Wellbeing from birth

Wellbeing from Birth

Volumn , Issue , 2010, Pages 1-205

  Roberts, Rosemary ^a  

^a NONE

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EID: 84949999771     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781473914681     Document Type: Book

References (178)

1. CALLAN, S. (ed.) Breakdown Britain: The Next Generation. London: Centre for Social Justice, 2008.
2. This report of the Conservative Party's Social Justice Policy Group in 2008 examines the reasons for Britain's social malaise and describes five multi-causal drivers of poverty, all of which impact directly on the wellbeing of the youngest children. Both its analyses and recommendations make thought-provoking reading in relation to early childhood services.
3. GROARK, C. & McCALL, R. 'Community-Based Interventions and Services', in M.Rutter et al. (eds) Rutter's Child and Adolescent Psychiatry, 5th edn.Oxford: Blackwell Publishing, 2008, pp 971-988.
4. Just one chapter in an enormous and enormously interesting reference book, that you can expect to find in a university library. The chapter contains clear explanations of attachment theory and social learning theory as different approaches to parenting that are thought to be associated with child outcomes. It brings a hard-edged and perhaps controversial perspective to a review of the characteristics, possible outcomes and limitations of parenting programmes. Plenty of food for thought and debate about approaches to policy and research.
5. PUGH, G. 'Policies in the UK to Promote the Well-Being of Children', in J.Scott & H.Ward (eds) Safeguarding and Promoting the Well-Being of Vulnerable Children. London: Jessica Kingsley, 2005.
6. This is another reference book chapter that you can expect to find on the library shelf. Adopting an ecological approach, it sets out very clearly the risk and resilience factors of which we need to be aware. The very helpful framework provides a strong foundation for thinking about policy in relation to the early development of wellbeing.
7. BRONFENBRENNER, U. (ed.) Making Human Beings Human: Biological Perspectives on Human Development. Thousand Oaks, CA: SAGE Publications, 2005.
8. Bronfenbrenner radically re-visited his own well-established theory to edit this inspirational collection of writing. Focusing on how individuals develop in ever-changing, multi-level contexts, it contains many pearls of wisdom; not least a set of defining properties of his bio-ecological model, in the form of propositions. That sounds very theoretical, and so it is … and yet the theory is absolutely rooted in real life, and makes a wonderful read. We know we are standing on the shoulders of giants, and Bronfenbrenner surely is one of them.
9. GERHARDT, S. Why Love Matters: How Affection Shapes a Baby's Brain. Hove: Routledge, 2004.
10. This is an accessible exposition of neuroscience findings and their relevance to early childhood. It explains why love is essential to brain development in the early years of life, and about the long-term importance of early relationships. Bringing a psychotherapeutic perspective to the subject, Gerhardt's writing is humane, lively and illuminating.
11. HOBSON, P. The Cradle of Thought: Exploring the Origins of Thinking. London: Pan Books, 2002.
12. The central contention of this book is that humans need nurture in order to think. As for language, thinking may be hard-wired in new-born infants, but they need nurturing for the thinking ability to develop. Hobson says that the quality of babies' interactions with nurturing adults in the first 18 months lays the foundations for their later emotional, social and intellectual lives. It is a fascinating book, full of ancient wisdom and new insights-'providing a theory of human development that has social contact at its core'.
13. LANE, J. Young Children and Racial Justice: Taking Action for Racial Equality in the Early Years-Understanding the Past, Thinking about the Present, Planning for the Future. London: National Children's Bureau, 2008.
14. This thoughtful and comprehensive book is a wonderful resource for practitioners, full of useful information and revealing insights. It is challenging, interesting, and constantly thought-provoking. Lane has a vision for the early years: 'As individuals we cannot make the world free of racism and a safe place to be, but we can do our very best to ensure that our early years settings are small models of what we would like the world to be'. The book is both inspirational and pragmatic. Once you have seen it you won't want to be without it.
15. BERNARD VAN LEER FOUNDATION (ed.) Early Childhood Matters: Enhancing a Sense of Belonging in the Early Years. The Hague, Netherlands: Bernard van Leer Foundation, 2008.
16. Early Childhood Matters is the Bernard van Leer Foundation's journal, beautifully presented and published twice a year. This issue carries 11 articles, all reflecting on the theme of positive identity and a sense of belonging as it relates to young children. It is a deeply interesting collection, adding many insights into this construct of wellbeing as the context of social inclusion and respect for diversity. Obtainable by visiting the Foundation's website at: http://www.bernardvanleer.org
17. UNDERDOWN, A. Young Children's Health and Wellbeing. Maidenhead: Open University Press, 2007.
18. In this elegantly written and highly informative book, Underdown approaches her discussion of wellbeing from the health perspective. She takes a broadly holistic approach to the big issues of health and wellbeing: transition to parenthood; foundations for social and emotional wellbeing; inequalities in early childhood; growth and nutrition; the impact of family change; child public health; children under stress; children's involvement in health; and listening to young children. These themes are comprehensively discussed in a very readable way.
