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Research Contexts across Cultures - Angela Anning, Joy Cullan and Marilyn FleerPART ONE: CONCEPTUALIZATIONS OF LEARNING AND PEDAGOGY IN EARLY YEARS SETTINGSDeveloping a Pedagogy of Play - Elizabeth WoodScaffolding Learning and Co-Constructing Understandings - Barbara Jordan Exploring Critical Constructivist Perspectives on Children's Learning - Glenda MacNaughtonPART TWO: THE NATURE OF KNOWLEDGE IN EARLY YEARS SETTINGSThe Co-Construction of an Early Childhood Curriculum - Angela AnningAdults Co-Constructing Professional Knowledge - Joy CullenBuilding Bridges between Literacies - Denise Williams-Kennedy PART THREE: ASSESSMENT IN EARLY YEARS SETTINGSThe Consequences of Sociological Assessment - Bronwen Cowie and Margaret CarrOn-Entry Baseline Assessment across Cultures - Peter Tymms and Christine MerrellCultural-Historical Assessment: Mapping the Transformation of Understanding - Marilyn Fleer and Carmel RichardsonPART FOUR: EVALUATION AND QUALITY IN EARLY YEARS SETTINGSQuality Teaching in the Early Years - Iram Siraj-BlatchfordQuestioning Evaluation Quality in Early Childhood - Valerie N PodmoreMultiple Pathways between Home and School Literacies - Susan Hill and Susan NicholsPART FIVE: CONCLUSIONA Framework for Conceptualizing Early Childhood Education - Marilyn Fleer, Angela Anning and Joy Cullen
Angela Anning is Emeritus Professor of Early Childhood Education at the University of Leeds, where she worked for seventeen years in the School of Education. Her professional background is in early childhood education, particularly in inner cities. Her research interests include professional knowledge and practice in integrated services for children. In the last five years she has been a member of the National Evaluation of Sure Start team based at Birkbeck College, London.
'The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings. This gives the reader the opportunity to link theory with practice in a helpful and illuminating way' - Early Years Update