Bronfenbrenner, U. (1979) The Ecologyof Human Development Cambridge Mass:Harvard University PressBronfenbrenner, U. (1992) Ecologicalsystems theory. In R.Vasta (ed) Six Theoriesof Child Development: Revised Formulations<strong>and</strong> Current Issues London: Jessica KingsleyPress pp.187-249Bronfenbrenner, U. <strong>and</strong> Morris, P. (1998)The ecology of developmental processes.In W. Damon <strong>and</strong> R.M. Lerner (eds)The H<strong>and</strong>book of Child Psychology Vol1.Theoretical Models of Human Development.New York: John Wiley pp.993-1028Brooke, O.G., Anderson,H.R., Bl<strong>and</strong>, J.M.,Peacock, J.L.<strong>and</strong> Stewart, C. (1989) Effectson birth weight of smoking, alcohol,caffeine, socio-economic fac<strong>to</strong>rs <strong>and</strong>psychological stress British Medical Journal298:795-801Brooks-Gunn, J. (2000) Do you believe inmagic? What we can expect from earlychildhood intervention programs. Paperpresented at Early Childhood InterventionPrograms:are the costs justified?Congressional Briefing. Washing<strong>to</strong>n DCBruce, T. (1987) Early Childhood EducationLondon: Hodder <strong>and</strong> S<strong>to</strong>ugh<strong>to</strong>nBruce, T. (1996) Helping Young Children <strong>to</strong>Play London: Hodder <strong>and</strong> S<strong>to</strong>ugh<strong>to</strong>nBruce, T. (2001) Learning through Play:Babies, Toddlers <strong>and</strong> the Foundation YearsLondon: Hodder <strong>and</strong> S<strong>to</strong>ugh<strong>to</strong>nBruce, T. <strong>and</strong> Meggitt, C. (2002) Child Care<strong>and</strong> Education. 3rd Edition. London:Hodder & S<strong>to</strong>ugh<strong>to</strong>n.Bruer, J. (1997) ‘Education <strong>and</strong> the Brain:A Bridge Too Far?’ Educational Researcher26(8): 4-16.Bruer, J. (1999) The Myth of the First ThreeYears. New York: The Free Press.Bruner, J.S. (1972) The nature <strong>and</strong> uses ofimmaturity. American Psychologist 27:1-23Bruner, J.S. (1977) The Process of InstructionCambridge Mass: Harvard University PressBruner, J. (1983) Child’s Talk: Learning <strong>to</strong> UseLanguage Oxford: Oxford University PressBruner, J. (1984) Vygotsky’s zone ofproximal development: the hiddenagenda. In B. Rogoff <strong>and</strong> J.V. Wertsch (eds)Children’s Learning in the Zone of ProximalDevelopment San Francisco: Jossey-Basspp.134-58Bruner, J. (1986) Actual Minds, PossibleWorlds Cambridge, Mass: HarvardUniversity PressBruner, J. (1990) Acts of MeaningCambridge Mass: Harvard University PressBruner, J. (1996) The Culture of EducationCambridge Mass: Harvard University PressBruner, J. (2000) Foreword. In J. DeLoache<strong>and</strong> A. Gottlieb (eds) A World of BabiesCambridge: Cambridge University Presspp.ix-xiiBruner, J.S., Jolly, A.<strong>and</strong> Sylva,K. (eds)(1976) Play: its Role in Development <strong>and</strong>Evolution Harmondsworth: Penguin149
Bruner, J.S.<strong>and</strong> Lucariello, J. (1989)Monologue as narrative recreation of theworld. In K. Nelson (ed) Narratives from theCrib Cambridge Mass: Harvard UniversityPress pp.73-97Burman, E. (1994) DeconstructingDevelopmental Psychology London:RoutledgeButler, A.J.P. (1996) Review of children <strong>and</strong>violence. Child Abuse Review 5(4): 297-8Ca i rn s, E. <strong>and</strong> Dawe s, A . ( 1996) Ch i l d re n :ethnic <strong>and</strong> po l i t i cal violence – a co m m e nt a ryChild Development 67(1):129-39Calkins, S.D., Smith,C.L., Gill,K.L. <strong>and</strong>Johnson,M.C. (1998) Maternal interactivestyle across contexts: relations <strong>to</strong>emotional, behavioural <strong>and</strong> physiologicalregulation during <strong>to</strong>ddlerhood SocialDevelopment 7(3):350-69Campbell, R. (1998) A <strong>three</strong> year oldlearning literacy at home. Early Years19(1):76-89Campbell,R. (1999) Literacy from Home <strong>to</strong>School. Reading with Alice S<strong>to</strong>ke-on-Trent:Trentham BooksCa rpe nte r, B. (ed) (1997) Families in Co n text :Emerging Trends in Family Support <strong>and</strong> EarlyIntervention London: David Ful<strong>to</strong>nCaselles, C.E. <strong>and</strong> Milner, J.E. (2000)Evaluations of child transgressions,disciplinary choices, <strong>and</strong> expected childcompliance in a no-cry <strong>and</strong> a crying infantcondition in physically abusive <strong>and</strong>comparison mothers. Child Abuse <strong>and</strong>Neglect 24(4): 477-91Catherwood, D. (1999) ‘New Views on theYoung Brain:offerings from developmentalpsychology <strong>to</strong> early childhood education’.Contemporary Issues in Early Childhood1(1):23—35.Chambers, A. (1993) Tell Me, Children,Reading <strong>and</strong> Talk Stroud: Thimble PressChambers, E. <strong>and</strong> Belicki, K. (1998) Usingsleep dysfunction <strong>to</strong> explore the nature ofresilience in adult survivors of childhoodabuse or trauma Child Abuse <strong>and</strong> Neglect22(8):753-8Channel 4 Television (1992) Childhood(Television series) London: Channel 4Chen,Y-J. <strong>and</strong> McCollum,J.A. (2000)Taiwanese mothers’ perceptions of therelationship between interactions withtheir infants <strong>and</strong> the development ofsocial competence. Early ChildDevelopment <strong>and</strong> Care 162:25-40Chenoweth, L. <strong>and</strong> Stehlik, D. (2001)Building resilient communities:social workpractice <strong>and</strong> rural Queensl<strong>and</strong>. AustralianSocial Work 54(2):47-54Chomsky, N. (1965) Aspects of a Theory ofSyntax MA: MIT PressChomsky, N. (1975) Reflections onLanguage NY: Pantheon BooksChristie, B. (2002) Scottish expert groupfinds no link between MMR <strong>and</strong> Autism.BJM 324: 1224Ciccetti, D., Toth, S. <strong>and</strong> Bush,M. (1988)Developmental psychopathology <strong>and</strong>incompetence in childhood: suggestions150 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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a fast-moving sce n e. When the pro
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exploratory and affective nature of
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with image (the image of a letter)
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