[PDF] Parents Early Years And Learning Parents As Partners In The Early Years Foundation Stage Principles Into Practice eBook
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Getting parents involved in the learning of their young children in early 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.
Written and edited by leading practitioners and researchers in early childhood, this new edition of Pugh and Duffy's highly regarded book provides a critical examination of key issues in the field. The fifth edition is extensively revised to emphasise the role of multi-agency working in responding effectively to the needs of children and families. Written with the new Early Years Foundation Stage and the Early Years Professional Status requirements in mind, the new edition of this best-selling book includes fully updated coverage of policy and research, practice, and workforce issues, as well as four brand new chapters on: - Children's Centres - Health services in the early years - Leading and working in multiagency teams - Quality in early childhood education This book is essential reading for students on early childhood studies courses, PGCEs and early years foundation degrees, and multi-agency team-workers in early childhood services provision. Dr Gillian Pugh is Visitor Professor at the Institute Education and former chief excutive of Coram Family. Bernadette Duffy is Head of Centre at Thomas Coram Centre for Children and families in Camden.
Parents have a crucial role in supporting children’s learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents. This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.
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.
Supporting Children’s Learning in the Early Years is aimed at early years practitioners who are developing their knowledge and understanding of professional practice through studying at undergraduate level. The book encourages readers to consider their professional development as reflective practitioners, building on and supporting the government agenda to provide quality provision for young children and their families. Combining theory and practice, and bringing together current research and thinking in a broad range of areas, the book covers: Learning environments: young children as learners, assessment of learning, well being and children’s rights, diversity and inclusion. Learning and development: children’s development including social and emotional development, literacy and mathematical development, the potential of ICT, fostering creativity, musical development and knowledge and understanding of the world. Reflective practice: the learning environment, safeguarding and wellbeing, the reflective practitioner. Throughout, the contributions in this book encourage the reader to consider the diverse range of experiences which young children bring to early years and early primary settings and suggest ways in which they can be supported. The book will also be a valuable and unique resource for training providers of a range of courses at further and higher education level that prepare people to work with, and lead in, early years settings in the UK.
Offers key knowledge on theories of early learning and child development to support trainees in developing their role and skills as Early Years Teachers.
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.
While the provision in Children’s and Young People’s Services endures much change and turbulence, the calling for well qualified and critically reflective practitioners remains ever present. This innovative and accessible core textbook explores the key themes, ideas, concepts and topics that are central to practitioners working across the 0-19 sector. It aims to help students develop the professional knowledge, practical skills and core values they need to work effectively with children and young people. Clearly divided into four sections; the practitioner, the learner, the workplace and the community, the book covers a broad range of issues including: The different roles and responsibilities of the workforce Multi-agency working and its challenges Working with parents, carers and the community Supporting children with additional needs and meeting the needs of gifted learners Work-based reflective practice Language learning and communication At each stage the book facilitates opportunities for personal and professional reflection, discussion, debate and action through case studies, activities, reflective tasks, areas for further consideration, and annotated further readings. The text also features a glossary of terms and links to practice standards. The book is supported by a free companion website featuring instructor resources such as assignable case studies, reflective tasks and activities, tables and figures from the book available to download, and sample chapters from the book; and student resources including helpful links to further information, links to relevant video material, and an interactive flashcard glossary. Empowering the Children’s and Young People’s Workforce seeks to empower the reader by supporting their initial and continuing professional development, enabling them to positively influence provision for children and young people. It is essential reading for anyone studying or working in this sector.
The new edition of this best selling book looks critically at the 2012 Early Years Foundation Stage curriculum and draws attention to issues that underlie the EYFS and the implications for children from birth to five. With its questions for reflection and discussion, further reading and useful websites, Early Years Foundations is essential and informative reading for students studying any early years or early childhood course, or working towards Early Years Teacher Status. Among the many challenges facing early years professionals, there are continual dilemmas arising between perceptions of good practice, the practicalities of provision and meeting OfSTED requirements. This exciting and innovative new edition supports practitioners in thinking through their responsibilities in tackling some of the many challenges they encounter, for example, that children are still perceived as 'deficit' in some way and in need of 'being school ready' rather than as developing individuals who have a right to a childhood and appropriate early education. Chapters explore the rationale behind early years practice based on theory and research, covering important topics including: Prime and specific areas of learning and development Observation and assessment Pedagogy Working with parents Difference and diversity Contributors: Sue Bingham, Gill Boag-Munroe, Liz Brooker, Helen Clarke, Anne Cockburn, Rosie Flewitt, Jan Georgeson, Michael Jones, Lilian G. Katz, Caroline Leeson, Paulette Luff, Jayne Osgood, John Parry, Jane Payler, Karen Phethean, Linda Pound, Anne Rawlings, Jonathan Rix, Sue Rogers, Anita Soni, Suzy Tutchell, Judith Twani, Jane Waters, David Whitebread "Early Years Foundations: Critical issues is a timely and valuable edition for the early childhood bookshelf, offering high quality scholarship combined with deep understanding of early childhood practice. This is a book that values early childhood practitioners as critical partners and experts in young children's learning and development. At a time of fluctuating policy, the authors remind us of the need to advocate for what matters in early childhood and they suggest ways that we can provide excellent experiences for young children with potential to enhance their lives for the long term." Jane Murray PhD, Senior Lecturer, University of Northampton, UK "There seems to be a proliferation of publications currently in the field of early years education and care but this book stands out amongst the crowd for a number of reasons. In particular, the status of the three editing authors means that the content of the book is to be trusted to be both informed and thorough in its attention to detail, and this second edition has been carefully updated to incorporate recent reforms and initiatives. The editing authors' insistence on the creation of an early years text that centres on a critically reflective review of contemporary policy and research can only help to build the argument for a better future for young children's care and education. This is a book in which there are many chapters worthy of recommendation and which will form the basis for future debates and publications but Rogers' scholarly work on Enabling Pedagogy encapsulates some core research, essential to our understanding of our work with children, and is a strong and refreshing contribution, while Katz' notion of 'standards of experiences' for young children should give us all food for thought." Dr Kathy Goouch, Reader in Education, Canterbury Christ Church University, UK "This book is not another bland 'how to do it' manual to accompany the EYFS, it goes much further in offering a truly challenging critique. Helpfully contextualised within the changing policy and political context, each chapter focuses on a different aspect of the curriculum framework and is written by someone with recognised expertise in the field. The strengths of the current EYFS are recognised but the issues and tensions are also made explicit with arguments backed up by theory and research evidence. This should be essential reading for experienced practitioners as well as Early Childhood Studies students." Denise Hevey, Professor of Early Years, University of Northampton, UK.