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Having a good grasp of the theories of child development and how these translate into practice can make a positive difference to how you understand babies and children and the ways in which you can help them learn. This approachable guide offers easy access to a wide range of concepts, as well as classic and current theories, about how babies and children learn. Each chapter offers clear guidance on how to recognise the theory in action and suggests ways to test these ideas out in early years settings, supporting the development of reflective practice. Case studies are included throughout, along with questions to guide thinking and encourage readers to develop their practice. Summaries conclude each chapter offering a quick reference of the theory examined and the benefits of applying it to practice. Early Childhood Theories and Contemporary Issues is an essential guide for all those looking to develop and enhance their practice in supporting child development within the early years.
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Table of Contents

Acknowledgements Introduction 1. An Overview of Theories and Practice in the Early Years' 2. Jean-Jacques Rousseau (1712-1778) 3. Friedrich Froebel (1782-1852) 4. Rachel McMillan (1859-1917) and Margaret McMillan (1860-1931) 5. Sigmund Freud (1956-1939) 6. John Bowlby (1907-1990) 7. Jean Piaget (1896 - 1980) 8. Lev Vygotsky (1896-1934) 9. Jerome Bruner (1915- ) 10. Colwyn Trevarthen (1931- ) 11. Urie Bronfenbrenner (1917-2005) 12. Neuroscience in the Early Years' 13. Post-modern Perspectives in Early Years' Provision 14. Bringing Theory to Life with Action Research 15. Using the Lessons from the Past in the Present Glossary Bibliography Index

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A comprehensive guide to early child development theories and concepts, drawing together classic and contemporary theory with best practice.

About the Author

Mine Conkbayir is currently undertaking a PhD in early childhood education and neuroscience. She is a lecturer and training director for the Membership Body, National Early Years Trainers and Consultants (NEyTCO). She is the author of Early Childhood and Neuroscience: Theory, Research and Implications for Practice (Bloomsbury, 2017). Christine Pascal is Director of the Centre for Research in Early Childhood, UK, which undertakes local, national and international research, training and consultancy work for all those involved in early childhood education and care. She is also President of the European Early Childhood Education Research Association.

Reviews

This book presents a summary of a selection of theories related to early child development (0-3 years old approximately), discusses each theory and then outlines the relation of the theory to practice ... By bringing to the reader an understanding of the theories underpinning psychological practice in this field, it aims to ensure high quality, informed responses to the needs of children, their families and communities ... This interesting and very readable book is likely to be of most interest to those focusing their work on the very early years of childhood, who are seeking a short overview of some of the influential theories in the field and who are also interested in understanding, questioning and ensuring ongoing enhancement of their own practice. -- Susan K. O'Brien * The Australian Educational and Developmental Psychologist * This book is an invaluable gathering together of some of the important theories and contemporary issues which influence early childhood practice today. The authors have achieved their wish to encourage the reader in `being reflective and understanding theories'... I wish that I could have had this book as a resource when I was first learning about these theories. * Tina Bruce CBE, Honorary Professor of Early Childhood Studies, University of Roehampton, UK, and Trustee of The Froebel Trust, UK * Mine Conkbayir and Chris Pascal have taken a thought-provoking approach to introducing ten of the major theorists of early childhood to practitioners interested in how theory and practice interrelate... Anyone who reads this book whether they are a student or experienced practitioner cannot fail to be provoked and inspired to carry on improving practice for the benefit of children and families. * Helen Moylett, Education Consultant and President of the British Association of Early Childhood Education (Early Education), UK * An easy to understand text while still providing a good level of information. * Ruth Davies, Glyndwr University, UK *

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