With the advent of the Early Years Foundation Stage (EYFS) national framework for educating children from Birth to 5, early years workers face fresh challenges. Organized around 14 chapters, Section One looks at policy, pedagogy and key issues in practice surrounding the implementation of the EYFS, and Section Two looks at the areas of learning and development in EYFS. Ways to plan, implement, observe and evaluate activities for young children from Birth to 5 are discussed, a range of theoretical perspectives is built upon and different ways of delivering the EYFS are explored. By combining sound theoretical underpinning with practical case studies, this book offers a critical approach to the implementation of EYFS. It takes its inspiration and examples of best practice from projects based in a range of early years settings, and considers the role of the practitioner and the holistic development of the child. The book covers: policy and pedagogy; working in partnership; meeting EYFS outside the classroom; assessment; transition; using learning stories in the EYFS; the national picture; communication, language and literacy; personal, social and emotional development; problem-solving, reasoning and numeracy; knowledge and understanding of the world; physical development; and, creative development. In each chapter there are objectives, summaries, questions for discussion, key points to remember, further reading and useful websites. Suitable for students undertaking any early years or early childhood course, or working towards Early Years Professional Status (EYPS), this book is an essential and informative read.

'This book explores issues which will stimulate critical awareness and discussion of the Early Years Foundation Stage. Students, practitioners and teachers in Early Childhood are encouraged to reflect on and develop their pedagogical approach to early years practice. It provides an interesting background to the politics, policy and legislation which underpin and inform the EYFS. The chapter on Learning Stories makes use of fascinating case studies and the analysis of these demonstrates the need for the recognition of children's learning in play contexts. This book will be a helpful resource for those embarking on Early Childhood studies, as well as for Early Years professionals and Reception teachers' - Lone Hattingh, Senior Lecturer in the Early Years, Bath Spa University

Dr. Ioanna Palaiologou is a lecturer and researcher in Education at the University of Hull, and a Chartered Psychologist of the British Psychological Society with specialism in child development and learning theories. After completing her PhD at the University of Nottingham, Ioanna worked as a lecturer and researcher in the field of Early Childhood Studies. She joined the University of Hull in 2004, initially as Programme Director of the BA (Hons) Educational Studies, and she is currently leading the Masters in Early Childhood Studies and Academic Coordinator for Research Students Support within the Faculty of Education. She supervises a number of doctoral students, is a regular contributor to national and international conferences and has a good record of publications in peer reviewed academic journals. Ioanna has also been a contributor to the development of the British Educational Studies Association (BESA), with whom she has been an executive member for several years and Chair in 2011-12. Her research interests are in child development, with a particular interest in language and literacy. She is also researching the epistemic nature of pedagogy, with particular focus on leadership. She is also interested in developing the idea of ethical practice when working with and researching young children, especially those under five years of age. Despite spending most of her adult life in the UK, Ioanna visits Greece at least once a year to see her family. When not working on her teaching, research and publications she enjoys cooking and spending time with her four nephews who have been inspirational in her work. In January SAGE will be publishing a new Second Edition of her textbook The Early Years Foundation Stage. Her other current books include: Child Observation for the Early Years (Second Edition) and Ethical Practice in Early Childhood (both also published by SAGE).