Table of Contents

PART ONE: INTRODUCTION TO STUDYING EARLY CHILDHOOD
Studying for a Degree - Louise Dryden
Upholding Children’s Rights in Early Years Settings - Carolyne Willow
Becoming a Reflective Practitioner and Practitioner Research - Judy Stevenson
Observation and Assessment - Jonathan Glazzard
PART TWO: HOW CHILDREN DEVELOP
How Children Develop - Penny Mukherji
How Children Learn - Linda Pound
The Importance of Play - Justine Howard
PART THREE: INFLUENCING FACTORS
The Historical Background of Early Childhood Care and Education: Influencing Factors - Linda Pound
Social Inequalities - Gianna Knowles and Penny Mukherji
Health and Well-being - Penny Mukherji
Recent Legislation and Policy Initiatives (1997–Present) - Tricia Johnson
PART FOUR: APPROACHES AND PRACTICE
Curricula and Pedagogic Principles in the Foundation Stage (0–5) - Edwina Mitchell
Working in Partnership with Parents in Early Childhood Settings - Penny Mukherji and Vicky Mummery
Safeguarding and Protecting Children - Claire M. Richards
Management and Leadership - Judy Stevenson
PART FIVE: IMPLEMENTING THE CURRICULUM
Young Children’s Personal, Social and Emotional Development: Foundations of Being - Julia Manning-Morton
Communication, Literacy and ICT - Louise Dryden
Physical Development and the Role of the Physical Environment - Rita White
Specific Areas of Development and Learning (Mathematics, Understanding of the World, Expressive Arts and Design) - Ros Garrick
Transitions - Hilary Fabian
Glossary
Index

About the Author

Penny Mukherji has been involved in educating students in the field of early childhood for 30 years and during this time has developed a deep understanding of how to support students on their learning journeys. Before her retirement Penny was a Senior Lecturer in Early Childhood Studies at London Metropolitan University, where an important part of her teaching involved supporting both undergraduate and postgraduate students completing their research projects. Penny continues to be actively involved in the university, both as a tutor for students who are distance learners and as a supervisor for students completing their dissertations. With a background in health and psychology, Penny is an established author, with a special interest in the health and well-being of young children.

Louise Dryden is Senior Lecturer in Early Years & Primary Education. Having taught children aged 3-11 for many years in inner-city schools (in London and Birmingham), the major focus of her more recent work has been in lecturing to students on degree programmes related to early years and primary education. Louise spent a number of years lecturing in Further Education where the focus of her teaching was on child development and educational provision for children in pre-school settings through to Key Stage 1. This experience proved extremely valuable in her role as an academic liaison tutor for an early years’ Foundation Degree, working in partnership with staff and students in several Further Education colleges. Teaching in university settings for the past 12 years, her particular areas of specialism relate to linguistic and literary development in children, and study skills for adults.

Reviews

‘This book is essential reading for all involved in the study of early childhood, addressing key themes, ideas and topical debates relevant for early childhood students at undergraduate level.  The Editors have provided a lucid, readable and clear contribution to our knowledge and understanding of early childhood.’
*Rose Envy*

‘This book is a welcome addition to the growing scholarly publications about children in the Early Years.  The case studies bring the subject matter to life.  The points for reflection will help to develop the vital skill of reflective practice. I particularly enjoyed reading "upholding children′s rights in early years settings.  It was refreshing to see that the rights of babies are highlighted in the chapter.’
*Jackie Musgrave*

This is an invaluable addition to anyone’s early years library, with particular relevance for students (specifically those studying at levels four and five of their early childhood degrees) and tutors. The book covers key topics, such as children’s rights; the early years curriculum; how children learn and develop; health and wellbeing. It is a book that would thoroughly support any student making the transition to honours level study. There are some terrific little reflection activities aiming to implement good theory into practice in a helpful and purposeful way. A particularly interesting and influential chapter is the one around neuroscientific findings and how these are shaping and influencing early childhood policy.    
*Martine Horvath*

So far in my studies this book has been very helpful during my research as it has covered the majority of areas in my course.

I like how the book is split into sections with the names of those who have written it as this makes it much easier when it comes to referencing.  Having the glossary has also been very useful when looking for specific information.

I particularly found chapter 1 very useful and it gave me an idea of what my course would include, and it prepared me for what was ahead. 

So far, I haven’t found any faults with the book, it has done everything that I would expect it to.

I would highly recommend this book to anyone who is starting a degree in Early Years.
*Early Childhood Student at Stranmillis University College*