Promoting Children's Learning from Birth to Five: Developing the New Early Years Professional

Promoting Children's Learning from Birth to Five: Developing the New Early Years Professional

Promoting Children's Learning from Birth to Five: Developing the New Early Years Professional

Promoting Children's Learning from Birth to Five: Developing the New Early Years Professional

Synopsis

Reviews of the first edition"At a time of constant and rapid change in education, this book will inform and reassure early childhood professionals." Practical Pre-School"Besides advice on the most helpful ways to develop learning in areas such as maths and literacy, there are suggestions and comments about further reading at the end of each chapter, and examples of the thoughts and responses of real children are never far from the page." TES"Innovative, resourceful and thoroughly researched... a challenge to existing and emerging early childhood professionals." Contemporary Issues in Early ChildhoodPromoting Children's Learning from Birth to Five supports early years professionals as they develop new practices to promote young children's learning. This second edition fully reflects the enormous changes in early childhood education and care since the publication of the first edition. Retaining its successful focus on literacy and mathematical development as key exemplars of promoting young children's learning, the book considers new ways of working with parents, promoting inter-professional collaboration, and achieving sustainable, systematic change in children's services. The second edition: Draws on current research in early literacy and mathematical thinking Focuses on multiprofessional practice, showing how practitioners who work from evidence across professional boundaries are able to give strong, interactive and sensitive support to young children and their parents Takes into account policies and practices such as Every Child Matters, the Primary Strategy and Children's Centres Includes updated material on aspects of leadership, and on the role of the Senior Practitioner in developing innovative services for children and their families Explores the importance of personal, social and emotional development in the curriculum for under-fives Working from the basis that children learn most readily in contexts where parents and professionals are keen to learn, the authors help early childhood professionals to meet the challenges of reshaping children's services. This is key reading for all early childhood professionals and students.

Excerpt

In an attempt to coordinate and improve a legacy of disparate and under-funded services for children (Pugh 2001) the Labour government has introduced a raft of reforms. As we enter a historic third term of a Labour government in England, the field of early childhood services is benefiting from an unprecedented flow of money and attention. However the agenda has widened to include all children, not just young children, within the remit of reform. In government documentation childhood encompasses children in pre-school, primary and secondary school phases.

Local authorities are charged with developing Children and Young Peoples' plans by 2006 and establishing Children Trusts or similar arrangements for allocating funding streams to all services for children by 2008. Each local authority will appoint a Director of Children's Services. There will be a unified inspection system for all children's services. The radical agenda for reform is set out in Every Child Matters: Change for Children (www.dfes.gov.uk.everychildmatters).

There are five key principles embedded in outcomes for all children central to the Children Act 2004: being healthy, protection from harm and neglect, enjoying and achieving, making a positive contribution and economic well-being (www.dfes.gov.uk). These five principles are becoming the new mantra in the children policy area in England.

A national Childcare Strategy (DfEE 1998a) has a target of developing 100,000 new childcare places for 2008 and a Ten Year Strategy for Childcare (DfES 2005) is promising an out-of-school childcare place for all 3 to 14year-olds from 8 to 6 o'clock every weekday by 2010. Neighbourhood Nurseries for under-5s are funded by public/private initiatives in areas of poverty to provide childcare to release parents for training/work.

There is a universal part-time pre-school education entitlement for all 3- and 4-year-olds whose parents wish to take it up, with a statutory Foundation Stage Curriculum (DfEE/QCA 2000) for 3- to 5-year-olds in any setting claiming to offer pre-school education. There is also a framework to support the learning of birth to 3-year-olds, Birth to Three Matters (DfES 2002). These are likely to be combined into one curriculum framework for birth to 5-year-olds.

Every local authority is required to appoint an officer responsible for coordinating services for children. The focus is to be on multi-agency . . .

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