Early Childhood Ed 2010 Uk

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Early Childhood Education
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contents Considering books

for course use?
Contesting Early Childhood Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Theory and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Books marked with are available
Curriculum and Classroom Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 as complimentary exam copies for
Language and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 lecturers or faculty considering them
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 for course adoption. To obtain your
Special Issues as Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 copy visit the URL listed beneath the
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Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
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con te stin g ear ly c hi l dhood s e r i e s 1
Contesting Early Childhood Series

Series Editors: Peter Moss, Thomas Coram Research Unit, Institute of Education, UK
and Gunilla Dahlberg Institute of Education, Stockholm, Sweden
NEW IN 2011 NEW

Contesting Early Childhood Art and Creativity in
and Opening for Change Reggio Emilia
Gunilla Dahlberg, Institute of Education, Stockholm, Exploring the Role and Potential of Ateliers in
Sweden and Peter Moss, Thomas Coram Research Early Childhood Education
Unit, Institute of Education, UK
Vea Vecchi, Education Consultant, Reggio Children, Italy
Drawing on and concluding this landmark series, this book
offers a review of the emerging critique of the dominant This book explores the contribution
discourse and, equally important, examines the possibilities of art and creativity to early
for change that alternative discourses are opening up, both education, and examines the role
theoretically and in actual practice. Through argument and of the atelier (an arts workshop in a
example this book: provides many examples of emerging school) and atelierista (an educator
new practice; discusses the conditions needed to further with an arts background) in the
this process of experimentation, diversification and renewal; pioneering pre-schools of Reggio
offers a democratic challenge to everyone interested in Emilia. It does so through the
early childhood. unique experience of Vea Vecchi,
one of the first atelieristas to be
August 2011: 234 x 156: 192pp appointed in Reggio Emilia in 1970.
Hb: 978-0-415-46860-2: £75.00
Pb: 978-0-415-46861-9: £21.99
For more information, visit: March 2010: 234 x 156: 224pp
www.routledge.com/9780415468619 Hb: 978-0-415-46877-0: £80.00
Pb: 978-0-415-46878-7: £24.99
eBook: 978-0-203-85467-9
Movement and For more information, visit:
www.routledge.com/9780415468787
Experimentation in Young
Children’s Learning Going Beyond the
Deleuze and Guattari in
Theory/Practice Divide in
Liselott Mariett Olsson, Institute of Education,
University of Stockholm, Sweden Introducing an Intra-Active Pedagogy
This ground-breaking book connects seemingly disparate Hillevi Lenz Taguchi, University of Stockholm, Sweden
subjects: the very young learning child in the field of early
This book identifies the gaps needing to be bridged to achieve
childhood education and the thinking of Deleuze and
a more inclusive and ‘just’ early childhood education, in
Guattari in the field of philosophy.
relation to class, gender, sexuality, ethnicity, race, disabilities
and age, and explores various ways of bridging these gaps.
2009: 216 x 138: 264pp
Hb: 978-0-415-46866-4: £80.00
Pb: 978-0-415-46867-1: £23.99 2009: 216 x 138: 224pp
eBook: 978-0-203-88123-1 Hb: 978-0-415-46444-4: £80.00
Pb: 978-0-415-46445-1: £22.99
For more information, visit: eBook: 978-0-203-87295-6
For more information, visit:
For more information on other titles in this series, visit:
www.routledge.com/education/books/series/contesting_early_childhood_SE0623
Browse and Order Online: www.routledge.com/education

2 t heo ry a nd rese arch
NEW
Changing Images of
Early Childhood Series Does Every Child Matter?
Understanding New Labour’s Social Reforms
Series Edited by Nicola Yelland
Catherine A. Simon and Stephen Ward, both at Bath
Books in this forward-thinking series challenge Spa University, UK
existing practices in early childhood education Every Child Matters represents
and reflect the changing images in the field. the most radical change to
The series enables readers to engage with education and welfare provision
contemporary ideas and practices of alternative in almost two decades. This book
perspectives which deviate from those theories moves beyond a descriptive ‘how
traditionally associated with the education of to’ framework to examine the
underlying political and social
young children and their families. aims of this policy agenda.
The authors’ analysis reveals that
For further information on titles in this series, please
Every Child Matters represents the
visit: www.routledge.com/education/books/series/
Government’s attempt to codify
changing_images_of_early_childhood_SE0808/.
perceived risks in society and to
formulate their responses. In doing
so, children are made the strategic focus of much wider social
NEW IN 2011 policy reform, the effects of which are first felt in education.
Early Childhood Teacher June 2010: 234 x 156: 144pp

Hb: 978-0-415-49578-3: £75.00
Research Pb: 978-0-415-49579-0: £17.99
eBook: 978-0-203-84950-7
Kathryn Castle, Oklahoma State University, USA For more information, visit:
This exciting new resource is a comprehensive guide for www.routledge.com/9780415495790
early childhood students and professionals in
understanding and doing early childhood teacher research.
This accessible and interactive book touches upon the
NEW
important issues every early childhood teacher should know
– the uniqueness of early childhood teacher research, New Directions in
reasons for doing it, and how to do it. Kathryn Castle Picturebook Research
explores each stage of teacher research, from
conceptualization, generating research questions, Edited by Teresa Colomer, Universitat Autonoma
identifying data sources, gathering and analyzing data, Barcelona, Spain, Bettina Kümmerling-Meibauer,
interpreting results, sharing results, and taking action. University of Tübingen, Germany and Cecilia Silva-Díaz,
Each chapter includes special features for building early Universitat Autónoma de Barcelona, Spain
childhood teacher research skills: Teacher Researcher Series: Children’s Literature and Culture
Journal – for the reader to reflect on content, From the
In this new collection, children’s literature scholars from twelve
Field – real world examples of early childhood teacher
different countries contribute to the ongoing debate on the
researcher studies, Exploration – activities that send readers
importance of picturebook research, focusing on aesthetic
to websites, to interview teacher researchers, and to
and cognitive aspects of picture books. Tying picturebook
practice the methods demonstrated in the book.
studies to studies in childhood, multimodality, and literacy, this
anthology is representative of the different opportunities for
August 2011: 254 x 178: 160pp
Hb: 978-0-415-87758-9: £80.00 research in this emerging field.
Pb: 978-0-415-87759-6: £16.99
eBook: 978-0-203-83568-5 June 2010: 229 x 152: 280pp
Hb: 978-0-415-87690-2: £80.00
www.routledge.com/9780415877596 For more information, visit:
Complimentary New in Companion

e-Inspection
Exam Copy Paperback Website
the ory an d r e s e arc h 3
NEW NEW
Early Childhood Matters Peer Relationships in Early
Evidence from the Effective Pre-School and Childhood Education and Care
Primary Education Project Edited by Margaret Kernan and Elly Singer,
Edited by Kathy Sylva, University of Oxford, UK, University of Utrecht, the Netherlands
Edward Melhuish, University of London, UK, Peer Relationships in Early
Pam Sammons, University of Oxford, UK, Childhood Education and Care
Iram Siraj-Blatchford and Brenda Taggart brings together fresh perspectives
Early Childhood Matters and research about young
documents the rapid development children’s relationships. It examines
of early years education and care children’s rights and well-being
from the late 1990s into the new against a backdrop of increased
millennium. It chronicles the social movement and migration,
unique contribution of the EPPE changing family structures and
research to our understanding of work practices, and the growing
the importance of pre-school. prevalence of education and care
services for young children.
The Effective Pre-School and
Primary Education (EPPE) project With contributors from diverse
is the largest European study of cultural, geographical and disciplinary backgrounds, this
the impact of early years edited collection shows how educators support children’s
education and care on children’s peer relationships and use these as a basis for enhancing
developmental outcomes. Through this ground-breaking social and cognitive development. Themes discussed include:
project a team of internationally-recognised experts provide conflicts and negotiations; friendships and play; group
insights into how home learning environments interact phenomena; independence and interdependence; identity
with pre-school and primary school experiences to shape and belonging; peer relations and children with disabilities;
children’s progress. and attuning adults to young children’s relationships.
This insightful book is essential reading for all those This book will be highly relevant for academics, researchers
interested in innovative research methodology and policy and students concerned with early childhood care and
development in early childhood education and care. education, especially those interested in relating these
issues on a global scale.
January 2010: 234 x 156: 280pp
Hb: 978-0-415-48242-4: £80.00 July 2010: 234 x 156: 160pp
Pb: 978-0-415-48243-1: £24.99 Hb: 978-0-415-57462-4: £75.00
eBook: 978-0-203-86206-3 Pb: 978-0-415-57461-7: £23.99
eBook: 978-0-203-84660-5
NEW
Picturebooks and Pedagogy
Philosophical Perspectives
Joanna Haynes, University of Plymouth, UK and Karin Murris, University of the Witwatersrand, South Africa
Series: Routledge Research in Education
This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship
is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of
working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons.
The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative
dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy
teaching and learning, children’s literature, childhood and pedagogy.
December 2010: 229 x 152: 192pp | Hb: 978-0-415-88080-0: £70.00

