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. |
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Page 3
... staff involved with young children to make sure that they receive excellent standards of care and education to support their development most effectively. Gaining knowledge and understanding of what is good practice and developing ...
... staff involved with young children to make sure that they receive excellent standards of care and education to support their development most effectively. Gaining knowledge and understanding of what is good practice and developing ...
Page 10
... staff development events. However, practitioners also need to ensure they are knowledgeable about the needs of the children in their care. Lack of understanding can lead to poor practice that may have a negative effect on a child. Case ...
... staff development events. However, practitioners also need to ensure they are knowledgeable about the needs of the children in their care. Lack of understanding can lead to poor practice that may have a negative effect on a child. Case ...
Page 11
... Staff training and development are important aspects of quality and should not be seen as luxuries available rarely and only to the few. Not all settings and organizations actively promote good practice in all areas of work. You may ...
... Staff training and development are important aspects of quality and should not be seen as luxuries available rarely and only to the few. Not all settings and organizations actively promote good practice in all areas of work. You may ...
Page 20
... staff through such initiatives as the Early Years Professional status (Reardon, 2009). The Early Years Foundation Stage (DCSF, 2008) was implemented, and heralded a new curriculum from birth, based upon sound principles around play, but ...
... staff through such initiatives as the Early Years Professional status (Reardon, 2009). The Early Years Foundation Stage (DCSF, 2008) was implemented, and heralded a new curriculum from birth, based upon sound principles around play, but ...
Page 37
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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