Is the Foundation Stage the Beginning of Early Years Education?

Autor/inn/en	Abbott, Lesley; Langston, Ann
Titel	Is the Foundation Stage the Beginning of Early Years Education?
Quelle	In: Education 3-13, 32 (2004) 2, S.4-9 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Educational Policy; Developmentally Appropriate Practices; Educational Philosophy; Early Experience; Competence; Learning Processes; Child Development; Educational Principles; Foreign Countries; Preschool Education; Toddlers; Child Psychology; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Entwicklungsbezogene Bildung; Bildungsphilosophie; Erziehungsphilosophie; Frühbeginn; Kompetenz; Learning process; Lernprozess; Kindesentwicklung; Bildungsprinzip; Ausland; Pre-school education; Vorschulerziehung; Infant; Infants; Toddler; Kleinkind; Kinderpsychologie; Großbritannien
Abstract	The publication and subsequent distribution and dissemination of "Birth to Three Matters, A Framework to Support Children in their Earliest Years" (DfES, 2002) marks a significant breakthrough in government recognition of the importance of the years from birth to three in shaping children's later learning. However, the Curriculum Guidance for the Foundation Stage, published the previous year, focuses upon the years from three to five. In this paper, Lesley Abbott and Ann Langston challenge the view that the Foundation Stage begins as children reach their third birthday, but rather that children are competent learners from birth, and it is at this very early stage that true foundations are laid. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10