For more information, visit: www.routledge.com/9780415880800

4 theo ry and rese arch
NEW NEW
Rethinking Play and Pedagogy Transforming Children’s Spaces
in Early Childhood Education Children’s and Adults’ Participation in
Concepts, Contexts and Cultures Designing Learning Environments
Edited by Sue Rogers, Institute of Education, University Alison Clark, The Open University, UK
of London, UK With the expansion of early
childhood education and the move
Bringing together a collection of chapters from international
to ‘extended schools’, more young
experts in the field of early childhood education, Rethinking
children will spend more time than
Play and Pedagogy in Early Childhood Education seeks to
ever before in institutions. Based
explore how play in the early years is valued as a means of
on two actual building projects,
learning. The book discusses how play is presented,
this book is the first of its kind to
transformed by institutional and pedagogical discourses
demonstrate the possibilities of
and ultimately experienced by children. Adopting cultural,
including young children’s
conceptual and contextual approaches to play and pedagogy
perspectives in the design and
across its chapters, this book addresses contemporary
review of children’s spaces.
emerging issues surrounding play and pedagogy including:
Situated at the heart of the debate
• the application of critical and socio-cultural analyses to
about the relationship between
play in early childhood
the built environment and its impact on children’s learning
• renewed interest in the aesthetic, creative and affective and wellbeing, Transforming Children’s Spaces provides
dimensions of play in early childhood education insights into how young children see their environment;
• competing discourses of ‘performativity’, market forces, discusses children’s aspirations for future spaces; and
social reconstruction and child-centredness develops the ‘Mosaic approach’, pioneered by the author,
as a method for listening to young children and adults.
• children’s voice and participation within educational settings
Emphasising the importance of visual and verbal methods
• globalization, migration and cultural pluralism
of communication, this fascinating book demonstrates how
• the role of digital technology in early childhood education practitioners and young children can articulate their
• diversity, identity and social justice within early childhood perspectives, and shows how participatory methods can
settings. support new relationships between children, practitioners
and architects.
November 2010: 234 x 156: 208pp
Hb: 978-0-415-48075-8: £75.00 February 2010: 234 x 156: 240pp
Pb: 978-0-415-48076-5: £24.99 Hb: 978-0-415-45859-7: £80.00
For more information, visit: Pb: 978-0-415-45860-3: £24.99
www.routledge.com/9780415480765 eBook: 978-0-203-85758-8
NEW
Children’s Drawing and Writing
The Remarkable in the Unremarkable
Diane Mavers, University of London, UK
Series: Routledge Research in Education
This book takes a very close look at what passes by largely unnoticed at home and in school: copying, texts fleetingly
present then gone, a picture drawn after the valued work of writing has been completed. Examining features of children’s
text making that are commonly disregarded because of their very ordinariness, or dismissed as mistakes because they are
flawed or lacking, the book examines features such as shading, arrangement and forms of shorthand, and uncovers an
intensity of effort in the making of meaning. In decisively shifting the focus away from insufficiency to what children can
do and to the ‘work’ they invest in the texts they make, the lens taken here reveals resourcefulness and purposiveness.
August 2010: 229 x 152: 176pp

Hb: 978-0-415-96155-4: £70.00 | eBook: 978-0-203-84436-6

e-Inspection
Children, their World, their Education

Final Report and Recommendations of the Cambridge Primary Review
Robin Alexander, University of Cambridge, UK, Berry Mayall, Institute of
Education, University of London, UK, Stephanie Northen, Education Journalist
and Editor, UK, Gillian Pugh, National Children’s Bureau, UK, Colin Richards,
University of Cumbria, UK, and former Primary HMI., David Utting, Writer,
Researcher, Policy Analyst and former Associate Director at the Joseph Rowntree
Foundation, UK, Michael Armstrong, Harwell Primary School, UK,
Julia Flutter, University of Cambridge, UK, Linda Hargreaves, University of
Cambridge, UK, David Harrison, Wynne Harlen, University of Bristol, UK,
Elizabeth Hartley-Brewer, Writer and Education Consultant, UK,
Ruth Kershner and John Macbeath, both at University of Cambridge, UK
‘What an inspirational book! I have been a head teacher for twenty years and
this is the best book on primary education that I have ever read.’ – Bob Garton,
Head Teacher, London
‘This is the most thorough, research-based analysis of primary schools I have
seen in over two decades of reporting on education. It should carry the
testimonial ‘This book should change English primary schools forever’.’
– Mike Baker, formerly Senior BBC Education Correspondent
‘There is a simple account of the Cambridge Primary Review, which is essentially about awe and wonder:
it is a formidable achievement.’ – Andrew Pollard, British Educational Research Journal
Children, their World, their Education is the definitive text for students, teachers, researchers, educational leaders
and all who are interested in primary education.
As the culmination of the Cambridge Primary Review, the most comprehensive enquiry into English primary education for
half a century, its publication provoked instant and dramatic headlines. But Children, their World, their Education is much
more than a report. It is an unrivalled educational compendium that systematically covers the issues that are central to the
daily work of students, teachers and heads. For trainee teachers on undergraduate and postgraduate courses it effectively
maps the territory of primary education and provides the context, information and insight which are essential to the
development of classroom skill. Its vast range of carefully evaluated evidence makes it a core resource for those undertaking
research and advanced study. Its direct engagement with the policy process during a period of unprecedented change
makes it an indispensable tool for policy analysis. It places England’s education system in the global context, and combines
evidence on recent developments with a vision of how primary education should be.
2009: 246 x 174: 608pp | Hb: 978-0-415-54870-0: £95.00 | Pb: 978-0-415-54871-7: £35.00
The Cambridge Primary Review Research Surveys

Edited by Robin Alexander, with Christine Doddington, John Gray,
Linda Hargreaves and Ruth Kershner, all at University of Cambridge, UK
Brings together the twenty-eight research surveys from the Cambridge Primary Review –
England’s biggest enquiry into primary education for over forty years – and is an essential
reference tool for professionals, researchers, students and policy-makers working in the fields
of early years, primary and secondary education.
2009: 246 x 174: 880pp | Hb: 978-0-415-54869-4: £250.00


