References
- Abbott , L. and Moylett , H. 1997 . Working with under-threes: Responding to children’s needs , Buckingham : Open University Press .
- Ailwood , J. 2008 . Mothers, teachers, maternalism and early childhood education and care: Some historical connections . Contemporary Issues in Early Childhood , 8 ( 2 ) : 157 – 165 .
- Allen , G. 2011 . Early intervention: The next steps , London : Cabinet Office .
- Anning , A. and Edwards , A. 2006 . Promoting children’s learning from birth to five: Developing the new early years professional , 2nd ed , Buckingham : Open University Press .
- Appleby , K. 2010 . “ Reflective thinking, reflective practice ” . In Reflective practice in the early years , Edited by: Reed , M. and Canning , N. 7 – 23 . London : Sage Publications .
- Appleby , K. and Andrews , M. 2011 . “ Reflective practice is the key to quality improvement ” . In Quality improvement and change in the early years , Edited by: Reed , M. and Canning , N. 57 – 72 . London : Sage Publications .
- Baldock , P. 2011 . Developing early childhood services , Maidenhead : Open University Press, McGraw-Hill .
- Baldock , P. , Fitzgerald , D. and Kay , J. 2009 . Understanding Early Years Policy , 2nd ed , London : Sage Publications .
- Bennett , J. 2003 . Starting strong: The persistent division between care and education . Journal of Early Childhood Research. , 1 ( 1 ) : 21 – 48 .
- Bowlby , J. 1953 . Childcare and the growth of love , Harmondsworth : Penguin .
- Cable , C. and Miller. , L. 2008 . “ Looking to the future ” . In Professionalisation in the early years , Edited by: Miller , L. and Cable , C. London : Sage Publications .
- Canella , G. 1997 . Deconstructing early childhood education: Social justice and revolution , New York : Peter Lang Publications .
- Chaiklin , S. and Lave , J. , eds. 1993 . Understanding practice: Perspectives on activity and context , Cambridge : Cambridge University Press .
- Children’s Workforce Development Council (CWDC) 2010. http://www.cwdcouncil.org.uk/eyps (last accessed June 11, 2011).
- Cole , M. and Engeström , Y. 1999 . “ A cultural-historical approach to distributed cognition ” . In Distributed cognitions: Psychological and educational considerations , Edited by: Salomon , G. Cambridge : Cambridge University Press .
- Cole , M. , Engeström , Y. and Vasquez , O. 1997 . Mind, culture and activity , Cambridge : Cambridge University Press .
- Department for Children, Schools, Families (DCFS) . 2008 . The Early Years Foundation Stage , London : DCSF .
- Department for Education (DFE). 2011. Supporting families in the foundation years. http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/early/a00192398/supporting-families-in-the-foundation-years.
- Department for Education, Skills (DfES) . 2006 . The Childcare Act 2006 , London : HMSO .
- Edwards , A. 1999 . “ Research and practice: Is there a dialogue? ” . In Theory, policy and practice in early childhood services , Edited by: Penn , H. 184 – 199 . Buckingham : Open University Press .
- Elfer , P. , Goldschmied , E. and Selleck , D. 2003 . Key persons in the nursery: Building relationships for quality provision , London : David Fulton .
- Engeström , Y. 1999 . “ Activity theory and individual social transformation ” . In Perspectives on activity theory , Edited by: Engeström , Y. , Miettinen , R. and Punamäki , R.-L. Cambridge : Cambridge University Press .
- Field, F. 2010. The foundation years: Preventing poor children becoming poor adults. The report of the independent review on poverty and life chances. London: Cabinet Office. http://www.frankfield.co.uk/review-on-poverty-and-life-chances/.
- Gaunt, C. 2009. Crunch drives babies into daycare. Nursery World, March 12, 2009.
- Goldschmied , E. and Jackson , S. 1994 . People under three: Young children in day care , London : Routledge .
- Gopnik , A.N. , Meltzoff , A. and Kuhl , P. 1999 . How babies think , London : Weidenfield & Nicholson .
- James , A. and Prout , A. , eds. 1997 . Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood , Abingdon : Falmer Press .
- Laevers , F. 2005 . Deep level learning and the experiential approach in early childhood and primary education , Leuven : Leuven University Department of Educational Sciences .
- Lancaster , Y.P. and Broadbent , V. 2003 . Listening to young children , Maidenhead : Open University Press/McGraw-Hill Education .
- Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , Cambridge : Cambridge University Press .
- Lea , M.R. and Nicoll , K. , eds. 2002 . Distributed learning: Social and cultural approaches to learning , London : Routledge Falmer .
- Leach , P. 2009 . Childcare today: What we know and what we need to know , Cambridge : Polity Press .
