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International Journal of Early Years Education Volume 20, 2012 - Issue 1
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‘It's the bread and butter of our practice’: experiencing the Early Years Foundation Stage

Guy Roberts-Holmes Department of Early Childhood and Primary Education, Institute of Education, University of London, London, UKCorrespondence[email protected]
Pages 30-42 | Received 23 Aug 2011, Accepted 31 Jan 2012, Published online: 11 Apr 2012

Citations (16)

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Read on this site (9)

Julie Fisher. (2022) To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England. Education 3-13 50:6, pages 803-815.
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Philip Nicholson & Helen Hendry. (2022) A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13 50:2, pages 184-196.
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Jarmila Bubikova-Moan, Hanne Næss Hjetland & Sabine Wollscheid. (2019) ECE teachers’ views on play-based learning: a systematic review. European Early Childhood Education Research Journal 27:6, pages 776-800.
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Jo Basford. (2019) Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion. Education 3-13 47:7, pages 862-875.
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Patricia A. Shaw. (2019) Engaging with young children’s voices: implications for practitioners’ pedagogical practice. Education 3-13 47:7, pages 806-818.
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Karen McInnes. (2019) Playful learning in the early years – through the eyes of children. Education 3-13 47:7, pages 796-805.
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Christine Jack & Steve Higgins. (2019) What is educational technology and how is it being used to support teaching and learning in the early years?. International Journal of Early Years Education 27:3, pages 222-237.
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Philip Nicholson. (2019) Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school. Education 3-13 47:4, pages 450-461.
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Patricia Giardiello, Joanne McNulty & Babs Anderson. (2013) Observation, Assessment and Planning Practices in a Children's Centre. Child Care in Practice 19:2, pages 118-137.
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Articles from other publishers (7)

Sarah Chicken. (2022) ‘Doing Reggio?’ Exploring the complexity of ‘curriculum’ migration through a comparison of Reggio Emilia, Italy and the EYFS, England. Global Studies of Childhood 13:4, pages 322-340.
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Eva Mikuska & Sandra Lyndon. (2021) Co-constructions, co-performances and co-reflections in early years qualitative research. Journal of Early Childhood Research 19:4, pages 471-486.
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Martina Street. (2020) Theorising child well-being: Towards a framework for analysing Early Childhood Education policy in England. Journal of Early Childhood Research 19:2, pages 211-224.
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Jo Albin-Clark. (2020) What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices. Contemporary Issues in Early Childhood 22:2, pages 140-155.
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Sevim KARAOĞLU. (2020) The importance of play in pedagogy in curriculum delivery and play provision for young children’s learning and developmentPedagojik Açıdan Oyunun Erken Çocukluk Müfredatındaki Önemi ve Oyun Ortamının Çocuğun Gelişim ve Öğrenmesindeki Yeri. Erciyes Journal of Education 4:2, pages 18-34.
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Angela Pyle, Christopher DeLuca & Erica Danniels. (2017) A scoping review of research on play-based pedagogies in kindergarten education. Review of Education 5:3, pages 311-351.
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Marianne Knaus. (2014) ‘Time for Being’: Why the Australian Early Years Learning Framework opens up new possibilities. Journal of Early Childhood Research 13:3, pages 221-235.
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