Good Practice in the Early Years

2012 ◽  
Author(s):  
Janet Kay
Keyword(s):  
Good Practice ◽  
Early Years

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

Digital Play

2014 ◽  
pp. 193-207
Author(s):  
Jennifer Howell ◽  
Susan McDonald
Keyword(s):  
Good Practice ◽  
Digital Technologies ◽  
Student Learning Outcomes ◽  
Early Years ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
Framework Technology ◽  
Effective Use ◽  
Early Childhood Settings ◽  
New Framework

This chapter showcases a new framework (Technology and Play Framework) for teachers to consider when planning the use of digital technologies in the Early Years of formal schooling. It also presents the findings from a pilot study conducted with an F-1 (Foundation year and year 1) class in an Australian primary school that demonstrated how this framework could direct the effective use of a specific digital technology in terms of student learning outcomes with particular focus on literacy and numeracy. While play is recognised as an essential component of good practice in early childhood settings, it needs to be reconsidered and aligned to incorporate emerging digital technologies and complementary pedagogical practices in order to support authentic learning.

Describing good practice in the early years — A response to the ‘third way’

2003 ◽  
Vol 31 (2) ◽  
pp. 50-53 ◽  
Author(s):  
Penny Munn ◽  
Sue Kleinberg
Keyword(s):  
Good Practice ◽  
Early Years ◽  
Third Way ◽  
The Third

scholarly journals Early years education in Qatar: The good practice guide in theory and practice

2015 ◽  
Vol 4 (5) ◽  
Author(s):  
Tamader Al-Thani ◽  
Esraa Al-Muftah ◽  
Michael H. Romanowski ◽  
Chris Coughlin ◽  
Hadeel Hassan Abuelhassan
Keyword(s):  
Good Practice ◽  
Theory And Practice ◽  
Early Years ◽  
Practice Guide ◽  
Early Years Education

scholarly journals IB School Libraries as International-minded Learning Spaces and Environments

2021 ◽  
pp. 397-408
Author(s):  
Anthon Tilke
Keyword(s):  
International Baccalaureate ◽  
International Schools ◽  
School Library ◽  
Good Practice ◽  
Early Years ◽  
Educational Institutions ◽  
Learning Space ◽  
Public And Private ◽  
Holistic View ◽  
Learner Profile

The International Baccalaureate Organization (IB) offers educational programs to schools world-wide. Originally established for international schools, programs are now typically offered in a variety of public and private educational institutions in many countries. The IB has developed four programs, covering a continuum of education from early years to courses for students aged 18 years of age. Programs are largely constructivist-based and IB ‘big ideas’ include inquiry, a holistic view of the learner (IB Learner Profile), international-mindedness and academic honesty, yet the role of the library, overall, is not as clearly identified as may be expected, given factors friendly to a library and information sector paradigm. This professional paper reviews IB documentation and thinking, identifies opportunities where the library can support and contribute to the programs and identifies good practice, focusing on conference themes of the school library as a learning space, learning environment and as a ‘window on the world’.

scholarly journals Ensuring Quality Transitions From Early Years’ Establishments Into Primary Schools: Putting Research Into Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Taryn Moir ◽  
Jayne Johnson
Keyword(s):  
Primary Schools ◽  
Service Providers ◽  
Good Practice ◽  
Primary Teachers ◽  
Early Years ◽  
School Transitions ◽  
Shared Meaning ◽  
Qualitative And Quantitative ◽  
Additional Support ◽  
Collaborative Activities

Preschool to primary school transitions can be a time of anxiety for pupils, parents, and practitioners. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. It is hoped that sharing this across service providers will increase consistency of practice. The design took a flexible qualitative approach to ensure the co-creation of shared meaning. Following an initial exploratory activity using a Person Centered Planning (PCP) approach, four qualitative activities were identified. Early years’ staff, primary teachers, parents, and pupils were recruited as participants from within a Scottish local authority to take part in these collaborative activities with qualitative and quantitative components, which enabled the co-construction of a transition timeline that articulates the core activities needed for optimal early years’ centers (EYC) to primary transitions. This timeline outlines various preparatory activities that can be taken for all pupils and also those with identified additional support needs (ASNs). In addition, examples of excellence were identified. While this document illustrates examples of good practice, it is not meant to replace other existing positive transition work; rather it is a guide that can enhance existing procedures within any given context.

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