Early years foundations : critical issues /
edited by Janet Moyles, Jane Payler and Jan Georgeson.
- Second edition.
- xiii, 234 pages : illustrations ; 24 cm
Includes bibliographical references and index.
Part 1. Quality and consistency -- Part 2. A secure foundation -- Part 3. Partnership working -- Part 4. Equality of opportunity -- -- Introduction -- An overview of early education in England -- -- Quality and consistency -- Play, learning and developing -- Necessary paperwork: Observation and assessment in the Early Years Foundation Stage -- Enabling pedagogy: Meanings and practices -- Qualifications and quality in the Early Years Foundation Stage -- -- A secure foundation -- Having real conversations: Engaging children in talk to extend their language and learning -- Physical development and outdoor play -- Personal, social and emotional development -- Early literacy learning in the contemporary age -- The teaching and learning of mathematics: A simple matter of 1, 2, 3? -- Understanding the world, including ICT -- Expressive arts and design -- -- Partnership working -- The pressures of leading early years services in a changing world -- 'Parents as partners': The new politics of parenting -- Inter-professional practice and very young children -- -- Equality of opportunity -- School readiness: Starting age, cohorts and transitions in the early years -- Playing with gender: Making space for post-human childhood(s) -- Without foundation: The EYFS framework and its creation of needs -- International perspectives on the Early Years Foundation Stage. Part 1. Part 2. Part 3. Part 4.
"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."--Publisher's website.