Synopsis
This is a reflective discussion of the education of 4 to 8-year-olds based on a sympathetic recognition of the complexities of being an early years teacher. Angela Anning begins by reviewing the historical and ideological traditions of British infant and primary schools, tracing how we have reached the position where teachers are torn between child-centred progressivism and utilitarian demands in educating young children. She then provides a critique of accepted thinking about the cognitive, social and emotional development of children and explores the complexities of teachers' roles, particularly in the areas of language, intervention and expectations. She discusses the organization of the classroom, the structuring of learning through the school day and the content of the curriculum. She tackles the implications of the National Curriculum and national assessment for seven-year-olds and their impact on pre-fives and children with special educational needs.
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Review
"Squires's book is most timely: it re-infocuses attention on that feature of higher education which most needs consideration at a point when the scale and purpose of the system is undergoing fundamental change" - The Higher
About the Author
Angela Anning brings a wide range of teaching experience - in Secondary, Further and Higher Education, and primary schools - to writing this book, but the bulk of her teaching career has been in inner city primary schools. For the last fifteen years her particular interest has been in the education of young children. She was head teacher of a nursery/infant school before moving into higher education as a trainer of primary BEd and PGCE students. In her current post, senior lecturer in Early Years/Arts Education at Leeds University, she is also involved in tutoring in-service and award bearing courses for primary teachers. Her research interests are in early childhood education and the art and design and technology curriculum in primary schools.
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