• Summary
  • Contents
  • Subject index

“This important book is a thorough account of early communication covering bilingualism and specific areas of learning of reading and writing in early years. It is well laid out, informative and supportive with excellent case studies.” –Eva Mikuska, Senior Lecturer at University of Chichester The role of the adult in the development of young children’s communications skills through interaction is vital and this book will help you understand this and improve your practice. Taking a chronological approach there is also a particular interest in the needs of two year olds, including the Progress Check at Age Two and the revised requirements of the early years foundation stage. The book features: • Case studies, points for practice and links to video examples • Coverage of bi or multilingual children • Examples of enabling environments for communication and interaction • Ideas of how to work best with parents. Suitable for all those studying or practising in Early Childhood it will develop the way you think about communication and interaction.

Setting the scene
Setting the scene
This chapter will:
  • Discuss the development of the early years curriculum since 2000
  • Give a broad overview of the Rose Review on literacy
  • Reflect on the position of settings within the private sector
  • Discuss the challenges of two year olds’ language development

One of the things that separates us from the rest of the animal world is our ability to communicate through the written and spoken word, so it is understandable that these skills are high in the social and political policy and practice for early years.

Curriculum Guidance for the Foundation Stage and birth-to-three matters

Since the introduction of the Curriculum Guidance for the Foundation Stage (CGFS) in 2000 (DfES, 2000) early years development and practice has been high on the government agenda. Since the ...

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