Early childhood services: theory, policy, and practice
Explores relationships between theory, policy, and practice in early childhood services, examining how young children learn, approaches to curriculum for young children, the role of adults in supporting children's learning, and children as participants and knowledgeable persons. Some material has been previously published in journals, some is commissioned, and some is from a series of conferences held in 1995-96.
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How do children learn? Early childhood services
What should children learn? Approaches to
The future of infant education
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action activities adults approach argued assessment babies become behaviour building Cambridge cation chil child development childcare children learn children's rights community of practice construction context countries cultural day nursery developmental developmental psychology discourse diverse document dren early child early childhood curriculum early childhood education early childhood programmes early childhood services early childhood workers ECCD environment evaluation everyday example experience Foucault framework global goals important infant education informed interaction Jussi kind kindergarten knowledge Kohanga Reo Liisa lives LOGSE London Malaguzzi Meadow Lake ment Ministry of Education minority world nursery nurse parents participation pedagogy Penn perspective play prac practitioners preschool professional psychology Reggio Emilia relationships role Routledge settings social society sociocultural space staff Strandell teachers teaching theory understanding University of Waikato University Press Whariki Woodhead young children Zealand