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The Early Years Foundation Stage [Spanish]


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Table of Contents

PART 1: POLICY CONTEXT Chapter 1: Historical Developments for Early Childhood Education and Care - Trevor Male & Ioanna Palaiologou Chapter 2: Early Years Foundation Stage - Ioanna Palaiologou & Trevor Male Chapter 3: The National Picture - Ioanna Palaiologou, Glenda Walsh, Sarah MacQuarrie, Jane Waters, Natalie Macdonald & Elizabeth Dunphy Chapter 4: The International Perspective on Early Childhood Education and Care - Theodora Papatheodorou & Mark Wilson Chapter 5: The issue of Professionalism - Nyree Nicholson PART 2: PEDAGOGY Chapter 6: Pedagogy in Practice - Theodora Papatheodorou & Donna Potts Chapter 7: Play - Cheryl Ellis and Chantelle Haughton Chapter 8: Observations: Recording and Analysis - Paulette Luff Chapter 9: Assessment - Sally Howard, Nyree Nicholson & Chris Williams Chapter 10: Pedagogical Documentation - Estelle Martin Chapter 11: Effective Transitions - Angie Hutchinson & Ioanna Palaiologou Chapter 12: Using the outdoor environment in early childhood pedagogy - Clare Nugent PART 3: KEY ISSUES IN PRACTICE Chapter 13: Working in partnership with parents - Anna Knowles Chapter 14: Working together to safeguard children - Zoi Nikiforidou & Babs Anderson Chapter 15: Children's health and well being - Carolyn Silberfeld Chapter 16: Inclusion - Alex Owen Chapter 17: Leadership - Trevor Male & Nyree Nicholson Chapter 18: The role of digital technologies - Lorna Arnott PART 4: AREAS OF LEARNING Chapter 19: Personal, social, emotional development - John Bennett & Ioanna Palaiologou Chapter 20: Communication and language - Claire Head Chapter 21: Literacy - Claire Head & Ioanna Palaiologou Chapter 22: Mathematics - David Needham & Graham Needham Chapter 23: Understanding the World - Gary Beauchamp Chapter 24: Physical Development - Ioanna Palaiologou Chapter 25: Expressive arts and design - Nick Owen, Laura Grindely and Michiko Fujii

About the Author

Dr. Ioanna Palaiologou will be discussing key ideas from The Early Years Foundation Stage in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here. Dr. Ioanna Palaiologou CPsychol AFBPsS is an Associate at the Institute of Education, University College London, Centre for Leadership in Learning. Ioanna has worked as a university academic in the UK for the last 20 years and is now returning to her career as a child psychologist. She is a Chartered Psychologist of the British Psychological Society with specialism on child development and learning theories and was appointed as Associate Fellow of BPS this year. Currently she is the Co-Director of Canterbury Educational Services and Head of Children's Services in the same company. Whilst completing her PhD Ioanna worked both as a researcher in education and lecturer on Education and Early Childhood Studies in UK universities. In 2004 she joined the University of Hull and during the next nine years she worked as Programme Director of BA (Hons) Educational Studies, Co-ordinator of Early Childhood Studies provision, Course Leader for the Masters in Early Childhood Studies and Academic Coordinator for Research Students Support within the Faculty of Education. Her most recent post in higher education was with Canterbury Christ Church University from January, 2014 where she remains as an Associate Doctoral Supervisor. She joined BESA in 2005. She is a member of the Executive and has been the Chair in 2011-2012. Currently she is the Treasurer of the association. Her recent books include: Palaiologou, I., (forthcoming-2016) Child Observation for Early Childhood (3rd edition), London: Learning Matters, an Imprint of SAGE Publications Ltd. Palaiologou, I., (Ed) (2016) Early Years Foundation Stage: Theory and Practice (3rd edition), London: SAGE. Palaiologou, I, Needham, D, and Male. T., (Eds) (2016), Doing Research in Education: Theory and Practice, London: SAGE. Palaiologou, I., (2012) Child Observation for the Early Years (2nd edition), London: Learning Matters, an Imprint of SAGE Publications Ltd. Palaiologou, I., (Ed) (2012) Ethical Practice in Early Childhood, London: SAGE. Some of her recent selected papers include: Male, T., and Palaiologou, I., (2015) Pedagogical leadership in the 21st century, in Educational Management Administration and Leadership, vol 43 (2), pp 214-231. (DOI 10.1177/1741143213494889). Feldges, T., Male, T., Palaiologou, I., and Burwood, S., (2015) The Quest to Re-energise Academic Staff in an Age of Performativity, in EducationalFutures, vol 7 (1), pp 1-15. Alameen L., Male, T., and Palaiologou, I., (2015) Exploring Pedagogical Leadership in Early Years Education in Saudi Arabia, in School Leadership & Administration (DOI: 10.1080/13632434.2014.992773). Palaiologou, I., (2014) Children Under Five and Digital Technologies: Implication for Early Years Pedagogy, in The European Early Childhood Research Journal, vol 24 (1) (printed copy publication 2016) (DOI:10.1080/1350293X.2014.929876). Palaiologou, I., (2014) "Do we hear what children want to say?" Ethical Praxis when choosing research tools with children under five, in Early Child Development and Care , vol 184 (5), pp 689-705 (DOI: 10.1080/03004430.2013.809341) Male. T., and Palaiologou, I., (2012) Learning -Centred Leadership or Pedagogical Leadership? An alternative approach to leadership in education contexts, in International Journal of Leadership in Education , vol 15 (1) pp. 107-118 (DOI: 10.1080/13603124.2011.617839). You can find Ioanna: TWITTER: @IPalaiologou EMAIL: Ioanna Palaiologou will be discussing ideas from Child Observation in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie. Find out more here.


The third edition of this book has managed to bring yet another fresh look at the EYFS. There is no doubt about its usefulness as a valuable source of information about the theory and practice of the EYFS. Readers are encouraged to view the content through the use of different lenses, namely political, social and pedagogical lenses, thus helping the reader to develop different perspectives. I will be recommending this book to students on Early Childhood Education and Care courses. -- Dr. Jackie Musgrave
The nee edition of the The Early Years Foundation Stage is a book which offers a close examination of early learning. It informs the reader and provokes questions. This is important because as soon as questions are asked they influence how the curriculum is seen in practice and its relationship with the learning environment. They also touch upon moral and social issues. The book therefore enhances effective practice, because developing a detailed knowledge of curriculum requirements and challenging assumptions ensures a deep consideration of what children should learn and how they learn. -- Michael Reed

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