Full Description
Grounded in recent research on the challenges of working with two-year-olds, Places for Two-year-olds in the Early Years explores how this often overlooked age group is presented in policy and practice, and discusses why working with two-year-olds can be both exciting and highly rewarding. The book builds on theoretical understandings of child development, high-quality provision and pedagogical practice, to offer practical solutions for working effectively with two-year-olds and their families in a variety of early years settings.
Chapters focus on the specific needs of two-year-olds and the accompanying demands made on settings and practitioners. Many topics are also approached from a practical perspective, prompting readers to consider their own experiences of working with two-year-olds. The book explores:
understandings of 'high quality' education and care
varying workforce requirements and professional development
how practitioners develop knowledge(s) about working with two-year-olds
physical and social environments for two-year-olds
the role of the adult or key person in supporting children's development
provision of services for disadvantaged two-year-olds.
With reflective questions and annotated further reading included throughout, Places for Two-year-olds in the Early Years is essential reading for practitioners, policy-makers and students involved in this often overlooked area of early years provision.
Contents
Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two-year-olds Chapter 3: Vulnerable identities Chapter 4: Quality for two-year-olds Chapter 5: Talking about two-year-olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two-year-olds Chapter 7: Qualifications, knowledge and preparedness for working with two-year-olds Chapter 8: Differnet places for two-year-olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth-to-twos: A creative and cultural perspective Chapter 11: Working with two-year-olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high-quality experiences for two-year-olds in early years settings?
