The key argument of The Characteristics of Effective Early Learning is that how children learn is as important as what they learn. This book helps you understand how to support the learning and development of young children through promoting the characteristics of effective early learning: play and exploring, active learning, and creating and thinking critically.

The book:

• Investigates how children engage in learning through playing and exploring, and are motivated through active learning
• Explores how children become creative and critical thinkers able to review their own learning and thinking, imaginatively solving problems and excited by their own
• Examines appropriate approaches to observation, assessment and planning
• Supports practitioners in reporting on how children demonstrate these characteristics for the revised EYFS profile

Rich in practical examples and case studies, this is an essential read for early years students and practitioners who want to find out more about how to promote the characteristics of effective early learning in their practice.

Contributors: Di Chilvers, Clare Crowther, Kim Porter, Sue Rogers, Judith Stevens, Nancy Stewart, David Whitebread

This is such a useful addition to other publications which clarify, enrich and expand on messages in the revised Early Years Foundation stage. A range of early years experts offer valuable insights on important topics linked to young children learning. The contributors write authoritatively drawing on historical studies as well as more current research. Authentic case studies vividly illustrate theoretical points.

Helen sets the stage beautifully, providing a rationale, structure and sequence to a book which truly and lovingly celebrates the processes of children's unfolding development.
Marion Dowling, Early Years Specialist and Vice President of Early Education

An insightful and engaging read for students and professionals within the Early Years sector that brings alive the concepts of effective learning that underpin the Early Years Foundation Stage. The book provides an excellent synthesis of developmental and pedagogic research enabling readers to make connections between theory and practice. One of the great strengths of the book is the way in which young children are celebrated as active and powerful agents in their own learning. The book allows readers to reflect on how adults can build on this to ensure that the potential for learning within each child is fully supported through effective pedagogies as well as in more formal planning and assessment. The contributing authors bring a variety of perspectives and knowledge that combine to illuminate the principles behind effective early years practice and explore how these can be translated into meaningful and supportive experiences for children.
Dr Mary Wild, Principal Lecturer, School of Education, Oxford Brookes University, UK

What a wonderful sub-title 'Helping young children to become learners for life'. It is so refreshing to find, (among the plethora of new publications on child development) a book that really sees all children as 'rich children' and describes them as capable and confident learners. All the authors share their knowledge in a highly accessible manner which means I can recommend this book to both our practitioners and students undertaking first degrees and post qualifying courses.

The authors clearly identify the qualities and attributes of highly effective learners. They share the view that young children come into Early Childhood Education settings hungry to make sense of relationships and the world they are growing up in. They powerfully describe the kind of skilled educators that children deserve; educators who can harness children's energy, engage with their interests and extend their critical thinking.
Dr Margy Whalley, Director of the Pen Green Centre for Children and Families and the Pen Green Research Base