ABSTRACT
Beginning with a discussion on the definition of curriculum in relation to babies and children under three, this chapter then moves on to look at an overview of the structural characteristics of early child care and education (Wertfein et al. 2009) and what their effects are on the quality of provision. Structural characteristics include factors such as group size, staff understanding of the learning and developmental needs of the age group they are caring for, and preparation (including planning) time. This chapter further considers how a setting can ensure that quality of provision is in fact an outcome of planned practice. Finally, the chapter asks what evidence there is to suggest that the resources a setting has, including practitioners (staff), as well as the environment (setting), and the means available to cater for children in their care (toys, care equipment, food), are going to best support the very specific needs of babies and children under three.
