Early Childhood Services

This book explores the relationships between theory, policy and practice in early childhood services. Although primarily focused on the UK, it draws on contributions from Europe and further afield to explore the strengths and limitations of present practices and suggests ways in which new initiatives might be developed. The book considers six interlinked themes: * How do young children learn? What assumptions are made about children as learners? * What should young children be learning? What is an appropriate approach to curriculum for young children? * Where should young children learn? What arrangements are made for them? What kinds of spaces do children inhabit? * Who should help them learn? What role do adults take in supporting children's learning? * Children as participants and knowledgeable persons. What contribution can children themselves make to the plans that are made for them? * Developing practice - how does practice, particularly embedded practice, change or develop? The book will be important reading for students undertaking courses in early childhood studies, early years education, social policy and child welfare as well as academics, researchers and policymakers in these fields.

ISBN 0335203299   Pages 208 ISBN13 9780335203291 (What's this?)   Volumes 001 Publisher Open University Press   Weight (grammes) 330 Imprint Open University Press   Published in Milton Keynes Format Paperback   Height (mm) 231 Publication date 01 Dec 1999   Width (mm) 154 Library of Congress LB1139.3.E   Spine width (mm) 18 DEWEY 362.7   Academic level Tertiary education DEWEY edition DC21

		Contributors
		Introduction		1
Pt. 1		How do children learn? Early childhood services in a global context		7
1		Towards a global paradigm for research into early childhood by Martin Woodhead		15
2		Two sides of an eagle's feather: University of Victoria partnerships with Canadian First Nations communities by Alan Pence and Jessica Ball		36
Pt. 2		What should children learn? Approaches to the curriculum		49
3		Te Whariki: curriculum voices by Margaret Carr and Helen May		53
4		The future of infant education by Marta Mata y Garriga		74
Pt. 3		Where should children learn? Space and segregation		83
5		The Frankfurt kindergartens by Roland Burgard		90
Pt. 4		Who should help children learn? A natural or unnatural profession		103
6		The parameters of training by Peter Moss		106
7		Is working with young children a good job? by Helen Penn		115
Pt. 5		Children as participants		131
8		Discipline and normalization in the nursery: the Foucaultian gaze by Chris Holligan		134
9		What is the use of children's play: preparation or social participation? by Harriet Strandell		147
10		The rights of young children by Priscilla Alderson		158
Pt. 6		Research and practice		171
11		Everything is a beginning and everything is dangerous: some reflections on the Reggio Emilia experience by Gunilla Dahlberg		175
12		Research and practice: is there a dialogue? by Anne Edwards		184
		Index		200

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