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 69
Page viii
... Early Years, Head of Nursery/Foundation Stage in a range of settings, Early Years Teacher, Outdoor Education. Jonathan Wainwright is Senior Lecturer in Educational Leadership and Management at Sheffield Hallam University, UK, where he ...
... Early Years, Head of Nursery/Foundation Stage in a range of settings, Early Years Teacher, Outdoor Education. Jonathan Wainwright is Senior Lecturer in Educational Leadership and Management at Sheffield Hallam University, UK, where he ...
Page 2
... early years providers and practitioners to keep up with developments and what can seem to be ever-expanding roles and responsibilities. Practitioners also need to respond to issues within their own setting or context. Choices in ...
... early years providers and practitioners to keep up with developments and what can seem to be ever-expanding roles and responsibilities. Practitioners also need to respond to issues within their own setting or context. Choices in ...
Page 5
... early years practice offered. However, they do not give detailed guidance on specific situations and how to deal with these. Early years settings should have policies based on agreed values and principles that are in line with wider ...
... early years practice offered. However, they do not give detailed guidance on specific situations and how to deal with these. Early years settings should have policies based on agreed values and principles that are in line with wider ...
Page 7
... early years are often written down to guide practice. Policies in settings are briefly discussed above, but these should be based on national and local guidelines and policy documents, and, where applicable, on the law. Written ...
... early years are often written down to guide practice. Policies in settings are briefly discussed above, but these should be based on national and local guidelines and policy documents, and, where applicable, on the law. Written ...
Page 11
... settings, including updating policies and preparing for inspections. • Contribute to developing an enquiring ... early years. School starting dates in the UK are considered too early by many academics and practitioners in the field ...
... settings, including updating policies and preparing for inspections. • Contribute to developing an enquiring ... early years. School starting dates in the UK are considered too early by many academics and practitioners in the field ...
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