NEW A Handbook of Children and

Building Relationships Young People’s Participation
and Communicating with Perspectives from Theory and Practice
Young People Edited by Barry Percy-Smith, University of the West of
England, UK and Nigel Thomas, University of Central
A Practical Guide for Social Workers Lancashire, UK
Karen Winter, Queen’s University Belfast, UK A Handbook of Children and
This book provides a timely, Young People’s Participation
invaluable resource and practical brings key thinkers and
guide for social work students practitioners from across the
specialising in family and child care globe together to provide an
and for practitioners who have authoritative overview of
young children on their caseloads. contemporary theory and practice
Packed with real life examples of around children’s participation.
in-depth interviews conducted
with young children known to
social services, it outlines what can
be done to improve practice in this
challenging and demanding area.
2009: 234 x 156: 400pp
November 2010: 246 x 174: 184pp Hb: 978-0-415-46851-0: £80.00
Hb: 978-0-415-56267-6: £70.00 Pb: 978-0-415-46852-7: £24.99
Pb: 978-0-415-56268-3: £19.99 eBook: 978-0-203-87107-2
For more information, visit: For more information, visit:
www.routledge.com/9780415562683 www.routledge.com/9780415468527
Growing Up A History of Children’s Play

With Technology and Play Environments
Young Children Learning in a Digital World Toward a Contemporary
Lydia Plowman, Christine Stephen, both at Child-Saving Movement
University of Stirling, UK and Joanna McPake Joe L. Frost, University of Texas, USA
This book explores the role of This book explores the history of
technology in the lives of three children’s play and play
and four-year-old children, environments, informing where
considering children’s experiences we are today and why we need
at home and in preschool settings to re-establish play as a priority.
from the perspectives of parents, Ultimately, the author proposes
practitioners and children. active solutions to the current
state of play deprivation.
2009: 234 x 156: 192pp

2009: 229 x 152: 320pp
Hb: 978-0-415-46891-6: £75.00
Hb: 978-0-415-80619-0: £100.00
Pb: 978-0-415-46892-3: £21.99
Pb: 978-0-415-80620-6: £34.99
eBook: 978-0-203-86361-9
eBook: 978-0-203-86865-2

e-Inspection
Key Issues in Childhood Reclaiming Childhood

and Youth Studies Freedom and Play in an Age of Fear
Edited by Derek Kassem, Lisa Murphy, both at Helene Guldberg, The Open University, UK
Liverpool John Moores University, UK and This book exposes the stark
Elizabeth Taylor consequences on child
This text explores a range of key development of both our low
issues related to children and expectations of fellow human
childhood, from birth to eighteen beings and our safety-obsessed
years. Challenging current culture. Helene Guldberg argues
orthodoxies on the nature of that we need to identify what
childhood, it is an essential text the real problems are – and how
for students as well as those much they matter.
studying relevant professional
qualifications in social work,
teaching and health.
2009: 234 x 156: 216pp

Hb: 978-0-415-47722-2: £75.00
2009: 246 x 174: 240pp
Pb: 978-0-415-47723-9: £17.99
Hb: 978-0-415-46888-6: £75.00
eBook: 978-0-203-87041-9
Pb: 978-0-415-46889-3: £21.99
eBook: 978-0-203-86498-2 For more information, visit:
also available – theory and research

Title Author Date Format & ISBN Price
Doing Visual Research with Children Pat Thomson 2008 Hb: 978-0-415-43109-5 £90.00
and Young People Pb: 978-0-415-43110-1 £24.99
Inside Role-Play in Early Childhood Education: Sue Rogers and Julie Evans 2008 Hb: 978-0-415-40496-9 £90.00
Researching Young Children’s Perspectives Pb: 978-0-415-40497-6 £23.99
Learning Together in the Early Years: Theodora Papatheodorou and 2008 Hb: 978-0-415-46932-6 £95.00
Exploring Relational Pedagogy Janet R. Moyles Pb: 978-0-415-46933-3 £23.99
Reforming Child Protection Bob Lonne, Nigel Parton, 2005 Hb: 978-0-415-42905-4 £78.00
www.routledge.com/9780415429061 Jane Thomson and Maria Harries Pb: 978-0-415-42906-1 £22.99
eBook: 978-0-203-89467-5
Research With Children: 2nd Edition Pia Christensen and 2008 Hb: 978-0-415-41683-2 £90.00
Perspectives and Practices Allison James Pb: 978-0-415-41684-9 £24.99
World Yearbook of Education 2009: Childhood Marilyn Fleer, 2008 Hb: 978-0-415-99411-8 £90.00
Studies and the Impact of Globalization: Mariane Hedegaard and eBook: 978-0-203-88417-1
Policies and Practices at Global and Local Levels Jonathan Tudge
Handbook of Research on the Education of Bernard Spodek and 2005 Hb: 978-0-8058-4720-8 £170.00
Young Children: 2nd Edition Olivia N. Saracho Pb: 978-0-8058-4721-5 £57.50

Learning to Belong NEW IN 2011

Exploring Young Children’s Participation 2nd Edition
at the Start of School Developing Your Portfolio:
Caroline Bath, Sheffield Hallam University, UK
Enhancing Your Learning and
This fascinating book draws on
a diversity of disciplines exploring Showing Your Stuff
the importance of participatory A Guide for the Early Childhood Student
approaches to children’s early
education and shows how or Professional
fostering a sense of identity is Marianne Jones and Marilyn Shelton, both at
essential to early learning. California State University, Fresno, USA
Portfolios have often been used as a way for teachers to
monitor and assess their students’ progress, but this book
picks up on the current trend of using portfolios to assess
teachers themselves as part of their degree requirements.
Veteran teacher educators Marianne Jones and Marilyn
Shelton provide practical and comprehensive guidance
2009: 234 x 156: 128pp specific to the needs of pre- and in-service teachers of
Hb: 978-0-415-48366-7: £80.00
young children. Both theoretical and practical, and with
Pb: 978-0-415-48368-1: £23.99
eBook: 978-0-203-87982-5 concrete examples, rubrics, tips, and exercises, this book
will provide a step-by-step guide to creating a professional
teaching portfolio. This thoroughly revised and updated
new edition features: a flexible and friendly approach that
guides students at varying levels of experience through the
portfolio process; new material on the portfolio planning
Metacognition in stage and additional coverage on the importance of
Young Children developing a personal philosophy; and a Companion
Website with additional instructor materials.
Shirley Larkin, University of Exeter, UK
The book examines theories of April 2011: 279 x 216: 160pp
Hb: 978-0-415-80051-8: £80.00
metacognition of particular
Pb: 978-0-415-80052-5: £16.99
relevance to primary school age eBook: 978-0-203-83503-6
children, drawing on empirical
research from psychology and
education.
2009: 234 x 156: 208pp

Full Table of Contents
Hb: 978-0-415-46357-7: £75.00
Pb: 978-0-415-46358-4: £24.99 For full table of contents on all titles
eBook: 978-0-203-87337-3 featured in this catalog, visit:

e-Inspection
c ur r iculum an d clas s room p r acti c e 9
NEW IN 2011 NEW IN 2011

