基本説明
Published in association with the Open University.
Full Description
Extending Professional Practice in the Early Years is aimed at early years practitioners engaged in on-going learning and working in a diverse range of settings. It will be of interest to those undertaking undergraduate and postgraduate training in early years, and those involved in continuing their professional development. It is a valuable and unique resource for those in the later stages of their professional development.
The book encourages readers to take a critical stance in relation to a wide range of themes and issues which are reflected in the four parts of the book:
- listening to children
- diversity and transitions
- pedagogy and practice
- leadership and change.
Throughout the book, authors reflect common concerns such as the rights of children, diversity and a more holistic approach to working with young children, and highlight key research in the field.
Contents
Introduction
PART ONE: LISTENING TO CHILDREN
Introduction
Ways of Seeing: Using the Mosaic Approach to Listen to Young Children's Perspectives - Alison Clark
Is My City or Community Child-Friendly? - Dora Giusti, Roger Hart and Selim Iltus
Horses in the Sandpit: Photography, Prolonged Involvement and 'Stepping back' as Strategies for Listening to Children's Voices - Alison Stephenson
Conducting Research with Young Children: Some Ethical Considerations - Rosie Flewitt
Promoting Young Children's Development: Implications of the UN Convention on the Rights of the Child - Martin Woodhead
PART TWO: DIVERSITY AND TRANSITIONS
Introduction - Rose Drury
Questioning Diversity - Jeanette Rhedding-Jones
Inclusive Practice for Children with Special Educational Needs - Christine Hickman and Kyffin Jones
Childcare Practitioners and the Process of Professionalization - Jan Peeters and Michel Vandenbroeck
Reflective Family-Centred Practices: Parents' Perspectives and Early Intervention - Alice Paige-Smith, Jonathan Rix and Anna Craft
The Challenges for Children Experiencing Rural Poverty in Wales - Siân Wyn Siencyn
'Just Like Having a Best Friend': How Babies and Toddlers Construct Relationships with Their Key Workers in Nurseries - Liz Brooker
'I Didn't Expect I Would Get Tons of Friends... More Each Day': Children's Experiences of Friendship during the Transition to School - Sally Peters
Postmodern and Post-Structuralist Perspectives on Early Childhood Education - Deborah Albon
PART THREE: PEDAGOGY AND PRACTICE
Introduction - Linda Miller
'Improper' Children - Liz Jones, Rachel Holmes, Christina MacRae and Maggie MacLure
Digital Technologies at Home: the Experiences of Three and Four-Year-Olds in Scotland - Christine Stephen, Joanna McPake and Lydia Plowman
A Cultural-Historical Theory of Children's Development - Mariane Hedegaard
Through a Different Lens: Exploring Reggio Emilia in a Welsh Context - Trisha Maynard and Sarah Chicken
Pedagogy: a Holistic, Personal Approach to Work with Children and Young People Across Services - Pat Petrie, Janet Boddy, Claire Cameron, Ellen Heptinstall, Susan McQuail, Antonia Simon and Valerie Wigfall
PART FOUR: LEADERSHIP AND CHANGE
Introduction
Constructions of Professional Identity - Gill McGillivray
Leading and Managing in the Early Years - Mary E. Whalley
Building and Leading a Team - Jillian Rodd
Effective Leadership in the Early Years Sector: The ELEYS Study - Iram Siraj-Blatchford and Laura Manni
Negotiating the Moral Maze: Developing Ethical Literacy in Multi-Agency Settings - Judith Whitmarsh
