Looking at Early Years Education and Care

Rose Drury, Robin Campbell, Linda Miller

• Publisher: David Fulton Publishers
• Year: 2013
• eBook ISBN: 9781134118250
• Edition: 1
• Topic: Education
• Subtopic: Education General

First published in 2000. This book will serve as a reader for students on early childhood courses and reflective practitioners working with or for young children in a range of early years settings. It provides an introduction to current research and thinking in early years curriculum, health issues, special educational needs, bilingualism, the role of adults working with young children and the role of parents in young children's development and learning. It takes account of the new curriculum framework and Foundation Stage for early years, recognising the demands of the National Literacy and Numeracy Strategies.The contributors' wide range of backgrounds in early years health and education ensures that the text will meet the needs of students on HNC/D and BA degree courses in Early Childhood Studies and those taking BEd courses for Primary/Early Years teachers.

Chapter 1

Looking at early years education and care: towards firmer foundations

Rose Drury, Linda Miller and Robin Campbell

This is an exciting time to be involved in the field of early years care and education. The needs of children under five and their families are now firmly on the political agenda. Professionals and experts in the field differ in their views regarding the rate and significance of the progress made, but in a sampling of the views of a number of notable ‘pioneers’ in the early years field O’Grady (1998 p. 2) concluded that the early years community had ‘gained hugely in confidence and muscle’ and that early years practitioners have ‘found their voice’. One example of this progress is that children under six are to be included in the new foundation stage for children in all early years settings (QCA 1999a). This development brings to fruition the recommendations of the Start Right Report (Ball 1994) which recognised the need for a new phase of education for three to five year olds. Implementing curriculum guidance in a way which considers both the process and outcomes of learning will continue to be an important issue for early years practitioners and one which is addressed in subsequent chapters (QCA 1999a). As Ball (1994, p. 68) states ‘The introduction of a new phase of education cannot be achieved overnight without careful preparation and training of staff’. It is the needs of those staff which this book seeks to address.

The current government has taken heed of a number of reports written over the last decade (DES 1990, Ball 1994) which have argued for a rapid expansion of provision for young children and support and training those who care for and educate them, whether in the home or in early years settings. A range of policy initiatives aim to build upon and enhance the current diverse provision for young children and their families and cut across the traditional care and education divide. These include the establishment of a network of 25 Early Excellence Centres, offering ‘wrap around’ education and care. Also, Early Years Development Partnerships and Plans which are intended to take into account the local needs of both children and parents and which will bring together providers from the maintained, private and voluntary sector (DfEE 1997). Linked to these developments are proposals for more uniform regulation and inspection of providers (DfEE 1998). The notion of ‘joined-upness’ across government departments and providers, has been a key theme of the present government. This principle is embodied in The Sure Start project which aims to work with parents to promote the health, development and education of their young children. It requires statutory providers in health and in local education authorities to work together with local communities to identify need and to provide intensive support for children under four and their families. This initiative is intended to identify a gap in provision and initial projects will be situated in areas of high deprivation. However, Peter Moss, of the Thomas Coram Research Unit, argues that we are still a long way from achieving an integrated and coherent service for children aged 0–6 (O’Grady 1998).

The new framework for nationally accredited qualifications in early years education, childcare and playwork should enable opportunities for training and career progression for early years practitioners and support them in developing the skills and knowledge which will be required to work with the developments outlined above (QCA 1999b). However, there will need to be commensurate recognition that additional training should be appropriately acknowledged through increased status, pay and working conditions.

Recent developments in the field of early years education and care provide the grounds for cautious optimism and will hopefully lead to firmer foundations for young children and their families. This book debates many of those developments and the foundations. The text is divided into four distinct sections each with a number of chapters. In the first section key issues are explored. Linda Miller opens that section and reminds us all of the importance of play as a foundation of learning. This is a major issue for everyone concerned with early years education and care because of the pressures from initiatives such as the National Curriculum and the new Early Learning Goals which seem to encourage direct teaching at ever earlier ages. Positive examples are provided in this chapter of children learning literacy through play as they explore, for instance, flight. The children’s imaginative play with their ‘aeroplane’ demonstrates the possibilities for learning. Then in chapter 3 she looks at some aspects of practice in early years settings and in doing so raises wider questions. How does a knowledge of child development support our provision? What are developmentally appropriate practices? Both of those questions can be considered in the context of our society, but they are considered in a wider socio-cultural context. There is also the issue of quality in the early years setting. Questions are raised about who is to define or judge that quality.

A trio of education and health staff look at the variety of professional roles in early childhood in chapter 4. The need for knowledgeable adults who understand something of how children learn is emphasised here and is apparent in the other chapters of the book. Those adults need to be able to respond to external questions and pressures. They do so by being secure as to why practices, such as play, are utilised. A mature student, Tracey, helps us to note how that happens as she reflects on her degree course.

