Promoting Children's Learning From Birth To Five by Angela Anning
* What sort of literacy and numeracy curriculum experiences are best suited to the needs of very young children?
* How can early years professionals bridge the current divisions between education and care to provide an approach to young children's learning which draws on the strengths of both traditions?
* How can these professionals be supported as they develop new practices which focus on young children as learners?
* What strategies are most effective in involving parents with their children's development in literacy and mathematical thinking?
Drawing upon research carried out in a range of early years settings, Angela Anning and Anne Edwards seek to address these questions. The emphasis throughout is upon enhancing the quality of children's learning and providing support for the practitioners who work with them. The complexity of addressing the various cognitive, social, physical and emotional learning needs of young children is discussed and practical strategies to develop children's learning are explored with a particular focus on communication and mathematical thinking. Published at a time of dramatic change in pre-school provision in the UK, the book will both inform and reassure early childhood professionals. It will be important reading for managers, administrators and all professionals working in early years and family services and an accessible text for those studying for childcare and education and teaching qualifications.
* How can early years professionals bridge the current divisions between education and care to provide an approach to young children's learning which draws on the strengths of both traditions?
* How can these professionals be supported as they develop new practices which focus on young children as learners?
* What strategies are most effective in involving parents with their children's development in literacy and mathematical thinking?
Drawing upon research carried out in a range of early years settings, Angela Anning and Anne Edwards seek to address these questions. The emphasis throughout is upon enhancing the quality of children's learning and providing support for the practitioners who work with them. The complexity of addressing the various cognitive, social, physical and emotional learning needs of young children is discussed and practical strategies to develop children's learning are explored with a particular focus on communication and mathematical thinking. Published at a time of dramatic change in pre-school provision in the UK, the book will both inform and reassure early childhood professionals. It will be important reading for managers, administrators and all professionals working in early years and family services and an accessible text for those studying for childcare and education and teaching qualifications.