This Family Report was developed for use in conjunction with the AEPS (R) for children 3 to 6 years to obtain information from parents and other caregivers about their childrens skills and abilities across major areas of development.
This Family Report was developed for use in conjunction with the AEPS(R) for children birth to 3 years to obtain information from parents and other caregivers about their children's skills and abilities across major areas of development.
The AEPS[registered] forms can be printed in an 8-1/2 "" X 11"" PDF format; they are not modifiable or interactive. They can be photocopied for use by individuals working at a single site. This is the English-language version.
Designed for practitioners who are responsible for young children's education and welfare in educational settings, this second edition of "Planning for Early Learning" covers social and political changes such as: increased demand for day care for babies and children under three; the introduction of nursery vouchers and increased early admission to infant school; Desirable Outcomes for four-year-olds supporting the National Curriculum for five to seven year-olds; and baseline assessment at five. This text explains how practitioners can structure and organize their thinking about early education and curriculum, so that they can support and extend children's learning and development. It also shows how practitioners can judge the effectiveness of their educational provision and learn more about the education of young children.
`An absolute must for all of us endeavouring to cope with and combat the current climate' - Early Years This book has three objectives; to identify the essential features of forms of assessment which will be genuinely supportive of education in the early years; to help teachers in their search for such forms; and to evaluate the likely impact of the systems of external assessment currently being imposed.
`Its clear style and comprehensive coverage make this book an important resource for those researching child care and education practices in the European Union' - NNEB News `This book would be a useful "quick reference" addition to the library of anyone interested in international issues in education' - International Journal of Early Years Education `This study provides rigorous and incisive analysis of the data in relation to the conditions existing in each of the member states included in the work' - Studies in Education `The book is accessible and informative, with a wealth of data which are clearly presented. It will be useful to further and higher education courses for all adults who work with young children' - Educational Psychology This book is written by leading representatives in the field of early childhood from eight European countries - Belgium, Denmark, France, Germany, Italy, Spain, Sweden, and the UK. The contributors provide an analysis of the history, philosophy and politics of the forms of provision for young children in their own countries, and the extent to which that provision is deemed to be educational in its general aims.
This text provides information on the social context of childcare and educational services in: Austria; Belgium; Denmark; Finland; France; Germany; Greece; Ireland; Italy; Luxembourg; the Netherlands; Portugal; Spain; Sweden; and the United Kingdom. It documents the major types of provision for young children and describes the training of staff working in early childhood services. It also includes material on provision and staff training for work with school-age children outside school hours. Cross-national themes and issues on training, provision and policy have been emphasized for comparative analysis.
