Working with the Under Threes: Responding to Children's Needs

Working with the Under-threes: Responding to Children's Needs focuses upon ways in which researchers, parents and practitioners seek to meet the diverse needs of young children in specific ways. Important questions are raised with regard to children's rights and entitlement, and ways in which early interactions with people, environment, culture, curriculum and context help to shape the educational lives of children under 3. Working with the under threes places a special responsibility on adults to both recognise and respond appropriately to their rapidly changing needs. A range of contributors share their experience and expertise in chapters which focus on adults working with children in a range of contexts. Early interactions take place in a variety of ways and contributors to the book explore opportunities which allow adults to respond to children's needs, particularly with reference to the development of the child's self concept. Different perspectives on developing children's language and literacy skills are offered, together with a focus on communication through creative and aesthetic experiences. Contributions by parents, practitioners and trainers offer perspectives which will challenge and provoke readers to reflect on their own experiences and practice. The book is intended for all those training or working with the under threes, including parents and other carers. The companion Early Interactions volume, also edited by Lesley Abbott and Helen Moylett, is entitled Working with the Under-3s: Training and Professional Development.

Table of Contents:
Introduction "It's not nursery but it's not just being at home" a parent and childminder working together "I'm here inside" nurturing a sense of self in young children "This says 'Happy New Year' learning to be literate reading and writing with young children "Why d'you speak funny?" supporting all children learning to talk, talking to learn "Couldn't put Dumpy together again" the significance of repetition and routine in young children's language development "It's a cat - can't you tell?" fostering creative and aesthetic development in young children "What's it all about?" how introducing heuristic play has affected provision for the under threes in one day nursery "You really understand what I'm saying, don't you?" partnership with parents of children with special needs "I listened carefully to the way children were spoken to" equality and under threes Drawing the threads together Bibliography Index.

About the Author :
Lesley Abbott is Professor of Early Childhood Education and Helen Moylett is a Senior Lecturer at the Manchester Metropolitan University. Both are involved in training students on B.Ed. and the new multiprofessional B.A. Early Childhood Studies degrees as well as working with students on Masters level courses. Lesley Abbott has been a member of both the influential Rumbold Committee and the RSA Early Learning Project and is Director of the research project 'Shaping the Future - Educare for the Under Threes'. Helen Moylett has had wide experience in working with parents and carers of young children.