The books in this series each focus on a different aspect of research in early childhood which has direct implications for practice and policy. They consider the main research findings which should influence practitioner thinking and reflection and help them to question their own practice alongside activities to deepen knowledge and extend understanding of the issues. Readers will benefit from clear analysis, critique and interpretation of the key factors surrounding the research as well as exemplifications and case studies to illustrate the research-practice or research-policy links.
Supporting the development of critical reflection and up to date knowledge, the books will be a core resource for all those educating and training early years practitioners.
Supporting Abused and Neglected Children in the Early Years: Practice, policy and provision
March 30, 2018
This book provides early years practitioners and students with the theoretical and research knowledge necessary to help them respond and support children who have experienced abuse or neglect. It will assist them in planning appropriate intervention and learning opportunities for young children who...
Jan Georgeson, Verity Campbell-Barr
January 08, 2018
Grounded in recent research on the challenges of working with two-year-olds, Places for Two-year-olds in the Early Years explores how this often-overlooked age group is presented in policy and practice, and discusses why working with two-year-olds can be both exciting and highly rewarding. The book...
Valerie Huggins, David Evans
November 16, 2017
This innovative and timely book explores issues and concerns surrounding Education for Sustainable Development in early childhood, providing a range of perspectives on how we can live and promote more healthy, just and sustainable lives. It examines the professional responsibility of Early Years...
April 27, 2017
A focal point of early childhood education is how young children build knowledge and the ways that practitioners, parents and carers can help them to do so. Many adults find it challenging to identify what knowledge young children are building and how they do so, making it difficult to support...
Rory McDowall Clark
September 19, 2016
The concept of ‘readiness for school’ is attractive to policy-makers, but many academics, researchers and practitioners argue that an early start to formal learning may be misguided. This book introduces readers to an increasing body of evidence which demonstrates that young children need...