Probing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the ‘Start Right Report’ (1994), whilst also calling for further changes to ensure that all children are able to ‘start right’, to become effective, independent learners.
Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children’s development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the ‘Start Right Report’ and take into consideration the research and reflection developed over the last quarter of a decade.
Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the ‘Start Right Report’ is essential reading for all those involved in early years research, education and care.
About the Authors and Editors
Chapter One: Start Right Revisited, Sir Christopher Ball
Chapter Two: Roots to Grow: Wings to Fly: Re-defining Early Childhood Education, Professor Pat Preedy
Chapter Three: Movement: A Child’s First A, B, C, Sally Goddard Blythe
Chapter Four: Movement for Learning, Professor Pat Preedy and Dr Rebecca Duncombe
Chapter Five: Do Parents Need to be Qualified?, Professor Pat Preedy and Rosie Hamilton McGinty
Chapter Six: Parents as Play Partners Project: Giving Children a Head Start Through Play, Professor Pat Preedy and Dr Kay Sanderson
Chapter Seven: Executive Functions: Skills that Underpin Success, Karen Morris
Chapter Eight: Creating Successful Learning Environments in the Early Years: A Case Study, Samantha Steed
Chapter Nine: Creativity in the Early Years, Ruth Churchill Dower
Chapter Ten: An International Dimension: Making a world of difference, Dr Helen Wright
Chapter Eleven: Conclusion – so what?, Sir Christopher Ball