Programming and Planning in Early Childhood Settings,
8th Edition

Leonie Arthur, Bronwyn Beecher, Elizabeth Death, Susan Dockett, Sue Farmer

ISBN-13: 9780170443357
Copyright 2021 | Published
528 pages | List Price: USD $91.75

Programming & Planning in Early Childhood Settings explores a broad range of approaches, concepts and issues in early childhood curriculum. Chapters reflect on the terms ‘planning’ and ‘programming’ in early childhood settings, what is authentic curriculum for young children, and effective teaching strategies to extend young children’s learning. There is a strong focus on social and cultural theories, and learning styles, which helps you recognise the need for collaboration between yourself as an educator, children and families in order to develop appropriate programs. This revised and updated eighth edition shows you how chapters of the text are relevant to the Australian Professional Standards for teachers. It includes real-life examples, reflections, and case studies to help you understand educational theories, philosophies and frameworks.


1. Setting the scene
2. Children in the context of their families and communities
3. Thinking about children: development and play
4. Reflective and evaluative practices
5. Developing philosophies
6. Understanding the setting
7. Curriculum approaches and pedagogies
8. Assessing and planning for children’s learning
9. Relationships and interactions to promote children’s learning
10. Learning environments
11. Journeys of change

  • Leonie Arthur

    Leonie Arthur has worked in long day care, preschool and the early years of school across New South Wales and the Northern Territory, and in teacher education at Western Sydney University. Her recent research and current projects focus on effective play-based pedagogies, practitioner research and literacy learning and teaching. Leonie was also one of the members of the CSU-led consortium that developed the Early Years Learning Framework.

  • Bronwyn Beecher

    Bronwyn Beecher worked in the early years of school in diverse sociocultural contexts. She worked in the School of Education in primary and early childhood education at Western Sydney University. Later Bronwyn managed the KU Early Language and Literacy Initiative (KU ELLI) in preschool communities in Western Sydney. Her research investigates family, community and educator partnerships, strengthening pedagogical practice and children’s learning and literacy practices. Bronwyn is co-author of Literacies, Communities and Under 5s, a co-author of Play and Literacy in Children’s Worlds (with Leonie Arthur), and a co-author and co-editor of Diverse Literacies in Early Childhood (with Leonie Arthur and Jean Ashton).

  • Elizabeth Death

    Chief Executive Officer Elizabeth Death is a partner at Edan Consulting and Chief Executive Officer of the Early Learning and Care Council of Australia (ELACCA), a national association of large providers of early learning and care services. Elizabeth has a broad base in social policy and service delivery coupled with a strong record of achievement in both the public and not-for-profit sectors. Elizabeth has worked in ministers’ offices, government departments, universities and not-for-profit organisations at national and state levels with a focus on education, Aboriginal affairs, community services and remote communities, bringing a particular depth in early childhood education. Elizabeth has represented government on national committees such as the Council of Australian Government’s National Early Childhood Policy Group and the National Australian Early Development Census (Index) committee. She has also represented peak early childhood organisations and service providers in advocacy, policy and service delivery forums such as Senate enquiries into early learning and care, and submissions to government and national forums.

  • Susan Dockett

    Sue Dockett has worked as an educator and academic in the field of early childhood for more than 35 years. In her role as Emeritus Professor, she continues to work with colleagues at both national and international levels, pursuing research addressing educational transitions, particularly transitions to school and the expectations, experiences and perceptions of all involved. Her other research areas include children’s play, participatory, rights-based research and researching with children.

  • Sue Farmer

    Sue Farmer has worked in a wide range of early childhood education and early childhood intervention settings and management positions since the mid-1970s. She worked at the University of Western Sydney and within the TAFE system for many years. She is the author of Policy Development in Early Childhood Services and Collaborative Documentation and Planning. Sue has been involved in many early childhood professional organisations and her project work has focused on providing mentoring in early childhood settings to support cultural competency and inclusion, developing the publication Journeys of Inclusion.

  • Expanded coverage of important topics such as information on play-based pedagogies, models of reflection, curriculum policy and approaches, and use of digital technologies

  • Easy 'Chapter Standards Guide' orients the reader as to how each chapter connects with and addresses the National Quality Standards (NQS), the Australian Professional Standards for Teachers (APST), and the Early Years Learning Framework (EYLF) and My Time, Our Place

  • Added 'Examples of Practice' throughout to incorporate more on areas of interest such as under twos, children’s voice and children’s language, planning and use of digital technologies

  • Further explore how theories might be applied in real-world settings with NEW video activities and case studies with questions at the end of chapters

  • MindTap for blended learning delivery incorporating readings with reflection, links to standards, video activities, scenarios and rubrics for self-evaluation, and revision quizzes

  • Online scenarios for qualitative assessment of skills development and connecting theory to practice in early childhood settings

  • Features a strong focus on working in Aboriginal and Torres Strait Islander communities, along with extensive examples from early childhood settings in central Australia

  • Provides information on continuity of learning and transition to school, with specific strategies to support children, families and educators to experience a smooth transition and strengthen relationships and communication across settings

  • ‘Examples of Practice’ throughout the text demonstrate how the concepts and theory have been applied in real-life settings by specific child-care centres and professionals

  • ‘Reflection on Action’ boxes encourage the reader to pause and reflect critically on the material they have just read and on their own practices, attitudes and beliefs, as they progress through the chapter

  • Important key terms which are marked in bold and defined in the margin when they are used in the text for the first time support the development of a professional vocabulary

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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