Table Of ContentThe Early Years Curriculum
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The Early Years
Curriculum
Edited by:
Lynn Ang
Senior Lecturer, Institute of Education, University of London
With contributions from:
Carolyn Silberfeld
Senior Lecturer, Cass School of Education and Communities,
University of East London
Karen Horsley
Lecturer, Cass School of Education and Communities,
University of East London
Ruksana Mohammed
Lecturer, Cass School of Education and Communities,
University of East London
Prithvi Perepa
Senior Lecturer, Cass School of Education and Communities,
University of East London
John Trushell
Principal Lecturer, Cass School of Education and Communities,
University of East London
Jane Cox
Senior Lecturer, Cass School of Education and Communities,
University of East London
Firstpublished2014
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Contents
Contributors vi
Acknowledgements ix
Chapter 1 Introduction – The curriculum in diverse settings:
defining curriculum
Lynn Ang 1
Chapter 2 The Early Years Foundation Stage curriculum in England:
a missed opportunity?
Carolyn Helena Silberfeld and Karen Horsley 12
Chapter 3 The challenges of implementing an early years curriculum:
a practitioner’s perspective
Ruksana Mohammed 32
Chapter 4 Providing an inclusive early years curriculum through
physical learning
Carrie Weston 54
Chapter 5 Implications of special needs and multiculturalism
for the early years curriculum
Prithvi Perepa 69
Chapter 6 A book is a machine: electronic storybooks
in the early years curriculum
John Trushell 84
Chapter 7 The Reggio Emilia approach to early childhood education
Jane Cox 99
Chapter 8 The Singapore context: A Framework for a Kindergarten
Curriculum
Lynn Ang 113
Chapter 9 Conclusion: rethinking curriculum
Lynn Ang 131
Index 133
Contributors
Dr Lynn Ang is Senior Lecturer in Early Childhood at the Institute of Education
(IoE), University of London. From 2003 to 2012 she was based at the Cass
School of Education and Communities at the University of East London, where
she was Programme Leader for the MA in Early Childhood Studies and a super-
visor of Doctorate students. Her research specialisms include the early years
curriculum, leadership and the early years workforce, and early childhood
across cultures. She has worked in Singapore, Scotland and now England. She
has published in various international journals and holds a number of research
grant awards. She is a Fellow of the ESRC Peer Review College. Her publica-
tions include ‘Leading and managing in the early years: a study of the impact of
a NCSL programme on children’s centre leaders’ perceptions of leadership and
practice’ in the Journal of Educational Management, Administration and
Leadership (EMAL) (2012), 40(3), pp. 289–304 and Early Childhood Education
in a Diverse Society: An ethnographic study of preschools in Singapore (2011),
Singapore: Singapore Committee of OMEP (World Organisation for Early
Childhood Education), ISBN 978-981-08-9373-6.
Carolyn Silberfeld has been actively involved in developing and leading early
childhood studies undergraduate programmes for 19 years, the past 12 years
of which have been at the University of East London. She has a background in
children’s nursing, midwifery and health visiting, practising until 1991 both
in the UK and Burkina Faso, West Africa. Between 1991 and 1993 Carolyn
developed and led the post registration research programme and developed
the Diploma in Community Health at Thames Valley University. She is one of
the founding members of the Early Childhood Studies Degrees Network and
has participated in all the working groups relating to practice and benchmark
statements. Carolyn has a particular interest in international student exchange
programmes and reflective learning, and her recent research focuses on the
longer term impact on students’ personal, academic and professional/practice
development following a period of study abroad. She has strong links with early
CONTRIBUTORS
years education and training in several local authorities and continues to lead
the modules relating to fieldwork and practice in early years settings.
Karen Horsley is a lecturer in Early Childhood Studies at the University of East
London, having completed the degree herself, with first class honours in 2004.
She has worked with young children, families and professionals in a variety of
settings and contexts including women’s refuge, child development centre, and
local nurseries and primary schools. Karen completed her Post Graduate Cer-
tificate in Learning and Teaching in Higher Education and is a Fellow of The
Higher Education Academy. She has recently qualified as an Early Years Pro-
fessional. Karen’s research interests include the development of language and
literacy in young children and her current research interest focuses on the ways
in which professional and practitioners recognise and respond to the diversity of
children’s developmental needs.
Ruksana Mohammed is an experienced early childhood practitioner and man-
ager who has worked across many early years provisions, and has worked with the
continually changing curriculum since 1996 within her practice. She is currently
Programme Leader for the Early Years Professional Status at the Cass School of
Education and Communities in the University of East London. She maintains
a keen involvement with early years settings and early childhood practitioners.
Prithvi Perepa is a senior lecturer at the University of East London and teaches
on the undergraduate and postgraduate special education programmes at the
University. He started his career as a teacher for children on the autism spec-
trum. He has many years of experience of working with children with autism
and their families. He has worked in various roles in the field of autism includ-
ing being an Advisory teacher for Early Years and Development Officer for the
National Autistic Society’s Black and Minority Ethnic Communities Project.
One of his research interests is culture and autism, which has also been the sub-
ject of his doctoral research.
John Trushell lectures on Linguistics in Education and is programme leader of
the MA in English Language Teaching at the University of East London. He has
conducted research into language, literacy and ICT — word processing, interac-
tive books, adventure games etc — since 1983. His publications include a special
issue of the Journal of Research in Reading concerning computers and literacy
which he co-edited.
Jane Cox is a Senior Lecturer of Early Childhood Studies at the University of East
London. She has taught on a range of undergraduate and postgraduate mod-
ules, particularly those relating to policy and research. She has also supervised
vii
CONTRIBUTORS
MA students. Her research interests centre on how children are portrayed in the
news media and the condition of contemporary childhood. She has a first degree
in Early Childhood Studies and Social Science. Jane was awarded a PhD (Educa-
tion) in 2005; her thesis is titled ‘Childhood in crisis: myth, reality or cause for
concern? Perspectives from children, parents and the news media.’ She has a
Postgraduate Certificate in Learning and Teaching in Higher Education and is a
Fellow of the Higher Education Academy.
viii
Acknowledgements
My heartfelt thanks to all the contributors for their commitment and patience
throughout the writing process. Thank you for believing in the value of this
book and writing this journey with me.
The contributors and I would like to thank all colleagues in the Cass School of
Education and Communities at the University of East London who supported
and shared their interest in this project along the way.
Our grateful thanks also to the many practitioners, children and students for
providing the inspiration which brought this book to life.
