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|Title:||The importance of early years education||Contributor(s):||Sims, Margaret (author)||Publication Date:||2013||Handle Link:||https://hdl.handle.net/1959.11/12466||Abstract:||International definitions vary, but there is general agreement that early childhood consists of the time from birth until at least entry into primary schooling, although a number of states include children up until the age of eight years in the definition. Early childhood services are also subject to variations in definition, and are often given the name Early Childhood Education and Care (ECEC) services to reflect their holistic nature. The United Nations argues that 'ECEC services and programmes support children's survival, growth, development and learning - including health, nutrition and hygiene, and cognitive, social, emotional and physical development...' (UNESCO, 2010, p. 3). This is a broader view than that taken traditionally, where early childhood was often positioned as: "a contentious add-on to education, rather than an integral part of it; and even more so for childcare because it is intimately tied with cultural notions of women's roles and rights, as well as with views about the robustness of young children and what they might need." (Penn, 2009, p. 22)||Publication Type:||Book Chapter||Source of Publication:||Teaching Early Years: Curriculum, Pedagogy and Assessment, p. 20-32||Publisher:||Allen & Unwin||Place of Publication:||Sydney, Australia||ISBN:||9781742379951||Field of Research (FOR):||130102 Early Childhood Education (excl Maori)||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://trove.nla.gov.au/work/176623660||Statistics to Oct 2018:||Visitors: 258
|Appears in Collections:||Book Chapter|
School of Education
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