Programming and Planning in Early Childhood Settings (8th Edition)

Part of the series Cengage Learning Australia - Early Childhood Education.

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Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children’s learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms ‘planning’ and ‘programming’ in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children’s learning. The strong focus on sociocultural theories of learning promotes awareness of children’s diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs.

Thoroughly revised and updated, this eighth edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement.

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Table of Contents

1. Setting the scene

2. Children in the context of their families and communities

3. Thinking about children: development and play

4. Reflective and evaluative practices

5. Developing philosophies

6. Understanding the setting

7. Curriculum approaches and pedagogies

8. Assessing and planning for children’s learning

9. Relationships and interactions to promote children’s learning

10. Learning environments

11. Journeys of change

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Features

• ‘Examples of Practice’ throughout the text demonstrate how the concepts and theory have been applied in real-life settings by specific child-care centres and professionals
• ‘Reflection on Action’ boxes encourage the reader to pause and reflect critically on the material they have just read and on their own practices, attitudes and beliefs, as they progress through the chapter
• Features a strong focus on working in Aboriginal and Torres Strait Islander communities, along with extensive examples from early childhood settings in central Australia
• Important key terms which are marked in bold and defined in the margin when they are used in the text for the first time support the development of a professional vocabulary
• Provides information on continuity of learning and transition to school, with specific strategies to support children, families and educators to experience a smooth transition and strengthen relationships and communication across settings