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 47
Page 2
... context. However, practice is not always 'good' and sometimes services to young children and their families fall short of the standards that should be expected. This may be due to poor leadership, lack of training, lack of knowledge of ...
... context. However, practice is not always 'good' and sometimes services to young children and their families fall short of the standards that should be expected. This may be due to poor leadership, lack of training, lack of knowledge of ...
Page 4
... context. Ethical dilemmas can raise strong feelings and be stressful for all involved, especially where basic values conflict. Case Study: Conflicting rights Amy and Sam Amy's father complained. 4. Good Practice in the Early Years.
... context. Ethical dilemmas can raise strong feelings and be stressful for all involved, especially where basic values conflict. Case Study: Conflicting rights Amy and Sam Amy's father complained. 4. Good Practice in the Early Years.
Page 6
... context of wider social values. These expectations will be based on what is acceptable practice at the time and in the particular culture. But many societies are made up of a range of cultures and this may make it more difficult to ...
... context of wider social values. These expectations will be based on what is acceptable practice at the time and in the particular culture. But many societies are made up of a range of cultures and this may make it more difficult to ...
Page 7
... contexts, principles of good practice offer guidelines for planning and delivering high-quality services to children. They offer a baseline standard from which to offer quality early years care and education. They also offer a basis of ...
... contexts, principles of good practice offer guidelines for planning and delivering high-quality services to children. They offer a baseline standard from which to offer quality early years care and education. They also offer a basis of ...
Page 8
... context, as mentioned above. Many of the early years practices of the last century or even of 20 years ago may now seem to be outdated and unacceptable. Sending children to bed without food, beating them with belts and locking them in ...
... context, as mentioned above. Many of the early years practices of the last century or even of 20 years ago may now seem to be outdated and unacceptable. Sending children to bed without food, beating them with belts and locking them in ...
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