Early Years Foundations

The new edition of this book aims to critically examine the new EYFS and the key elements of the revised framework document, i.e. quality and consistency; a secure foundation; partnership working; and equality of opportunity (EYFS Page 2:II) and these four elements form the essential structure of th [...]
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The new edition of this book aims to critically examine the new EYFS and the key elements of the revised framework document, i.e. quality and consistency; a secure foundation; partnership working; and equality of opportunity (EYFS Page 2:II) and these four elements form the essential structure of the book. Across the full age range from birth to five, it covers a range of issues underpinning the new EYFS, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood. Each chapter considers the overarching principles of the EYFS and uses relevant and contemporary research to explore critical perspectives in the EYFS. Alongside the background to each topic, there is commentary on why the situation is as it is and how it might move forward within the new Early Years Foundation Stage. As well as outlining the critical issues and challenges facing practitioners there will be suggestions for dealing with dilemmas, for example between professionals' perceptions of good practice and the practicalities of provision and meeting Ofsted requirements.Readers will be asked to consider how the concept of the 'capable young child' can emerge and be developed despite the prescribed curriculum content. In the light of the reviewers' feedback, certain chapters will be dropped for the new edition and there will be some wholly new content focussing on more pressing and current themes, for example: integrated health/education issues (including the new two-year-old check) more on assessment and observation, multi-agency working partnership with parents review of phonics/literacies supporting children with special educational needs. The pedagogy of the first edition will be maintained: an abstract to highlight key points; questions for reflection; suggested discussion points; and follow-up reading and/or web links to support further thinking and practice. Contributors: Sue Bingham, Jill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread