TY  - BOOK
AU  - Bradford,Helen
TI  - Appropriate environments for children under three
T2  - Supporting children from birth to three
SN  - 0415612624
AV  - LB1139.23 .B73 2012
U1  - 372.21 22
PY  - 2012///
CY  - London, New York
PB  - Routledge
KW  - Early childhood education
KW  - Child development
N1  - Includes bibliographical references (pages 93-96) and index; 1. Setting the scene: what is an appropriate environment? Providing the optimum early years environment -- Providing the optimum early years environment: the case for a key worker approach -- Providing the optimum early years environment: the indoor environment -- Providing the optimum early years environment: the outdoor environment -- Providing the optimum early years environment: the potential impact of the child's home environment in the early years setting -- Conclusion -- 2. The developing child. Contexts for development : Cognitive development ; Brain development ; Language development ; Social and emotional development ; Physical development ; Play and development -- Conclusion -- 3. The policy context. Developing appropriate early childhood environments: some considerations -- Learning around the world: three examples : England: Sure Start children's centres and the early years foundation stage ; Italy: Reggio Emilia and the role of the environment ; New Zealand: Te Whaariki -- Emerging themes -- Conclusion -- 4. Developing inclusive practice. Developing inclusive policy and practice -- Developing an inclusive environment with a focus on play -- Conclusion -- 5. Creating an appropriate environment: towards a review of practice. Reviewing provision: where do we start? -- Considering the needs of parents -- Setting up the setting: appropriate environments -- Setting up the setting: appropriate indoor environments -- Setting up the setting: appropriate outdoor environments -- Setting up the setting: extending appropriate environments -- Setting up the setting: appropriate environments, resources and storage needs -- Setting up the setting: ensuring consistency -- Setting up the setting: final considerations for effective early years practice -- Conclusion -- 6. Drawing the threads together. Final thoughts
N2  - "It is widely known that babies and infants will flourish in an environment that supports and promotes their learning and development. But what constitutes an appropriate environment for children under three? Drawing on recent research, this book explores the concept of an appropriate environment, both within and beyond the early years setting. It sets this within the context of child development and practically demonstrates how a high quality environment can be created for babies and children under three that supports their learning and development. Features include: - clear explanation of relevant theories - case studies and examples of good practice - focus points for readers - questions for reflective practice Providing a wealth of practical ideas and activities, this handy text provides detailed guidance on how to develop an appropriate indoor and outdoor environment for babies and children under three to help practitioners ensure effective outcomes for the youngest children in their care"--
ER  -