In the past decade, both British government and its opposition have recognized the crucial national importance of early childhood education. The result of this increased scrutiny, however, has been a confusion of promises and plans and a lack of coherent policy. In this wide reaching study Angela Anning reviews the complex history and outlines a coherent strategy for a new era in British early years education.
In the past decade, both British government and its opposition have recognized the crucial national importance of early childhood education. The result of this increased scrutiny, however, has been a confusion of promises and plans and a lack of coherent policy. In this wide reaching study Angela Anning reviews the complex history and outlines a coherent strategy for a new era in British early years education.
Angela Anning is Emeritus Professor of Early Childhood Education at the University of Leeds, where she worked for seventeen years in the School of Education. Her professional background is in early childhood education, particularly in inner cities. Her research interests include professional knowledge and practice in integrated services for children. In the last five years she has been a member of the National Evaluation of Sure Start team based at Birkbeck College, London.
Inhaltsangabe
Research Contexts across Cultures - Angela Anning, Joy Cullan and Marilyn Fleer PART ONE: CONCEPTUALIZATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGS Developing a Pedagogy of Play - Elizabeth Wood Scaffolding Learning and Co-Constructing Understandings - Barbara Jordan Exploring Critical Constructivist Perspectives on Children¿s Learning - Glenda MacNaughton PART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGS The Co-Construction of an Early Childhood Curriculum - Angela Anning Adults Co-Constructing Professional Knowledge - Joy Cullen Building Bridges between Literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGS The Consequences of Sociological Assessment - Bronwen Cowie and Margaret Carr On-Entry Baseline Assessment across Cultures - Peter Tymms and Christine Merrell Cultural-Historical Assessment: Mapping the Transformation of Understanding - Marilyn Fleer and Carmel Richardson PART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGS Quality Teaching in the Early Years - Iram Siraj-Blatchford Questioning Evaluation Quality in Early Childhood - Valerie N Podmore Multiple Pathways between Home and School Literacies - Susan Hill and Susan Nichols PART FIVE: CONCLUSION A Framework for Conceptualizing Early Childhood Education - Marilyn Fleer, Angela Anning and Joy Cullen
Research Contexts across Cultures - Angela Anning, Joy Cullan and Marilyn Fleer PART ONE: CONCEPTUALIZATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGS Developing a Pedagogy of Play - Elizabeth Wood Scaffolding Learning and Co-Constructing Understandings - Barbara Jordan Exploring Critical Constructivist Perspectives on Children¿s Learning - Glenda MacNaughton PART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGS The Co-Construction of an Early Childhood Curriculum - Angela Anning Adults Co-Constructing Professional Knowledge - Joy Cullen Building Bridges between Literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGS The Consequences of Sociological Assessment - Bronwen Cowie and Margaret Carr On-Entry Baseline Assessment across Cultures - Peter Tymms and Christine Merrell Cultural-Historical Assessment: Mapping the Transformation of Understanding - Marilyn Fleer and Carmel Richardson PART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGS Quality Teaching in the Early Years - Iram Siraj-Blatchford Questioning Evaluation Quality in Early Childhood - Valerie N Podmore Multiple Pathways between Home and School Literacies - Susan Hill and Susan Nichols PART FIVE: CONCLUSION A Framework for Conceptualizing Early Childhood Education - Marilyn Fleer, Angela Anning and Joy Cullen
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