Transforming nursery education [[electronic resource] /] / Peter Moss and Helen Penn
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| Autore: |
Moss Peter <1945->
|
| Titolo: |
Transforming nursery education [[electronic resource] /] / Peter Moss and Helen Penn
|
| Pubblicazione: | London, : P. Chapman Pub., c1996 |
| Descrizione fisica: | 1 online resource (191 pages) |
| Disciplina: | 372.210941 |
| Soggetto topico: | Nursery schools - Great Britain |
| Preschool children - Services for - Great Britain | |
| Education, Preschool - Great Britain | |
| Altri autori: |
PennHelen
|
| Note generali: | Description based upon print version of record. |
| Nota di bibliografia: | Includes bibliographical references (p. [167]-173) and index. |
| Nota di contenuto: | Cover; Contents; Preface; Acknowledgements; Chapter 1 - An Early Childhood Service for the Twenty-First Century; Chapter 2 - The Parents' Perspective; Chapter 3 - What Have We Got?; Chapter 4 - Why This Won't Do; Chapter 5 - A Historical Perspective on Nursery Education; Chapter 6 - What Does Nursery Education Offer Children?; Chapter 7 - What About the Workers?; Chapter 8 - Can It Be Done in Britain?; Chapter 9 - It has been Done Abroad; Chapter 10 - Footing the Bill; Chapter 11 - From Vision to Reality; Chapter 12 - Transforming Nursery Education: What Would It Look Like?; References; Index |
| Sommario/riassunto: | This book argues that the present narrow approach to nursery education is neither appropriate to the needs of today nor inevitable. It answers a critical question: how can nursery education be transformed to play a leading role in the comprehensive, integrated and coherent early childhood service that today's families really need? |
| Titolo autorizzato: | Transforming nursery education |
| ISBN: | 9781446266144 |
| 9781446252055 | |
| 9781853963089 | |
| 1-4462-6614-1 | |
| Formato: | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione: | Inglese |
| Record Nr.: | 9910786231003321 |
| Lo trovi qui: | Univ. Federico II |
| Opac: | Controlla la disponibilità qui |