Davis, J. (ed.) (2015) Young Children and the Environment: Early Education for Sustainability. 2nd edn. Port Melbourne, Australia: Cambridge University Press.

This book, written by experts in the field of sustainability, provides readers with international resources and perspectives to enhance their teaching about early childhood education for sustainability. It illustrates the difference that early childhood educators can make by working with children, their families and the wider community to tackle one of the most important contemporary issues facing the world today: sustainable living.

Moss, P. (ed.) (2013) Early Childhood and Compulsory Education: Reconceptualising the Relationship. Contesting Early Childhood. Abingdon: Routledge.

Moss and other renowned international academics explore the relationship between ECEC and CSE. The collection of chapters provides the reader with opportunities to consider the challenges of this relationship as well as other possible relationships between these different phases of children’s education.

Stewart, N. (2011) How Children Learn: The Characteristics of Effective Early Learning. British Association for Early Childhood Education.

Too often the assessment of children’s learning focuses on ‘what’ skills and knowledge children are learning. Usually these are associated with the knowledge and skills for school. Instead Stewart supports us to notice ‘how’ children are learning; their dispositions and attitudes to learning. These insights are invaluable for ECEC practitioners when documenting children’s Characteristics of Effective Learning (DfE, 2014a), as well as resisting the ECEC discourse of readiness.