Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs.Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.

• Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two-year-olds Chapter 3: Vulnerable identities Chapter 4: Quality for two-year-olds Chapter 5: Talking about two-year-olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two-year-olds Chapter 7: Qualifications, knowledge and preparedness for working with two-year-olds Chapter 8: Differnet places for two-year-olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth-to-twos: A creative and cultural perspective Chapter 11: Working with two-year-olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high-quality experiences for two-year-olds in early years settings?

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Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs.Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.

• Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two-year-olds Chapter 3: Vulnerable identities Chapter 4: Quality for two-year-olds Chapter 5: Talking about two-year-olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two-year-olds Chapter 7: Qualifications, knowledge and preparedness for working with two-year-olds Chapter 8: Differnet places for two-year-olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth-to-twos: A creative and cultural perspective Chapter 11: Working with two-year-olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high-quality experiences for two-year-olds in early years settings?

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Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs.Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.

• Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two-year-olds Chapter 3: Vulnerable identities Chapter 4: Quality for two-year-olds Chapter 5: Talking about two-year-olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two-year-olds Chapter 7: Qualifications, knowledge and preparedness for working with two-year-olds Chapter 8: Differnet places for two-year-olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth-to-twos: A creative and cultural perspective Chapter 11: Working with two-year-olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high-quality experiences for two-year-olds in early years settings?

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