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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 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 inidigenous people of Australia.
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.
'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.
Every Early Years setting strives to create a calm and positive
atmosphere, where children can thrive and develop as successful and
confident learners. By asking you to reflect on how the ethos,
practice and general approach in your setting impacts on the
behaviour of both children and adults, the book suggests sensible
ways to achieve an exciting and stimulating environment for all
From an award-winning author team, there is down-to-earth advice, a
number of common-sense solutions and all the essential information
you will need to develop the best sort of setting, where everyone
supports one another. Chapters offer guidance on: - creating an
enabling environment for all - developing a team-based approach -
considering the whole child - working with parents and other
professionals - observing and assessing behaviour - sharing good
practice. There are also: - case studies of children between 0 to 5
years - sample policies - lots of photocopiable material, on the
accompanying CD-Rom. Suitable for all Early Years students and
practitioners, the book is an encouraging read that will inspire
and help you to improve behaviour in your class or setting.
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