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Originally published in 1987 and now with an updated preface, this
book distils and reflects upon major issues confronting adult
educators worldwide. Theories, practices and systems of adult
education unify the contradictions between different traditions and
phases, drawing on the distinctive perspective offered by the
Chinese setting and experience of the Shanghai Adult Education
Research Society on which the book is based.
Originally published in 1990 this supplement to No. 34 (1990) of
the journal Adult Education, discusses the relationship between
adult education and development. All the studies included in it
focus on the reduction of poverty.The majority of the studies cover
Africa and South Asia, but there is also one covering the
Aboriginal inidigenous people of Australia.
Originally published in 1985 this book addresses important
questions about the nature and meaning of development as these
concern adult education in the developing world. It contributes to
the development debate as well as discussiong what part adult
education can play in reducing poverty and inequality. It consists
of 7 case studies by adult educators and researchers involved in
adult education programmes in Africa, Asia and Latin America. The
introductory, linking and concluding sections draw out and
highlight common issues and themes leading to conclusions about the
potential of large-scale, mainly governmental, adult education
programmes to effect social change.
Originally published in 1987 and now with an updated preface, this
book distils and reflects upon major issues confronting adult
educators worldwide. Theories, practices and systems of adult
education unify the contradictions between different traditions and
phases, drawing on the distinctive perspective offered by the
Chinese setting and experience of the Shanghai Adult Education
Research Society on which the book is based.
Originally published in 1985 this book addresses important
questions about the nature and meaning of development as these
concern adult education in the developing world. It contributes to
the development debate as well as discussiong what part adult
education can play in reducing poverty and inequality. It consists
of 7 case studies by adult educators and researchers involved in
adult education programmes in Africa, Asia and Latin America. The
introductory, linking and concluding sections draw out and
highlight common issues and themes leading to conclusions about the
potential of large-scale, mainly governmental, adult education
programmes to effect social change.
Originally published in 1990 this supplement to No. 34 (1990) of
the journal Adult Education, discusses the relationship between
adult education and development. All the studies included in it
focus on the reduction of poverty.The majority of the studies cover
Africa and South Asia, but there is also one covering the
Aboriginal indigenous people of Australia.
Winner of the NASEN/TES Book Award for Teaching and Learning Award
2007! Includes CD-Rom 'Any setting will find this a useful,
informative and accessible book' - Early Years Update ' I really
enjoyed reviewing this book and will find it an excellent resource
to share with the childminders with whom I work. I feel that it
would benefit early years practitioners from all settings and would
be a useful tool for tutors and students working at all levels'-
National Childminding Association 'The straight forward
step-by-step practical advice and guidance in this essential guide
really helps to demystify exactly what is meant by inclusion . It
is a vital and essential read for all those working with the 0-5
age range. It is an easy read that will leave you feeling more
confident and well-informed about your role and it empowers you to
help children with difficulties that you may have been reluctant to
include in your setting' - Early Years Educator 'I really liked the
way the book is set out with hands-on activities, checklists,
discussion points and further reading after each chapter...[it] is
full of brilliant suggestions and practical ideas to ensure all
children can play and learn together...I will be recommending this
book to early years practitioners and colleagues' - Nursery World
'A useful and informative book, written in a style that is easily
understood and accessible to practitioners at different levels. I
found the case studies and activities within the book helpful to
practitioners in evaluating their own practice, and its references
to further sources of support will be invaluable to the busy
childcare professionals of today' - Natalie Chaplin, Head of Care,
Education & Public Services, Suffolk College Are you looking
for straight-forward practical advice on inclusion in the
Pre-School? This first book in the Hands on Guides series provides
step-by-step instruction on how to make your pre-school setting
inclusive, and provides lots of helpful photocopiable resources,
checklists and practical activities. Issues covered include: o
advice on inclusive environments, play and planning to meet
individual needs in 0 - 3 and Foundation stage settings o coverage
of current legislation, such as the Disability Discrimination Act
(DDA) and what it means for the pre-school practitioner; o
quick-reference materials, for planning and auditing any early
years setting; o a CD Rom with templates that can be customised to
fit your needs. This book is essential for those working with Birth
to Three Matters and the Foundation Stage curriculum, including
pre-school practitioners, managers, advisory teachers, Area SENCOs,
Inclusion Officers Tutors and Child Care and Education students and
tutors.
'The number of two-year-olds entering our settings has been
increasing over the last few years, and with the government set to
continue with the expansion of free places, more and more
practitioners will be caring for children in this age range for the
first time. For those who still think in terms of the 'terrible
twos', this book serves as a vital and urgent wake-up call. Whether
experienced professional or someone starting out on an early years
career, it has a great deal to recommend it. ' - Neil Henty, Editor
and Associate Publisher, The Early Years Educator Do you want to
know how best to provide for two year olds in your setting? Do you
need effective guidance and advice on how to achieve this? This is
an unmissable guide to working with two year olds, offering
practical tips and tools to support practitioners, professionals
and lecturers in meeting the unique set of needs of this age group.
Written by two experienced early years' professionals this resource
covers all aspects of provision and best practice for successfully
working with two year olds, including key concerns such as: the
completion of the Two Year Progress Check transitions into a
setting child development formative and summative assessment
effective learning environments working with parents. All this plus
charts, pro forma, activities and training materials as well as
further reading and access to websites, providing you with all you
need to respond to the needs of two year olds with confidence.
Chris Dukes and Maggie Smith are both Area SENCOs in London and
experienced trainers and authors in the Early Years.
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