Andere Kunden interessierten sich auch für
![Father Involvement in Children's Education:]( "Father Involvement in Children's Education:")
Father Involvement in Children's Education:38,99 €![Visionary Women and Visible Children, England 1900-1920]( "Visionary Women and Visible Children, England 1900-1920")
Visionary Women and Visible Children, England 1900-192037,99 €![Visionary Women and Visible Children, England 1900-1920]( "Visionary Women and Visible Children, England 1900-1920")
Visionary Women and Visible Children, England 1900-192037,99 €![(Re)theorising More-than-parental Involvement in Early Childhood Education and Care]( "(Re)theorising More-than-parental Involvement in Early Childhood Education and Care")
(Re)theorising More-than-parental Involvement in Early Childhood Education and Care30,99 €![Parental Involvement on Children¿s Education]( "Parental Involvement on Children¿s Education")
Parental Involvement on Children¿s Education37,99 €![Early Childhood Voices: Children, Families, Professionals]( "Early Childhood Voices: Children, Families, Professionals")
Early Childhood Voices: Children, Families, Professionals103,99 €![Parental involvement in Child Development]( "Parental involvement in Child Development")
Parental involvement in Child Development32,99 €
Why do people decide to get involved in services for
young children, families and communities? How and
under what circumstances can this involvement become
a meaningful experience? Those are the questions that
underpinned this research, which is based on two case
studies. The first case study explores the
fascinating story of ordinary people creating and
innovating services and influencing national and
multinational policies through the pure strength of
their values and beliefs. Following Manuel Castells,
social movements have different identities and this
is a documented case of a project identity in the
field of education, where innovation and new ideas
emerged 20 years before England s 1997 policy
eventually turned in this direction.
In contrast to this first case study, the second
shows how publicly-funded services for young children
can indeed improve people s lives but can also
inhibit the forces of innovation, identification and
networking. The book is written for policymakers,
researchers and students from the fields of
education, health and social services who are looking
to work with children and their families.
young children, families and communities? How and
under what circumstances can this involvement become
a meaningful experience? Those are the questions that
underpinned this research, which is based on two case
studies. The first case study explores the
fascinating story of ordinary people creating and
innovating services and influencing national and
multinational policies through the pure strength of
their values and beliefs. Following Manuel Castells,
social movements have different identities and this
is a documented case of a project identity in the
field of education, where innovation and new ideas
emerged 20 years before England s 1997 policy
eventually turned in this direction.
In contrast to this first case study, the second
shows how publicly-funded services for young children
can indeed improve people s lives but can also
inhibit the forces of innovation, identification and
networking. The book is written for policymakers,
researchers and students from the fields of
education, health and social services who are looking
to work with children and their families.