Good Practice in the Early YearsJanet Kay Bloomsbury Publishing, 2012 M04 5 - 336 pages This third edition of Good Practice in the Early Years includes chapters on current key issues for early years practitioners such as multi-professional working, inclusion, child protection and children's rights and participation. As well as exploring key areas of good practice, the contributors explore the dilemmas that can arise from implementing good practice. An invaluable resource for all early years and childhood students and practitioners, this guide provides case studies and exercises to encourage readers to develop their understanding and knowledge of good practice in all early years settings. |
From inside the book
Results 1-5 of 78
Page 1
... approaches to care and education of young children as part of your studies. On placement or in work you may have observed different standards of practice and developed your own views on what is 'good'. These views may be shaped through ...
... approaches to care and education of young children as part of your studies. On placement or in work you may have observed different standards of practice and developed your own views on what is 'good'. These views may be shaped through ...
Page 3
... approaches to early years work and that there are choices to be made is the key to understanding quality. This book aims to offer students and existing practitioners a discussion of various aspects of good practice to support personal ...
... approaches to early years work and that there are choices to be made is the key to understanding quality. This book aims to offer students and existing practitioners a discussion of various aspects of good practice to support personal ...
Page 11
... approach to practice in your setting through discussion with colleagues. Limitations. on. good. practice. Good practice is not a defined goal but an ongoing process by which practice develops and improves to meet children's needs in line ...
... approach to practice in your setting through discussion with colleagues. Limitations. on. good. practice. Good practice is not a defined goal but an ongoing process by which practice develops and improves to meet children's needs in line ...
Page 16
... approach, and felt that the belief that there is a 'correct' answer to all questions should not be encouraged (Nutbrown et al., 2008; Frost, 2010). Pestalozzi believed that teachers had the role of nurturing children's wellbeing rather ...
... approach, and felt that the belief that there is a 'correct' answer to all questions should not be encouraged (Nutbrown et al., 2008; Frost, 2010). Pestalozzi believed that teachers had the role of nurturing children's wellbeing rather ...
Page 17
... approach to the use of play, which was embedded into the curriculum and which focused on the natural play environment. Similarly to Pestalozzi, Froebel concentrated on 'learning by doing'. He suggested that the sensory experience of ...
... approach to the use of play, which was embedded into the curriculum and which focused on the natural play environment. Similarly to Pestalozzi, Froebel concentrated on 'learning by doing'. He suggested that the sensory experience of ...
Contents
13 | |
2 Childrens Rights and Participation | 45 |
3 Reflective Practice | 65 |
4 Diversity and Inclusion in the Early Years | 91 |
5 Growing and Developing | 116 |
6 Promoting Young Childrens Health | 149 |
7 Child Protection and Safeguarding Issues | 181 |
8 Working with Parents and Families | 214 |
9 MultiAgency Working | 243 |
Conclusions | 272 |
Index | 275 |
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Common terms and phrases
achieve activities adults agencies approach aspects assessment attachment theory baby behaviour challenging chapter child abuse child protection Children Act 1989 children and families Children’s Centres children’s health children’s rights Common Assessment Framework consider context culture curriculum DCSF DfES disability discussion early childhood Early Years Foundation early years practitioners early years settings emotional encourage ensure environment example experiences explore factors fathers feel Foundation Stage gender harm ideas identify impact important interaction involved issues language learning London Maidenhead Makaton multi-agency NSPCC nursery Open University Open University Press opportunities parents participation partnership perspectives physical play positive professionals programme promote Reflection point reflective practice Reggio Emilia approach relationships responsibility risk role Sheffield Hallam University skills Social Care Services social worker staff strategies suggests support children understanding values Victoria Climbié views wellbeing young children