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This accessible guide to child development is for students of degrees and foundation degrees in Early Years, Early Childhood Studies and related disciplines and for early years practitioners. It introduces the context of child development, how we can develop an understanding of this development and how early years practitioners can support this in practice. It considers the biological/social debate, explores holistic development, examines factors affecting development and includes a chapter on reflective practice. This third edition has been updated throughout and brought into line with current policy. It references the 2014 Special Educational Needs Code of Practice and the new Early Years Teacher status. A new chapter in included critiquing the assessment of school readiness - increasingly a topical theme in the Early Years. New information and discussion of the differences between the EYFS and the first Key Stage of the National Curriculum is offered to enhance consideration readers' of this. Throughout, new case studies have been included and interactive activites have been enhanced.
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Table of Contents

IntroductionPart 1: Early Childhood Context and PolicyChapter 1: Children and Childhood: A Historical PerspectiveChapter 2: The Current Policy Context of Early YearsPart 2: Children's DevelopmentChapter 3: Holistic DevelopmentChapter 4: Children's DevelopmentChapter 5: Development in the Early Years Foundation StageChapter 6: Factors affecting Children's Learning and DevelopmentPart 3: Applying Child Development in PracticeChapter 7: Supporting Children's Learning and DevelopmentChapter 8: Observing and Assessing Children's Learning and DevelopmentPart 4: Enhancing Practice and UnderstandingChapter 9: Reflecting on Children's Learning and DevelopmentChapter 10: Thinking, Questioning and Challenging: A Critical Approach to the Early Years

About the Author

Sally Neaum is a lecturer in Early Childhood, and teaches Primary English in initial teacher training. She has worked as a nursery and primary school teacher, as an advisor in early years and inclusion. She has an M.Ed in Educational Psychology and Special Educational Needs and her doctoral research was in the pedagogy of early literacy.


The third edition brings it in line with current policy...[and] there are numerous case studies throughout the chapters, which help illustrate points made. This will prove to be a useful book for those wanting to hone up on their child development knowledge, for those starting out in their early years career, and for those undertaking professional development. -- Neil Henty

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