Birth to three matters - Communities and Local Government

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Mandler, J. (1999) Preverbal representationand language. In P. Bloom,M. Peterson,L. Nadel and M. Garrett Language andSpace Cambridge Mass: A Bradford Book/MIT Press pp.365-84Manning-Morton, J. & Thorp, M. (2001)Key Times, A Framework for Developing HighQuality Provision for Children Under ThreeYears Old. London: Print EmporiumLtd/Camden Early Years Under ThreesDevelopment GroupMarchant R (2001) Working with DisabledChildren. In P. Foley, J. Roche and S. Tucker(eds) Children in Society: ContemporaryTheory, Policy and Practice Buckingham:Open University Press 215-23Marcos, H. (1995) Mother-child and fatherchildcommunication in the second year:a functional approach. Early Developmentand Parenting 4(2): 49-61Ma rku s, J .,Mu n dy, P. , Mo ra l e s, M .,De l g a d o,C.E.F. and Yale, M. (2000) Individualdifferences in infant skills as predictors ofchild-caregiver joint attention andlanguage Social Development 9(3):302-15Martin, C.J., Platt, S.D. and Hunt, S.M.(1987) Housing conditions and ill healthBritish Medical Journal 294: 1125-7Martin, W. and Dombey, H. (2002) Findinga Voice: Language and Play in the HomeCorner in Language and Education16(1):48-61Mason, M. (1992) Disability Equality in theClassroom:A Human Rights Issue London:Disability Equality in EducationMason, M.and Davies, A. (1993) Inclusion,the Way Forward:a Guide to Integration forYoung Disabled Children London: VOLCUFMasten, A.S.and Coatsworth, J.D. (1998)The development of competence infavourable and unfavourableenvironments: lessons from research onsuccessful children. American Psychologist53(2):205-20Matthews, J. (1998) The Representationof Events and Objects in the Drawingsof Young Children from Singapore andLondon: Implications for the CurriculumEarly Years 18(1):90-109Matthews, J. (2002) Developing Drawingand Painting with Young Children London:Paul Chapman/SageMayall, B. (1996) Children, Health and theSocial Order. Buckingham: Open UniversityPress.McGlone, P., Dobson, B., Dowler, E. andNelson, M. (1999) Food Projects and HowThey Work York: Joseph RowntreeFoundationMcGuire, J. (1991) Social interactionsof young, withdrawn children in daynurseries Journal of Reproductive andInfant Psychology 9: 169-79McGurk, H., Caplan, M., Hennessy, E. andMoss, P. (1993) Controversy, theory andsocial conytext in contemporary daycareresearch. Journal of Child Psychology andPsychiatry 34(1): 3-23Meade, A (2001) One Hundred BillionNeurons: How do they become organised?163
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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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in the literacy life of his three y
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Being CreativeYoung babies explore
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Chapter 6A Healthy ChildA Healthy C
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FIGURE 1:SIX ASPECTS OF HEALTH (MEG
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It is only by being given oppo rtun
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developmental psychology and earlye
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f rom such an approach can be t ter
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 124 and 125: of control through safe exploration
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
Page 136 and 137: disseminate effective practicerespe
Page 138 and 139: Chapter 7Conclusions and implicatio
Page 140 and 141: 1996; Pugh et al 1994; Smith and Pu
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 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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