Titlebook: Under-three Year Olds in Policy and Practice; E. Jayne White,Carmen Dalli Book 2017 The Editor(s) (if applicable) and The Author(s), under

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Family Day Care: The Trilemma of Professionalisation, Sustainability and Fairness in Flanders, Francents and the leading bourgeoisie in Belgium, France and Germany (see for instance N.W.K., 1922 for Belgium). It is not until the 1980s that family day care provisions gained momentum in several countries (see for instance Mooney A, Statham J (ed), Family day care. International perspectives on polic

Diskectomy

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Provision for ‘Under 3s’ in Australian Early Childhood Education and Care Policy Commitments: A Metanstruct or category of ‘under 3s’ perform?” Taking two key events within the Australian policy context [2007–2015] in which under 3s performed an order-word in contrasting ways, I contend that with respect to policy commitments to the provision of a national system of high quality early childhood ed

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collateral

DOLT

Tensions and Challenges in Professional Practice with Under-Threes: A New Zealand Reflection on Earlrceful, remains limited in what it can achieve without a supportive policy infrastructure. The chapter presents the argument that structural policy arrangements at a systemic level are essential to ensure professionalism of practice.

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Educators’ Perspectives on Attachment and Professional Love in Early Years Settings in England their professional decisions in relation to expressions of love, care and intimacy. Educators also wanted to inform their everyday intimate relationships with young children with a better understanding of attachment theory and its focus on attuned relationships.

PANEL

A Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age:rned in the process of its development. It also describes the lessons learnt by three ISSA member organizations which piloted the . to explore how it could be used to support policies, governance and practices with under-3 year olds in different countries.

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Toddlers’ Participation in Joint Activities with Peers in te in joint activities with peers. The analysis of toddlers’ participation shows that both social and cognitive processes converge in children’s sociality with peers and contribute to make the ECEC experience an important step in the course of their life. Implications for educational practices in ECEC centres are also discussed.