Birth to three matters - Communities and Local Government

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1996; Pugh et al 1994; Smith and Pugh1996; Smith 1996;Utting 1995; White andWoollett 1992).PRACTITIONERSMost of all, we conclude thatpractitioners need commitment.In order to be effective in theirrelationships with babies and youngchildren they need to be loving andknowledgeable, and because they workin positions of great responsibility, theyneed to be professional,accountableand trained in ways which keep theminformed about research and able toreflect on that research in the light oftheir own observations of children.As one practitioner in an Americanresearch report said:-‘I was at a party recently, whensomeone asked me what I did.“I’m aninvestor,” I said. People gathered roundme asking about stocks, mutual funds,and so on. I explained that I wasn’tdealing with any of those products.“I’m investing in America’s future, ”I told them – “America’s children andtheir families.” Kay Mayo, Family ChildCare Provider Austin, TX’ Galinsky et al(1994:96).Practitioners require knowledge ofresearch about child developmentin order to be able to articulate whycertain practices are important.In particular they need informationand training about young childrenwith special needs. This means theyneed time for that ongoing training.Support to develop more effectiveinter-agency working in the interestsof young children and their families.(The main factors relating to thiseffectiveness are detailed in Atkinsonet al 2002).POLICY MAKERSEvangelou and Sylva (2002) reported onthe evaluation of the PEEP (Peers EarlyEducation Partnership) based in Oxford.The project, which involves work withadults (parents, carers and pre-schoolstaff) who live and work with some 2,000children from birth to five years in an areaof low socio-economic status, set out toeffect positive change in educationalachievement, especially in literacy. Theresearchers found that the project didindeed have a positive effect on children’sliteracy, numeracy and self-esteem butthat at this time it is impossible to claimthat there will be long term gains.As Brooks-Gunn (2000:12) has argued,‘If policy makers believe that offering earlychildhood intervention for two years oreven three will permanently and totallyreduce SES disparities in children’sachievements, they may be engagingin magical thinking’Thus, with this research in mind, togetherwith that reviewed earlier, we concludethat policy makers’ priorities must be:-141
a commitment to ensure that ECECservices for children 0-3 are firstlyappropriate and to the advantage ofthe children and not simply to enableparents to participate in the workforce.Further, that appropriate support forparents and children is availablethroughout a child’s life, not simplyin the early yearspolicies which enable the recruitmentof only those who will be committedpractitioners, and to enable access totraining, and to conditions of servicewhich will ensure retentionfunding more research,especially thatfocusing on the experiences of youngchildren in ECEC settings and the livesof two year olds.TRAINERSNeed to provide meaningful coursesin child development.They also need to act as conduits forresearch information,ensuring linksbetween practitioners and the researchcommunity,and to foster the development ofpractitioner research networks, topromote discussion and reflection onresearch allied to practitioners’ ownobservations.RESEARCHERSResearchers need to forge links acrossdisciplinary boundaries,and across parent-practitionerresearcherboundaries, so that thosewho are most familiar to babies andchildren,and with whom they willdisplay the highest levels of theirknowledge and achievements, willbe enabled to contribute to researchknowledge.They also need to develop methodsof and approaches to dissemination –some of the new journals, such asInterplay and Early Years Practitioner,and the developments made byexisting professional journals, such asNursery World and Coordinate, are fineexamples of such efforts.CHILDRENAbove all,children need loving,responsive, sensitive key personsaround them, people who recognisetheir fascination with and curiosityabout what is going on around them,their drive to explore and problemsolve through active learning, and whowill provide opportunities to play, makefriends and share experiences, and yetallow time for them to be deeplyfocused alone but near others, as well ase n s u ring all their health needs are met.They need to be respected as people intheir own right, andto live in a society which is informedabout their development and learning,and which is involved and delighted intheir amazing abilities.142 EDUCATIONAND SKILLS B I RT H T O T H R E E M AT T E R S
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AcknowledgementsThe authors and pub
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Relationships with other people (bo
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policies for families. So this lite
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etween three and nine years old whi
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0 - 8 months: Heads Up, Lookers and
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e a rliest ye a r s’ 1 , is the c
