Released on 2010-06-22Categories Education

Positive and Trusting Relationships with Children in Early Years Settings

Positive and Trusting Relationships with Children in Early Years Settings

Author: Jessica Johnson

Publisher: Learning Matters

ISBN: 9780857255976

Category: Education

Page: 144

View: 726

To attain EYPS, candidates must demonstrate that they can establish fair, respectful, trusting and constructive relationships with children. This book helps those on EYPS pathways to understand and develop these important relationships. It begins by examining trust as a key theme and goes on to discuss how to 'tune in' to individual children and how to 'tune out' or say goodbye. It gives practical advice on helping children build resilience and take risks. Positive relationships with children are examined within the context of relationships with others and the text also considers how practitioners can support other professionals in their setting.
Released on 2019-10-14Categories Education

EBOOK: Developing Professional Practice in the Early Years

EBOOK: Developing Professional Practice in the Early Years

Author: Shirley Allen

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335264773

Category: Education

Page: 208

View: 170

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes. The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children. The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional. Key features of the book include: • Reflective tasks to support critical thinking about key aspects of professional practice • Case studies to enable the reader to learn from stories and situations about real professionals and their practice • Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood. Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice.
Released on 2019-12-20Categories Education

Supporting Positive Behaviour in Early Childhood Settings and Primary Schools

Supporting Positive Behaviour in Early Childhood Settings and Primary Schools

Author: Leah O'Toole

Publisher: Routledge

ISBN: 9781351581325

Category: Education

Page: 176

View: 771

Sharing insights of various theoretical perspectives to help understand the complex root causes of children’s behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour. Drawing on a range of theoretical frameworks, this book: Translates theoretical insights into adaptable and practical responses Considers children's strengths and needs with regards to resilience and mental health Includes case studies, tasks and questions for reflection Identifies innovative practical strategies for supporting positive behaviour in educational settings Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and primary students and teachers a clear understanding of what to do to facilitate positive behaviour and why to do it, encouraging true professionalism in education, and ensuring children learn and develop to their highest potential.
Released on 2010-07-01Categories Education

Teaching Early Years Foundation Stage

Teaching Early Years Foundation Stage

Author: Elaine Hodson

Publisher: Learning Matters

ISBN: 9781844458165

Category: Education

Page: 184

View: 227

The Early Years Foundation Stage (EYFS) came into force in September 2008 and established a framework for providing learning, development and care for children from birth to five. This book examines the EYFS within the context of Achieving QTS and is a core text for primary trainees covering this stage of children's learning. It links the principles and commitments of the EYFS with the new standards for QTS while covering all required content. The book examines the continuous nature of learning from birth to five, the inter-relatedness between care, learning and development, and the importance of sensitive transitions.
Released on 2010-07-02Categories Education

Supporting Pedagogy and Practice in Early Years Settings

Supporting Pedagogy and Practice in Early Years Settings

Author: Shirley Allen

Publisher: SAGE

ISBN: 1844457044

Category: Education

Page: 176

View: 347

To achieve EYPS, candidates must understand the Early Years Foundation stage (EYFS), and how to put it into practice. This text supports those on all EYPS pathways to extend their knowledge and understanding of effective pedagogy within the context of the EYFS. It begins by looking at effective practice in the EYFS and how research has informed recent initiatives. It goes on to cover children's learning and development, safe and stimulating environments and the role of the adult. The text considers how EYPs can support others in their practice to improve the delivery of learning throughout their setting.
Released on 2013-10-01Categories Education

Facilitating Children'S Learning In The Eyfs

Facilitating Children'S Learning In The Eyfs

Author: Langston, Ann

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335247615

Category: Education

Page: 226

View: 241

This book will address a range of issues pertinent and prominent in the revised EYFS including brain development; school readiness; engaging parents; and the rationale behind the new prime and specific areas of learning.
Released on 2009-01-06Categories Education

Parents, Early Years and Learning

Parents, Early Years and Learning

Author: Helen Wheeler

Publisher: Jessica Kingsley Publishers

ISBN: 9781905818860

Category: Education

Page: 128

View: 640

Getting parents involved in the learning of their young children in eraly years settings is critical: children learn from everything they experience, wherever they are and whoever they are with. The greater the continuity between home and setting, and the richer the learning environment in both, the more children will benefit. This full-colour book provides accessible guidance for practitioners, explaining why parents need to be involved, what can prevent parental involvement, how to build respectful relationships, and how to ensure that involvement is a two-way process. It features practice examples for working with children and their families and provides ideas for those embarking upon new projects.
Released on 2015-04-16Categories Education

EBOOK: Inclusion in the Early Years

EBOOK: Inclusion in the Early Years

Author: Kay Mathieson

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335262717

Category: Education

Page: 240

View: 309

This book provides critical insights and practical approaches to help you support babies and young children with special educational needs and disability (SEND) in the early years. The book starts by briefly considering the current political and legislative context before considering what this means for children with SEND in early years settings. Numerous case studies offer real-world examples to challenge and develop your thinking and there are summary key points, thought provoking questions and ideas for developing practice. In addition the book draws on parents' and children's perspectives to assist you in devising an individual and setting action plan for babies and young children with SEND. Key content includes: How the principle of the 'unique child' informs practice for all children Implications of the 2014 Code of Practice for early years provision What 'good practice' looks like Early identification and intervention, and engagement with parents Exploring the role of the SENCO Keeping families' and children's voices at the heart of all decision making. This is an invaluable book for anyone involved in early years provision who strives to improve their practice to include all children and their families. Kay Mathieson is an Early Years Consultant and Director at Linden Learning Ltd, UK. Kay Mathieson is a passionate advocate for making inclusive values the core of high quality early years practice so that every unique child can access their entitlement to support for learning and development. She starts with a fascinating journey through historico-political attitudes to special educational needs and disability. The contemporary case studies bring to life the joys, challenges and dilemmas involved for practitioners, children and parents. Their words alongside Kay's own reflections, knowledge and expertise make this a 'must-read' for all early years leaders and practitioners. Helen Moylett, President of British Association of Early Education
Released on 2017-08-07Categories Early childhood education

Programming and Planning in Early Childhood Settings

Programming and Planning in Early Childhood Settings

Author: Leonie Arthur

Publisher: Cengage AU

ISBN: 9780170386326

Category: Early childhood education

Page: 480

View: 734

Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children's learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms 'planning' and 'programming' in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children's learning. The strong focus on sociocultural theories of learning promotes awareness of children's diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs. Thoroughly revised and updated, this new edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, articles and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement.
Released on 2018-04-19Categories Education

Supporting Toddlers’ Wellbeing in Early Years Settings

Supporting Toddlers’ Wellbeing in Early Years Settings

Author: Helen Sutherland

Publisher: Jessica Kingsley Publishers

ISBN: 9781784505523

Category: Education

Page: 216

View: 435

Offering an in-depth exploration of the distinctive features of the play development and learning of toddlers, this book provides useful materials, strategies and tools that can be used by practitioners supporting toddlers at this significant age. The book explores the context and concepts of wellbeing and is ideal for early years practitioners, teachers and students working with toddlers. It sets out practical guidance on the following key factors: home, family, health, development and learning, voice and expressions, early language, meal times and early years settings. These factors are supported with case studies and examples of good practice from Norway, Spain and the UK and expanded upon with reflective thinking exercises and suggested strategies to implement.