The Expressive Nature of 2nd Edition
Creativity in Childhood The New Early Years Professional
Edited by Dorothy Faulkner, The Open University, UK Dilemmas and Debates
and Elizabeth Coates, University of Warwick, UK Edited by Angela D. Nurse, formerly of Canterbury
Drawing on detailed research evidence from innovative Christ Church University, UK
educational initiatives in different countries Dorothy Faulkner Celebrating the spirit of, and need for, increased
and Elizabeth Coates develop new theoretical and practical multi-disciplinary working and co-operation in the care
insights that challenge traditional educational thinking about and education of children, this book brings together the
children’s creativity. The main themes investigated through dilemmas and debates in the study of early childhood. It
chapters from well-respected international contributors: supports the reader in understanding the background and
support the argument that expressions of creativity and the context and encourages them to reflect on the challenges
exercise of creative processes by young children are and possibilities of future early years and integrated working.
multimodal, social and collaborative; challenge the view that
young children’s creativity can only be judged in terms of their This new edition incorporates recent legislation such as the
creative outputs or products; argue that it is more important Early Years Foundation Stage and a detailed discussion of the
to concentrate on the processes that children engage in when issues surrounding child protection, the role of the social
they are absorbed in acts of creative expression; contest worker and children’s health. Chapters include: Safeguarding
conventional discourses about the origins and nature of Children, Play and Creativity, Birth to Three, Special
creativity in relation to arts education in schools; and discuss Education Needs, Children’s Learning, Child Development
the need for formal educational training programmes to offer and Psychology, and Health Issues for Children and Families.
trainee and experienced teachers more sophisticated cultural
March 2011: 246 x 174: 224pp
discourses and experiences so that they can realise their own Hb: 978-0-415-58514-9: £75.00
creative potential as well as that of the children they teach. Pb: 978-0-415-58515-6: £19.99
This broad yet coherent collection of fresh perspectives on For more information, visit:
creativity in childhood is essential reading for students, www.routledge.com/9780415585156
researchers and policy-makers in early childhood as well as for
early years professionals with a particular interest in creativity.
4th Edition
March 2011: 234 x 156: 232pp
Hb: 978-0-415-56562-2: £80.00 Creativity in the Classroom
Pb: 978-0-415-56563-9: £24.99
Schools of Curious Delight
www.routledge.com/9780415565639 Alane Jordan Starko, Eastern Michigan University, USA
The fourth edition of this well-known text continues the
mission of its predecessors – to help teachers link creativity
research and theory to the everyday activities of classroom
teaching. Part one includes information on models and
theories of creativity, characteristics of creative people, and
talent development. Part two includes strategies explicitly
View any designed to teach creative thinking, to weave creative
thinking into content area instruction, and to organize
product basic classroom activities (grouping, lesson planning,
online assessment, motivation and classroom organization) in

ways that support students’ creativity.
using the urls
2009: 254 x 178: 368pp
below each
Hb: 978-0-415-99706-5: £100.00
listing
Pb: 978-0-8058-4791-8: £39.99
eBook: 978-0-203-87149-2

10 c urricu lu m an d classroom practi c e
NEW NEW
2nd Edition A Learning Community
Early Childhood Education in the Primary Classroom
Yesterday, Today, and Tomorrow Jere Brophy, Janet Alleman, both at Michigan State
Suzanne L. Krogh and Kristine L. Slentz, both at University, USA and Barbara Knighton, Winans
Western Washington University, USA Elementary School, Michigan, USA
In an accessible and meaningful This richly detailed description and
way, Early Childhood Education analysis of exemplary teaching in
examines foundational topics the primary grades looks at how a
that encourage early childhood teacher establishes her classroom
education students to think, as a collaborative learning
reflect, and develop opinions, community, how she plans
theories, and philosophies curriculum and instruction that
about their field. This interactive features powerful ideas and
book invites the reader to applications to life outside of
develop a personal philosophy school, and how, working within
of early childhood education this context, she motivates her
and identity as an early educator, students to learn with a sense
in order to build a sufficient of purpose and thoughtful
foundation for continual growth as a teacher. self-regulation. The supporting analyses, which ground
the teacher’s practice in principles from curriculum and
Divided into three sections that deal with the past, present,
instruction, educational psychology, and related sources of
and future, Early Childhood Education asks the reader to
relevant theory and research, are designed to allow
think about important ideas underlying and encompassing
teacher-readers to develop coherent understanding and
today’s early childhood education. First providing historical
appreciation of the subtleties of her practice and how they
and philosophical perspectives of the field, authors Krogh
can be applied to their own practice.
and Slentz then look at careers in early education, what it’s
like to be a teacher or caregiver today, compare and May 2010: 229 x 152: 288pp
contrast contemporary models of ECE, and examine Hb: 978-0-8058-5573-9: £85.00
cultural and individual differences that confront and Pb: 978-0-8058-5574-6: £35.99
challenge teachers. Finally, this book looks to the future of eBook: 978-0-203-85182-1
the field and discusses debates on current issues. For more information, visit:
September 2010: 254 x 178: 192pp
Hb: 978-0-415-87826-5: £95.00
Pb: 978-0-415-87825-8: £20.99
eBook: 978-0-203-84201-0
also available – curriculum and classroom practice

Applied Cognitive Research in K-3 Classrooms Edited by S. Kenneth Thurman 2008 Hb: 978-0-8058-5821-1 £95.00
www.routledge.com/9780805858228 and Catherine A. Fiorello Pb: 978-0-8058-5822-8 £34.99
eBook: 978-0-203-93268-1
Care and Education in Early Childhood: 2nd Edition Edited by Audrey Curtis and 2008 Pb: 978-0-415-45757-6 £21.99
A Student’s Guide to Theory and Practice Maureen O’Hagan
Play, Creativity and Digital Cultures Rebekah Willett, 2008 Hb: 978-0-415-96311-4 £70.00
www.routledge.com/9780415963114 Muriel Robinson and Jackie Marsh eBook: 978-0-203-88869-8
Teaching and Learning in the Early Years: David Whitebread and 2008 Pb: 978-0-415-42479-0 £21.99
3rd Edition Penelope Coltman

e-Inspection
c ur r iculum an d clas s room p r acti c e 11
NEW NEW
3rd Edition Towards Excellence in
Outdoor Learning in the Early Years Education
Early Years Exploring Narratives of Experience
Management and Innovation Kathleen Goouch, Canterbury Christchurch University,
Helen Bilton, University of Reading, UK UK
Now in its third edition, Outdoor This book uniquely describes
Learning in the Early Years is the the work of two early years
complete guide to creating professionals, drawing on their
effective outdoor environments for narrative accounts as they robustly
young children’s learning. describe and analyse their work with
Comprehensively revised and young children. Against a backcloth
updated throughout, this book of increasing regulation and
covers every aspect of working inspection of early years care and
outdoors in the early years and fully education, Kathleen Goouch
explains the importance of outdoor emphasizes the importance of
play to children’s development. building authentic relationships with
children and their families, explores
Key topics covered include: how how play can be promoted as the
to manage and set up the outdoor area, what children central site for learning, and shows how professionals can use
gain from being outside, how to allow children to take play to account for children’s development and learning.
managed risks, making sense of work and play, how
outdoor provision helps children become self regulatory, In analysing the early year professionals’ narratives, this
providing for both boys and girls in the outdoor book explores key themes including: traditional notions of
environment, and research supporting the outdoor ‘teaching’ and how they can be redefined; the significance
approach. Outdoor Learning in the Early Years contains a of talk in children’s lives; teachers’ professional identities;
multitude of ideas and activities for working outdoors in and how children’s potential in learning can be achieved
the early years and provides a framework within which through play. Celebrating knowledge, skills and
professionals can analyse and develop their outdoor understanding and re-defining what it means to be a
provision and environment. teacher, in its broadest sense, this fascinating book brings
together research and literature from across disciplines.
March 2010: 246 x 174: 272pp
Hb: 978-0-415-56759-6: £75.00 June 2010: 234 x 156: 192pp
Pb: 978-0-415-45477-3: £19.99 Hb: 978-0-415-56607-0: £75.00
eBook: 978-0-203-86013-7 Pb: 978-0-415-56608-7: £22.99
eBook: 978-0-203-84839-5
The Reviewer’s Guide to

Quantitative Methods in the
Social Sciences
Edited by Gregory R. Hancock, University of Maryland, USA and
Ralph O. Mueller, University of Hartford, USA
The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for
evaluators of research manuscripts and proposals in the social and behavioural sciences,
and beyond. Its uniquely structured chapters cover both traditional and
emerging methods of quantitative data analysis, which neither junior nor veteran
reviewers can be expected to know in detail.
February 2010: 254 x 178: 448pp | Hb: 978-0-415-96507-1: £120.00 | Pb: 978-0-415-96508-8: £44.99