‘Working together’ is the title of the second section. It contains contributions from staff with differing backgrounds who explore support for young children from various perspectives. First, in chapter 5 Lyn Karstadt and Jo Medd consider children in the family and society. They remind all early years practitioners that a child should not be considered in isolation from the home. The family has a considerable influence on the child’s development and it is incumbent upon those in early years settings to create partnerships with parents and carers. The link between home and early years setting is often facilitated by using a key worker to provide security for the child and real dialogue between the adults.

Mary Rees and Mary Read explore working in teams in early years settings in chapter 6. It is inevitable that adults have to work together in a early years setting. However, here it is argued that teamwork has to be seen in a management context which leads to a planned professional activity. Using documents from a large nursery setting the key features which support working together are debated. It is evident that adults in early years settings have to work collaboratively in order to maximise the environment for the children.

Supporting children with communication difficulties is presented by Joy Jarvis and Sue Lamb. In chapter 7 they first describe how those working in the early years can identify and assess communication difficulties. Then they suggest strategies which can be used to support those children. That theory is made specific as we note the observations and subsequent support for Tom and Kia. The two children have different difficulties leading to a variety of suggested strategies. And with adult guidance they are able to make progress.

Alice Paige-Smith explores inclusive education in the early years in chapter 8. Using the example from a Canadian kindergarten class she shows how providing inclusive education from the early years can create positive learning for all the children. The tasks for parents and staff to ensure that inclusive education becomes successful are exemplified as we learn of Karen’s pre-school experiences.

Lyn Karstadt and Jo Medd return to debate child health in chapter 9. Their theoretical insights are clarified as we learn of the life styles of three year olds Gemma and Lucy. Issues of diet and exercise are important features for both children. However, to address those there is a need to think of the child, the immediate environment, as well as wider social and economic factors. The implication is that partnerships between the home, early years settings and wider links are required to best serve the needs of the children.

In chapter 10 Rose Drury follows two children in early years settings and provides an analysis of bilingual children in the pre-school years. Nina and Nazma encounter the rules and expectations of their new social world in a nursery. For Nazma the learning of procedural rules and other aspects of nursery life are dependent upon her learning of English as an additional language. But her learning of English depends, for instance, on being able to interact with peers. She is supported by her interactions with bilingual staff who are able to relate to her home experiences.

Cindy Willey provides insights, as the head teacher of a nursery school, of the need to work closely with parents and carers of the children. The relationship is demonstrated to be interactive. The school staff learn from the parents about the children’s experiences and knowledge. And the parents gain confidence in what they have achieved and in what they can provide in the future – for Amy, Richard, Tim and Emma. All of that requires a range of connections between the school and home which are described in this chapter.

The third section is devoted to language and literacy. First Tim Parke in chapter 12 explores talking and listening. There he demonstrates the importance of the interactions between the child and the adult which support language development. Using two and a half year old Mark, and later a group of children, as a guide, he shows how the interactions at home and in the early years setting may vary. But, each of the language interactions extend the children’s language.

In chapter 13 Robin Campbell looks at literacy learning at home and at school. The importance of story readings and the need of children to have stories repeated so that they can gain ownership of meanings and words is debated. Other learning experiences such as using the print in the environment, singing songs and nursery rhymes, having opportunities to draw and write, looking at the alphabet and writing one’s own name are considered. Five year old Alice’s recipe for making a shepherd’s pie exemplifies, and brings to life, some of that learning. In all of that the important role of the adult is made evident.

Pauline Minnis moves us forward, in chapter 14, to literacy in reception classes. How are five year old children best supported in their literacy development? In part that question is explored as we follow Kieran’s literacy experiences during the course of a day. The variety of literacy activities which are provided in the reception class today for Kieran and other children are debated. We can follow the self-initiated explorations of the children and the more directed teaching which has become a feature of the reception class.

The final section explores other aspects of the curriculum, however it does so by noting how very young children are learning about that curriculum naturally at home before being directed towards that learning in early years settings. First in chapter 15 Patti Owens debates the interpersonal world of the growing child. She does so using Stern’s model of infant interpersonal development. Patti helps us to understand that model as she observes ten month old Thomas at play and provides an analysis of his interactions with his father. The emphasis on this important area and the role of the adult as a support is appropriate before we move on to other early years ‘subject’ areas.

As a start Val Warren and Susan Westmoreland examine number in play and everyday life in chapter 16. Once again it is a young child who helps us to see the learning that takes place in the early years. Four year old Amber counts the crackers that she wants to eat, counts the number in her family using her drawing and writes out raffle tickets from one to ten. Using those examples, and others, the current emphasis upon counting in early years settings, developing from counting at home, is made explicit. Subsequently, that leads us on to the more directed interactive teaching of number suggested for the first years of schooling in England.

