1st Edition

Places for Two-year-olds in the Early Years Supporting Learning and Development

Edited By Jan Georgeson, Verity Campbell-Barr Copyright 2018
    168 Pages
    by Routledge

    168 Pages
    by Routledge

    Grounded in recent research on the challenges of working with two-year-olds, Places for Two-year-olds in the Early Years explores how this often overlooked age group is presented in policy and practice, and discusses why working with two-year-olds can be both exciting and highly rewarding. The book builds on theoretical understandings of child development, high-quality provision and pedagogical practice, to offer practical solutions for working effectively with two-year-olds and their families in a variety of early years settings.

    Chapters focus on the specific needs of two-year-olds and the accompanying demands made on settings and practitioners. Many topics are also approached from a practical perspective, prompting readers to consider their own experiences of working with two-year-olds. The book explores:

    • understandings of ‘high quality’ education and care
    • varying workforce requirements and professional development
    • how practitioners develop knowledge(s) about working with two-year-olds
    • physical and social environments for two-year-olds
    • the role of the adult or key person in supporting children’s development
    • provision of services for disadvantaged two-year-olds.

    With reflective questions and annotated further reading included throughout, Places for Two-year-olds in the Early Years is essential reading for practitioners, policy-makers and students involved in this often overlooked area of early years provision.

    Acknowledgements Contributors Preface Janet Moyles and Jane Payler Chapter 1: Introduction Verity Campbell-Barr and Jan Georgeson Chapter 2: The Minding of Two-year-olds Rod Parker-Rees Chapter 3: Vulnerable identities Anita Soni Chapter 4: Quality for Two-year-olds Verity Campbell-Barr Chapter 5: Talking about Two-year-olds: the potential impact of Early Years discourses on identity formation Gill Boag-Munroe Chapter 6: Ways of Working with Two-year-olds Jan Georgeson Chapter 7: Qualifications, Knowledge and Preparedness for Working With Two-year-olds Verity Campbell-Barr Chapter 8: Places for Two-year-olds Jan Georgeson Chapter 9: Environments for Listening Karen Wickett Chapter 10: Inspiring work with Birth-to-twos; a creative and cultural perspective Clare  Halstead Chapter 11: Working with Two-year-olds: the role of Educational Psychologist Anita Soni Chapter 12: Concluding thoughts: What matters for high quality experiences for Two-year-olds in early years settings Carmen Dalli


    Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs.

    Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.