12 c urricu lu m an d classroom practi c e
Early Childhood Mathematics 2nd Edition

Education Research Key Issues in Early Years
Learning Trajectories for Young Children Education
Julie Sarama and Douglas H. Clements, both at A Guide for Students and Practitioners
University at Buffalo, SUNY, USA
Edited by Sandra Smidt, Freelance Educational
Series: Studies in Mathematical Thinking and Learning Consultant, UK
This important book synthesizes This fully revised collection,
relevant research on the published in its first edition as
learning of mathematics from The Early Years: A Reader, is
birth into the primary grades unique in its range of topics and
from the full range of these voices, and its determination to
complementary perspectives. see the child as central to learning
and development.
2009: 229 x 152: 424pp 2009: 234 x 156: 216pp

Hb: 978-0-8058-6308-6: £100.00 Hb: 978-0-415-46526-7: £75.00
Pb: 978-0-8058-6309-3: £45.99 Pb: 978-0-415-46525-0: £18.99
eBook: 978-0-203-88378-5 eBook: 978-0-203-86762-4
Learning and Teaching 2nd Edition

Early Math Understanding the
The Learning Trajectories Approach Reggio Approach
Douglas H. Clements and Julie Sarama, both at Early Years Education in Practice
University at Buffalo, SUNY, USA
Linda Thornton and Pat Brunton, both Educational
Series: Studies in Mathematical Thinking and Learning Consultants, UK
In this important book for pre- and ‘Linda Thornton and Pat
in-service teachers, early math Brunton have been immersed
experts Douglas H. Clements and in the field for many years and
Julie Sarama show how ‘learning write authoritatively, with
trajectories’ help teachers become understanding and clarity. The
more effective professionals. book is thoroughly up to date
and offers a useful reference
source. This book is very
welcome, it is accessible,
readable and sound.’ – Review
of the First Edition in ReFocus,
Journal of the UK Reggio Network,
2009: 254 x 178: 344pp Summer 2005
Hb: 978-0-415-99591-7: £100.00
Pb: 978-0-415-99592-4: £32.99 2009: 246 x 174: 144pp
eBook: 978-0-203-88338-9 Hb: 978-0-415-55771-9: £75.00
Pb: 978-0-415-48247-9: £19.99

e-Inspection
lan g uag e an d l i te r acy 13
NEW IN 2011 NEW

Parallel Learning of Literacy, Power, and the
Reading and Writing in Schooled Body
Early Childhood Learning in Time and Space
Mary Shea, Canisius College, USA Kerryn Dixon, University of Witwatersrand, South Africa
Based on current research, Parallel Learning of Reading What effects do space and time have on classroom
and Writing in Early Childhood explores why and how to management, discipline, and regulation? How do teachers’
create a balanced language learning environment for practices create schooled and literate students? To explore
young children and offers effective ways for children to these questions, this book looks at early childhood
practice and explore language. classrooms, charting the shifts and continuities as four
year-old children begin preschool, move from preschool
Shea offers the purpose, context, and outcomes of
into primary school, and come to the end of the first phase
including writing right from the start in young children’s
of schooling at nine years. The literacy classroom is used as
literacy learning. The impact that writing has on young
a specific site in which to examine how children’s bodies
children is explored throughout the text with analysis of
are disciplined to become literate.
children’s writing samples, research, and principles of best
practices. Shea integrates discussion of assessment, Photographs, lesson transcripts, interviews, and children’s
classroom environment, instructional scaffolding, and work show how teachers’ practices are enacted on
differentiating instruction across developmental levels along children’s bodies in time and space. In this way, teachers
with the theory supporting these throughout the chapters. are offered practical examples from which to think about
A Companion Website includes lesson ideas and abundant their own classrooms and classroom practice, and to reflect
writing samples for analysis and discussion. on what works, why it works, and what can be changed.
March 2011: 229 x 152: 176pp November 2010: 229 x 152: 288pp
Hb: 978-0-415-88298-9: £95.00 Hb: 978-0-415-87962-0: £95.00
Pb: 978-0-415-88299-6: £20.99 Pb: 978-0-415-87963-7: £23.99
eBook: 978-0-203-84118-1 eBook: 978-0-203-85148-7
Talking Beyond the Page

Reading and Responding to Picturebooks
Edited by Janet Evans, University of Liverpool Hope, UK
‘[T]he analysis of each book is sophisticated and insightful. Each
chapter’s bibliographies are extensive and helpful. The interview
with author/illustrator Anthony Browne adds another useful
dimension to an excellent study. Summing up: highly recommended.’
– CHOICE, February 2010
This book shows how different kinds of picturebooks can be used with
children of all ages and highlights what positive educational gains are to be
made from reading, sharing, talking and writing about picturebooks.
2009: 234 x 156: 224pp

Hb: 978-0-415-47695-9: £80.00 | Pb: 978-0-415-47696-6: £23.99

14 l anguage an d lite r acy
NEW NEW
Beyond Early Literacy The Routledge Companion
A Balanced Approach to Developing the to Children’s Literature
Whole Child Edited by David Rudd, University of Bolton, UK
Janet B. Taylor, Auburn University, USA, Series: Routledge Companions
Nancy Amanda Branscombe, Athens State University,
The Routledge Companion to
USA, Jan Burcham, Columbus State University, USA
Children’s Literature is a vibrant
and Lilli Land, Auburn University, USA and authoritative exploration of
Beyond Early Literacy offers a literacy children’s literature in all its
method that goes beyond simply manifestations. It features a series
developing language arts skills. of essays written by expert
Known as Shared Journal, this contributors who provide an
process promotes young children’s illuminating examination of why
learning across content areas – children’s literature is the way it is.
including their communication and Topics covered include: the history
language abilities, writing skills, and development of children’s
sense of community, grasp of literature; various theoretical
diverse social and cultural worlds, approaches used to explore the
and understanding of history, texts, including narratological methods; questions of gender
counting, numeracy, and time. and sexuality along with issues of race and ethnicity; realism
Pairing interactive talk with individual writing in the classroom and fantasy as two prevailing modes of story-telling; picture
community, this rich method develops the whole child. books, comics and graphic novels as well as ‘young adult’
This two-part book is first framed by current theory and fiction and the ‘crossover’ novel; and media adaptations and
research about children’s cognitive, language, and literacy neglected areas of children’s literature.
development, and an extensive body of research and case The Routledge Companion to Children’s Literature contains
studies on the efficacy of the method. The second part suggestions for further reading throughout plus a helpful
features strategies from on-the-ground teachers who have timeline and a substantial glossary of key terms and names,
used the process with their students and explores how both established and more cutting-edge. This is a
Shared Journal can be used with new technologies, can comprehensive and up-to-date guide to an increasingly
meet standards, and can be appropriate for diverse complex and popular discipline.
populations of children.
April 2010: 234 x 156: 336pp
July 2010: 254 x 178: 176pp Hb: 978-0-415-47270-8: £70.00
Hb: 978-0-415-87443-4: £95.00 Pb: 978-0-415-47271-5: £18.99
Pb: 978-0-415-87444-1: £20.99 eBook: 978-0-203-88985-5
eBook: 978-0-203-85311-5 For more information, visit:
also available – language and literacy

