This book aims to provide research-based evidence that links theory and research to practice in early childhood settings. Different ways of constructing learning in contrasting settings are explored through the analysis of research in early childhood contexts in the United Kingdom, Australia and New Zealand. The cross-national focus extends the scope of available research by viewing learning as it is embedded in current practices and policies, thereby providing a stronger base for recommendations regarding the research--practice relationship. The book explores four broad themes that are pivotal to understanding early childhood practice from a socio-cultural perspective: (1) conceptualisation of learning and pedagogy in early years settings; (2) the nature of knowledge in early years settings; (3) assessment in early years settings; and (4) evaluation and quality in early years settings. After chapter 1, "Research Contexts across Cultures" by Angela Anning, Joy Cullen and Marilyn Fleer, the book is divided into five sections. Part 1, "Conceptualisations of Learning and Pedagogy in Early Years Settings, includes the next chapters: (2) "Developing a Pedagogy of Play" (Elizabeth Wood); (3) "Scaffolding Learning and Co-Constructing Understandings" (Barbara Jordan); and (4) "Exploring Critical Constructivist Perspectives on Children's Learning" (Glenda MacNaughton). Part 2, "The Nature of Knowledge in Early Years Settings," includes chapters (5) "The Co-Construction of an Early Childhood Curriculum" (Angela Anning); (6) "Adults Co-Constructing Professional Knowledge" (Joy Cullen); and (7) "Building Bridges between Literacies" (Denise Williams-Kennedy). Part 3, "Assessment in Early Years Settings," includes: (8) "The Consequences of Socio-Cultural Assessment" (Bronwen Cowie and Margaret Carr); (9) "On-Entry Baseline Assessment across Cultures" (Peter Tymms and Christine Merrell); and (10) "Mapping the Transformation of Understanding" (Marilyn Fleer and Carmel Richardson). Part 4, "Evaluation and Quality in Early Years Settings," contains: (11) "Quality Teaching in the Early Years" (Iram Siraj-Blatchford); (12) "Questioning evaluation Quality in Early Childhood" (Valerie N. Podmore); and (13) "Multiple Pathways between Home and School Literacies" (Susan Hill and Susan Nichols). Finally, part 5 contains the following concluding chapter: (14) "A Framework for Conceptualising Early Childhood Education" (Marilyn Fleer, Angela Anning and Joy Cullen). A glossary; bibliography; and an index are also included. (Contains 18 figures and 3 tables.)