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Professionalism and Leadership in Early Childhood Education and
Care explores the tension between what early years practitioners
are expected to achieve, and the level of expertise and
understanding required to underpin this. It examines the impact of
recent policies on the agency of individual practitioners, and the
culture and ethos of their settings, and questions the driving
factors behind reforms to curriculum and practice and where this
locates practitioners and their provision. Bringing together the
latest research and ideas on professionalism and leadership, the
book explores how professional status is understood and acquired
and what makes this problematic in ECEC. It explores the impact of
different leadership approaches, what needs to be challenged and
sets out how the workforce might assert its own identity and values
and continue to advocate for the needs of young children. Including
case studies to illustrate the lived experiences of individual
practitioners as they worked towards becoming graduate
professionals, this will be valuable reading for early years
professionals engaged in undergraduate and postgraduate study and
those researching policy development and professional identity
within ECEC.
Professionalism and Leadership in Early Childhood Education and
Care explores the tension between what early years practitioners
are expected to achieve, and the level of expertise and
understanding required to underpin this. It examines the impact of
recent policies on the agency of individual practitioners, and the
culture and ethos of their settings, and questions the driving
factors behind reforms to curriculum and practice and where this
locates practitioners and their provision. Bringing together the
latest research and ideas on professionalism and leadership, the
book explores how professional status is understood and acquired
and what makes this problematic in ECEC. It explores the impact of
different leadership approaches, what needs to be challenged and
sets out how the workforce might assert its own identity and values
and continue to advocate for the needs of young children. Including
case studies to illustrate the lived experiences of individual
practitioners as they worked towards becoming graduate
professionals, this will be valuable reading for early years
professionals engaged in undergraduate and postgraduate study and
those researching policy development and professional identity
within ECEC.
Inspired by the first-hand experiences of those studying early
childhood education and care, this book supports students as they
gain advanced knowledge and skills, and embark on the journey from
inexperienced student to graduate professional. Bringing together
advanced theory, links to research, and illustrative case studies,
Advanced Work-based Practice in the Early Years enables students to
consolidate learning by applying theory to practice and identifying
the skills, knowledge and personal traits which will help them
succeed as a graduate practitioner. Chapters address a wealth of
topical issues relating to both the development of the child and
the student's own professional development. Areas of focus include
ethical practice, safeguarding and child protection, the voice of
the child, the role of the mentor, observation, assessment and the
social and cultural factors which may impact on a child's
development. Including reflective activities, practical tips, and
examples of student experience throughout, this is an essential
text for all early years students as they make the transition from
academic study to professional practice.
Young people with tenuous relationships to schooling and education
are an enduring challenge when it comes to addressing social
inclusion, yet their experiences remain overlooked in efforts to
widen participation in higher education. The Politics of Widening
Participation and University Access for Young People examines the
existing knowledges and feelings these young people have about
higher education, and, through the authors' empirical research,
demonstrates how sustained connections to educational futures can
be created for them. Drawing from an empirical study with nearly
three hundred young people who have precarious relationships to
schooling and live in disadvantaged communities, this book offers
new insights into their subjects' experiences of educational
disadvantages. It explains the different ways the university is
constructed as impossible, undesirable, or even risky, by young
people experiencing educational disadvantage. The book brings their
stories into focus to offer new ways of thinking about the
educational consequences of alienation from school. It shows how
our understanding of the politics of experience of these young
people has an important impact on our ability to develop
appropriate means through which to engage them in higher education.
This book challenges and significantly advances the popular frames
for international debate on widening participation and the ethical
right to educational participation in contemporary society. As
such, it will be of be of key interest to academics, researchers
and postgraduate students in the fields of higher education,
sociology of education, anthropology of education, cultural studies
of education, sociology as well as to those concerned by the impact
of disadvantage on young people's understandings of, and
aspirations towards, education and attending university.
Young people with tenuous relationships to schooling and education
are an enduring challenge when it comes to addressing social
inclusion, yet their experiences remain overlooked in efforts to
widen participation in higher education. The Politics of Widening
Participation and University Access for Young People examines the
existing knowledges and feelings these young people have about
higher education, and, through the authors' empirical research,
demonstrates how sustained connections to educational futures can
be created for them. Drawing from an empirical study with nearly
three hundred young people who have precarious relationships to
schooling and live in disadvantaged communities, this book offers
new insights into their subjects' experiences of educational
disadvantages. It explains the different ways the university is
constructed as impossible, undesirable, or even risky, by young
people experiencing educational disadvantage. The book brings their
stories into focus to offer new ways of thinking about the
educational consequences of alienation from school. It shows how
our understanding of the politics of experience of these young
people has an important impact on our ability to develop
appropriate means through which to engage them in higher education.
