diversity in early learning; the early years workforce; inspection; the child’s voice; assessment; children’s centres; health services in the early years; and leading and working in multiagency teams.

READERSHIP Early childhood and early years students; multi-agency team workers in early childhood services provision

October 2009 • 256 pages Cloth (978-1-84787-592-1) • £60.00 Paper (978-1-84787-593-8) • £19.99

ExtEndIng thought In young chIldrEn

A Parent – Teacher Partnership

Second Edition

Chris Athey

‘This book is, without doubt, a most important text for all who are concerned to maximize the potential of early childhood education to develop effective ways of working with young children’ – Dr Cathy Nutbrown, Reader in Education, University of Sheffield In this fully revised version of Chris Athey’s classic text, the author builds on her original internationally renowned research with new illustrations of ‘continuity’ in children’s thinking from early to primary education. Drawing on her extensive experience and research evidence, she explains how teachers of young children can advance professionally towards a greater knowledge of young children’s thinking and learning. The book covers:

‘forms of thought’ used by young children • assimilation of curriculum content • pedagogy • parental participation • the politics of early education. •

2007 • 248 pages Cloth (978-1-4129-2131-2) • £65.00 Paper (978-1-4129-2132-9) • £20.99

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nEw

rEflEctIvE PractIcE In thE Early yEarS

Edited by Mike Reed University of Worcester and The Open University and natalie Canning University College Plymouth, St Mark and St John

Written for anyone working in the field of early years education and care, this book encourages students and practitioners alike to consider their own practice, and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage (EYFS) and support the reader in developing critical thinking and reflective practice. Issues covered include:

play in the EYFS in England • the Foundation Phase in Wales • safeguarding children • the healthy child • leading a team at a children’s centre • how childminders are working with the EYFS • leading and managing a multi-agency workforce • continuing professional development for early years practitioners. •

CONTENTS PART ONE: CHILDREN’S LEARNING AND DEVELOPMENT \ A Digital ‘Picture of Practice’ \ The Foundation Phase in Wales \ Play in the Early Years Foundation Stage \ PART TWO: THE UNIQUE CHILD \ Safeguarding Children, Everyone’s Responsibility \ A Healthy Child – Direction, Deficit or Diversity? \ PART THREE: ENABLING A PROFESSIONAL ENVIRONMENT \ Hestergreen Children’s Centre \ Leading a Team at a Children’s Centre \ Training to Manage Interagency Working PART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLD \ The New Professionals \ The Changing Face of Childminding and the Role of Childminding Networks \ Distance Learning and Professional Development for Early Years Professionals \ Early Years Foudation Degree Students

READERSHIP Early years students on any early years course and all early years practitioners

November 2009 • 192 pages Cloth (978-1-84860-161-1) • £65.00 Paper (978-1-84860-162-8) • £20.99

thrEadS of thInKIng

Young Children Learning and the Role of Early Education

Third Edition

Cathy nutbrown University of Sheffield

Threads of Thinking , Third Edition is a book for all early years practitioners who wish to support and develop children’s thinking.

Since the publication of the Second Edition of Threads of Thinking in 1999, the policy context of early childhood education has undergone radical change, and this Third Edition responds by addressing the implications for practitioners of early assessment and discussing the existing substantive material in the light of new national policies and practices.

2006 • 176 pages Cloth (978-1-4129-1083-5) • £65.00 Paper (978-1-4129-1084-2) • £19.99

Available as inspection copy for lecturers

Education | 2008

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