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 82
Page v
... Young Children's Health 149 Sarah Procter 7 Child Protection and Safeguarding Issues 181 Rosemary Furey 8 Working with Parents and Families Damien Fitzgerald 9 Multi-Agency.
... Young Children's Health 149 Sarah Procter 7 Child Protection and Safeguarding Issues 181 Rosemary Furey 8 Working with Parents and Families Damien Fitzgerald 9 Multi-Agency.
Page 1
... young children as part of your studies. On placement or in work you may have observed different standards of practice and developed your own views on what is 'good'. These views may be shaped through your own studies or reading, your ...
... young children as part of your studies. On placement or in work you may have observed different standards of practice and developed your own views on what is 'good'. These views may be shaped through your own studies or reading, your ...
Page 2
... young children and their families fall short of the standards that should be expected. This may be due to poor leadership, lack of training, lack of knowledge of recent research and best practice, or limited interpretations of ...
... young children and their families fall short of the standards that should be expected. This may be due to poor leadership, lack of training, lack of knowledge of recent research and best practice, or limited interpretations of ...
Page 3
... 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 skills are important ...
... 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 skills are important ...
Page 6
... young children's brain development and functioning, views on neglect have changed significantly. Good practice therefore is based on legal and policy requirements, and the expectations of children, parents and practitioners in the ...
... young children's brain development and functioning, views on neglect have changed significantly. Good practice therefore is based on legal and policy requirements, and the expectations of children, parents and practitioners in the ...
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