000			04301nam a2200361Ia 4500
005			20260803094027.0
008			251212s2009 xx 000 0 und d
245	1		_aAn Introduction to early childhood : _bmultidisciplinary approach.
700	0		_aWaller, Tim
260			_aLondon : _bSAGE Pub, _c2009.
250			_a2nd
300			_aviii, 244 p.:
300			_c23 cm.
500			_aIncludes references and index
020			_a978-1-84787-518-1
650			_aChild care
650			_aChildren
650			_aEarly childhood education
050			_a305.232 In88
943			_b0 _c0 _d0 _e2 _f0 _g0 _h0 _i0 _j0
944			_b2 _c2 _d0
953			_pHED0993; HED1081
546			_aEnglish
953			_cCollLib
505			_aSection I. Theory. Modern childhood: contemporary theories and children`s lives / Tim Waller; There are multiple and diverse childhoods; There are multiple perspectives on childhood; Children are involved in co-constructing their own childhood; Children`s participation in family, community and culture makes a particular contribution to their own life; We are still learning about children and childhood -- Well-being / Jane Waters; What is well being?; Well-being and policy documents; Positive dispositions; Can well-being be measured?; Well-being in the UK -- Children`s learning / Tim Waller and Ros Swann; Traditional ideas about learning; Modern ideas about learning; Play and learning; The role of the practitioner and the emergent curriculum -- Outdoor play and learning / Tim Waller; Context and rationale; Where do children play?; Why outdoor play is significant; Recent policy initiatives in the UK; The outdoor learning project -- International perspectives / Tim Waller; Context; Policy and provision; Curriculum; Quality; Te Wha?riki; Reggio Emilia. Section II. Values and principles. Children`s rights to participation / Gill Handley; What are children`s rights?; Protection rights versus participation rights; The United Nations Convention on the Rights of the Child (UNCRC) 1989; The Children`s Act 1989 and 2004; Every child matters agenda; Competence -- Protecting and safeguarding children / Celia Doyle; Protecting and safeguarding; What is abuse?; Recognizing diversity; Where does abuse occur?; Understanding and recognizing physical abuse and neglect; Understanding and recognizing sexual abuse; Understanding and recognizing emotional abuse; Understanding and recognizing children`s reactions to abuse; Recognizing abuse and the obstacles to recognition; Intervention -- Understanding diversity / Prospera Tedam; Diversity language and terminology; Race and ethnicity; Inclusion; Gender equality; Socio-economic status; Social justice; A professional approach to working with diversity and difference; Policy frameworks; The national picture; The international picture; Implications for early years professionals (EYP); Barriers to equal opportunities -- Inclusive practice for children with special education needs (SEN) / Christine Hickman and Kyffin Jones; The legislative framework; The global and national perspective; Inclusion: a human right?; Models of disability and the role of special schools; Hindrances to inclusion. Section III. Practice. Studying the words of young children: knowing and understanding / Jane Murray; Children in the context of childhood: construction, destruction, or co-construction?; Why do early years workers and others need to know and understand about the spaces and actions of young children?; Learning about knowing and understanding children; Domains in which knowledge and understanding about children are developed -- Joined-up thinking in practice: an exploration of professional collaboration / Eunice Lumsden; The development of interagency collaboration; The language of collaboration; Collaboration in practice; Effective collaboration; The role of training in the early years -- Working with families / Eunice Lumsden and Celia Doyle.
520			_aLinking theory to multi-professional practice in the early years field, this text explores all the major themes of care and education in early childhood.
591			_a0
336			_aText
337			_aUnmediated
338			_aVolume
942			_2lcc _cBK _arizal _b2015-04-07 23:18:12 _drizal _e2015-04-07 23:18:12
998			_a1899
999			_c1887 _d1887