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 55
Page 3
... discussion of various aspects of good practice to support personal development and understanding of quality issues in the early years. However, it also includes aspects that are aimed at supporting you to become a reflective ...
... discussion of various aspects of good practice to support personal development and understanding of quality issues in the early years. However, it also includes aspects that are aimed at supporting you to become a reflective ...
Page 6
... discussing and refining your own values and principles. Principles of good practice in the early years So what is good practice in the early years, and how can we determine this? There are many contributions to what good practice is ...
... discussing and refining your own values and principles. Principles of good practice in the early years So what is good practice in the early years, and how can we determine this? There are many contributions to what good practice is ...
Page 7
... Discuss how you might explain this idea to parents and other colleagues. In early years contexts, principles of good practice offer guidelines for planning and delivering high-quality services to children. They offer a baseline standard ...
... Discuss how you might explain this idea to parents and other colleagues. In early years contexts, principles of good practice offer guidelines for planning and delivering high-quality services to children. They offer a baseline standard ...
Page 8
... discussion about sometimes conflicting or opposing values, and therefore may take time to develop. Reflection point Smacking children has been a controversial issue for some time in UK society. While many children's organizations and ...
... discussion about sometimes conflicting or opposing values, and therefore may take time to develop. Reflection point Smacking children has been a controversial issue for some time in UK society. While many children's organizations and ...
Page 11
... 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 with wider policy. However, not all policy is ...
... 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 with wider policy. However, not all policy is ...
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 |
Other editions - View all
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