Bloomsbury Early Childhood Studies: A Social Science Perspective

Early Childhood Studies: A Social Science Perspective explores key issues in early childhood studies from a variety of social science disciplines, including psychology, sociology, social policy and education. Each chapter considers a different social science discipline, identifying, analysing and critically assessing how that particular discipline enriches early years provision and research. User-friendly student features are included throughout, including: icebreakers introduce the main chapter themes objectives help readers to develop cognitive skills, moving from identifying to analysing to critically assessing formative activities encourage practical application of the content case-studies ground theory in practice research activities support those looking to take their understanding further self-assessment questions allow readers to test their knowledge further reading references and web links provide ideas for further exploration An essential course companion for all Early Childhood Studies undergraduate students. Review A well structured, clear and detailed book for foundation and undergraduate students of Early Childhood Studies. This book provides a multi-disciplinary view which places the child at the centre of the learning process. It encourages practitioners to engage with theoretical perspectives and consider best practice through case studies in order to support students' development as reflective practitioners.An amazing text, that is easy to read and engaging from start to finish. I can't recommend this text highly enough. It is an essential text for any Childhood studies or Education studies students.An excellent contribution to the arena of Early Childhood Studies which clearly demonstrates the benefits of examining Early Years from multiple perspectives. Not only does the author define psychology and sociology as workable theories within social sciences, but through the application and analysis of social policy the students are guided into developing the interconnections between theory, pedagogy and reflective practice. The research chapter (7) is particularly well positioned, leaving the reader with the impression that they are being effortlessly guided towards research as a normal expectation within on-going 'good' Early Years practice.Teacher's College Record About the Author Ewan Ingleby is Senior Lecturer in the School of Social Sciences and Law at Teesside University, UK, where he teaches on the Education MA and PhD, and the Early Childhood Studies BA.