Transitions in the Early Years: Debating continuity and progression for young children in early education

Hilary Fabian, Aline-Wendy Dunlop

Research output: Book/ReportBook

Abstract

This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.
LanguageEnglish
Place of PublicationLondon
Number of pages162
Publication statusPublished - 2002

Fingerprint

continuity
education
childhood
experience
damages
determinants
responsibility
community
evidence

Keywords

  • education
  • children
  • early years

Cite this

@book{6f41805bb35c471087c8f972dd722c83,
title = "Transitions in the Early Years: Debating continuity and progression for young children in early education",
abstract = "This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.",
keywords = "education, children, early years",
author = "Hilary Fabian and Aline-Wendy Dunlop",
year = "2002",
language = "English",
isbn = "0-415-27640-3",

}

TY - BOOK

T1 - Transitions in the Early Years: Debating continuity and progression for young children in early education

AU - Fabian, Hilary

AU - Dunlop, Aline-Wendy

PY - 2002

Y1 - 2002

N2 - This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.

AB - This book appears at a significant time for those who work in early childhood education. Many governments are seeking to expand the availability of services for young children. One result of these initiatives is that across the world children are entering institutionalised care and education at an ever earlier age and for an increasingly extended period of their young lives. The evidence suggests that the experiences of children in their early years are critical determinants of future progress and attainment educationally, economically and as a member of their social community. These changing contexts place a burden of responsibility on those who provide early childhood services to ensure that they benefit rather than damage children's potential. This means paying serious attention to ensuring the quality of experience for the child as they transfer across an increasing number of settings in their early years.

KW - education

KW - children

KW - early years

UR - http://www.questia.com/

M3 - Book

SN - 0-415-27640-3

BT - Transitions in the Early Years: Debating continuity and progression for young children in early education

CY - London

ER -