Jenny Willan, author of this eclectic collection of information, bases her book on what the early years educator is expected to know. Her message is underpinned by a widespread and detailed body of data on childhood studies, which is almost second-to-none.
But herein lies a potential weakness: attempts at writing all-encompassing accounts of vocational and academic value can fall short of what they set out to do and are often guilty of spawning an overworked bedrock of knowledge where understanding is glib and superficial. However, to put this kind of criticism exclusively at the door of Willan’s contributions would be churlish.
This book is the second edition of one published in 2017. Willan, as a seasoned lecturer and researcher, provides an up-to-date, accessible and critical account that is of particular value to the student of early childhood studies.
Willan’s multidisciplinary approach encapsulates 19 chapters in six parts. Part I relates to undergraduate early years study, whereas Part II examines childhood development. Parts III to VI are designed to describe best practices, associated research and the array of professional interests and forces behind the children’s workforce. Collectively, the six parts embellish meaningful lessons on childhood learning and development.
Recognition of the growth of diverse faiths and religions in the UK induces Willan to focus on ethical standards. The importance of morality and ethics is even more poignant given the widespread misuse of digital media.
At the outset of the book’s introduction, Willan states in no uncertain terms that the key lesson is for educators to maintain scrupulous values in their dealings with children, parents and colleagues.
Willan also provides room for historical analysis; for example, the implications for the Anglo-Boer War (1891 to 1902) and the campaign’s exposure to bad health among British individuals and families. Of even more relevance is the work of major thinkers, ranging from Johann Pestalozzi (1746-1827), the Swiss educationalist, to John Locke (1632-1704), the English philosopher, and Joseph Rowntree (1836-1925), the Quaker philanthropist, and his significant work on child poverty.
Willan is on a mission to grasp some of the many debates surrounding childhood studies. She highlights, for instance, the pivotal part played by self-directed and play-based learning, as opposed to teacher-directed formal learning.
The book does fall a little short of trying to placate all the anticipated issues and demands of her readership. The result is that certain parts call for a deeper understanding, but there are pockets of neglect in the sense that Willan can only provide a gloss over technological advances.
As the above observations tend to show, one stance is to argue the book has the weakness of stifling the reader with an overload of information (a foretaste of this is given by the extensive tables of contents, spreading to over ten pages). In another but related sense, the book is guilty of presenting a scenario that does not allow the reader to see the wood for the trees.
Despite such claims, the content is not superficial, and Willan goes on to unravel key concerns within the realms of early childhood studies, something that her contemporary writers are not always successful in doing. She therefore dips headlong into a series of entrenched debates covering diversity and inclusion, Brexit, Covid-19, gender and income inequality, research, career guidance and professionalism.
So, there are no grounds to see Willan’s work as a veneer of superfluous overspill. The reader and aspiring educator are not shortchanged and can use this book as a vital source of knowledge and reference.