19. CSIKSZENTMIHALYI, M. Flow: The Psychology of Happiness. London: Rider, 1992.
20. The author of this fascinating book, an American psychologist, focuses on the positive aspects of human experience-feelings of concentration and enjoyment that he calls 'flow'. His exploration of what it is that generates happiness in the human condition resonates with the companionable learning processes described in this chapter.
21. DUNN, J. Children's Friendships: The Beginnings of Intimacy. Oxford: Blackwell Publishing, 2004.
22. With many vivid observations of children's relationships drawn from extensive research, Dunn documents the peer companionships of early childhood; showing how their imaginative play with each other helps them to explore their own and alternative worlds. This lovely book portrays children as companions to each other.
23. HUGHES, S. Giving. London: Walker Books, 1993.
24. This magical book for children shows the young heroine with a series of companions with whom she exchanges 'presents': a kiss and a cuddle, a painting and a piggy-back, a cross look or a smile, or a seat on the bus. Enlivened with Hughes's unmistakeable illustrations, it is a superb glimpse of companionship in action.
25. AHLBERG, J. & AHLBERG, A. The Baby's Catalogue. London: Puffin Books, 1982.
26. This lovely little book for sharing with young children is a trip down memory lane for them; and is wonderful for helping them with naming favourite things and talking about them. It is a skilfully diverse collection of everyday baby objects that can keep them and their companions happily fascinated, speculative and nostalgic for hours.
27. HOBAN, R. The Mouse and his Child. London: Faber and Faber, 1967/2005.
28. Written in 1967 and republished in 2005, The Mouse and his Child is sometimes terrifying, sometimes funny, always spellbinding. It is the story of a clockwork mouse and his child on their journey to achieving agency-and on another level, a story of love and loss, colonialism and slavery, desperation and despair, and the final triumph of courage and hope. Although written for older children (definitely not the youngest ones) it works on many levels, and can be taken as a metaphor for the meaning of life-and what having wellbeing might mean. It is a moving and exciting book for adults too, the analogy working especially well perhaps for practitioners who live and work with young children.
29. RICH, D., CASANOVA, D., DIXON, A., DRUMMOND, M.J., DURRANT, A. & MYER, C. First Hand Experience: What Matters to Children. Clopton: Rich Learning Opportunities, 2005.
30. 10
31. Or take 'U is for Under', where we find Words to collect: underpants, under age, under cover, under fire, under dressed, under hand, under canvass, under a spell … and so on. The problem is how to stop-absolutely compelling reading.
32. BRUCE, T. Learning Through Play: Babies, Toddlers and the Foundation Years. London: Hodder and Stoughton, 2001.
33. With her feet firmly on the ground (and indeed, firmly in the early years setting) Bruce examines the role of play in children's learning, from traditional views to modern research. Set in a perspective of children's rights and diverse cultural contexts, Bruce explores how play underpins children's learning, and offers principled and practical ways of observing, supporting and extending babies' and young children's play.
34. FEATHERSTONE, S. (ed.) Again! Again! Understanding Schemas in Young Children. London: A&C Black, 2008.
35. This meticulous and extremely readable book introduces young children's schema play. It covers the theory of schemas, the development of schemas in play and learning, supporting schema play, observation and planning. Linking with England's Early Years Foundation Stage, it is full of vivid examples from experienced practitioners, and wonderful photographs. Practitioners will find it extremely useful.
36. HOBAN, R. How Tom beat Captain Najork and his Hired Sportsmen. Boston: David R.Godine, 1974/2006.
37. Tom, our hero, knows all about fooling around. Aunt Fidget Wonkham-Strong (who wears an iron hat and takes no nonsense from anyone) has definitely forgotten all about playing-if she ever knew. She considers Tom is having too much fun, so she summons Captain Najork and his hired sportsmen to sort him out. But who needs sorting …? Superlative Quentin Blake illustrations, too.
38. CARR, M. Assessment in Early Childhood Settings: Learning Stories. London: Paul Chapman Publishing, 2001.
39. This influential book elegantly combines theory and practice. It shows practitioners how to record and assess the things that matter to children, focusing especially on children's learning dispositions. With many illuminating examples, it builds a story around four 'D's: describing, discussing, documenting and deciding. Two more 'D's-difficulties and dilemmas-are addressed. The book is about 'a journey towards assessing the complex and the uncertain'.
40. DRUMMOND, M.J. Assessing Children's Learning. London: David Fulton, 1993 (2nd edn. 2003).
41. Like Carr, Drummond approaches assessment in a spirit of trust in children and their learning. The book addresses three central questions about assessing children's learning: what is there to see; how best can we understand what we see; and how can we put our understanding to good use? Drummond's answers to these questions, which resonate with the themes in this chapter, are illuminating and thought-provoking. The book is rich with the wisdom of past educators; and its reflective treatment of vital assessment issues makes it an extremely important book for early childhood practitioners.
