By Dr Steve Bartlett, Steve Bartlett, Diana M Burton
This key textual content offers an summary of present theoretical concerns, components of analysis and significant issues which are coated in schooling reports programs
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Extra info for Education Studies: Essential Issues
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London: Routledge. Goleman, D. (1995) Emotional Intelligence. London: Bloomsbury. , Meltzoff, A. and Kuhl, P. (1999) How Babies Think. London: Weidenfeld & Nicolson. Hendy, L. and Toon, L. (2001) Supporting Drama and Imaginative Play in the Early Years. Buckingham: Open University Press. Holland, R. (1997) Exploratory play. In L. Abbott and H. Moylett (eds) Early Interactions: responding to children’s needs. Buckingham: Open University Press. James, A. and Prout, A. (eds) (1997) Constructing and Deconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood (2nd edn).
We are finally beginning to realize that the years before 3 are where the real foundations of healthy dispositions to learning are developed and that very young children are neither deeply deficient nor dependent. ’ David’s claim would seem to be borne out by the fact that the curriculum guidance for 3–5-year-olds introduced in 2000 is called guidance for the Foundation Stage! The period from birth to 3 years old must surely be the real foundation stage. What happens in the womb and during those first three years lays the foundations for all other learning and development.
1994) The Leuven Involvement Scale for Young Children, (manual and videotape). Experiential Education Series 1. Leuven: Centre for Experiential Education. Lindon, J. (1999) Working with young children. London: Hodder & Stoughton. Lindon, J (2001) Understanding Children’s Play. Cheltenham: Nelson Thornes. Makins, V. (1997) Not Just a Nursery … Multi-agency Early Years Centres in Action. London: National Children’s Bureau. Manning-Morton, J. and Thorpe, M. (2000) Key Times. , Grover C. and Penn, H.