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Protected characteristics in the Early Years
No full textThis chapter navigates the research and studies which guide this aspect of learning and development. Submissions sensitively and clearly demonstrate how the protective characteristics are both planned are taught to children from birth to five. This chapter finishes with a summary of the key points to provide a takeaway for readers
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Understanding the world
No full textThis chapter investigates the variety of studies which aim to provide evidence towards the fundamentals of shaping children’s understanding of this specific area of learning. It then includes a series of provision ideas, presented by a range of EYFS practitioners, which show how children have been supported in this area of the EYFS. This chapter finishes with a summary of the key points to provide a takeaway for readers
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Effective partnership with parents
No full textThis chapter draws on current research highlighting the optimum conditions contributing to successful parent partnership. It includes contributions from practitioners who have developed their own effective parent partnership process, including the difference this process has made for their shared support for their children. This chapter finishes with a summary of the key points to provide a takeaway for readers
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Prime area
No full textThis chapter explores all aspects of physical development, including gross motor and fine motor skills, including the progression of key knowledge and skills. It includes examples of how practitioners have included quality first teaching opportunities to support this prime area, reinforcing the importance of developing a secure pedagogy. This chapter finishes with a summary of the key points to provide a takeaway for readers
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Expressive arts and design
No full textThis chapter illustrates the increasing body of research that advocates for creativity to be a crucial aspect of young children’s holistic development, highlighting specifically the benefits for society and business. In response to this, it includes a variety of ideas from contributors, highlighting how all aspects of this aspect of the EYFS have been planned, taught and evaluated. The chapter finishes with a summary of the key points to provide a takeaway for readers
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Wellbeing
No full textThis chapter analyses the growing number of research and evaluative studies which seek to explore the significance of planning and implementing focused wellbeing actions. It will also present approaches and strategies which have proven to be successful in schools. This chapter finishes with a summary of the key points to provide a takeaway for readers
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The characteristics of effective learning
No full textThis chapter champions the characteristics framework as a significant schema in child development. Its importance is affirmed by summarizing current research as well as including case studies from practitioners who have embedded the teaching of the characteristics into their own curriculum. This chapter finishes with a summary of the key points to provide a takeaway for readers
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Introduction
No full textThis chapter outlines the need for this publication, the dedication to using research to inform practice as well as providing additional information about the two co-authors and the range of contributors included in it. In this chapter the style and format of the rest of the chapters will also be explained; including the pondering questions and professional reflections included to prompt next steps planning
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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