Starting from the Child challenges all early years practitioners to consider:

• How to build on children’s innate desire to learn and their competence and autonomy as effective early learners
• How to plan environments indoors and out that make learning irresistible
• How to plan for high quality child-initiated learning to take place seamlessly alongside learning that is adult-initiated
• The role of the adult in supporting and extending young children’s learning
• How daily observation of children informs and underpins planning for their individual and unique learning needs

Starting from the Child is essential reading, not only for early years practitioners, but for all those who manage and make decisions about early learning.

“Julie draws on her extensive work with practitioners to present the everyday realities and complexities of their practice, and to sound welcome notes of caution about the ways in which policy frameworks are used... The book also reflects deeply held convictions about the moral and ethical responsibilities we have to teach young children in ways that respect their extraordinary enthusiasm for learning.”

Professor Elizabeth Wood, University of Sheffield, UK

“The title says it all. Julie takes the reader by the hand and says ‘Look and listen, give these children your full and respectful attention and they will teach you how to be with them.’ All the practical ideas in the book support practitioners in using their skills and knowledge to recognise early childhood as valuable in its own right - to be relished and enjoyed, not to be rushed through or seen merely as preparation for the next stage.”

Helen Moylett, Early Years Consultant and writer

“Julie Fisher’s work has been a staple of Early Childhood Education since the first edition of Starting from the Child in 1996. Her fourth edition does not disappoint, and is a welcome development of her thinking... This is a book for students, teachers and other early years workers seeking to find their way through the conflicting needs of a rapidly changing area of work.”

Nick Swarbrick, Programme Lead for the Undergraduate Modular Programme in the School of Education, Oxford Brookes University, UK