Children at four

Research output: Contribution to Book/ReportChapter

Abstract

Children’s development at the age of four takes centre stage in this chapter. Reception teachers need to understand the fundamental issues about ‘ready’ on the continuum of development without thinking about ‘readiness’ – often used as an institutional label for some standards or goals being met. Evidence from research and theory discussed in this chapter aims to support teachers to be able to justify their practice in an educational environment where top down pressures could impose expectations of young children that are unrealistic, inappropriate and sometimes detrimental to children’s future progress. Crucial aspects of each five developmental areas (physical, cognitive, language, social and emotional) are discussed and their implications for practice.
Original languageEnglish
Title of host publicationThe Multiple Identities of the Reception Teacher: Pedagogy and Purpose
EditorsAnna Cox, Gillian Sykes
Place of PublicationLondon
PublisherSage
Chapter2
Pages15-44
Number of pages30
Edition1st
ISBN (Print)9781473959514, 9781473959521
DOIs
Publication statusPublished - 9 Jul 2016

Keywords

  • Reception teaching
  • Primary education
  • Pedagogy
  • Children
  • Reception teacher
  • Multiple identities

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