Shaping Early Childhood

"This should be essential reading for anyone involved in the training and professional development of early years practitioners... It is an impressive analysis of the historical and contemporary 'big ideas' that have influenced societies ' and practitioners' views of children and the nature of the curriculum.There are powerful sections on parents and communities ... I particularly liked the stimulating 'ideas galleries' with their statements from researchers, policy-makers and practitioners around the world." Nursery World, October 2004This key textbook introduces students and practitioners to a wide range of different approaches to early childhood. It provides practical strategies for developing and implementing early learning experiences that promote excellence and equity for children.The book presents the latest research and thinking about good practice, discusses how various philosophies and beliefs influence decisions in early childhood education, and identifies the key thinkers behind each approach. By examining different perspectives, the book helps early childhood practitioners to navigate their way through competing views, make informed choices, and be critically reflective in their work.In an accessible, lively and user-friendly way, it explores issues such as:What constitutes an appropriate early childhood curriculumHow best to study and assess childrenInvolving parents and children in early childhood learningThe book features a range of pedagogical devices to inspire early childhood workers to reflect critically on their work and the ideas underpinning it, including:Boxed definitions of key termsIdeas summary charts and ideas galleriesClarification exercisesCase studiesFurther reading listsThis essential textbook is ideal for students undertaking early childhood qualifications at degree level, Masters courses in early childhood education, and for practitioners who work with children from birth to eight in early childhood settings.

Dr.Glenda Mac Naughton has worked in the early childhood field for nearly 30 years. She is Associate Professor in the Faculty of Education at the University of Melbourne, where she established and now directs the Centre for Equity and Innovation in Early Childhood. Her years in early childhood have included work across all sectors as a practitioner and a manager and she has been a senior policy advisor to government in the United Kingdom and Australia.

Foreword
Acknowledgements
Introduction

PART 1: Models of the learner
Reflecting on the learner
Models of the learner: Conforming to nature, conforming to culture
Models of the learner: reforming through interaction between nature and culture
Models of the learner: Transforming culture and nature
Models of the learner: Critical reflections

PART 2: Positions on the early childhood curriculum
Reflecting on the early childhood curriculum
Curriculum position: conforming to society
Curriculum position: reforming society
Curriculum position: transforming society
Curriculum positions: critical reflections

PART 3: Curriculum contexts
Reflecting on contexts
Curriculum contexts: parents and communities
Curriculum contexts: becoming an early childhood professional
Curriculum contexts: critical reflections

References
Index