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 63
Page 1
... Chapter Outline Introduction 1 Principles and values 3 Principles of good practice in the early years 6 The development of good practice 8 The role of the early years practitioner in promoting good practice 9 Limitations on good ...
... Chapter Outline Introduction 1 Principles and values 3 Principles of good practice in the early years 6 The development of good practice 8 The role of the early years practitioner in promoting good practice 9 Limitations on good ...
Page 5
... Chapter 7. In this situation, the law is clear that the child's welfare is paramount, establishing the principle that the child's right to a safe upbringing is most significant. However, despite the legal basis for protecting children ...
... Chapter 7. In this situation, the law is clear that the child's welfare is paramount, establishing the principle that the child's right to a safe upbringing is most significant. However, despite the legal basis for protecting children ...
Page 11
... Chapter 1). Children's centres and extended schools provide valuable resources for children and parents, but some argue that the drive to get parents back to work to improve family living standards means that very young children may be ...
... Chapter 1). Children's centres and extended schools provide valuable resources for children and parents, but some argue that the drive to get parents back to work to improve family living standards means that very young children may be ...
Page 12
... book primarily focuses on children aged 0–8, although reference is made to older children where this is relevant. Play in Early Years Education Philippa Thompson Chapter Outline Introduction. 12 Good Practice in the Early Years.
... book primarily focuses on children aged 0–8, although reference is made to older children where this is relevant. Play in Early Years Education Philippa Thompson Chapter Outline Introduction. 12 Good Practice in the Early Years.
Page 13
... chapter aims to bring together some of the more recent theories on play and to give them a context within early childhood education. The starting point is that play was around long before the 'play pioneers' (the play theorists who ...
... chapter aims to bring together some of the more recent theories on play and to give them a context within early childhood education. The starting point is that play was around long before the 'play pioneers' (the play theorists who ...
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