Now its fourth edition, Planning an Appropriate Curriculum in the Early Years offers a comprehensive guide for early years practitioners and students on how to plan and implement a suitable curriculum for the children in an Early Years setting. It examines the key roles and responsibilities of practitioners working in Early Years settings and those with responsibility for leading and managing provision for EYFS in primary schools.
Completely revised and updated in line with the Statutory Framework for the Early Years Foundation Stage, latest research evidence and OFSTED requirements, this book covers the following aspects of the Early Years including:
what we mean by planning an appropriate curriculum in the early years;
transition from nursery to school and into Year 1;
defining quality learning and play in the early years
assessment procedures and examples;
integration of two-year-olds into school;
the role played by parents and carers in children's learning and development;
the ways in which vulnerable children are provided for;
examples of planning material developed by practitioners.
With case studies of good practice and questions for reflective practice and group work, this timely fourth edition will be welcomed by students and practitioners looking to provide high quality and effective learning experiences for the under-fives.
Rosemary Rodger is an early years consultant and trainer. She works with schools, nurseries and children's centres in the UK. She was previously Senior Lecturer in Early Years Education at Edge Hill University and Manchester Metropolitan University before becoming a Registered Inspector of primary and nursery schools and an Additional Inspector working with schools causing concern.
Preface 1. Introduction 2. Quality in the Early Years 3. What is an Early Years Curriculum 4. Planning for Children's Learning 5. Assessing Children's Learning 6. Meeting the needs of 2 year-olds 7. Involving Parents and Carers 8. Vulnerable Children 9. The Prime Areas of Learning 10. The Specific Areas of Learning 11. Conclusion Bibliography