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espace at MMU > Research Institutes > Education and Social Research Institute (ESRI) > ESRI Research Group: Early Years, Language and Literacy  > Birth to three matters: a framework to support children in their earliest years

Please use this identifier to cite or link to this item: http://hdl.handle.net/2173/83494
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Title: Birth to three matters: a framework to support children in their earliest years
Authors: Abbott, Anne L.
Langston, Ann
Citation: European early childhood education research journals, 2005, vol. 13, no. 1, pp. 129-143
Publisher: Routledge
Issue Date: Mar-2005
URI: http://hdl.handle.net/2173/83494
DOI: 10.1080/13502930585209601
Additional Links: http://www.tandf.co.uk/journals/titles/1350293X.asp
Abstract: Government commitment to the care and education of children from birth to three years in England led to the commissioning in 2001 of 'a framework of best practice' (DfEE, 2001:24) to support children in their earliest years. The resulting framework of 'effective' practice, together with supporting materials, was developed by a team based at Manchester Metropolitan University and led by Professor Lesley Abbott. Published as 'Birth to Three Matters' (DfES, 2002) the materials were distributed and disseminated nationally during 2003/2003. The project was underpinned by extensive research and consultation which both informed the framework development and raised important issues for future debate, policy and practice. An overview of the process is presented together with key issues raised by a national focus on our youngest children.
Type: Article
Language: en
Description: Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in European Early Childhood Education Research Journal, published by and copyright Routledge.
Keywords: Childcare
Early education
Curriculum framework
Early years practitioners
Children under three
Early years policy
ISSN: 1350-293X
Appears in Collections: ESRI Research Group: Early Years, Language and Literacy

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