Early Years Foundations: Critical Issues: Critical Issues by Janet MoylesEarly Years Foundations: Critical Issues: Critical Issues by Janet Moyles

Early Years Foundations: Critical Issues: Critical Issues

byJanet Moyles, Jane Payler, Jan Georgeson

Paperback | February 16, 2014

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The new edition of this best selling book looks critically at the 2012 Early Years Foundation Stage curriculum and draws attention to issues that underlie the EYFS and the implications for children from birth to five.

With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status.

Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education.

Chapters explore the rationale behind early years practice based on theory and research, covering important topics including:

  • Prime and specific areas of learning and development
  • Observation and assessment
  • Pedagogy
  • Working with parents
  • Difference and diversityContributors: Sue Bingham, Gill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread

    "Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice. This is a book that values early childhood practitioners as critical partners and experts in young children's learning and development. At a time of fluctuating policy, the authors remind us of the need to advocate for what matters in early childhood and they suggest ways that we can provide excellent experiences for young children with potential to enhance their lives for the long term."
    Jane Murray PhD, Senior Lecturer, University of Northampton, UK

    "There seems to be a proliferation of publications currently in the field of early years education and care but this book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education.

    This is a book in which there are many chapters worthy of recommendation and which will form the basis for future debates and publications but Rogers' scholarly work on Enabling Pedagogy encapsulates some core research, essential to our understanding of our work with children, and is a strong and refreshing contribution, while Katz' notion of 'standards of experiences' for young children should give us all food for thought."
    Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK

    "This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. Helpfully contextualised within the changing policy and political context, each chapter focuses on a different aspect of the curriculum framework and is written by someone with recognised expertise in the field. The strengths of the current EYFS are recognised but the issues and tensions are also made explicit with arguments backed up by theory and research evidence. This should be essential reading for experienced practitioners as well as Early Childhood Studies students."
    Denise Hevey, Professor of Early Years, University of Northampton, UK.

Janet Moyles is Professor Emeritus at Anglia Ruskin University, UK. Jane Payler is Senior Lecturer in Early Years Education at the University of Winchester, UK. Jan Georgeson is Research Fellow in Early Education Development at the University of Plymouth, UK.
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Title:Early Years Foundations: Critical Issues: Critical IssuesFormat:PaperbackDimensions:9.41 × 6.69 × 0.51 inPublished:February 16, 2014Publisher:McGraw-Hill EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0335262643

ISBN - 13:9780335262649

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Table of Contents

Contributors
Figures, tables and photographs

Introduction
An overview of early education in England

Part 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 Stage

Part 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 design

Part 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 children

Part 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 Stage

Author index
Subject index