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This book supports early years' practitioners in understanding their own practice working with young children in greater depth.
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This book supports early years' practitioners in understanding their own practice working with young children in greater depth.
Produktdetails
- Produktdetails
- Verlag: Open University Press
- 2 ed
- Seitenzahl: 224
- Erscheinungstermin: Mai 2011
- Englisch
- Abmessung: 240mm x 172mm x 20mm
- Gewicht: 358g
- ISBN-13: 9780335242351
- ISBN-10: 0335242359
- Artikelnr.: 32697457
- Verlag: Open University Press
- 2 ed
- Seitenzahl: 224
- Erscheinungstermin: Mai 2011
- Englisch
- Abmessung: 240mm x 172mm x 20mm
- Gewicht: 358g
- ISBN-13: 9780335242351
- ISBN-10: 0335242359
- Artikelnr.: 32697457
About the editors: Alice Paige-Smith is a Senior Lecturer in Education (Early Years) at the Open University, Department of Education, UK. Anna Craft, once a primary school teacher, is Professor of Education at the University of Exeter and The Open University, UK.
Part one: What does being a reflective early years practitioner involve?
Introduction to part one
What does it mean to reflect on our practice?
Developing reflective practice
Exploring leadership: Roles and responsibilities of the early years
professional
Part two: How does reflective practice inform work with children?
Introduction to part two
Children's social and emotional development
What's your attitude? Inclusion and early years settings
Creativity and early years settings
Listening to young children: Multiple voices, meanings and understandings
Part three: Leading-edge practice: A community of reflective professionals
Introduction to part three
Multi-agency working: Rhetoric or reality?
Reflective family-centred practices: Parents' perspectives and early
intervention
Professional development and reflective practice
Reflection and developing a community of practice
Postscript: Democratic reflective practice in the early years
Introduction to part one
What does it mean to reflect on our practice?
Developing reflective practice
Exploring leadership: Roles and responsibilities of the early years
professional
Part two: How does reflective practice inform work with children?
Introduction to part two
Children's social and emotional development
What's your attitude? Inclusion and early years settings
Creativity and early years settings
Listening to young children: Multiple voices, meanings and understandings
Part three: Leading-edge practice: A community of reflective professionals
Introduction to part three
Multi-agency working: Rhetoric or reality?
Reflective family-centred practices: Parents' perspectives and early
intervention
Professional development and reflective practice
Reflection and developing a community of practice
Postscript: Democratic reflective practice in the early years
Part one: What does being a reflective early years practitioner involve?
Introduction to part one
What does it mean to reflect on our practice?
Developing reflective practice
Exploring leadership: Roles and responsibilities of the early years
professional
Part two: How does reflective practice inform work with children?
Introduction to part two
Children's social and emotional development
What's your attitude? Inclusion and early years settings
Creativity and early years settings
Listening to young children: Multiple voices, meanings and understandings
Part three: Leading-edge practice: A community of reflective professionals
Introduction to part three
Multi-agency working: Rhetoric or reality?
Reflective family-centred practices: Parents' perspectives and early
intervention
Professional development and reflective practice
Reflection and developing a community of practice
Postscript: Democratic reflective practice in the early years
Introduction to part one
What does it mean to reflect on our practice?
Developing reflective practice
Exploring leadership: Roles and responsibilities of the early years
professional
Part two: How does reflective practice inform work with children?
Introduction to part two
Children's social and emotional development
What's your attitude? Inclusion and early years settings
Creativity and early years settings
Listening to young children: Multiple voices, meanings and understandings
Part three: Leading-edge practice: A community of reflective professionals
Introduction to part three
Multi-agency working: Rhetoric or reality?
Reflective family-centred practices: Parents' perspectives and early
intervention
Professional development and reflective practice
Reflection and developing a community of practice
Postscript: Democratic reflective practice in the early years