The concept of ‘readiness for school’ is attractive to policy-makers, but many academics, researchers and practitioners argue that an early start to formal learning may be misguided. This book introduces readers to an increasing body of evidence which demonstrates that young children need opportunities to learn and develop in environments that support their emotional and cognitive needs, offering opportunities to develop autonomy, competence and self-regulation skills.
With advice on implementing research findings in practice, this book provides clear guidance on how to foster and develop these attributes, scaffold steps into new areas of learning and support children in facing new challenges. Chapters cover:
- Policy and discourses;
- Taking account of development;
- Approaches to Early Years Learning;
- The Diversity of Children’s Early Experiences;
- Transitions and starting school;
- Where to in the Future?
Exploring the Contexts for Early Learning will be essential reading for students, practitioners, policy-makers and all those interested in the school readiness agenda.
Table of Contents
Acknowledgements Preface Introduction 1. Policy and Discourses 2. Taking Account of Development 3. Approaches to Early Years Learning 4. The Diversity of Children’s Early Experiences 5. Transitions and Starting School 6. Where to in the Future?
About the Series
Research informed professional development for the early years
The books in this series each focus on a different aspect of research in early childhood which has direct implications for practice and policy. They consider the main research findings which should influence practitioner thinking and reflection and help them to question their own practice alongside activities to deepen knowledge and extend understanding of the issues. Readers will benefit from clear analysis, critique and interpretation of the key factors surrounding the research as well as exemplifications and case studies to illustrate the research-practice or research-policy links. Supporting the development of critical reflection and up to date knowledge, the books will be a core resource for all those educating and training early years practitioners.
BISAC Subject Codes/Headings:
- EDUCATION / General