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 vii
... wellbeing and participative and creative research methods, as well as international studies of wellbeing, disability and pedagogy in the UK, Malaysia, New Zealand and Ghana. Sarah Procter is Course Leader for the Early Years ...
... wellbeing and participative and creative research methods, as well as international studies of wellbeing, disability and pedagogy in the UK, Malaysia, New Zealand and Ghana. Sarah Procter is Course Leader for the Early Years ...
Page 16
... wellbeing rather than applying harsh punishments, and this underpinned the concept of the child as a person who could grow and develop in the right conditions. Pestalozzi's approach to learning could be seen as 'playful', or, in other ...
... wellbeing rather than applying harsh punishments, and this underpinned the concept of the child as a person who could grow and develop in the right conditions. Pestalozzi's approach to learning could be seen as 'playful', or, in other ...
Page 18
... well-being of disadvantaged children. This is echoed today in the principle that young children need to develop their ideas outdoors as well as indoors, and that outdoor play affords children many benefits in their early years (see ...
... well-being of disadvantaged children. This is echoed today in the principle that young children need to develop their ideas outdoors as well as indoors, and that outdoor play affords children many benefits in their early years (see ...
Page 29
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Page 32
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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