Books for Professional Development
This book helps readers to develop an understanding of what is entailed in observation, explaining the unique insights that child observation can bring to practice with children and families. Developmental psychology and psychoanalytic thinking are brought together through case studies to help practitioners make sense of what observation should be.
Toddlers are very busy people. They are keen to learn about the world around them and ready to be fascinated by things that seem ordinary to you. They can spend part of a morning thrilled to run around the park – getting better at starting, stopping, going forwards then backwards, and at making quick right turns. Then they might stay still for ages, turning over stones and twigs.
Being able to write is one of the many things that most of us take for granted. Even if we're not keen writers, we may still write out a shopping list or jot down the odd note. For children, writing is a skill that they have to learn and, like so much during their childhood, it develops gradually.
In the early years children's cognitive development is largely shaped by their home environment, but research shows that on average, children who are entitled to free school meals start primary school with lower scores in reading and mathematics than their peers. As an early year's practitioner, you can influence these children's learning within your setting, and help them to achieve the same levels as their more affluent peers. That's what this book aims to do - help you to narrow the gap!
This practical book is useful both for inspection preparation and helping to promote the on-going importance of personal responsibility and commitment to children's safety and well-being. It condenses management and safeguarding issues by bringing together food safety, health and safety legislation and the welfare requirements within the revised Early Years Foundation Stage 2014. It outlines the importance of complying with legal responsibilities and discussing the outcomes of failing to comply. This helps to prioritise safeguarding through knowledge of the inspection process.
Children learn to talk through interaction including involvement in many thousands of conversations with adults and other children. These conversations provide the framework for exploring relationships, understanding the world, and learning – in its widest sense. This book explores how children learn to communicate using language, how they use language to learn and the role of adults in the process.
Quality and Leadership in the Early Years
Research, Theory and Practice
Verity Campbell-Barr, Caroline Leeson - University of Plymouth
How does good leadership improve outcomes for children? What does quality provision actually look like? The task of this book is to define both of these things; and it does so by looking at a range of perspectives on quality (including those of both parents and children), the development of early years leadership and modern-day quality models, including models of reflection.