Supporting Children’s Learning in the Early Years is aimed at early years practitioners who are developing their knowledge and understanding of professional practice through studying at undergraduate level. The book encourages readers to consider their professional development as reflective practitioners, building on and supporting the government agenda to provide quality provision for young children and their families.

Combining theory and practice, and bringing together current research and thinking in a broad range of areas, the book covers:

• Learning environments: young children as learners, assessment of learning, well being and children’s rights, diversity and inclusion.
• Learning and development: children’s development including social and emotional development, literacy and mathematical development, the potential of ICT, fostering creativity, musical development and knowledge and understanding of the world.
• Reflective practice: the learning environment, safeguarding and wellbeing, the reflective practitioner.

Throughout, the contributions in this book encourage the reader to consider the diverse range of experiences which young children bring to early years and early primary settings and suggest ways in which they can be supported. The book will also be a valuable and unique resource for training providers of a range of courses at further and higher education level that prepare people to work with, and lead in, early years settings in the UK.

Supporting Children’s Learning in the Early Years is aimed at early years practitioners who are developing their knowledge and understanding of professional practice through studying at undergraduate level. The book encourages readers to consider their professional development as reflective practitioners, building on and supporting the government agenda to provide quality provision for young children and their families.

Combining theory and practice, and bringing together current research and thinking in a broad range of areas, the book covers:

• Learning environments: young children as learners, assessment of learning, well being and children’s rights, diversity and inclusion.
• Learning and development: children’s development including social and emotional development, literacy and mathematical development, the potential of ICT, fostering creativity, musical development and knowledge and understanding of the world.
• Reflective practice: the learning environment, safeguarding and wellbeing, the reflective practitioner.

Throughout, the contributions in this book encourage the reader to consider the diverse range of experiences which young children bring to early years and early primary settings and suggest ways in which they can be supported. The book will also be a valuable and unique resource for training providers of a range of courses at further and higher education level that prepare people to work with, and lead in, early years settings in the UK.

Supporting Children’s Learning in the Early Years is aimed at early years practitioners who are developing their knowledge and understanding of professional practice through studying at undergraduate level. The book encourages readers to consider their professional development as reflective practitioners, building on and supporting the government agenda to provide quality provision for young children and their families.

Combining theory and practice, and bringing together current research and thinking in a broad range of areas, the book covers:

• Learning environments: young children as learners, assessment of learning, well being and children’s rights, diversity and inclusion.
• Learning and development: children’s development including social and emotional development, literacy and mathematical development, the potential of ICT, fostering creativity, musical development and knowledge and understanding of the world.
• Reflective practice: the learning environment, safeguarding and wellbeing, the reflective practitioner.

Throughout, the contributions in this book encourage the reader to consider the diverse range of experiences which young children bring to early years and early primary settings and suggest ways in which they can be supported. The book will also be a valuable and unique resource for training providers of a range of courses at further and higher education level that prepare people to work with, and lead in, early years settings in the UK.