'This book is a gem! It sets out in a very straightforward and comprehensible way the vast framework of policy which shapes the nature of early years services in the UK today....This book should be on the reading list of all early years practitioners, multi-agency professionals and students as a timely reminder of the context in which they work' - Early Years Update 'This is a fabulous resource, with helpful and practical hints, tips and downloadable electronic resources....A truly invaluable resource for leaders and managers in any early years setting, or for those who are responsible for training members of the children's workforce' - Early Years Educator 'This is an excellent and accessible text which is useful to both practitioners and students. It clearly outlines developments in early years policy in recent years, placing it in its political and social context. The inclusion of policy developments in Scotland, Northern Ireland and Wales in this latest edition gives a new and broader perspective of policy in the United Kingdom than previously available in a single text. Students studying the topic at degree level will find the framework for analyzing the impact of policy particularly enlightening' - Sue O'Neill, Award Director FdA Management of Childcare Provision, Liverpool Hope University 'I predict that this book will quickly find a place on the book lists of colleges and universities around the country' - ESCalate 'This book is excellent. It is very easy to read and it starts with the basics, before allowing the reader to be more reflective' - Michelle Smith, BA (Hons) Early Childhood Studies and Early Years PGCE Covering the latest developments in early years policy, this book explores the processes of how policy is made, implemented, analysed and developed over time. It provides a complete overview of early years policy and evaluates its impact on practice, and it facilitates discussion and critical thinking around policy issues and policy development with the inclusion throughout the book of case studies, points for reflection and activities. There is suggested further reading and a short summary at the end of each chapter, and useful websites are cited. This second edition of a respected book has been substantially revised to include: - a new chapter on policy across England, Scotland, Wales & Northern Ireland - discussion of the new Early Years Foundation Stage - recent developments in Special Educational Needs - a revised and updated timeline of early years legislation - new case studies, covering the Birth to Eight age range - a revised and updated Glossary Suitable for all early years students at all levels, and early years practitioners at any stage of their career, this book is a must-have for navigating the minefield of early years legislation.

Previously known as Baldock: Understanding Early Years Policy is in its Fourth Edition. This best-selling textbook continues to provide fully updated coverage of all the latest developments in early years policy such as the revised Early Years Foundation Stage (EYFS), SEND Code of Practice 0-25 years and the Children and Families Act 2014. Exploring how policy is made, implemented, analysed and developed over time this book presents a complete overview of early years policy and an evaluation of its ongoing impact on practice. This Fourth Edition has been significantly updated to include: Full coverage of the 2010-2015 UK Coalition Government. A comprehensive timeline of Early Years policy Guidance on how to research policy for yourself More international case studies, now including the US and Scandinavia. New material on how to manage policy changes as a practitioner An expandedfocus of the devolved countries within the UK This text is an essential read for early years students at all levels, and early years practitioners.

How does early years policy impact on practitioners, children, settings and families? What are the implications of current policy for the future? How can early years professionals shape and craft practice in ways that genuinely focus on the needs of children and families, rather than the interests of policy makers? This exciting new text explores the changing context and increasing importance of early years policy. It takes a broad look at policy developments and shows how these have affected children, settings, parents and the early years workforce. Divided into two parts, the first examines theoretical perspectives and sets out the early years policy context, looking at issues surrounding accountability, international influences on policy and the Early Years Foundation Stage. The second half of the book directly shows how policy has influenced practice, and considers: the upskilling of the workforce and the impact of this on practitioners; the development of the learning environment including outdoor provision; sustained shared thinking and its link to high quality learning and teaching; the impact of policy on parents. Offering a fresh perspective on early years policy, this timely textbook will be essential reading for students on undergraduate and postgraduate Early Years and Childhood Studies courses and those working towards Early Years Teacher status.

A comprehensive and up to date text for all those required to understand early years’ policy and practice. It provides a succinct insight into key elements of the national and international political, economic and social agendas that influence and affect young children’s lives, and the impact of these on early years’ professional practice and provision. It provides a critical examination of policy development and its application within an historical and international context.

This timely collection provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States: fragmented policy systems; broad disregard for early years professionals exemplified by low pay; standards that fail to increase equity; and overlooking the role community contexts plays in producing or ameliorating social inequalities among children. Contributors draw upon their deep personal experiences with these issues as educators, scholars, and advocates to advance practice-based recommendations for how the nation’s inequitable systems can be transformed. Their call to collective action is supported by an accessible and powerful advocacy toolkit that will grow with readers over time and with practice. The text centers the perspectives of Black, Indigenous, and other People of Color, with a clear focus on the effects of systemic racism, ageism, sexism, classism, and associated oppressions on early years policies and programs in the U.S. Book Features: Concise essays that acknowledge the demands on contemporary readers’ time.Authors that represent a cross section of educators, advocates, researchers, and leaders who are in dialogue with each other. Personal stories that illustrate how policies and systems affect people, making an urgent case for transforming early care and education policies.A call for action that includes tools for linking personal reflection to collective action. Contributors include Lea Austin, Stephanie Curenton, Kerry Ann Escayg, Lucinda Heimer, Iheoma Iruka, Jacqueline Jones, Anna Lees, and Chrishana Lloyd.

Providing a unique and critical insight into some of the most significant issues affecting early years education, this book draws on current research, addresses key debates, and considers international perspectives. Topics covered include: policy making; poverty, disadvantage and social exclusion; promoting infant mental health; safeguarding and well-being; enhancing children's potential; parenting policies and skills; and national strategies versus professional autonomy.

This volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean. The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young.

Organized around 14 chapters, Section One looks at policy, pedagogy and key issues in practice surrounding the implementation of the Early Years Foundation Stage (EYFS), and Section Two looks at the areas of learning and development in EYFS. Ways to plan, implement, observe and evaluate activities for young children from Birth to 5 are discussed, a range of theoretical perspectives is built upon and different ways of delivering the EYFS are explored. By combining sound theoretical underpinning with practical case studies, this book offers a critical approach to the implementation of EYFS. It takes its inspiration and examples of best practice from projects based in a range of early years settings, and considers the role of the practitioner and the holistic development of the child.

This insightful text shows how the attitudes of adults in early years settings can influence practice. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book shows how the lives of practitioners, parents and children have been affected by inclusive and exclusionary practices. This new and revised edition includes an increased focus on: - inclusion as a political issue - social class - poverty - children′s rights - gay and lesbian parents and staff This text is essential for all early years students, practitioners and researchers who want to become familiar with current research into inclusion and to develop ways of drawing on such studies to inform and devleop their own inclusive practices. Cathy Nutbrown is Professor of Education and Director for Research at the University of Sheffield. Peter Clough is Honorary Professor of Education at the University of Sheffield Frances Atherton is Head of Department of Early Childhood Studies, at the University of Chester.

This book explores policies and practices in special education in the early years, highlighting shared enablers and barriers. It examines research, policies and practices from different Nordic countries and discusses the theory and empirical data underlying the research. It looks at specific issues including gifted children, social inequality and exclusion, teaching children with autism, inclusive practice, language and emotions. The book offers critical perspectives, highlights potential developmental objects and gives recommendations for further research as well as policy and practice. The book features many aspects of the so-called Nordic model - the economic and social policies common to the Nordic Countries: Denmark, Finland, Norway and Sweden. The findings provide important insights into the Nordic model and advance the understanding of relevant issues facing the Nordic countries.