Early Childhood Studies

Focused on seeing children in the context of the world they live in, it provides students with a range of perspectives, insights and latest thinking. By doing this, it helps readers understand the complexities of early childhood and critically navigate the ever-changing policy and practice.

"Underpinned by ecological theories of development concerned with children, families and communities, this book provides the reader with philosophical, economic and sociological insights and with the latest thinking emerging from post-humanism. In so doing, it provides tools that enable students to research childhood, to understand the complexities of often seemingly simple matters and to navigate critically ever-changing policy and practice in early childhood. Its breadth, depth and currency cannot fail to impress."

- Ian Barron, Professor of Early Childhood Studies, Manchester Metropolitan University

Student focused and designed to support critical thinking, this brand new textbook is mapped to early childhood degrees and is designed to cover the breadth and depth of content across the course. Focused on seeing children in the context of the world they live in, it provides students with a range of perspectives and insights to help them understand the complexities of early childhood, develop their own critical ideas and apply theory to practice.

A range of features in the book and resources online help students:


Get to grips with the basic with:
Spotlights on people, policy and practice 
An extensive Glossary in the book along with online Flashcards


Learn from others with:
Video insights from academics and practitioners
Student perspectives at the start of each chapter


Prepare for Assignments with:
Further reading resources in the book and online to enable wider reading
Spotlights on research and reflection points to develop critical thinking skills


Relate to practice with:
Case study scenarios of real-life settings
Action point activities to put theory into practice

Introduction - Damien Fitzgerald & Heloise Maconochie
PART I: The Individual Child
Chapter 1: The emergence of Early Childhood Studies: an historic overview - Rita Winstone
Chapter 2: The brain and children’s early development - Heloise Maconochie
Chapter 3: Children as thinkers: Philosophy for Children - Fufy Demissie
Chapter 4: Children as learners: multimodal perspectives on play and learning - Karen Daniels & Roberta Taylor
Chapter 5: Creativity, curiosity and resilience - Sarah Rawding
PART II: Children Interacting
Chapter 6: Children as communicators: peers and others - Tanya Richardson
Chapter 7: Children’s friendships - Caron Carter
Chapter 8: Children within the family context - Eunice Lumsden
Chapter 9: ′Supporting’ play - Philippa Thompson
Part III: Supporting Children
Chapter 10: Inclusion and participation - Penny Borkett
Chapter 11: Children′s health - Pam Dewis
Chapter 12: The politics of children′s services - Marie Lavelle
Chapter 13: Safeguarding children - Ginny Boyd
Chapter 14: Young children′s wellbeing: conceptualising, assessing and supporting wellbeing - Sigrid Brogaard-Clausen, Sofia Guimaraes, Michelle Cottle & Sally Howe
Chapter 15: Children, families and English as an additional language - Ester Ehiyazaryan-White
Part IV: The Social Environment
Chapter 16: The educational environment - Alison Glentworth
Chapter 17: Working with families and professionals from other agencies - Heloise Maconochie & Jill Branch
Chapter 18: Childhoods in a global context - Monica Edwards
Chapter 19: Contemporary issues - Jenny Robson
Chapter 20: Young Children, Childhood and Gender - Damien Fitzgerald
Chapter 21: Technology and early digital culture - Adam Holden
Part V: Your Journey
Chapter 22: Observing and assessing children - Jane Murray
Chapter 23: Researching with children - Amanda Hatton
Chapter 24: Becoming a professional: entanglements with identity and practice - Karen Barr
Chapter 25: Learning through placements - Caroline Leeson
Chapter 26: Leading quality practice - Mary E. Whalley