Birth to three matters - Communities and Local Government

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Finally, in this review of the researchabout children under three and theirdevelopment and learning, the last wordgoes to Gopnik, Meltzoff and Kuhl,whotell us that:-‘One benefit of knowing the science is akind of protective scepticism. It shouldmake us deeply suspicious of anyenterprise that offers a formula for makingbabies smarter or teaching them more,from flash cards to Mozart tapes to BetterBaby Institutes. Everything we know aboutbabies suggests that these artificialinventions are at best useless and at worstdistractions from the normal interactionbetween grown-ups and babies. Babies arealready as smart as they can be, they knowwhat they need to know, and they are veryeffective and selective in getting the kindsof information they need. They aredesigned to learn about the real wo rld thats u rrounds them, and they learn by play i n gwith the things in that wo rl d, most of all byp l aying with the people who love them.’Gopnik et al (1999:201).143
ReferencesAbbott, L. (2001) Perceptions of play –a question of priorities? In L. Abbott andC. Nutbrown (eds) Ex pe riencing Re g g i oEm i l i a . Im p l i cations for pre - s c h oo lp rov i s i o n. Buckingham: Open UniversityPress pp.8-20Abbott, L.and Gillen,J. (1999) Revelationsthrough research partnerships. Early Years20(1):43-52Abbott, L and Nutbrown, C (eds)Experiencing Reggio Emilia. Implications forpre-school provision. Buckingham: OpenUniversity PressAber, J.L.and Allen,J.P. (1987) Effects ofmaltreatment on young children’ssocioemotional development: anattachment theory perspective.Developmental Psychology 23:406-14Ainsworth,M. (1967) Infancy in Uganda:Infant Care and the Growth of LoveBaltimore: Johns Hopkins UniversityAinsworth,M., Bell, S.M.and Stayton, D.J.(1974) Infant-mother attachment andsocial development: ‘socialisation’ asproducts of reciprocal responsivenessto signals. In M.P.M. Richards (ed) TheIntegration of a Child into a Social WorldCambridge: Cambridge University Presspp.99-136Akande, A. (1992) Strategies for becomingan inviting parent: suggestions forcaregivers Early Child Developmentand Care 80: 3-12Alexander, P.C. (1992) Application ofattachment theory to the study of sexualabuse. Journal of Consulting and ClinicalPsychology 60: 185-195Alvarez,A. (ed) (1992) Live Company.Psychoanalytic Psychotherapy with Autistic,Borderline, Deprived and Abused Children.London: RoutledgeAnderson,A.M. (1996) Factors influencingthe father-infant relationship. Journal ofFamily Nursing 2(3): 306-24Anning, A. (1999) The influence of socioculturalcontext on young children’s144 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
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The importance of social interactio
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Page 102 and 103: Chapter 6A Healthy ChildA Healthy C
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Page 138 and 139: Chapter 7Conclusions and implicatio
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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
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