By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.

Challenging Assessment

Challenging assessment


Critics of the English Early Years Foundation Stage (EYFS) curriculum suggest that it places too much emphasis upon children achieving specified learning outcomes at a young age. In contrast, early childhood care and education in the Nordic countries, in New Zealand, and in the pre-schools of Reggio Emilia in Northern Italy, is seen as more open and responsive to community concerns and children's interests. From an outsider's perspective, what these admired international models have in common are clear guiding philosophies, with consistent aims, that are worked out in practice in early childhood settings. In this chapter, I argue that this link between core values and implementation of the curriculum is less clear in England. On the one hand, the EYFS advocates a ...

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