Literacy Instruction for English Language Diane M. Barone and 2008 Hb: 978-1-59385-603-8 £33.00
Learners Pre-K-2 Shalley Hong Xu Pb: 978-1-59385-602-1 £18.95
Multimedia and Literacy Development: Adriana G. Bus and 2008 Hb: 978-0-415-98841-4 £95.00
Improving Achievement for Young Learners Susan B. Neuman Pb: 978-0-415-98842-1 £28.99
www.routledge.com/9780415988421 eBook: 978-0-203-89215-2

e-Inspection
dev e lop me n t 15
NEW IN 2011 NEW IN 2011

2nd Edition Introducing Bruner
Evolutionary Playwork A Guide for Practitioners and Students in
Reflective Analytic Practice Early Years Education
Bob Hughes, PlayEducation, UK Sandra Smidt, Freelance Educational Consultant, UK
Play is a crucial component in the development of all This book takes the reader on a journey through some of
children. In this fully updated and revised edition of his Bruner’s key concepts in relation to early learning and
classic playwork text, Bob Hughes explores the complexities teaching. It makes explicit the links between these concepts
of children’s play, its meaning and purpose, and argues that and discusses each one in a way which makes sometimes
adult-free play is essential for the psychological well-being difficult ideas accessible to all readers, relating them to
of the child. practice throughout.
The book is divided into three broad sections. The first Bruner’s key concepts explored in this accessible companion
examines the fundamentals of evolutionary playwork, include: his significant work on early language acquisition
from creating the right play environment to issues of safety looking at turn-taking games and rituals; intersubjectivity:
and participation. Secondly, the book explores the key how infants come to ‘read’ the minds of others and learn
theoretical concepts underlying playwork. Finally, the book to be part of the social world; his views on the reasons for
offers important models to help playworkers develop their the failure of children to learn to read; intuitive and
own professional practice. Throughout the text, Hughes analytical thinking; links to Reggio Emilia and the influence
brings his arguments to life with vivid personal reflections of Vygotsky on his work.
on a lifetime’s experience of play and playwork, while the
book also incorporates dedicated material for parents February 2011: 234 x 156: 192pp
Hb: 978-0-415-57420-4: £75.00
looking to better understand and enhance the
Pb: 978-0-415-57421-1: £17.99
development of their own children.
September 2011: 234 x 156: 340pp www.routledge.com/9780415574211
Hb: 978-0-415-55084-0: £90.00
Pb: 978-0-415-55085-7: £24.99
eBook: 978-0-203-87383-0 Introducing Vygotsky
A Guide for Practitioners and Students in
Early Years Education
Sandra Smidt, Freelance Educational Consultant, UK
The Child as Social Person Sandra Smidt takes the reader on
Sara Meadows, University of Bristol, UK a journey through Vygotsky’s key
The Child as Social Person concepts in relation to early
provides an integrated overview learning and teaching, making
of the exciting field of explicit the links between these
developmental social psychology, concepts and discussing each one
and as such will be essential in an easily accessible style.
reading for advanced
undergraduate students in
psychology, education and
social work.
2008: 234 x 156: 192pp

Hb: 978-0-415-48055-0: £80.00
Pb: 978-0-415-48057-4: £17.99
2009: 234 x 156: 408pp
Hb: 978-0-415-45199-4: £49.95 For more information, visit:
Pb: 978-0-415-45200-7: £24.95 www.routledge.com/9780415480574
eBook: 978-0-203-86105-9

16 develo pm ent
NEW Handbook of School-Family

Understanding Behaviour Partnerships
and Development in Edited by Sandra L. Christenson, University of
Minnesota, USA and Amy L. Reschly, University of
Early Childhood Georgia, USA
A Guide to Theory and Practice Family and community
involvement are increasingly
Maria Robinson, Independent Adviser and Lecturer in
touted as a means of improving
Early Years Development, UK
both student and school-level
In this accessible and thought- achievement. This has led to an
provoking text, Dr. Maria Robinson increase in policies, initiatives and
examines the behaviour of babies goals designed to address family
and young children in a involvement in schools. Once
developmental context, and takes recognized and implemented,
into account the shifts and such family-school partnerships
changes over time as young can lead to the following benefits:
children grow and mature. enhanced communication and
Understanding Behaviour and coordination between parents and educators; continuity in
Development in Early Childhood developmental goals and approaches across family and
reveals, for example, how school contexts; shared ownership and commitment to
behaviour perceived as ‘difficult’ educational goals; increased understanding of the
in a young child may be the complexities of children’s situations; and the pooling of
manifestation of a response to emotional, sensory and family and school resources to find and implement quality
cognitive experiences. Throughout the book, readers will solutions to shared goals.
find a strong emphasis on emotional well-being and the
need to place our understanding of behaviour within a 2009: 246 x 174: 544pp
Hb: 978-0-415-96375-6: £185.00
developmental time frame.
Pb: 978-0-415-96376-3: £70.00
Based on wide-ranging professional experience, the topics For more information, visit:
examined and discussed in this insightful book include: www.routledge.com/9780415963763
what we understand by ‘behaviour’, how the brain and
senses work and mature during early childhood, behaviour
as a reflection of the child’s internal state, what emotions
are, and how we learn what feelings mean to us as
individuals, how emotions affect our ability to learn, and
how we develop a sense of self. Want more
September 2010: 234 x 156: 176pp
information on a book?
Hb: 978-0-415-56560-8: £80.00 Visit the direct URL found at the
Pb: 978-0-415-56561-5: £22.99
eBook: 978-0-203-84288-1 bottom of the title description.
also available – development

Deconstructing Developmental Psychology: Erica Burman 2007 Hb: 978-0-415-39561-8 £52.50
2nd Edition Pb: 978-0-415-39562-5 £22.95
Developments: Child, Image, Nation Erica Burman 2007 Hb: 978-0-415-37791-1 £52.50
www.routledge.com/9780415377928 Pb: 978-0-415-37792-8 £22.95
From Birth to Five Years: Children’s Mary D. Sheridan, revised and 2007 Pb: 978-0-415-42365-6 £10.99
Development Progress: 3rd Edition updated by Ajay Sharm and eBook: 978-0-203-93579-8
www.routledge.com/9780415423656 Helen Cockerill

e-Inspection
spe cial i s s ue s as book s
17
routle dg e pap e r bac k s di r e ct
Special Issues as Books

Routledge publishes special issues of key journals as collections in our Special Issues as Books programme. This is an initiative
that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any
of the below titles, please visit: www.routledge.com.

Assessment in Residential Care for Children Roy Rodenhiser 2008 Hb: 978-0-7890-3838-8 £75.00
and Youth Pb: 978-0-7890-3839-5 £22.99
Children Exposed to Violence: Robert Geffner, Dawn Griffin 2009 Hb: 978-0-7890-3827-2 £75.00
Current Issues, Interventions and Research and James Lewis Pb: 978-0-7890-3828-9 £21.99
Children, Spirituality, Loss and Recovery Joyce E. Bellous 2009 Hb: 978-0-415-55136-6 £80.00
Doing Children’s Geographies: Methodological Lorraine van Blerk and 2008 Hb: 978-0-415-44820-8 £80.00
Issues in Research with Young People Mike Kesby
Family Factors and the Educational Success William Jeynes 2009 Hb: 978-0-7890-3761-9 £75.00
of Children Pb: 978-0-7890-3762-6 £22.99
Men in the Lives of Young Children: Deborah Jones and Roy Evans 2009 Hb: 978-0-415-49704-6 £80.00
An International Perspective
Professionalism in Early Childhood Education Carmen Dalli and Mathias Urban June Hb: 978-0-415-57405-1 £80.00
and Care: International Perspectives 2010
Researching Primary Education: Methods Rosemary Webb April Hb: 978-0-415-56752-7 £80.00
and Issues 2010
Routledge Paperbacks Direct

A new way to expand your personal library!
A growing selection of our Early Childhood Education hardback monographs are now available, for individual purchase,
in paperback format from the price of £22.50. These books are only available directly from Routledge and can be ordered in
one of three easy ways:
Online: www.routledgepaperbacksdirect.com Tel. Hotline: +44 (0)1235 400524 Mail: Use order form (at the back)

Global Perspectives on Rural Childhood Ruth Panelli, Samantha Punch April Pb: 978-0-415-88296-5 £22.50
and Youth: Young Rural Lives and Elisabeth Robson 2010

