‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

Early Years Provision in Practice

Early Years Provision in Practice

Chapter overview

In this chapter, the uniqueness of the early years as a phase of provision is considered. What does early years provision look like in practice? A contextual overview of early years services is given, followed by discussion on key themes underpinning early years services: early intervention, the impact of poverty, closing the educational attainment gap for children, integrated practice, educare and an ethic of care, passion for working with young children, the contribution of a higher educated workforce, the concepts of best practice and quality provision, and ways to measure quality in early years provision and practice. By referring to research, government review and policy, the shaping of the current early years landscape as ...

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