Gillian Pugh – författare

Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.Part 1 sets the scene and tracks primary education policy since the 1960s.Part 2 examines children’s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmée Fairbairn Foundation: www.primaryreview.org.uk.

Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders and all who are interested in primary education. As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for half a century, its publication provoked instant and dramatic headlines. Widespread support from teachers and eminent public figures demonstrated that the book had identified the issues that really mattered. Ministerial unease showed that here were findings that politicians could not ignore.But Children, their World, their Education is much more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively maps the territory of primary education and provides the context, information and insight which are essential to the development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking research and advanced study. Its direct engagement with the policy process during a period of unprecedented change makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines evidence on recent developments with a vision of how primary education should be.Part 1 sets the scene and tracks primary education policy since the 1960s.Part 2 examines children’s development and learning, their needs and aspirations, and their lives in a diverse society and fragile world.Part 3 explores what goes on in schools, from the vital early years to educational aims and values, the curriculum, pedagogy and classroom practice, assessment, standards and school organisation.Part 4 deals with the system as a whole: educational ages and stages, the work and training of primary teachers, school leadership, local authorities, funding, governance and policy.Part 5 pulls everything together with 78 conclusions and 75 recommendations for policy and practice.Companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. The Cambridge Primary Review is supported by Esmée Fairbairn Foundation: www.primaryreview.org.uk.

If you are a student or practitioner in the early years sector, you need to develop a rounded understanding of key issues in this fast-moving field. This new and updated edition provides a critical examination of the essential issues in early years policy and practice. With contributions from highly regarded practitioners and researchers, this book accessibly balances theory and practical concerns. The Sixth Edition has been extensively revised to include: A new chapter on Child Protection and Safeguarding Coverage of the new EYFS Theory and research evidence A Companion Website, highlighting further reading and current policies and frameworks You can visit the Companion Website at  to view a video from the authors, and also access study materials including: Points for discussion Reflective tasks Further reading Web links

If you are a student or practitioner in the early years sector, you need to develop a rounded understanding of key issues in this fast-moving field. This new and updated edition provides a critical examination of the essential issues in early years policy and practice. With contributions from highly regarded practitioners and researchers, this book accessibly balances theory and practical concerns. The Sixth Edition has been extensively revised to include: A new chapter on Child Protection and Safeguarding Coverage of the new EYFS Theory and research evidence A Companion Website, highlighting further reading and current policies and frameworks You can visit the Companion Website at  to view a video from the authors, and also access study materials including: Points for discussion Reflective tasks Further reading Web links

If you are a student or practitioner in the early years sector, you need to develop a rounded understanding of key issues in this fast-moving field. This new and updated edition provides a critical examination of the essential issues in early years policy and practice. With contributions from highly regarded practitioners and researchers, this book accessibly balances theory and practical concerns. The Sixth Edition has been extensively revised to include: A new chapter on Child Protection and Safeguarding Coverage of the new EYFS Theory and research evidence A Companion Website, highlighting further reading and current policies and frameworks You can visit the Companion Website at  to view a video from the authors, and also access study materials including: Points for discussion Reflective tasks Further reading Web links

In 1739, the London Foundling Hospital opened its doors to take in the abandoned children of the city. It was the culmination of seventeen years of campaigning by Captain Thomas Coram, driven by his horror at seeing children die in the streets. He was supported in his endeavours by a royal charter and by William Hogarth and George Frideric Handel. The Hospital would continue as both home and school for over 215 years, raising thousands of children until they could be apprenticed out.London’s Forgotten Children is a fascinating history of the first children’s charity, charting the rise of this incredible institution and examining the attitude towards illegitimate children over the years. The story comes alive with the voices of children who grew up in the Hospital, and the concluding, fully updated, account of today’s children’s charity Coram is an ongoing testament to the vision of its founder.

Many new parents have no knowledge or first hand experience of child development and are under pressure from conflicting sources of advice on how best to bring up children. During the late 1970s, preparation for parenthood programmes were undertaken by professionals working in different services and using different approaches. This book looks at developments in work carried out in schools, in antenatal preparation and in support for families with young children. It also reports on a conference sponsored jointly by the Department of Education and Science, the Department of Health and Social Security and the National Children's Bureau which sought to answer the question:What action can and should be taken by public authorities, voluntary organisations and others to help raise the standards of parenting in this country?

How well have children fared in the UK in the thirty years since the National Children's Bureau was established in 1963. How has family life changed? What have been the main social and demographic changes? Has the welfare state continued to provide education, health care and social welfare for all children? These and other questions are considered as the authors reflect on the main changes in legislation, on key messages from research and on whether developments in practice have reflected these research findings.