18 i nd ex
A Developments . . . . . . . . . . . . . . . . . . . . . . 16
Developments: Child, Image, Nation . . . . . 16
Harries, Maria . . . . . . . . . . . . . . . . . . . . . . . 7
Harrison, David . . . . . . . . . . . . . . . . . . . . . . 5
Alexander, Robin . . . . . . . . . . . . . . . . . . . . . 5 Developing Your Portfolio - Enhancing Hartley-Brewer, Elizabeth . . . . . . . . . . . . . . 5
Alleman, Janet . . . . . . . . . . . . . . . . . . . . . 10 Your Learning and Showing Your Stuff . . 8 Haynes, Joanna . . . . . . . . . . . . . . . . . . . . . . 3
Applied Cognitive Research in K-3 Dixon, Kerryn . . . . . . . . . . . . . . . . . . . . . . 13 Hedegaard, Mariane . . . . . . . . . . . . . . . . . . 7
Classrooms . . . . . . . . . . . . . . . . . . . . . . 10 Doddington, Christine . . . . . . . . . . . . . . . . . 5 History of Children’s Play and Play
Armstrong, Michael . . . . . . . . . . . . . . . . . . 5 Does Every Child Matter? . . . . . . . . . . . . . . 2 Environments, A . . . . . . . . . . . . . . . . . . . 6
Art and Creativity in Reggio Emilia . . . . . . . 1 Doing Children’s Geographies . . . . . . . . . . 17 Hughes, Bob . . . . . . . . . . . . . . . . . . . . . . . 15
Assessment in Residential Care for Doing Visual Research with Children and
Children and Youth . . . . . . . . . . . . . . . . 17 Young People . . . . . . . . . . . . . . . . . . . . . 7 I
B E Inside Role-Play in Early Childhood
Education . . . . . . . . . . . . . . . . . . . . . . . . 7
Barone, Diane M. . . . . . . . . . . . . . . . . . . . 14 Early Childhood Education . . . . . . . . . . . . 10 Introducing Bruner . . . . . . . . . . . . . . . . . . 15
Bath, Caroline . . . . . . . . . . . . . . . . . . . . . . . 8 Early Childhood Mathematics Education Introducing Vygotsky . . . . . . . . . . . . . . . . 15
Bellous, Joyce E. . . . . . . . . . . . . . . . . . . . . 17 Research . . . . . . . . . . . . . . . . . . . . . . . . 12
Beyond Early Literacy . . . . . . . . . . . . . . . . 14 Early Childhood Matters . . . . . . . . . . . . . . . 3
Early Childhood Teacher Research . . . . . . . . 2
J
Bilton, Helen . . . . . . . . . . . . . . . . . . . . . . . 11
Branscombe, Nancy Amanda . . . . . . . . . . 14 Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . 13 James, Allison . . . . . . . . . . . . . . . . . . . . . . . 7
Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . 10 Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . . . 7 Jeynes, William . . . . . . . . . . . . . . . . . . . . . 17
Brunton, Pat . . . . . . . . . . . . . . . . . . . . . . . 12 Evans, Roy . . . . . . . . . . . . . . . . . . . . . . . . 17 Jones, Deborah . . . . . . . . . . . . . . . . . . . . . 17
Building Relationships and Communicating Evolutionary Playwork . . . . . . . . . . . . . . . . 15 Jones, Marianne . . . . . . . . . . . . . . . . . . . . . 8
with Young Children . . . . . . . . . . . . . . . . 6 Expressive Nature of Creativity in Kassem, Derek . . . . . . . . . . . . . . . . . . . . . . 7
Burcham, Jan . . . . . . . . . . . . . . . . . . . . . . 14 Childhood, The . . . . . . . . . . . . . . . . . . . . 9 Kernan, Margaret . . . . . . . . . . . . . . . . . . . . 3
Burman, Erica . . . . . . . . . . . . . . . . . . . . . . 16 Kesby, Mike . . . . . . . . . . . . . . . . . . . . . . . 17
Bus, Adriana G. . . . . . . . . . . . . . . . . . . . . . 14 F
Family Factors And The Educational
K
C Success Of Children . . . . . . . . . . . . . . . . 17 Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . 5
Cambridge Primary Review Research Faulkner, Dorothy . . . . . . . . . . . . . . . . . . . . 9 Key Issues in Childhood and Youth Studies . . 7
Surveys, The . . . . . . . . . . . . . . . . . . . . . . 5 Fiorello, Catherine A. . . . . . . . . . . . . . . . . 10 Key Issues in Early Years Education . . . . . . 12
Care and Education in Early Childhood . . . 10 Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . 7 Knighton, Barbara . . . . . . . . . . . . . . . . . . . 10
Castle, Kathryn . . . . . . . . . . . . . . . . . . . . . . 2 Flutter, Julia . . . . . . . . . . . . . . . . . . . . . . . . 5 Krogh, Suzanne L. . . . . . . . . . . . . . . . . . . . 10
Child as Social Person, The . . . . . . . . . . . . 15 From Birth to Five Years . . . . . . . . . . . . . . 16 Kümmerling-Meibauer, Bettina . . . . . . . . . . 2
Children Exposed To Violence . . . . . . . . . . 17 Frost, Joe L. . . . . . . . . . . . . . . . . . . . . . . . . . 6
Children, Spirituality, Loss and Recovery . . 17 L
Children, their World, their Education . . . . . 5 G Land, Lilli . . . . . . . . . . . . . . . . . . . . . . . . . 14
Children’s Drawing and Writing . . . . . . . . . 4
Geffner, Robert . . . . . . . . . . . . . . . . . . . . . 17 Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . 8
Children’s Literature and Culture (series) . . . 2
Global Perspectives on Rural Childhood Learning and Teaching Early Math . . . . . . . 12
Christensen, Pia . . . . . . . . . . . . . . . . . . . . . 7
and Youth . . . . . . . . . . . . . . . . . . . . . . . 17 Learning Community in the Primary
Christenson, Sandra L. . . . . . . . . . . . . . . . 16
Going Beyond the Theory/Practice Divide Classroom, A . . . . . . . . . . . . . . . . . . . . . 10
Clark, Alison . . . . . . . . . . . . . . . . . . . . . . . . 4 in Early Childhood Education . . . . . . . . . . 1 Learning to Belong . . . . . . . . . . . . . . . . . . . 8
Clements, Douglas H. . . . . . . . . . . . . . . . . 12 Goouch, Kathleen . . . . . . . . . . . . . . . . . . . 12 Learning Together in the Early Years . . . . . . 7
Coates, Elizabeth . . . . . . . . . . . . . . . . . . . . 9 Gray, John . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lenz Taguchi, Hillevi . . . . . . . . . . . . . . . . . . 1
Cockerill, Helen . . . . . . . . . . . . . . . . . . . . . 16 Griffin, Dawn . . . . . . . . . . . . . . . . . . . . . . 17 Lewis III, James . . . . . . . . . . . . . . . . . . . . . 17
Colomer, Teresa . . . . . . . . . . . . . . . . . . . . . 2 Growing Up With Technology . . . . . . . . . . . 6 Literacy Instruction for English Language
Coltman, Penelope . . . . . . . . . . . . . . . . . . 10 Guldberg, Helene . . . . . . . . . . . . . . . . . . . . 7 Learners Pre-K-2 . . . . . . . . . . . . . . . . . . 14
Contesting Early Childhood (series) . . . . . . . 1
Literacy, Power, and the Schooled Body . . . 13
Contesting Early Childhood…and
Opening for Change . . . . . . . . . . . . . . . . 1
H Lonne, Bob . . . . . . . . . . . . . . . . . . . . . . . . . 7
Creativity in the Classroom . . . . . . . . . . . . . 9 Hancock, Gregory R. . . . . . . . . . . . . . . . . . 11

