Lecturers, why waste time waiting for the post to arrive? Request your e-inspection copy today! 'Baldock et al is a core text for undergraduates and postgraduates interested in the complex and broad implications of Early Years policy and policy-making. This new edition offers insights into domestic and international perspectives on Early Years, and opportunities to increase understandings of how policy is shaped and applied through case studies and reflective exercises.' - Dr. Richard Race, Department of Education, University of Roehampton Fully updated to include all the latest developments in early years policy such as the revised Early Years Foundation Stage (EYFS), this book explores how policy is made, implemented, analysed and developed over time. There is a complete overview of early years policy, and an evaluation of its ongoing impact on practice. Case studies, points for reflection and activities encourage discussion and critical thinking. This Third Edition has been significantly updated to include: - a new chapter on international early years policy - discussion of the impact of the recession and the Coalition Government's policies - material on how ordinary practitioners can influence policy - a revised timeline of early years legislation. This text is an essential read for early years students at all levels, and early years practitioners. Peter Baldock worked extensively in Early Years education and was chair of the executive committees of two children's chartities based in Sheffield. Damien Fitzgerald and Janet Kay are both Principal Lecturers in Childhood Studies at Sheffield Hallam University.

'This book is a gem! It sets out in a very straightforward and comprehensible way the vast framework of policy which shapes the nature of early years services in the UK today....This book should be on the reading list of all early years practitioners, multi-agency professionals and students as a timely reminder of the context in which they work' - Early Years Update 'This is a fabulous resource, with helpful and practical hints, tips and downloadable electronic resources....A truly invaluable resource for leaders and managers in any early years setting, or for those who are responsible for training members of the children's workforce' - Early Years Educator 'This is an excellent and accessible text which is useful to both practitioners and students. It clearly outlines developments in early years policy in recent years, placing it in its political and social context. The inclusion of policy developments in Scotland, Northern Ireland and Wales in this latest edition gives a new and broader perspective of policy in the United Kingdom than previously available in a single text. Students studying the topic at degree level will find the framework for analyzing the impact of policy particularly enlightening' - Sue O'Neill, Award Director FdA Management of Childcare Provision, Liverpool Hope University 'I predict that this book will quickly find a place on the book lists of colleges and universities around the country' - ESCalate 'This book is excellent. It is very easy to read and it starts with the basics, before allowing the reader to be more reflective' - Michelle Smith, BA (Hons) Early Childhood Studies and Early Years PGCE Covering the latest developments in early years policy, this book explores the processes of how policy is made, implemented, analysed and developed over time. It provides a complete overview of early years policy and evaluates its impact on practice, and it facilitates discussion and critical thinking around policy issues and policy development with the inclusion throughout the book of case studies, points for reflection and activities. There is suggested further reading and a short summary at the end of each chapter, and useful websites are cited. This second edition of a respected book has been substantially revised to include: - a new chapter on policy across England, Scotland, Wales & Northern Ireland - discussion of the new Early Years Foundation Stage - recent developments in Special Educational Needs - a revised and updated timeline of early years legislation - new case studies, covering the Birth to Eight age range - a revised and updated Glossary Suitable for all early years students at all levels, and early years practitioners at any stage of their career, this book is a must-have for navigating the minefield of early years legislation.

Dedicated to providing a complete understanding of early years policy and the ability to evaluate its impact on practice, this book is an invaluable guide for early years students and professionals alike. The Second Edition of this well-loved book has been substantially revised including: An entirely new chapter focusing on policy across England, Scotland, Wales, & Northern Ireland Discussion of the proposed new Early Years Foundation Stage Talk of the recent developments in Special Educational Needs An up-to-date timeline of key early years legislation

Understanding Early Years Inequality uses critical sociological perspectives to examine the impact of changing assessment policy on primary school classrooms, with a particular focus on issues of inequality. Drawing on accounts of life in early years classrooms, Alice Bradbury suggests that a specific model of the ‘good learner’ operates, and that this model works to exclude some groups of students from positions of educational success. Key themes examined throughout this book relate to: The relationship between assessment policy and children’s identities as learners; The complexity of classroom life; The power of assessment to shape definitions of ‘learning’ and ‘learners’; The impact of discourses of class, race, religion and the ‘inner city’ on how children are assessed, and how assumptions about inner city schools and low attainment can put pressure on teachers to assess children in particular ways. In this important text, the author argues that assessment policies can have a huge impact on classrooms and teachers, as well as having potentially damaging effects for young children, particularly those from minoritised and economically disadvantaged backgrounds. The book explores in detail the complex interaction of education policies with discourses of attainment and expectation, and the resulting reproduction of patterns of inequality. Understanding Early Years Inequality will have an immediate impact on current debates about educational policy and practice in Early Years education, and will be of particular interest to academics and students in educational studies, sociology of education, and early childhood studies.

Previously known as Baldock: Understanding Early Years Policy is in its Fourth Edition. This best-selling textbook continues to provide fully updated coverage of all the latest developments in early years policy such as the revised Early Years Foundation Stage (EYFS), SEND Code of Practice 0-25 years and the Children and Families Act 2014. Exploring how policy is made, implemented, analysed and developed over time this book presents a complete overview of early years policy and an evaluation of its ongoing impact on practice. This Fourth Edition has been significantly updated to include: Full coverage of the 2010-2015 UK Coalition Government. A comprehensive timeline of Early Years policy Guidance on how to research policy for yourself More international case studies, now including the US and Scandinavia. New material on how to manage policy changes as a practitioner An expandedfocus of the devolved countries within the UK This text is an essential read for early years students at all levels, and early years practitioners.

In order to effectively practise as an early childhood educator it is essential to understand the theories, policies and pedagogy that shape the discipline. Understanding Early Childhood Education and Care in Australia provides core foundational knowledge that is critical for best practice. Part One looks at concepts of childhood and the development of mass education before examining influential theories including developmental psychology, sociology, feminisms and critical theory. Specific approaches are also analysed including Reggio Emilia, Montessori, Multiple Intelligences and HighScope. Part Two focuses on the guiding frameworks and policies in Australia and explores in depth issues affecting Indigenous children and provisions for recognising diversity and the practice of inclusion. The final section examines teaching and leadership and considers curriculum, pedagogy and assessment, building relationships between staff and families, the care of babies and infants, the environment in which early childhood education takes place and the responsibilities and professional development of teachers. This essential reference will ensure pre-service teachers develop a sophisticated understanding of how theory underpins effective practice in early childhood education.

"This accessible collection examines some of the most urgent policy issues facing early childhood care and education in the United States. Centering the perspectives of Black, Indigenous, and other People of Color, chapters advance practice-based recommendations for how the nation's inequitable systems can be transformed"--