Edited by Jeni Riley
(Paul Chapman, 18.99, ISBN: 0-7619-4106-1, 020 7374 0645)
Reviewed by Jennie Lindon, early years consultant
This book offers strong support to help readers link research about children's learning to effective, child-focused practice. Readers can use an overview and then concentrate in turn on each of the six areas defined in the Foundation Stage in England.
There are valuable sections about early mathematical learning and about how young children build their general knowledge, before the conventional school subject approach can possibly work.
The authors are rightly concerned about the quality of the transition for children as they navigate the educational stages from three to seven. The book is a strong advocate of the notion that teachers in the first school years must start from the learning position of the children. We need an effective challenge to the top-down demands that younger children 'must be made ready for' the next stage of their education.
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