As a wave of early years books hits the educational market, Julia Manning-Morton has written this accessible handbook, which can rightly be seen as a bible for practitioners who teach and guide those aged from birth to three.
The publication stands out as an exemplary account of everything educators would need to know about the practice of early years education for this very young age.
Yet the handbook is not short of theoretical input, and unlike some contemporary publications, the author takes on board an approach based on theory enhancing our understanding of the development of young toddlers. There is, for example, no shortage of reference to traditional theorists, such as Friedrich Froebel (1782-1852) or the influence of more modern analysts in the same vein as Susan Isaacs (1885-1948). But Manning-Morton does not lose sight of the practical perspective of the teacher, and provides excellent guidance on how they are to deal with all elements of the child’s experience and development.
While it can be argued that the titles of chapters do not herald a good deal of inspiration, the quality of case studies, practical tasks and the use of a companion website support educators to promote learning and foster a deep sense of understanding of how children should grow and develop.
Chapters one and two are concerned with key aspects of practice. Chapters three, four and five relate to ‘being and becoming who I am’. Chapters six, seven and eight consider belonging within a context of connectivity. Chapters nine, ten, 11 and 12 present information about connections with the wider world.
Helpful pointers are given to emotional intelligence, reflective practice, communication, the role of play and leadership and management principles. Manning-Morton does not hesitate to assist the reader in coming to terms with the problems of early childhood learning and instruction. She draws on an immense amount of qualitative data, including mentioning scientific methodology such as ‘systems analysis’, which in the past has been used effectively for courses in leadership. The part played by risk and the safeguarding of children is also not overlooked.
The author does not mince her words and bluntly admits at one point that ‘children can be boring’. But the work lacks nothing in literary decorum and at the same time does not minimise the role of contemporary observations, whether relating to holistic interpretations of communication or language. A deep sense of understanding is also given to meanings in so far as they relate to very young children; the quantitative and qualitative aspects of research are not, for example, avoided.
Connectivity takes no back seat and the hunt for links and interactions serves to underline the importance the book takes on, as it addresses distinctions being made between physical and emotional development.
From Birth to Three chimes with the idea of graduates wanting to go on to study for an MA in childhood and early years studies, but the handbook’s directness and ability to satisfy a broader curriculum and get its message across should not be diminished.
The book’s launch very much serves as a companion to those concerned with the practice and pedagogical approach to teaching infants in an educational setting in the first three years of their education.
The emphasis of the book is very much on the way forward to help children and teachers to add to their experiences of learning and teaching respectively.
From Birth to Three: An Early Years Educator’s Handbook By Julia Manning-Morton Routledge March 2024, pp456, £28.36978-0367256951
