First published in 1979, this book looks at the subject of childminding in Britain at the time it was written. It is based on a national survey that was commissioned by the Social Science Research Council and on action to help childminders funded by the Wates Foundation at Manchester University, UK. Previous to this study it was calculated that more than one million children under the age of five had a working mother, but little research had been done into childminders themselves. This book evaluates the number and nature of the childminders in Britain that were looking after the nation’s children in the 70s. It argues that parents have a right to choose to work if society can guarantee loving and skilled care for their children. However, the authors suggest that this was not the case at the time and state that childminders were in need of better governmental support.

First published in 1979, this book considers the culture of a multi-racial community through the eyes of six children about to start school. Each child is from a different background but all live in the same street in a town in the north of England. Following the children from home into school, their six separate lives are unveiled, illustrating the manner in which their six separate worlds are in some ways grounded in their own respective cultures, and in others interwoven with the common experience of school. These Children enter school in search of a multi-cultural society, and a sympathetic appraisal is made of what happens to them as they face such initially daunting prospects as the classroom, television and the playground. The most compelling element in this book is the way in which education is shown to be able to derive benefit from this cultural diversity. The research was commissioned by the Social Sciences Research Council and the Leverhulme Trust, and will be of particular interest to those working in social work and education.

First published in 1988, this book is about the application of moral standards in the course of official work in the British civil service. It approaches the subject by examining the career of Sir Edward Bridges, Head of the Civil Service from 1945 to 1956. The book raises questions, of major importance at the present time, about methods of work and the standards expected of civil servants.

Early childhood education and care has been a political priority in England since 1997, when government finally turned its attention to this long-neglected area. Public funding has increased, policy initiatives have proliferated and at each general election political parties aim to outbid each other in their offer to families. Transforming Early Childhood in England: Towards a Democratic Education argues that, despite this attention, the system of early childhood services remains flawed and dysfunctional. National discourse is dominated by the cost and availability of childcare at the expense of holistic education, while a hotchpotch of fragmented provision staffed by a devalued workforce struggles with a culture of targets and measurement. With such deep-rooted problems, early childhood education and care in England is beyond minor improvements. In the context of austerity measures affecting many young families, transformative change is urgent.

First published in 1979. The performance of West Indian children in British schools has been the subject of enquiries by both a parliamentary select committee and the Department of Education. It is widely believed that an important factor in the relative failure of West Indian children is the language they use, West Indian Creole, and while teachers and others who work with them are aware that their language is often very different from British English, they seldom understand the nature of the differences, or their implications. The aim of this book is to provide the non-specialist with an account of the language of West Indian children and to examine how linguistic ‘interference’ can affect their level of reading, writing and understanding, even when they have been born in Britain. It also considers the worrying possibility that negative attitudes towards them and their language may have an adverse effect on their motivation to learn standard English. Viv Edwards places great stress on the fact that, although Creole is different from British English, it is in no way deficient as a language. She emphasizes the importance of familiarity with the structure of Creole, since it is only in this way that the teachers can discriminate between real mistakes and Creole ‘interference’. Attention is drawn to the relationship between language attitudes and social stereotypes and the danger that these might be translated into reality. Different strategies available to the teacher are examined, drawing on American experience in this field, and various initiatives taken by British teachers are described, thus making the study a work of practical value to teachers and others.

Intellectual history and early modern history have always occupied an important place in Past and Present. First published in 1974, this volume is a collection of original articles and debates, published in the journal between 1953 and May 1973, dealing with many aspects of the intellectual history of the seventeenth century. Several of the contributions have been extremely influential, and the debates represent major standpoints in controversies over genesis of modern ideas. Although England is the focus of attention for most of the contributors, their themes have wider significance. Among the topics covered in the collection are the political thought of the Levellers and of James Harrington; radical social movements of the Puritan Revolution; the ideological context of physiological theories associated with William Harvey; the relationship between science and religion and the social relations of science; and the function of millenariansim and eschatology in the seventeenth century. The editor’s Introduction indicates the context in which the articles were composed and provides valuable bibliographical information about the subjects discussed.

Mary Wollstonecraft was one of the greatest philosophers and writers of the Eighteenth century. During her brief career, she wrote novels, treatises, a travel narrative, a history of the French Revolution, a conduct book, and a children's book. Her most celebrated and widely-read work is A Vindication of the Rights of Woman. This Guidebook introduces: Wollstonecraft’s life and the background to A Vindication of the Rights of Woman The ideas and text of A Vindication of the Rights of Woman Wollstonecraft’s enduring influence in philosophy and our contemporary intellectual life It is ideal for anyone coming to Wollstonecraft’s classic text for the first time and anyone interested in the origins of feminist thought.