This book presents a summary of a selection of theories related to early child development (0–3 years old approximately), discusses each theory and then outlines the relation of the theory to practice. It is set out in chronological order, beginning with Rousseau (1712–1778), and moves through the contribution of some well-known theorists, to consider the findings of neuroscience in the early years. The final section addresses the possibility of reconceptualising early years education in the light of the evolution of the theories, as well as how to undertake action research in such settings.

By bringing to the reader an understanding of the theories underpinning psychological practice in this field, it aims to ensure high quality, informed responses to the needs of children, their families and communities.

Each chapter follows a similar pattern, with a summary of the crucial aspects of the theory, discussion about it, practical tips on how to recognise the theory in action, and ways to test these ideas out within the child's setting. This is followed by questions for reflection, which encourage the practitioner to consider the pertinence of the theory or concept to his or her work. Case studies are included throughout, also with questions that further encourage reflective practice. Summaries at the end of each chapter give a synopsis of the content covered and an extensive list of references, combined with a comprehensive index, to enable further reading.

This interesting and very readable book is likely to be of most interest to those focusing their work on the very early years of childhood, who are seeking a short overview of some of the influential theories in the field and who are also interested in understanding, questioning and ensuring ongoing enhancement of their own practice.