Early Childhood Services : Theory, Policy and Practice

by Penn, Helen

• ISBN13: 9780335203291
• ISBN10: 0335203299
• Edition: 1st
• Format: Paperback
• Copyright: 1999-12-01
• Publisher: Open University Press

Summary

This book explores the relationships between theory, policy and practice in early childhood services. Although primarily focused on the UK, it draws on contributions from Europe and further afield to explore the strengths and limitations of present practices and suggests ways in which new initiatives might be developed.The book considers six interlinked themes:* How do young children learn? What assumptions are made about children as learners?* What should young children be learning? What is an appropriate approach to curriculum for young children?* Where should young children learn? What arrangements are made for them? What kinds of spaces do children inhabit?* Who should help them learn? What role do adults take in supporting children's learning?* Children as participants and knowledgeable persons. What contribution can children themselves make to the plans that are made for them?* Developing practice - how does practice, particularly embedded practice, change or develop?The book will be important reading for students undertaking courses in early childhood studies, early years education, social policy and child welfare as well as academics, researchers and policymakers in these fields.

Author Biography

Helen Penn is a policy-maker turned researcher and her work crosses the boundaries between the two. She is a consultant to a number of local authorities, national and international voluntary organizations, and works overseas as well as in the UK. She is also an academic researcher in the field of early childhood.

Table of Contents

Contributors	v
Introduction	1	(6)
Part one: How do Children learn? Early childhood services in a global context	7	(42)
Towards a global paradigm for research into early childhood	15	(21)
Martin Woodhead
Two sides of an eagle's feather: University of Victoria partnerships with Canadian First Nations Communities	36	(13)
Alan Pence
Jessica Ball
Part two: What should children learn? Approaches to the curriculum	49	(34)
Te Whariki: Curriculum voices	53	(21)
Margaret Carr
Helen May
The Future of infant education	74	(9)
Marta Mata y Garriga
Part Three: Where should children learn? Space and segregation	83	(20)
The Frankfurt kindergartens	90	(13)
Roland Burgard
Part four: Who should help children learn? A natural or unnatural profession	103	(28)
The parameters of training	106	(9)
Peter Moss
Is Working with young children a good job?	115	(16)
Helen Penn
Part five: Children as participants	131	(40)
Discipline and normalization in the nursery: the Foucaultian gaze	134	(13)
Chris Holligan
What is the use of childrens' play: preparation or social participation?	147	(11)
Harriet Strandell
The rights of young children	158	(13)
Priscilla Alderson
Part six: Research and practice	171	(29)
Everything is a beginning and everything is dangerous: some reflections on the Reggio milia experience	175	(9)
Gunilla Dahlberg
Research and practice: is there a dialogue?	184	(16)
Anne Edwards
Index	200