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.
Table of Contents
Acknowledgements Contributors Preface Janet Moyles and Jane Payler Chapter 1: Introduction Verity Campbell-Barr and Jan Georgeson Chapter 2: The Minding of Two-year-olds Rod Parker-Rees Chapter 3: Vulnerable identities Anita Soni Chapter 4: Quality for Two-year-olds Verity Campbell-Barr Chapter 5: Talking about Two-year-olds: the potential impact of Early Years discourses on identity formation Gill Boag-Munroe Chapter 6: Ways of Working with Two-year-olds Jan Georgeson Chapter 7: Qualifications, Knowledge and Preparedness for Working With Two-year-olds Verity Campbell-Barr Chapter 8: Places for Two-year-olds Jan Georgeson Chapter 9: Environments for Listening Karen Wickett Chapter 10: Inspiring work with Birth-to-twos; a creative and cultural perspective Clare Halstead Chapter 11: Working with Two-year-olds: the role of Educational Psychologist Anita Soni Chapter 12: Concluding thoughts: What matters for high quality experiences for Two-year-olds in early years settings Carmen Dalli