Exploring our world is the topic of chapter 17 by Peter Bloomfield, Max de Boo and Bernice Rawlings. They demonstrate that the curiosity of the child leads inevitably to a need to find out about the immediate and wider environment. The children are aided in that learning where the adults ask the appropriate type of questions which further the children’s scientific and geographical thinking. Sara’s drawing of her journey to the nursery suggests concepts still to be learned but it also indicates the value of exploration.

Encouraging children’s creative expression is the subject of chapter 18 by Rosemary Allen, Tricia Lilley and Gill Smith. Particular emphasis is given to children’s musical and artistic expression. They note how children use sound leading to song and rhyme. The creative use of sounds is valuable of itself and also contributes to other aspects of learning such as literacy development. In the same way making marks, drawing, painting and other forms of artistic expression enable children to represent and use their imagination as well as supporting mathematical thinking and the development of writing.

Finally Rosie Turner-Bisset considers meaningful history with young children. Five year old Harriet’s question about the school gates inevitably leads to a response of a historical nature. History becomes part of the curriculum because of the nature of children’s interests. And they can be helped by the type of questions that adults use to support the learning. The fact that Rosie argues for the use of stories and play to encourage historical thinking also links across to the messages conveyed in other chapters.

So this book is about children but it has been primarily written to support professionals in a variety of training contexts. It is therefore comprehensive in scope and takes account of recent policy initiatives. It reflects the themes of inclusion, partnership in early years education and care, the need for finding a balance between the educative and caring functions of provision, and the significance of particular areas of the early years curriculum in relation to an understanding of child development.

The children’s voices and stories weave a powerful thread through the chapters and lead us to reflect on how we can lay firm foundations for all young children and their families in a diverse range of early childhood settings. We are reminded of the fundamental beliefs and principles which underpin our practice as early years practitioners and of the key theories about children’s learning and development. We also recognise the crucial role of the adult in young children’s learning. All of this makes a timely contribution to the professional debate as we enter the new foundation stage for young children in England (QCA 1999a).

We believe that this book will be of interest and relevance to everyone working with young children in early childhood settings and particularly those training for qualifications in early years education and care. With the current focus on the early years, we aim to re-focus our readers’ attention to the foundations of young children’s learning and development and re-state the vital importance of early years practitioners.

References

Ball, C. (1994) Start Right. London: Royal Society of Arts.

Department for Education and Employment (1997) Guidance 1998–1999: Early Years Development Plans and Partnerships. Darlington: Department for Education and Employment.

Department for Education and Employment and the Department of Health (1998) Consultation Paper on the Regulation of Early Education and Day Care. Darlington: Department for Education and Employment.

Department of Education and Science (1990) Starting with Quality. London: HMSO.

O’Grady, C. (1998) 20/20 vision, Co-ordinate extra. January 2–4.

Qualifications and Curriculum Authority (1999a) Early Learning Goals. London: Qualifications and Curriculum Authority.

Qualifications and Curriculum Authority (1999b) Early Years, Education, Childcare and Playwork sector: A framework of nationally accredited qualifications. London: Qualifications and Curriculum Authority.

Chapter 2

Play as a foundation for learning

Linda Miller

The Guardian reported on 23 June 1999, on the review of the curriculum guidance for three to six year olds by the Qualifications and Curriculum Authority (1999a) under the headline ‘Play is out, early learning is in’ (Carvel 1999). This illustrates the dichotomy which exists in the debate regarding the role of play in young children’s learning. The article goes on to quote the education minister at that time who argued that play should be ‘purposeful’ and that the days of toddlers ‘colouring, cutting and pasting are over’. In contrast, the same article reports that 16 of the 18 nursery settings designated as ‘centres of excellence’ by the government, had protested that the proposed curriculum guidance, which sets out Early Learning Goals for three to six year olds, is unsuitable and that children under ...

Table of contents

• Cover
• Title Page
• Copyright Page
• Table of Contents
• Foreword
• Notes on the contributors
• Acknowledgements
• 1. Looking at early years education and care: towards firmer foundations
• 2. Play as a foundation for learning
• 3. Aspects of practice in early years settings
• 4. Professional roles in early childhood
• 5. Children in the family and society
• 6. Working in teams in early years settings
• 7. Supporting children with communication difficulties
• 8. Inclusive education in the early years
• 9. Promoting child health
• 10. Bilingual children in the pre-school years: different experiences of early learning
• 11. Working with parents in early years settings
• 12. Talking and listening
• 13. Literacy learning at home and at school
• 14. Literacy in reception classes
• 15. Children growing and changing: the interpersonal world of the growing child
• 16. Number in play and everyday life
• 17. Exploring our world
• 18. Creative expression
• 19. Meaningful history with young children
• Index