The Routledge reader in early childhood education /

• Wood, Elizabeth, 1955-

• Early childhood education.

• Routledge,

• 0415451523 (pbk.) :
• 9780415451529 (pbk.)
• 0415451515 (hbk.) :
• 9780415451512 (hbk.)

• £23.99
• £85.00

• Includes bibliographical references and index.
• Introduction: Contestation, transformation and re-conceptualisation in early childhood education Theme 1: Theoretical perspectives on learning, curriculum and pedagogy Chapter 1. Introduction from 'Play in the Infants' School' E. R. Boyce, Methuen, 1946 Chapter 2. Fleer, M. (2006) The cultural construction of child development: creating institutional and cultutral intersubjectivity. International Journal of Early Years Education, 14(2), 127-140. Chapter 3. Soler, J & Miller, L. (2003) The Struggle for Early Childhood Curricula: a comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia, The International Journal of Early Years Education, Vol.11, No. 1, (Taylor and Francis). Chapter 4. Brooker, L(2003), Learning How to Learn : parental ethnotheories and young children's preparation for school, The International Journal of Early Years Education, Vol. 11, No. 1, (Taylor and Francis). Theme 2: Play: advances in theory and practice Chapter 5. Newman, F and Holzmn, L. (1993) Playing in/with the ZPD from Lev Vygotsky: revolutionary scientist (Routledge). Chapter 6. Janson, U. (2001) Togetherness and Diversity in Pre-school Play, The International Journal of Early Years Education, Vol. 9, No. 2, (Taylor and Francis). Chapter 7. Marsh, J. 'But I want to fly too!': girls and superhero play in the infant classroom, Gender and Education, Vol. 12, No. 2 (Taylor & Francis). Chapter 8. Sawyers, J. and Carrick, N. (2003). Symbolic Play through the Eyes and Words of Children from Play and Educational Theory and Practice, Ed. Lytle, D. Ablex Publishing Corporation,U.S Theme 3: Policy generation and implementation Chapter 9. Neuman, M. (2005). Governance of Early Childhood Education and Care: recent developments in OECD countries, Early Years, Vol. 25, No. 2. (Taylor & Francis). Chapter 10. Sylva, K. and Pugh, G. (2005). Transforming the Early Years in England, Oxford Review of Education, Vol. 31, No. 1. (Taylor & Francis). Chapter 11. Ball, S. and Vincent, C. (2005) The 'Childcare Champion'? New Labour, Social Justice and the Childcare Market, British Educational Research Journal. Vol. 31. No. 5. (Taylor & Francis). Chapter 12. Rosemberg, F. (2005) Childhood and social inequality in Brazil, in H. Penn (2005) (Ed) Unequal Childhoods: young children's lives in poor countries. London, Routledge, Chapter 8, pp. 142-170. Theme 4: Professionalism and Professionalisation Chapter 13. Duncan, J. (2004). Misplacing the Teacher? New Zealand Early Childhood Teachers and Early Childhood Education Policy Reforms, 1984-96, "Contemporary Issues in Early Childhood Education", Vol. 5, No. 2. (Symposium Journals). Chapter 14. Osgood, J. (2006). Professionalism and performativity; the feminist challenge facing early years practitioners, Early Years, Vol. 26, No. 2. (Taylor & Francis). Theme 5: Research Methods: Agency and voice Chapter 15. Sumison, J. (1999). Critical reflections on the experiences of a male early childhood worker. Gender and Education, Vol. 11, No. 4. (Routledge). Chapter 16. Farrell, A. Tayler, C. and Tennent, L. (2004). Building Social Capital in Early Childhood Education and Care: an Australian study. British Educational Research Journal. Vol. 30. No. 5. (Taylor & Francis). Chapter 17. Montgomery, H. (2005). Gendered Childhoods: a cross disciplinary overview. Gender and Education, Vol. 17, No. 5. (Routledge). References

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