Curtis, Audrey . . . . . . . . . . . . . . . . . . . . . . 10 Handbook of Children and Young People’s M
Participation, A . . . . . . . . . . . . . . . . . . . . 6 Macbeath, John . . . . . . . . . . . . . . . . . . . . . 5
D Handbook of Research on the Education
of Young Children . . . . . . . . . . . . . . . . . . 7
Marsh, Jackie . . . . . . . . . . . . . . . . . . . . . . 10
Mavers, Diane . . . . . . . . . . . . . . . . . . . . . . . 4
Dahlberg, Gunilla . . . . . . . . . . . . . . . . . . . . 1 Handbook of School-Family Partnerships . . 16
Mayall, Berry . . . . . . . . . . . . . . . . . . . . . . . . 5
Dalli, Carmen . . . . . . . . . . . . . . . . . . . . . . 17 Hargreaves, Linda . . . . . . . . . . . . . . . . . . . . 5
McPake, Joanna . . . . . . . . . . . . . . . . . . . . . 6
Deconstructing Developmental Psychology . 16 Harlen, Wynne . . . . . . . . . . . . . . . . . . . . . . 5
Meadows, Sara . . . . . . . . . . . . . . . . . . . . . 15

e-Inspection
i n de x 19
Melhuish, Edward . . . . . . . . . . . . . . . . . . . . 3 Robson, Elsbeth . . . . . . . . . . . . . . . . . . . . 17 Taylor, Elizabeth . . . . . . . . . . . . . . . . . . . . . 7

Men in the Lives of Young Children . . . . . . 17 Rodenhiser, Roy . . . . . . . . . . . . . . . . . . . . 17 Taylor, Janet B. . . . . . . . . . . . . . . . . . . . . . 14
Metacognition in Young Children . . . . . . . . 8 Rogers, Sue . . . . . . . . . . . . . . . . . . . . . . . 4, 7 Teaching and Learning in the Early Years . . 10
Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 1 Routledge Companions (series) . . . . . . . . . 14 Thomas, Nigel . . . . . . . . . . . . . . . . . . . . . . . 6
Movement and Experimentation in Young Routledge Companion to Children’s Thomson, Jane . . . . . . . . . . . . . . . . . . . . . . 7
Children’s Learning . . . . . . . . . . . . . . . . . 1 Literature, The . . . . . . . . . . . . . . . . . . . . 14 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . 7
Moyles, Janet R. . . . . . . . . . . . . . . . . . . . . . 7 Routledge Research in Education (series) . . . 3 Thornton, Linda . . . . . . . . . . . . . . . . . . . . 12
Mueller, Ralph O. . . . . . . . . . . . . . . . . . . . 11 Routledge Research in Education (series) . . . 4 Thurman, S. Kenneth . . . . . . . . . . . . . . . . 10
Multimedia and Literacy Development . . . 14 Rudd, David . . . . . . . . . . . . . . . . . . . . . . . 14 Towards Excellence in Early Years
Murphy, Lisa . . . . . . . . . . . . . . . . . . . . . . . . 7 Education . . . . . . . . . . . . . . . . . . . . . . . 11
Murris, Karin . . . . . . . . . . . . . . . . . . . . . . . . 3 S Transforming Children’s Spaces . . . . . . . . . . 4
Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . . 7
N Sammons, Pam . . . . . . . . . . . . . . . . . . . . . . 3
Neuman, Susan B. . . . . . . . . . . . . . . . . . . . 14
Saracho, Olivia N. . . . . . . . . . . . . . . . . . . . . 7
Sarama, Julie . . . . . . . . . . . . . . . . . . . . . . . 12
U
New Directions in Picturebook Research . . . 2 Sharm, Ajay . . . . . . . . . . . . . . . . . . . . . . . 16 Understanding Behaviour & Development
New Early Years Professional, The . . . . . . . . 9 Shea, Mary . . . . . . . . . . . . . . . . . . . . . . . . 13 in Early Childhood . . . . . . . . . . . . . . . . . 16
Northen, Stephanie . . . . . . . . . . . . . . . . . . . 5 Shelton, Marilyn . . . . . . . . . . . . . . . . . . . . . 8 Understanding the Reggio Approach . . . . 12
Nurse, Angela D. . . . . . . . . . . . . . . . . . . . . . 9 Sheridan, Mary D. . . . . . . . . . . . . . . . . . . . 16 Urban, Mathias . . . . . . . . . . . . . . . . . . . . . 17
Silva-Díaz, Cecilia . . . . . . . . . . . . . . . . . . . . 2 Utting, David . . . . . . . . . . . . . . . . . . . . . . . 5
O Simon, Catherine A. . . . . . . . . . . . . . . . . . . 2
O’Hagan, Maureen . . . . . . . . . . . . . . . . . . 10
Singer, Elly . . . . . . . . . . . . . . . . . . . . . . . . . 3 V
Siraj-Blatchford, Iram . . . . . . . . . . . . . . . . . 3
Olsson, Liselott Mariett . . . . . . . . . . . . . . . . 1 van Blerk, Lorraine . . . . . . . . . . . . . . . . . . 17
Slentz, Kristine L. . . . . . . . . . . . . . . . . . . . 10
Outdoor Learning in the Early Years . . . . . 11 Vecchi, Vea . . . . . . . . . . . . . . . . . . . . . . . . . 1
Smidt, Sandra . . . . . . . . . . . . . . . . . . . 12, 15
Solving Problems in the Teaching of
P Literacy (series) . . . . . . . . . . . . . . . . . . . 14 W
Spodek, Bernard . . . . . . . . . . . . . . . . . . . . . 7 Ward, Stephen . . . . . . . . . . . . . . . . . . . . . . 2
Panelli, Ruth . . . . . . . . . . . . . . . . . . . . . . . 17
Starko, Alane Jordan . . . . . . . . . . . . . . . . . . 9 Webb, Rosemary . . . . . . . . . . . . . . . . . . . . 17
Papatheodorou, Theodora . . . . . . . . . . . . . 7
Stephen, Christine . . . . . . . . . . . . . . . . . . . 6 Whitebread, David . . . . . . . . . . . . . . . . . . 10
Parallel Learning of Reading and Writing
in Early Childhood . . . . . . . . . . . . . . . . . 13 Studies in Mathematical Thinking and Willett, Rebekah . . . . . . . . . . . . . . . . . . . . 10
Learning Series (series) . . . . . . . . . . . . . . 12
Parton, Nigel . . . . . . . . . . . . . . . . . . . . . . . . 7 Winter, Karen . . . . . . . . . . . . . . . . . . . . . . . 6
Sylva, Kathy . . . . . . . . . . . . . . . . . . . . . . . . 3
Peer Relationships in Early Childhood World Yearbook of Education 2009 . . . . . . 7
Education and Care . . . . . . . . . . . . . . . . . 3
Percy-Smith, Barry . . . . . . . . . . . . . . . . . . . . 6 T X
Picturebooks and Pedagogy . . . . . . . . . . . . 3 Taggart, Brenda . . . . . . . . . . . . . . . . . . . . . 3
Play, Creativity and Digital Cultures . . . . . . 10 Xu, Shalley Hong . . . . . . . . . . . . . . . . . . . 14
Talking Beyond the Page . . . . . . . . . . . . . . 13
Plowman, Lydia . . . . . . . . . . . . . . . . . . . . . . 6
Professionalism in Early Childhood
Education and Care . . . . . . . . . . . . . . . . 17
Pugh, Gillian . . . . . . . . . . . . . . . . . . . . . . . . 5
View
Punch, Samantha . . . . . . . . . . . . . . . . . . . 17
R
Reclaiming Childhood . . . . . . . . . . . . . . . . . 7
Reforming Child Protection . . . . . . . . . . . . . 7
Inside
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