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The new edition of this book aims to critically examine the new EYFS and the key elements of the revised framework document.
Inhaltsverzeichnis
Contributors
Figures, tables and photographsIntroduction
An overview of early education in EnglandPart 1: 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 StagePart 2: 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 designPart 3: 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 childrenPart 4: 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 StageAuthor index
Subject index
Über den Autor / die Autorin
Janet Moyles is Emeritus Professor of Education at Anglia Ruskin University and an early years/primary specialist and consultant, particularly in the areas of play, learning and practitioner research. Her books include Just Playing?, The Excellence of Play, Interactive Teaching in the Primary School; Images of Violence and Effective Leadership and Management in the Early Years.
