An excellent contribution to the arena of Early Childhood Studies which clearly demonstrates the benefits of examining Early Years from multiple perspectives. Not only does the author define psychology and sociology as workable theories within social sciences, but through the application and analysis of social policy the students are guided into developing the interconnections between theory, pedagogy and reflective practice. The research chapter (7) is particularly well positioned, leaving the reader with the impression that they are being effortlessly guided towards research as a normal expectation within on-going 'good' Early Years practice. -- Caroline Bligh, Senior Lecturer and Course Leader for the MA Childhood Studies and MA Early Years, Leeds Metropolitan University, UK A well structured, clear and detailed book for foundation and undergraduate students of Early Childhood Studies. This book provides a multi-disciplinary view which places the child at the centre of the learning process. It encourages practitioners to engage with theoretical perspectives and consider best practice through case studies in order to support students' development as reflective practitioners. -- Sharon Witt, Senior Lecturer in Education, University of Winchester, UK An amazing text, that is easy to read and engaging from start to finish. I can't recommend this text highly enough. It is an essential text for any Childhood studies or Education studies students. -- Katherine Cartmell, Liverpool John Moores University, UK A well-written, thoughtful text that allows for reflective reading and the development of effective approaches to integrating psychology and sociology into early childhood practice. There is emphasis on the inherent value of early childhood practitioners seeing themselves as researchers, and the text clearly establishes the connection between the social sciences and early education and merges the concepts of care and learning for the reader. -- Jannah Nerren * Teacher's College Record *