NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the bound book. Sue Bredekamp, one of the foremost authorities in the field of early childhood education, is author of Effective Practices in Early Childhood Education: Building a Foundation, now in its Second Edition. At its core, this intriguing text provides the building blocks for understanding effective practices in early childhood education. Building upon the Developmentally Appropriate Practice framework that she conceptualized, Sue Bredekamp shows how effective teaching practices can make a difference in the lives of young children. Written with a clear and engaging presentation, the author designed the book to prepare a new generation of early childhood professionals by remaining keenly focused on the three core themes threaded throughout: intentional teaching, challenging and interesting curriculum, and evidence-based, effective practices for a new generation of early childhood educators. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.

Palaiologou has chosen essays for this collection which will stimulate critical awareness and discussion of the early years foundation stage. She provides an interesting background to the politics, policy and legislation which underpin and inform the EYFS. This book covers policy and pedagogy, assessment, communication and more.

The editors, particularly Iram Siraj-Blatchford, Kathy Sylva and Ted Melhuish, are extremely well respected authorities in their field The results of this genuinely ground-breaking study are eagerly awaited by many researchers in this area Includes clear implications of the study for practice and ensuring educational effectiveness Education for All (Richard Pring) is based on the Primary version of this study, so the two books can be promoted together

Effective Practice in the Early Years supports students of degrees and foundation degrees in Early years, Early Childhood and related disciplines studying professional practice in the early years. *Focused on the knowledge and learning students need for all practice focused, professional practice and placements modules. *Supports students with their written assignments and assessments linking theory and practice. *Includes case studies, reflective tools, template examples and explores good practice. *Offers practical support and guidance for students working and learning in early years settings.

In this compelling new book Vicky Hutchin provides an accessible and readable guide to effective practice in the revised EYFS which Explains the revised EYFS areas of learning and development Considers the three 'characteristics of effective learning' and the implications for practitioners in their interactions with children and the provision they make for them Explores in detail the role of practitioners and parents in supporting children's learning and development Examines the importance of partnership with parents in their children's learning and development and how to develop this Details the observation, assessment and planning cycle with a particular focus on the statutory summative assessment, the 'Progress Check at Age Two' This is the revised EYFS brought to life for early years practitioners, professionals and students. Threaded throughout the book are real case studies taken from a range of inspiring early years settings. These are backed up by interviews with practitioners as they reflect on and develop their practice to ensure the best support for young children's development, learning and wellbeing. Each chapter makes reference to relevant research and includes 'top tips for effective practice'. "Effective Practice in the EYFS is a clear, comprehensive and accessible exposition of the new EYFS and its requirements for practitioners. Using case studies, examples from settings and observations of children, Vicky Hutchin brings breadth and depth to each aspect of the EYFS and ensures that practitioners have a principled understanding of the importance and relevance of each aspect of their work with young children. The Characteristics of Early Learning are given appropriate significance and can be seen to underpin all subsequent chapters. The Prime and Specific Areas of Learning are each highlighted with great clarity and every chapter concludes with 'Top Tips for Effective Practice' which could be used to create a development plan by any setting wanting to reflect on current practice. This book would be valuable for all practitioners but particularly those new to the early years and wanting a clear reference guide to all that is important about teaching in this phase." Julie Fisher, Independent Early Years Advisor "This book will guide practitioners on their journey into the new requirements of the EYFS, and will build confidence. It is written with clarity, encourages common sense and draws on the good practice of real settings together with useful reference to research and literature. Just what is needed!" Professor Tina Bruce CBE, University of Roehampton, UK "As an Essential Guide to the revised EYFS Vicky Hutchin's book covers everything a practitioner needs to know and think about. The emphasis on the Characteristics of Effective Learning ensures that the reader understands right from the outset that HOW children learn rather than WHAT they learn is a priority. There are clear explanations of the Characteristics which are underpinned by the theory of how children learn and develop, including important connections to the psychology of children's early learning. Vicky has woven together the statutory requirements of the EYFS with examples of good early years practice and the voice of the child. The central strand of observation and interpreting how children are learning supports practitioners'understanding and gives them helpful directions to the work of Ferre Laevers, Julie Fisher and others. There is a strong reflective element running through the book with helpful case studies, questions to think about and useful summaries at the end of each chapter. Chapter 12 helpfully directs the reader to think about the EYFS as an evaluative tool to improve the quality of practice. These are the strengths of Vicky's book along with the following A good explanation of school readiness Clear explanations of child initiated and adult- led thinking and learning Links to parental involvement throughout the book as well as a dedicated chapter Assessment which is child focussed and based in the context of observation and planning next steps. The messages are clear and respectful of children Unpicking each area of learning and making the linksbetween theory and practice as well as a frequent reminderof the holistic nature of children's development and learning Top tips for effective practice and points for reflection" Di Chilvers, Advisory Consultant in Early Childhood

This publication takes as its background the radical reforms to services for children following the passing, in England, of The Children Act of 2004 and subsequent Government white paper, Every Child Matters: Change for Children. It argues that the fundamental requirements for leadership for learning in the early years should be provided by considering social contexts, adopting a commitment to collective working, and focusing on improving children's learning outcomes. It is based on the analysis of a wide range of literature on leadership in the early years and information taken from effective early years settings.