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Grounded in recent research on the challenges of working with two-year-olds, Places for Two-year-olds in the Early Years explores how this often overlooked age group is presented in policy and practice, and discusses why working with two-year-olds can be both exciting and highly rewarding. The book builds on theoretical understandings of child development, high-quality provision and pedagogical practice, to offer practical solutions for working effectively with two-year-olds and their families in a variety of early years settings.
Chapters focus on the specific needs of two-year-olds and the accompanying demands made on settings and practitioners. Many topics are also approached from a practical perspective, prompting readers to consider their own experiences of working with two-year-olds. The book explores:
understandings of 'high quality' education and care
varying workforce requirements and professional development
how practitioners develop knowledge(s) about working with two-year-olds
physical and social environments for two-year-olds
the role of the adult or key person in supporting children's development
provision of services for disadvantaged two-year-olds.
With reflective questions and annotated further reading included throughout, Places for Two-year-olds in the Early Years is essential reading for practitioners, policy-makers and students involved in this often overlooked area of early years provision.
List of contents
Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two-year-olds Chapter 3: Vulnerable identities Chapter 4: Quality for two-year-olds Chapter 5: Talking about two-year-olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two-year-olds Chapter 7: Qualifications, knowledge and preparedness for working with two-year-olds Chapter 8: Differnet places for two-year-olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth-to-twos: A creative and cultural perspective Chapter 11: Working with two-year-olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high-quality experiences for two-year-olds in early years settings?
About the author
Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs.
Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.
Summary
Places for Two-year-olds in the Early Years explores how this often-overlooked age group is presented in policy and practice, and builds on theoretical understandings of child development, high quality provision and pedagogical practice, to offer practical solutions to working effectively with two-year-olds and their families.