This book challenges and significantly advances the popular frames
for international debate on widening participation and the ethical
right to educational participation in contemporary society. As
such, it will be of be of key interest to academics, researchers
and postgraduate students in the fields of higher education,
sociology of education, anthropology of education, cultural studies
of education, sociology as well as to those concerned by the impact
of disadvantage on young people's understandings of, and
aspirations towards, education and attending university.
Bringing together the essential theory, research and policy with
examples from practice, Work-based Practice in the Early Years: A
Guide for Students provides a complete guide to successful work
placements for early years students. It makes links to the
Occupational Standards for the Early Years Educator and the Teacher
Standards for early years, and integrates examples of effective,
universal and inclusive practice throughout. Following an overview
of the research and policy context which has shaped the sector
since the 1990s, this new text is designed to prepare and support
you, the student, as you embark on your placement, which is an
integral part of your early years degree. It covers the key
information you need about safeguarding and the curriculum
frameworks, EYFS and the National Curriculum KS1, alongside
chapters on reflective practice and research to support your
developing professional and practical skills. Written with the
student in mind, this book draws on first-hand student experiences
and introduces the idea of working towards being a leader of
practice and the wider role in working with parents and families.
This comprehensive guide also considers the views of placement
providers, examining the roles and responsibilities of both the
student and provider, and offering insight into their expectations
and what factors make a work placement successful. Including
reflective activities, students' views and evidence from student
portfolios, this is an essential text for all early years' students
undertaking their work placement.
Inspired by the first-hand experiences of those studying early
childhood education and care, this book supports students as they
gain advanced knowledge and skills, and embark on the journey from
inexperienced student to graduate professional. Bringing together
advanced theory, links to research, and illustrative case studies,
Advanced Work-based Practice in the Early Years enables students to
consolidate learning by applying theory to practice and identifying
the skills, knowledge and personal traits which will help them
succeed as a graduate practitioner. Chapters address a wealth of
topical issues relating to both the development of the child and
the student's own professional development. Areas of focus include
ethical practice, safeguarding and child protection, the voice of
the child, the role of the mentor, observation, assessment and the
social and cultural factors which may impact on a child's
development. Including reflective activities, practical tips, and
examples of student experience throughout, this is an essential
text for all early years students as they make the transition from
academic study to professional practice.
Bringing together the essential theory, research and policy with
examples from practice, Work-based Practice in the Early Years: A
Guide for Students provides a complete guide to successful work
placements for early years students. It makes links to the
Occupational Standards for the Early Years Educator and the Teacher
Standards for early years, and integrates examples of effective,
universal and inclusive practice throughout. Following an overview
of the research and policy context which has shaped the sector
since the 1990s, this new text is designed to prepare and support
you, the student, as you embark on your placement, which is an
integral part of your early years degree. It covers the key
information you need about safeguarding and the curriculum
frameworks, EYFS and the National Curriculum KS1, alongside
chapters on reflective practice and research to support your
developing professional and practical skills. Written with the
student in mind, this book draws on first-hand student experiences
and introduces the idea of working towards being a leader of
practice and the wider role in working with parents and families.
This comprehensive guide also considers the views of placement
providers, examining the roles and responsibilities of both the
student and provider, and offering insight into their expectations
and what factors make a work placement successful. Including
reflective activities, students' views and evidence from student
portfolios, this is an essential text for all early years' students
undertaking their work placement.
Planning for learning in the EYFS is not a simple task. Planning
can be daunting, time consuming and ineffective. It is easy to fall
into the trap of planning for activities and topics, rather than
planning for learning. Be better, more confident and effective at
planning for learning in the EYFS with this book. *Explore the
wider context of children's learning *Make professional, informed
decisions to support all children *Use statutory and non-statutory
guidance appropriately *Be responsive to children's individual
needs *Capitalize on learning opportunities as they arise *Be an
advocate for child-centred planning
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