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distinguish between things, and tha
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Chapter 2Influential research and t
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THE ISSUE OF THEORIES AS CULTURALCO
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p a rt i c u l a rly in re l ation
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developed by Bereiter and Engelmann
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familiar settings. By about one yea
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child as learning and developing in
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are important to them,blanking out
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THEORIES ABOUT EARLY CHILDHOODEDUCA
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Chapter 3A Strong ChildIn the Frame
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A GROWING AWARENESS OF SELF AND THE
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( a d a p ted from Davies 1999 : 12
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them with an inadequate modelof rew
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However, even sensitive parents and
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It is preferable to have stabilityi
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something surprising and strangehap
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when someone else is upset or hurt,
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main factors enabling such self-ass
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demonstrate achievements - ‘Go on
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implications for siblings, which ar
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with friends fared be t ter than th
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Attending to external demands (such
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Chapter 4A Skilful CommunicatorThis
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elationships with close and protect
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adults and siblings around them. Th
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interactions and interchanges depen
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in the first 18 months. Depressed m
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Karmiloff-Smith 2001: 183). Further
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then language grows in a safe and f
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‘language’. However, there is m
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of his granddaughter Alice’s very
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For example, Eliot (just two years
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Chapter 5A Competent LearnerA Compe
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understandings was crucial. They sh
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still gave them biscuits, because t
Page 90 and 91: The importance of social interactio
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Page 100 and 101: Being CreativeYoung babies explore
Page 102 and 103: Chapter 6A Healthy ChildA Healthy C
Page 104 and 105: FIGURE 1:SIX ASPECTS OF HEALTH (MEG
Page 106 and 107: It is only by being given oppo rtun
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Page 112 and 113: It has also provided useful insight
Page 114 and 115: FIGURE 2:SHORE’S (1997:18) CHART
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Page 118 and 119: memory; synapses associated withexp
Page 120 and 121: cognitive development of the childr
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Page 126 and 127: greater risk) and girls halved betw
Page 128 and 129: et al 2000). Further, lone mothers,
Page 130 and 131: ecoming securely attached (Seifer a
Page 132 and 133: (Whipple 1999);training projects fo
Page 134 and 135: As we have found over and over agai
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Page 138 and 139: Chapter 7Conclusions and implicatio
Page 142 and 143: Finally, in this review of the rese
Page 144 and 145: meaning making. Paper presented at
Page 146 and 147: Pre-school Program on Youths throug
Page 148 and 149: Bronfenbrenner, U. (1979) The Ecolo
Page 150 and 151: for intervention. In B.B. Lahey and
Page 152 and 153: children. In J. Bruner and H. Haste
Page 154 and 155: Fawcett, A. (2001) Special Educatio
Page 156 and 157: Grainger, T. and Goouch,K. (1999) Y
Page 158 and 159: Howes, C. (1987) Peer interaction o
Page 160 and 161: months Journal of Reproductive and
Page 162 and 163: Mandler, J. (1999) Preverbal repres
Page 164 and 165: Mo r s s, J . ( 1990) The Bi o l og
Page 166 and 167: Patel, P., Mendall, M.A., Khulusi,
Page 168 and 169: Roberts, H. (2001a) Fit or fat? Coo
Page 170 and 171: Singer, E. (1992) Child Care and th
Page 172 and 173: Teti, D.M.and Gelfand, D.M. (1991)B
Page 174: Issues in the Early Years London:Pa
Page 177 and 178: National Association for SpecialEdu
Page 179 and 180: PEOPLE FOCUSED continued/setting fo
Page 181 and 182: BIRTH TO THREE MATTERSPro Forma for
Page 183: 184 EDUCATIONAND SKILLS B I RT H T
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