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 2
... feel quite daunting to not only be able to do a demanding job or course of study and placement and also to keep up with new ideas and developments in what is considered quality practice. Practitioners may not. 2. Good Practice in the ...
... feel quite daunting to not only be able to do a demanding job or course of study and placement and also to keep up with new ideas and developments in what is considered quality practice. Practitioners may not. 2. Good Practice in the ...
Page 3
Janet Kay. developments in what is considered quality practice. Practitioners may not feel that they can easily influence setting policy and practice unless they have a senior role. However, quality is not just the responsibility of ...
Janet Kay. developments in what is considered quality practice. Practitioners may not feel that they can easily influence setting policy and practice unless they have a senior role. However, quality is not just the responsibility of ...
Page 13
... appear to feel passionately that young children have a right to play and that they should not be faced with formal learning activities too soon. When asked to expand on this. 1 Play in Early Years Education Philippa Thompson.
... appear to feel passionately that young children have a right to play and that they should not be faced with formal learning activities too soon. When asked to expand on this. 1 Play in Early Years Education Philippa Thompson.
Page 18
... feel about play being labelled as 'children's work'? Consider your answer again when you have read this chapter. Piaget. Piaget (1896–1980) considered a staged approach to play in an attempt to give it a definition and thus further ...
... feel about play being labelled as 'children's work'? Consider your answer again when you have read this chapter. Piaget. Piaget (1896–1980) considered a staged approach to play in an attempt to give it a definition and thus further ...
Page 21
... feeling they must adapt play to suit the needs of the outcomes, rather than the implicit agenda that play is at the ... feel and understand. 1 Communication play: Play using words, nuances or gestures. For Play in Early Years Education 21.
... feeling they must adapt play to suit the needs of the outcomes, rather than the implicit agenda that play is at the ... feel and understand. 1 Communication play: Play using words, nuances or gestures. For Play in Early Years Education 21.
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