Birth to three matters - Communities and Local Government

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BibliographyAbbott, L. and Moylett, H. (1997) (eds)Working with the Under-3s: Training andProfessional Development Buckingham:Open University PressAbbott, L.and Moylett, H. (1997a) (eds)Working with the Under-3s: Responding toChildren’s Needs Buckingham: OpenUniversity PressBruce, T. (1996a) Tuning in to childrenLondon: BBC (book – part of pack withvideo and audio material)Carnegie Corporation of New York (1994)Starting Points. Meeting the Needs of OurYoungest Children New York: CarnegieCorporationDeLoache, J. and Gottlieb, A. (eds) (2000)A World of Babies Cambridge: CambridgeUniversity PressDES (1990) Starting with Quality.(Rumbold Report) London:HMSOMacNaughton,G.and Williams, G. (1998)Techniques for Teaching Young ChildrenFrenchs Forest NSW Australia: LongmansManning Morton,J. and Thorp, K. (2001)Key Times: a Framework for Developing HighQuality Provision for Children Under ThreeYears Old. London: Camden Early YearsUnder Threes Development Group LondonBorough of CamdenMiller, L., Rustin,M., Rustin,M. andShuttleworth, J. (eds) (1989) CloselyObserved Infants London: DuckworthMooney, A.and Munton, A. (1997)Research and Policy in Early ChildhoodServices: Time for a New Agenda London:University of London IoE Thomas CoramResearch UnitMooney, A., Knight, A., Moss, P. andOwen,C. (2001) A profile of childminding:implications for planning Children andSociety 15:253-62177
National Association for SpecialEducational Needs (1999) Policy documenton Early Years Tamworth:NASENNew Zealand Ministry of Education (2001)(video) Empowered to Learn: Te Whariki forInfants and Toddlers Wellington NZ:Ministry of Education (www.media.co.nz)O’Brien, M. (1997) Inclusive Child Care forInfants and Toddlers: Meeting IndividualSpecial Needs Baltimore: Paul BrookesPublishingOECD (2001) Starting Strong: EarlyChildhood Education and Care Paris: OECDSe l l e c k ,D. ( 2001) Being under three years ofage. In G. Pugh (ed) Contemporary Issues inthe Early Years. London:PCP/Sage pp.78-95178 EDUCATION ANDSKILLS 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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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
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It has also provided useful insight
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FIGURE 2:SHORE’S (1997:18) CHART
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dysfunction is one of the leadinghy
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memory; synapses associated withexp
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cognitive development of the childr
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ejection - when it is primary - is
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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
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 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 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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