ED451935 PS029396
Title: Promoting Children's Learning from Birth to Five: Developing the New Early Years Professional.
Author(s): Anning, Angela; Edwards, Anne
Pages: 184
Publication Date: 1999
Notes: Published by Open University Press.
ISBN: 0-335-20216-0
Available from: Document Not Available from EDRS.
Availability: Taylor and Francis Group, 7625 Empire Drive, Florence, KY 41042 ($24.95). Tel: 800-634-7064 (Toll Free); Fax: 800-245-4724 (Toll Free).
Language: English
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: United Kingdom; England
Journal Announcement: RIESEP2001
Target Audience: Practitioners
Drawing upon research carried out in a range of early years settings in the United Kingdom, this book informs early childhood professionals about the types of early literacy and numeracy experiences appropriate for young children and how professionals from early care and education backgrounds can provide an approach to young children's learning based on the strengths of both traditions. In addition, the book discusses how professionals can be supported as they develop new practices focusing on young children as learners and effective strategies for involving parents with their children's literacy and mathematical development. The chapters are: (1) "Setting the National Scene"; (2) "Integration of Early Childhood Services"; (3) "The Inquiring Professional"; (4) "Young Children as Learners"; (5) "Language and Literacy Learning"; (6) "How Adults Support Children's Literacy Learning"; (7) "Mathematical Learning"; (8) "How Adults Support Children's Mathematical Thinking"; (9) "Creating Contexts for Professional Development in Educare"; and (10) "Early Childhood Services in the New Millennium." Contains 200 references. (KB)
Descriptors: Change Strategies; *Child Caregivers; *Day Care; *Early Childhood Education; *Educational Environment; Educational Practices; Emergent Literacy; Foreign Countries; Interprofessional Relationship; Mathematical Concepts; Parent School Relationship; *Preschool Teachers; Professional Development; Public Policy; *Teacher Student Relationship
Identifiers: Educare; United Kingdom
