A01=Sandra Smidt
Author_Sandra Smidt
Baby Clinic
Category=JBS
Category=JMC
Category=JNC
Category=JNLA
Category=JNLB
Category=JNMT
Category=JP
Child's Progress
Childcare Bill
children
Child’s Progress
class
Climbing Frames
Clips
corner
developmental assessment methods
early childhood pedagogy
Early Learning Goals
early years curriculum implementation
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eq_isMigrated=2
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eq_non-fiction
eq_society-politics
Fireman
Follow
foundation
Foundation Stage
Foundation Stage Profile
goals
Hold
home
Home Corner
Imaginative Play
inclusive education
learning
Long Term Cumulative Effect
Milk Bottle Tops
Mr Gumpy's Outing
Mr Gumpy’s Outing
multicultural classroom
Number Songs
Nursery
Nursery Workers
Offer Children Opportunities
Outdoor Play Space
parental engagement strategies
play-based learning
reception
Reception Class
stage
Wo
Workshops
young
Young Children
Product details
- ISBN 9780415416047
- Weight: 140g
- Dimensions: 156 x 234mm
- Publication Date: 08 Feb 2007
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This is a practical, accessible guide to early years practice. The author examines current theories about how children learn best and focuses on how we can support and extend the learning of young children. This fully revised edition discusses Birth to Three Matters, the new Childcare Bill and the development of children's centres, and has additional focus on the Foundation Stage Profile
Packed full with case studies, the book offers:
- practical advice on how to successfully involve parents as equal partners in the education of their children
- guidance to ensure that the activities and support offered to young children will promote learning across a broad and balanced Early Years curriculum
- a focus on special needs, multiculturalism and multilingualism, play and culture, and the importance of interactions with adults and with peers.
Essential reading for students on Early Years courses, this book is also invaluable for practitioners, who can use this text as the starting point for developing their own methods within the frameworks of statutory documents relating to Early Years education.
