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This book was originally written to raise awareness, and to celebrate the work, of the qualified nursery teacher. The intention was to offer a detailed discussion of her responsibilities and achievements, and to dispel the myth "that anyone can work with the little ones." Anyone who has ever worked as a nursery teacher will know that, although their training is at the same level as all other teachers, they have often been regarded by the general public, and even by their colleagues, as little more than baby minders. The importance of, and complexity involved in, the education of young children is not widely understood. The practical suggestions in the book highlight some of the ways effective teachers are translating principles into practice. There is widespread agreement that Foundation Stage teaching involves: (1) leadership responsibilities; (2) understanding the developmental needs of young children and the role of families in that development; (3) record-keeping; (4) enabling all children to reach their full potential through a curriculum based on individual needs; and (5) evaluation--of the provision made, of the children's experience and of oneself. After a preface to this edition; and an introduction, the book presents the following ten chapters: (1) The Specialist Early Years Teacher: Some Key Characteristics; (2) Leading the Foundation Stage Team; (3) Co-Ordinating Early Years Practice; (4) Helping Children Feel "At Home"; (5) Helping Children to "Branch Out"; (6) Keeping Records: Planning and Assessment; (7) Learning with Children; (8) Managing Complexity: Looking Outwards, Looking Inwards; (9) Supporting Other Practitioners; and (10) Developing the Foundation Stage: Some Issues and Priorities. A list of references, an author index, and a subject index conclude the book.

Addressed primarily to those involving in teaching 3- to 5-year-olds, this book focuses on the skills, knowledge, and attitudes that are the heart of effective nursery teaching. The book emphasizes the climate of change within which the nursery teacher in Great Britain operates, and the ways in which teachers need to work with their teams to develop practice to take into account educational developments and societal changes. Chapter 1 describes the nursery team and presents leadership challenges for nursery teachers. Chapter 2 discusses the role of the early years coordinator, including policy development and staff development. Chapter 3 examines how nursery teachers can help children feel at home in the nursery setting and focuses on children's needs for equality of opportunity, physical security and safety, and emotional security. Chapter 4 discusses ways to help children develop social strategies and ways to organize space and time to enhance children's learning. Chapter 5 presents information on recordkeeping, curriculum planning, and child assessment. Chapter 6 discusses learning goals for young children, responsive teaching, ways teachers enable children to learn, and the role of play. Chapter 7 examines the nursery teaching profession and includes discussion of personal development, societal changes, the role of personal responsibility, and ways teachers can be agents of change for improving the status of early years teaching. Chapter 8 focuses on current issues in nursery education in Great Britain, including teacher qualifications, educational choice, curriculum and assessment, equal opportunity, and teacher training. (Contains approximately 175 references.) (KB)