42. FISHER, J. Starting from the Child, 3rd edn.London: Open University Press, 2008.
43. Starting from the Child, another important book for all practitioners, is a clear and practical description of what good practice in early childhood from three to five years means. Fisher's approach has much in common with Carr and Drummond, emphasising the competence of young children's thinking and learning. This is a meticulously researched and principled book that explains the vital role of assessment within the central themes of teaching and learning.
44. ELFER, P., GOLDSCHMIED, E. & SELLECK, D. Key Persons in the Nursery. London: David Fulton, 2003.
45. This small book is a wonderfully wise distillation of what it means to be a key person, and what it means to have one. With a focus on quality in early childhood, it very accessibly explains what the key person approach is about, in theory and in practice. It outlines why it is so important, and also includes much good practical advice about how to make it work.
46. GOLDSCHMIED, E. & JACKSON, S. People Under Three: Young Children in Daycare. London: Routledge, 1994 (2nd edn. 2004).
47. People Under Three is organised chronologically from birth to the end of the third year, with sound and authoritative information and practical advice on organising provision, the key person approach, treasure baskets and mealtimes, amongst many other aspects of daycare. There is an extremely helpful chapter entitled 'Children in Difficulties', which includes sections on such challenges as children's reactions to stressful events, and handling difficult behaviour such as temper tantrums, aggression against other children, biting, over-activity, non-compliance and many others. This book is full of solid, reliable wisdom.
48. WHEELER, H. & CONNER, J. Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage-Principles into Practice. London: National Children's Bureau, 2009.
49. Arising from the work of the UK government-funded PEAL project (Parents, Early Years and Learning) this book underpins a National Children's Bureau training programme. It is about working with parents as partners in their young children's development and learning, and contains much invaluable support for key people about forging partnerships with parents.
50. For further reading and support, see the links in the Appendix to Chapters 9 and 10.
51. For further reading and support, see references and links in the Appendix.
52. ABBOTT, L. & LANGSTON, A. (eds) Birth to Three Matters: Supporting the Framework of Effective Practice. Maidenhead: Open University Press, 2005.
53. AHLBERG, J. & AHLBERG, A. The Baby's Catalogue. London: Puffin Books1982.
54. AINSWORTH, M. Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Erlbaum, 1978.
55. ALBON, A. & MUKHERJI, P. Food and Health in Early Childhood. London: SAGE, 2008.
56. AMERICAN SOCIETY OF PEDIATRICSChildren, Adolescents, and Television, Pediatrics, 107, 2001.
57. ATHEY, C. Extending Thought in Young Children, 2nd edn.London: Paul Chapman Publishing, 2007.
58. BALL, C. Start Right: The Importance of Early Learning. London: RSA, 1994.
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60. BERRY, D., FAZILI, A., FARHAD, S., NASIRY, F., HASHEMI, S. & HAKIMI, M. The Children of Kabul: Discussions with Afghan Families. Kabul: Save the Children UNICEF, 2003.
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68. BRONFENBRENNER, U. (ed.) Making Human Beings Human: Bioecological Perspectives on Human Development. Thousand Oaks, CA: SAGE Publications, 2005.
69. BRUCE, T. Time to Play in Early Childhood. London: Hodder and Stoughton, 1991.
70. BRUCE, T. Learning Through Play: Babies, Toddlers and the Foundation Years. London: Hodder and Stoughton, 2001.
71. BUCHANAN, A. & HUDSON, B. Promoting Children's Emotional Well-Being. Oxford: Oxford University Press, 2000.
72. CALLAN, S. (ed.) Breakdown Britain: The Next Generation. London: Centre for Social Justice, 2008.
73. CARR, M. Assessment in Early Childhood Settings: Learning Stories. London, Paul Chapman, 2001.
74. CAVAFY, C.P. Collected Poems. London: The Hogarth Press, 1984.
75. CHILDREN's RIGHTS ALLIANCE FOR ENGLANDChildren's Human Rights: What They Are and Why They Matter. London: CRAE, 2006.
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79. DAVID, T., GOOUCH, K., POWELL, S. & ABBOTT, L. Birth to Three Matters: Literature Review Research Report 444. London: DfES, 2003.
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83. DEPARTMENT for EDUCATION and SKILLS (DfES)Birth to Three Matters: A Framework to Support Children in their Earliest Years. London: DfES, 2003.
84. DEPARTMENT for EDUCATION and SKILLS (DfES)Every Child Matters. London: The Stationery Office, 2003.
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88. DRUMMOND, M.J. Assessing Children's Learning, 2nd edn.London: David Fulton, 2003.
89. DUNN, J. Young Children's Close Relationships: Beyond Attachment. London: SAGE, 1993.
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94. FEATHERSTONE, S. (ed.) Again! Again! Understanding Schemas in Young Children. London: A&C Black, 2008.
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112. HOBSON, P. The Cradle of Thought: Exploring the Origins of Thinking. London: Pan Books, 2002.
113. HOLMES, J. John Bowlby and Attachment Theory. London: Routledge, 1993.
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