Introduction - Damien Fitzgerald & Heloise MaconochiePART I: The Individual ChildChapter 1: The emergence of Early Childhood Studies: an historic overview - Rita WinstoneChapter 2: The brain and children's early development - Heloise MaconochieChapter 3: Children as thinkers: Philosophy for Children - Fufy DemissieChapter 4: Children as learners: multimodal perspectives on play and learning - Karen Daniels & Roberta TaylorChapter 5: Creativity, curiosity and resilience - Sarah RawdingPART II: Children InteractingChapter 6: Children as communicators: peers and others - Tanya RichardsonChapter 7: Children's friendships - Caron CarterChapter 8: Children within the family context - Eunice LumsdenChapter 9: Supporting' play - Philippa ThompsonPart III: Supporting ChildrenChapter 10: Inclusion and participation - Penny BorkettChapter 11: Childrens health - Pam DewisChapter 12: The politics of childrens services - Marie LavelleChapter 13: Safeguarding children - Ginny BoydChapter 14: Young childrens wellbeing: conceptualising, assessing and supporting wellbeing - Sigrid Brogaard-Clausen, Sofia Guimaraes, Michelle Cottle & Sally HoweChapter 15: Children, families and English as an additional language - Ester Ehiyazaryan-WhitePart IV: The Social EnvironmentChapter 16: The educational environment - Alison GlentworthChapter 17: Working with families and professionals from other agencies - Heloise Maconochie & Jill BranchChapter 18: Childhoods in a global context - Monica EdwardsChapter 19: Contemporary issues - Jenny RobsonChapter 20: Young Children, Childhood and Gender - Damien FitzgeraldChapter 21: Technology and early digital culture - Adam HoldenPart V: Your JourneyChapter 22: Observing and assessing children - Jane MurrayChapter 23: Researching with children - Amanda HattonChapter 24: Becoming a professional: entanglements with identity and practice - Karen BarrChapter 25: Learning through placements - Caroline LeesonChapter 26: Leading quality practice - Mary E. Whalley.