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 44
Page 1
... views on what is 'good'. These views may be shaped through your own studies or reading, your own observations of children or the. Introduction : The Role of Good Practice in the Early Years Janet Kay.
... views on what is 'good'. These views may be shaped through your own studies or reading, your own observations of children or the. Introduction : The Role of Good Practice in the Early Years Janet Kay.
Page 2
... views on what is quality provision for young children and what their role should be in providing this. They may not have the tools or the opportunities to improve practice and develop their understanding of quality. The elements of good ...
... views on what is quality provision for young children and what their role should be in providing this. They may not have the tools or the opportunities to improve practice and develop their understanding of quality. The elements of good ...
Page 4
... views on the morality of the actions taken. Principles are more detailed statements about standards and expectations, which may provide a clearer guideline for our behaviour. Principles are based on the wider social values of the ...
... views on the morality of the actions taken. Principles are more detailed statements about standards and expectations, which may provide a clearer guideline for our behaviour. Principles are based on the wider social values of the ...
Page 6
... Views on good practice will also change over time as new developments inform our ideas. For example, in terms of child abuse, neglect was for a long time considered to be less damaging than other forms of abuse (physical abuse, for ...
... Views on good practice will also change over time as new developments inform our ideas. For example, in terms of child abuse, neglect was for a long time considered to be less damaging than other forms of abuse (physical abuse, for ...
Page 7
... views and actively working together with your colleagues to raise standards. Policies and written statements of principles all too often remain remote from day-to-day practice. However, in order to raise standards, the principles of ...
... views and actively working together with your colleagues to raise standards. Policies and written statements of principles all too often remain remote from day-to-day practice. However, in order to raise standards, the principles of ...
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