Understanding Challenging Behaviour

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Developing the early years professional: preliminary findings of the portfolio of evidence

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Behaviour Problems in the Early Years: A Guide for Understanding and Support

Addressing the issue of behaviour problems in the early years, this book offers early years practitioners a practical and well-researched resource covering subjects such as: the nature and extent of behaviour problems in the early years; definitions of behaviour problems; theoretical frameworks and factors; screening and assessment; a blueprint for early identification and intervention. This resource is based on the author’s own experience and research in early years practice and she uses a range of practical tips, strategies, activity ideas, forms and checklists to convey her message. Shows that successful early identification and management of behaviour problems requires informed practice that takes into account existing theoretical and conceptual works

Play and Special Needs

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Play and the achievement of potential

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The pedagogy of play(ful) learning environments: turning spaces into places

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Seeing the wider picture: reflections on the Reggio Emilia approach

Evaluates the Reggio Emilia approach and discusses its applicability in England

Being, belonging and becoming: some worldviews of early childhood in contemporary curricula

Since the last part of the 20th century, early years provision has seen a steady increase with more governments developing policies and allocating funds for the out-of-home care and education of young children. The expansion of early childhood provision and the economic investment made for such provision has gradually led to the introduction of curricula in order to establish the benefits and returns of the provision. Some of the curricula emphasise wellbeing, belongingness and connectedness with others, community and place; others are outcomes-based developmental models that celebrate individuality, personal achievement and children‟s becoming. In this paper, I will explore the philosophical underpinnings of four contemporary curricula to consider the worldviews of early childhood upheld and promoted by them. I will then draw parallels with the Athenian and Spartan educational systems and models in ancient Greece to consider the implications of the worldviews of childhood held in contemporary curricula with regard to the demands and “knowns” of today‟s society and to the “unknowns” and unforeseeable needs of future generations. Finally, I will conclude with the argument that it is the pedagogy, embraced by early years professionals, which is the mediating force for reconciling different worldviews of early childhood embraced in contemporary curricula

Bilingual Learners

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