- Manning-Morton , J. 2006 . The personal is professional: Professionalism and the birth to three practitioner . Contemporary Issues in Early Childhood , 7 ( 1 ) : 42 – 52 .
- Mathers, S., H. Ranns, A. Karemaker, A. Moody, K. Sylva, J. Graham, and I. Siraj-Blatchford. 2011. Evaluation of the graduate leader fund. Final report. London: Department for Education. Available from https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR144.
- McDowall Clark, R. 2011. Working in the spaces: Shared values and localised practice. Keynote speech given at 11th Conference of the European Affective Education Network in Ljubljana, Slovenia, June 26–29.
- McDowall Clark , R. and Baylis , S. 2011 . “ ‘Go softly…’: The reality of leading practice in early years settings ” . In Quality improvement and change in the early years , Edited by: Reed , M. and Canning , N. 140 – 15 . London : Sage Publications .
- McGillivray , G. 2008 . Nannies, nursery nurses and early years professionals: Constructions of professional identity in the early years workforce in England . European Early Childhood Research Journal , 16 ( 2 ) : 242 – 254 .
- Miller , L. 2008 . Developing professionalism within a regulatory professional framework: Challenges and possibilities . European Early Childhood Research Journal , 16 ( 2 ) : 255 – 268 .
- Moss , P. 2006 . Structures, understandings and discourses: Possibilities for re-envisioning the early childhood worker . Contemporary Issues in Early Childhood , 7 ( 1 ) : 30 – 41 .
- Moss , P. and Penn , H. 1996 . Transforming nursery education , London : Paul Chapman .
- Moyles , J. 2001 . Passion, paradox and professionalism in early years education . Early years , 21 ( 2 ) : 81 – 95 .
- Nutbrown , C. and Page , J. 2009 . Working with babies and children from birth to three , London : Sage Publications .
- Osgood , J. 2010a . Reconstructing professionalism in ECEC: The case for the ‘critically reflective emotional professional’ . Early Years , 30 ( 2 ) : 119 – 133 .
- Osgood , J. 2010b . “ Deconstructing ‘professionalism’ in the nursery ” . In Professionalisation, leadership and management in the early years , Edited by: Miller , L. and Cable , C. London : Sage Publications .
- Pascal , C. and Bertram , T. 2009 . Listening to young citizens: The struggle to make real a participatory paradigm in research with young children . European Early Childhood Research Journal , 17 ( 2 ) : 249 – 262 .
- Petrie , S. and Owen , S. 2006 . Authentic relationships in group care for infants and toddlers , London : Jessica Kingsley .
- Pugh , G. 1988 . Services for under fives: Developing a co-ordinated approach , London : National Children’s Bureau .
- Pugh , G. 2010a . “ The policy agenda for early childhood services ” . In Contemporary issues in the early years , 5th ed. , Edited by: Pugh , G. and Duffy , B. 7 – 20 . London : Sage Publications .
- Pugh , G. 2010b . Improving outcomes for young children: Can we narrow the gap? . Early Years , 30 ( 1 ) : 5 – 14 .
- Recchia , S.L. and Shin , M. 2010 . ‘Baby teachers’: How pre-service early childhood students transform their conceptions of teaching and learning through an infant practicum . Early Years , 30 ( 2 ) : 135 – 145 .
- Rinaldi , C. 1993 . “ The emergent curriculum and social constructivism ” . In The hundred languages of children , Edited by: Edwards , C. , Gandini , L. and Forman , G. Norwood , NJ : Ablex .
- SureStart . 2003 . Birth to three matters: A framework to support children in their earliest years , London : DfES/SureStart .
- Taggart , G. 2011 . Don’t we care?: The ethics and emotional labour of early years professionalism . Early years , 31 ( 1 ) : 85 – 95 .
- Teather, S. 2011. Written ministerial statement, July 18. http://publications.parliament.uk/.
- Tickell. C. 2011. The early years: Foundations for life, health and learning. An independent review on the Early Years Foundation Stage to Her Majesty’s Government. http://www.education.gov.uk/tickellreview.
- Trevarthen , C. 1993 . “ The functions of emotions in early infant communication and development ” . In New perspectives on early communicative development , Edited by: Nadel , J. and Camaiori , L. 48 – 81 . London : Routledge .
- Urban , M. and Dalli , C. 2008 . Editorial . European Early Childhood Research Journal , 16 ( 2 ) : 131 – 133 .
- Wenger , E. 1998 . Communities of practice: Learning, meaning and identity , Cambridge : Cambridge University Press .
- Woodhead, M. 2009. The ‘modern child’ in global contexts: Insights from the Young Lives Project. Paper delivered at the Norwegian Centre for Child Research (NOSEB) Conference, Trondheim, Norway, April 29–30.