This book offers an in-depth exploration of the distinctive features of the play, development and learning of two-year-olds, presenting a wealth of information and guidance on how to provide high quality provision for this unique age group. The book mirrors the ''journey'' a two-year-old takes through key aspects of their experience, starting with being at home, through their transition into a setting and then through each aspect of provision. This journey of discovery helps you better understand the child''s viewpoint, and to explore and analyse concepts of good quality practice and provision. Opening a window on the world of a two-year-old and capturing what it is like to be two in an early years setting, the book features: Key theories relating to the development, play and learning of two-year-olds and the implications of these for practice and provision in early childhood settings Practice case studies that illustrate key aspects of a two-year-old''s experience Reflective questions that will help you to consider the links between the development and learning needs of two-year-olds If you are a student or practitioner in early childhood this is crucial reading that helps you positively meet the challenge of welcoming and providing for this age group. Julia Manning Morton and Maggie Thorp were both formerly Senior Lecturers in Early Childhood Studies at London Metropolitan University, UK and are now independent consultants at Key Times Professional Development. This is a book after my own heart because the authors really understand two-year-olds and what they need in order to flourish. The case studies are carefully chosen to illuminate what it is to be two years old. It is beautifully written, so that both heart and mind of the reader are engaged. The book equips practitioners and managers to be informed about the development and learning and cultural context of this, so that they can enjoy spending time and finding the energy and confidence needed for work with and for two year olds. I could not put this book down. Professor Tina Bruce CBE, Froebel Trust At a time of considerable political interest this book presents a timely focus on the uniqueness of working with two-year-olds and their families. A strength of this book is the thoughtful use of case studies interwoven throughout each chapter - the authors use these to encourage the reader to make deeper connections with the theoretical perspectives that underpin their practice. The encouragement of readers to thoughtfully reflect on their practice will undoubtedly support practitioners in delivering appropriate high quality care and education for two-year-olds and thus support them on their journeys and discoveries. A thorough exploration of the developmental paths of two-year-olds coupled with the importance of individual children''s socio-cultural contexts enables readers to gain a true understanding of the characteristics of two-year-olds. An essential text for practitioners, leaders and students on Early Childhood Studies degrees and Early Years Initial Teacher Training (EYITT) programmes. Kelly Cooper, Programme Director for EYITT - London Metropolitan University No matter what your starting point, you could not read this book without gaining greater understanding and respect for young children. Talk of peaceful caregiving, joyful play, abundant language, companionship and partnership permeate the pages leaving the reader with a profound sense of awe for the enormity of the task facing both two-year-olds in their quest to find themselves and their carers in supporting them through that process. The book is practical - each chapter offers case studies and reflection points and provides short outlines of key theoretical ideas. But most of all I loved the emphasis on ample space and the need for children and carers to take time - without rush, and with warmth, gentleness and respect. Linda Pound, Freelance Early Years Consultant This is an important and timely book, providing a wonderful resource for all who are striving to develop their practice and provision for two-year-olds. The authors, informed by the ''real life'' complexities faced by practitioners in schools and settings, effortlessly blend research and theory and invite all of us working alongside two-year-olds to examine our own theories of practice. This journey of discovery becomes not only about deepening our understanding of the unique and particular characteristics of two-year-olds, but is turned inwards, encouraging us to become self- aware and more able to adopt a critical stance and challenge common assumptions about everyday practice. Janice Darkes-Sutcliffe (School Improvement Liverpool)