By Margaret Clark, TIM WALLER

ISBN-10: 1849202214

ISBN-13: 9781849202213

At present, nearly all of textbooks for early formative years schooling within the united kingdom specialise in the location in England. consequently, readers can have a skewed viewpoint on coverage and perform, and never concentrate on the various and diverse contexts in Northern eire, Scotland, and Wales. additionally, these operating in settings now not in England need to work flat out to use texts to their very own contexts. This ebook supplies the reader easy accessibility to details at the regulations and practices in ECEC throughout all of the nations within the united kingdom and the Republic of eire. each one bankruptcy covers historical past info; coverage and perform in early early life schooling and care; transition; education and curriculum; caliber coverage, exam, and inspection; specialist improvement and coaching; destiny and coming near near adjustments; and case reviews of kid's lives.

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See Baldock et al. ) It is important to bear in mind the warning by Baldock and his colleagues that those outlining a policy may be clear as to the identity of those it is hoped to benefit, but less clear on the identity of those who may be put at a disadvantage. They claim that a consensus across political parties in the UK on the importance of Early Years services is a new thing. They also list policies they think will continue over the next ten years at least, regardless of whichever political party is in government in the UK (see p.

Other places were provided by childminders and ‘out of school’ care (each approximately 300,000 places), sessional care (pre-schools) and crèches. ) Costs vary according to where parents live (fees are higher in London) and whether it is for a first child or siblings. , 2004). Look again at the early history of Michael and Suraya and the range of early education and care they were able to access. What additional problems might be faced by other families in such a situation? Suraya and her family lived in a large city where they had a range of support, including helpful neighbours and someone who could converse in Mirpuri with her mother.

2005) reported findings that indicated that the programme was not reaching some of the most disadvantaged families and that the work in some local programmes was not having the impact it should. Critics suggest that more time is needed for the impact of SureStart to be assessed. Penn, however, is critical of SureStart in its ‘vague and grandiose’ aims; she suggests that the well-being of the child has not been at the heart of the initiative (Penn, 2006: 10). The issues of stigmatisation and access remain as challenges, however, for those who are committed to ensuring SureStart delivers on its original aims.

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Early childhood education and care : policy and practice by Margaret Clark, TIM WALLER

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