Quality in diversity in early learning a framework for early childhood practitioners /
Making a stand for children's entitlement to high quality care and education, this book enables early childhood practitioners to support and extend the learning of young children from birth to eight years.
| Автор-организации: | Early Childhood Forum. |
|---|---|
| Формат: | Електронен |
| Език: | English |
| Публикувано: |
London :
National Children''s Bureau,
2003.
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| Предмети: | |
| Онлайн достъп: |
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=451407 |
Съдържание:
- Cover; Contents; Acknowledgements; Preface to the 1998 edition: The Early Childhood Education Forum; Foreword to the second edition of Quality in Diversity; Section One: Introducing Quality in Diversity; What is Quality in Diversity?; Why have we written Quality in Diversity?; Who has written Quality in Diversity?; How did we write Quality in Diversity?; Why is it called Quality in Diversity?; What is Quality in Diversity for?; What does the Quality in Diversity framework consist of?; Who is Quality in Diversity for?; How can Quality in Diversity be used?
- What is different about Quality in Diversity?Conclusion; Description of terms; Section Two: The foundations for early learning; Introduction; The foundations; Goals for early learning; Foundations and goals for early learning: some illustrations; Example one: Belonging and connecting; Example two: Being and becoming; Example three: Contributing and participating; Example four: Being active and expressing; Example five: Thinking, imagining and understanding; Conclusion; Section Three: Learning, play and children's entitlements; Introduction; Learning from birth to eight.
- Early learning: children under threeEarly learning: children from three to five; Early learning: children from five to eight; The importance of play; Children's play and the foundations for early learning; Belonging and connecting in play; Being and becoming in play; Contributing and participating in play; Being active and expressing in play; Thinking, imagining and understanding in play; Children's entitlements; Conclusion; Section Four: The practitioner's part in early learning; Introduction; What practitioners do; The practitioner's wheel.
- Partnership between parents and early childhood practitionersPartnership and the law; Some principles of partnership; Working with the framework: practitioners in action; Principles of partnership; Example one: Practitioners planning for children's learning; Example two: Practitioners resourcing and organising; Example three: Practitioners supporting and extending learning; Example four: Practitioners understandung; Example five: Practitioners evaluating and adapting; Example six: Practitioners working and learning with parents.
- Example seven: Practitioners working and learning with colleaguesConclusion; Section Five: Practitioner development using the framework; Introduction; Principles for practitioner development; A framework for adult learning; Example one: Focus on a child; Practitioners learning the framework; Some challenging questions about Shayma's learning; Example two: Focus on a curriculum theme; Practitioners learning with the framework; Example three: Focus on diversity; Practitioners learning together: using observations; Possible format for recording observations (1).