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This book examines the philosophical and theoretical foundations of
early years practice, and supports practitioners as they reflect on
the collective and personal rationales which motivate and inform
their work with young children. Theoretical underpinnings are
explored from a variety of perspectives, and are translated into
effective strategies for application in a range of early years
settings. Featuring contributions from leading early years
professionals, The Philosophy and Practice of Outstanding Early
Years Provision draws on sound expertise to deepen the reader's
understanding of the concepts and ideas behind everyday practice.
The book is divided into four easily navigated sections which
explore key issues including the creation of enabling environments,
leadership in the early years, the opportunities and challenges
presented by diversity, and the value of creative approaches.
Recommended strategies are discussed in relation to emerging global
pressures and the needs of the contemporary child, inviting
practitioners to modify and enhance future behaviour and practice.
This will be essential reading for students and practitioners who
wish to improve current and future practice by gaining insight into
the philosophical foundations which underpin outstanding provision.
This book examines the philosophical and theoretical foundations of
early years practice, and supports practitioners as they reflect on
the collective and personal rationales which motivate and inform
their work with young children. Theoretical underpinnings are
explored from a variety of perspectives, and are translated into
effective strategies for application in a range of early years
settings. Featuring contributions from leading early years
professionals, The Philosophy and Practice of Outstanding Early
Years Provision draws on sound expertise to deepen the reader's
understanding of the concepts and ideas behind everyday practice.
The book is divided into four easily navigated sections which
explore key issues including the creation of enabling environments,
leadership in the early years, the opportunities and challenges
presented by diversity, and the value of creative approaches.
Recommended strategies are discussed in relation to emerging global
pressures and the needs of the contemporary child, inviting
practitioners to modify and enhance future behaviour and practice.
This will be essential reading for students and practitioners who
wish to improve current and future practice by gaining insight into
the philosophical foundations which underpin outstanding provision.
Exploring specific experiences, circumstances and events that can
put children at risk, this book provides practical guidance for
early years practitioners working with vulnerable children. It
covers supporting children who are abused and neglected, those with
special educational needs, children from ethnic minorities, those
with emotional or health difficulties, children affected by poverty
and children in care. Each chapter draws on current research and
theories to set out clear advice and strategies for supporting the
wellbeing and development of vulnerable children, including working
in partnership with parents, carers and communities.
This is a complete guide to supporting problem solving, reasoning
and numeracy in the Early Years Foundation Stage (EYFS), promoting
a holistic approach and exploring good practice. "Problem Solving,
Reasoning and Numeracy" introduces this area of the Early Years
Foundation Stage (EYFS) to trainee and qualified early years
professionals. This area of learning and development, problem
solving, reasoning and numeracy, is introduced within the context
of the development of children aged between 0-5 years in the Early
Years Foundation Stage (EYFS). A balanced approach to the Early
Learning Goals is encouraged ensuring that key principles of good
early years practice are maintained and developed, and the holistic
development of the child is promoted. This user-friendly guide will
support early years professionals to: reflect on current practice
and develop skills; evaluate the implications of research for early
years practice and provision; promote interdisciplinary teamwork
between those who work with and support young children; meet the
diverse needs of children at different developmental stages and
ages; and support children as they move within and beyond the EYFS.
This series introduces each of the six areas of the Early Years
Foundation Stage (EYFS): Personal, Social and Emotional
Development; Language, Literacy and Communication; Problem Solving,
Reasoning and Numeracy; Knowledge and Understanding of the World;
Creative Development; and Physical Development. Each book delivers
accessible yet rigorous support for practitioners, whether training
or qualified, in developing their professional understanding and
practice in each of these Early Learning Goals. Whilst considering
each area in turn, the aim throughout the series is to promote the
holistic development of the child. Each volume includes: an
introduction to the key area; consideration of the development of
children in the key area from birth to 3 years; 3 to 5 years; and
into 5 to 7 years; consideration of the holistic development of the
child and the impact of that development on the key area being
discussed; research evidence to support practice; practical
examples of good practice; discussions on leadership in the key
area; and support in the development of pedagogical skills and
reflective professional practice. In line with the aims of the
EYFS, this series will help you in meeting the challenges that come
with supporting the different needs of children, working in
multi-professional partnerships, balancing the different areas of
development, and supporting transitions within and beyond the EYFS.
By explaining the theoretical context and highlighting relevant
research evidence, this book supports a whole child approach to
learning in the early years. Drawing on case studies from a wide
range of early years settings, the chapters consider how the
different professions in education, health and social care can work
together to achieve the best possible outcomes for all young
children. Included are chapters on: *theories of learning
*partnerships with parents and carers *motivation and self-esteem
*diversity *inclusion *thinking skills *approaches to play
*engaging early learners *leadership and management *multi-agency
working The links made between theory and practice, and the
practical suggestions for how to make this happen in any early
years setting, make this book a vital text for all early years
students.
This is a complete guide to supporting problem solving, reasoning
and numeracy in the Early Years Foundation Stage (EYFS), promoting
a holistic approach and exploring good practice. "Problem Solving,
Reasoning and Numeracy" introduces this area of the Early Years
Foundation Stage (EYFS) to trainee and qualified early years
professionals. This area of learning and development, problem
solving, reasoning and numeracy, is introduced within the context
of the development of children aged between 0-5 years in the Early
Years Foundation Stage (EYFS). A balanced approach to the Early
Learning Goals is encouraged ensuring that key principles of good
early years practice are maintained and developed, and the holistic
development of the child is promoted. This user-friendly guide will
support early years professionals to: reflect on current practice
and develop skills; evaluate the implications of research for early
years practice and provision; promote interdisciplinary teamwork
between those who work with and support young children; meet the
diverse needs of children at different developmental stages and
ages; and support children as they move within and beyond the EYFS.
This series introduces each of the six areas of the Early Years
Foundation Stage (EYFS): Personal, Social and Emotional
Development; Language, Literacy and Communication; Problem Solving,
Reasoning and Numeracy; Knowledge and Understanding of the World;
Creative Development; and Physical Development. Each book delivers
accessible yet rigorous support for practitioners, whether training
or qualified, in developing their professional understanding and
practice in each of these Early Learning Goals. Whilst considering
each area in turn, the aim throughout the series is to promote the
holistic development of the child. Each volume includes: an
introduction to the key area; consideration of the development of
children in the key area from birth to 3 years; 3 to 5 years; and
into 5 to 7 years; consideration of the holistic development of the
child and the impact of that development on the key area being
discussed; research evidence to support practice; practical
examples of good practice; discussions on leadership in the key
area; and support in the development of pedagogical skills and
reflective professional practice. In line with the aims of the
EYFS, this series will help you in meeting the challenges that come
with supporting the different needs of children, working in
multi-professional partnerships, balancing the different areas of
development, and supporting transitions within and beyond the EYFS.
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