Putting the EYFS Curriculum into Practice

2. Revised Auflage 2025
ISBN: 978-1-0362-0692-5
Verlag: Sage Publications Ltd

Buch, Englisch, 216 Seiten, Format (B × H): 170 mm x 242 mm

This best-selling guide is essential reading for early years coordinators, school leaders, setting managers, childminders, and students. It offers practical advice on curriculum design and implementation across the seven areas of learning and development, aligned with the 2024 EYFS statutory framework.

Bringing evidence-informed practice to life, it makes research accessible and ready to put into action.

New to this second edition:

- Chapters fully revised to reflect updates to the EYFS, Development Matters, and broader sector developments.

- New chapters on SEND; English as an additional language; socio-economic disadvantage; and outdoor learning.

Expanded guidance on evidence-based practice.

- A wide range of case studies from schools, settings, and childminders, demonstrating how research evidence is being translated into everyday practice.

Caroline Vollans is lead writer and editor for the East London Stronger Practice hub and writes for a range of Early Years publications.

Julian Grenier CBE works on early years at the Education Endowment Foundation.

Autoren/Hrsg.

Vollans, Caroline

Grenier, Julian

Inhaltsverzeichnis

Foreword - Iram Siraj
Ch1 Introduction: The importance of curriculum in the early years - Julian Grenier and Cassie Buchanan
Ch2 A curriculum that promotes equality and challenges racism and sexism - Eunice Lumsden
Ch3 Communication and language - Sandra Mathers
Ch4 Personal, social and emotional development - Julian Grenier and Fliss Dewsbery
Ch5 Physical development - Lala Manners and Melissa Prendergast
Ch6 Literacy - Sinéad Harmey
Ch7 Mathematics - Fliss James
Ch8 Understanding the world - Julian Grenier, June O’Sullivan, Liz Pemberton and Aaron Bradbury
Ch9 Expressive arts and design - Anni McTavish and Melissa Prendergast

Ch10 Understanding assessment and curriculum - Jan Dubiel
Ch11 Helping children who are learning English as an additional language (EAL) to access the curriculum - Tania Choudhury
Ch12 Inclusion - Lindsey Foster
Ch13 Helping children from disadvantaged backgrounds to access the curriculum - Ed Vainker and Matilda Browne
Ch14 Valuing outdoor learning - Sarah Porter
Ch15 Professional development: Developing quality and improving outcomes for every child - Siobhan Campbell and Melissa Prendergast
Afterword - Alison Peacock

Über Autor(innen)

Vollans, Caroline
Caroline Vollans< was a primary school teacher, specialising in language and literacy development. She then studied and trained in Freudian-Lacanian Psychoanalysis. Caroline worked in a hospital as a psychotherapist and secondary school as a counsellor. She is now a freelance writer and editor, especially interested in topics that combine themes of education and psychoanalysis. Caroline’s underlying interest is in giving voice to the unspoken and unheard.

Grenier, Julian
Dr Julian Grenier is the headteacher of Sheringham Nursery School and Children’s Centre in Newham, London. Julian has worked in the early years for the last three decades. He has a doctorate in education (EdD) from the UCL Institute of Education. Julian is a regular columnist for the Times Educational Supplement. He has also contributed regularly to Nursery World and has written and co-written several bestselling books about early childhood education. Julian has advised the Department for Education on early years under Conservative, coalition and Labour administrations. He is the director of the East London Research School.