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Still Not Listening? Ofsted�s Influence on the Shape of the Reception Year, the Teaching of Early Years Reading in England, and Other Concerns from an Early Years Perspective
作者：WENDY SCOTT
来源：[J].FORUM, 2018, Vol.60 (3), pp.289-300Symposium
摘要：There is widespread concern about aspects of government policy relating to early years education. Current proposals for baseline assessment and changes to the early learning goals reveal a lack of insight into the nature of early learning, and little understanding and respect for...
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    BOOK AND FILM REVIEWS
    来源：[J].FORUM, 2018, Vol.60 (3), pp.409-419Symposium
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      Simplistic Beginnings? The Invisibility of Sustained Shared Thinking in Ofsted Advice Documents
      作者：PAM JARVIS
      来源：[J].FORUM, 2018, Vol.60 (3), pp.301312-Symposium
      摘要：In December 2017, a highly critical report entitled Bald Beginnings was prepared by the early years association TACTYC in response to Bold Beginnings, Ofsted's latest (2017) bulletin on early years practice. In a subsequent meeting with early years leaders, Ofsted proposed that B...
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        In Search of Bold Beginnings: 'good early education', ethics and moral responsibility
        作者：AGNIESZKA BATES
        来源：[J].FORUM, 2018, Vol.60 (3), pp.279-288Symposium
        摘要：The Ofsted report entitled Bold Beginnings: the Reception curriculum in a sample of good and outstanding primary schools is part of a research programme aimed at reviewing the primary curriculum and its implementation. Although the report highlights the 'uniqueness' of the Recept...
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          Bold Beginnings and the Rhetoric of 'School Readiness'
          作者：LOUISE KAY
          来源：[J].FORUM, 2018, Vol.60 (3), pp.327-336Symposium
          摘要：The 'school-readiness' agenda is becoming increasingly dominant in recent policy discourse, and this article explores how the Bold Beginnings report builds on this agenda. By focusing on the curricular gap between the end of Reception and Year 1, and on the importance of mathemat...
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            On the Promise and Poverty of Quality Teaching
            作者：MICHAEL FIELDING
            来源：[J].FORUM, 2018, Vol.60 (3), pp.397-405Symposium
            摘要：This is an edited version of a presentation Michael Fielding was invited to give in April 2006 at the Post Primary Teachers' AssociationProfessional Conference. The conference, entitled Quality Teaching - Leading the Way, took place at the Wellington Convention Centre, Wellington...
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              Mathematics in the Early Years: a bolder start
              作者：MARY BRIGGS
              来源：[J].FORUM, 2018, Vol.60 (3), pp.317-326Symposium
              摘要：With the publication of Bold Beginnings, Reception teachers and educationists felt their principles and practices were under attack. The main focus of the debate that ensued targeted the formality of learning, and especially teaching writing sitting at desks. The comments about t...
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                Turning the Tide on 'Coercive Autonomy': learning from the Antidote story
                作者：JAMES PARK
                来源：[J].FORUM, 2018, Vol.60 (3), pp.387-396Symposium
                摘要：This article argues that the mental health crisis affecting children and young people can only be addressed by putting in place a radically different model of school accountability from the one we have now. It explores what might be learned from the history of Antidote - an organ...
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                  Editorial. Better Beginnings: an early years special issue
                  作者：RACHEL MARKS , PATRICK YARKER
                  来源：[J].FORUM, 2018, Vol.60 (3), pp.267-270Symposium
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                    Reading I Want My Hat Back by Jon Klassen. Encounters over Seven Months: one child, one book, one adult
                    作者：JENIFER SMITH
                    来源：[J].FORUM, 2018, Vol.60 (3), pp.271-278Symposium
                    摘要：The author describes and reflects on seven months of sharing one book with a child who is coming at reading in her own way.
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