This book highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students that want to know and understand the importance of adopting a loving pedagogy within early childhood.
This book highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students that want to know and understand the importance of adopting a loving pedagogy within early childhood.
Tamsin Grimmer is an experienced consultant and trainer, a director of Linden Learning and a Principal Lecturer at Norland College. She is based in Wiltshire, UK. Tamsin has written several early childhood books including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.
Inhaltsangabe
Acknowledgements Note from the series editor Introduction Part 1 - Explaining terms Acknowledging feelings and emotions Acceptance Advocacy Agency Attachment Attunement Belonging and welcoming Behaviour Caring Communication (including non-verbal) Compassion and sympathy Consent Co-construction Co-regulation Duty of Care or in 'Loco Parentis' Emotion coaching Empathy Empowerment Familiarity Forgiveness Generosity Gentleness Hold in mind Inclusive Independence Joy Kindness Listening Love languages (words of affirmation, quality time, gifts, touch and acts of service) Nurture Patience Professional love Relationship and friendship Respect Responsive Safe and secure Safeguarding Self-compassion Self-esteem and self-worth Self-regulation Touch Unconditional love Voice of the child Warmth Wellbeing Further reading and resources Part 2 - Further unpicking this ethos The rights of the child in relation to a loving pedagogy The importance of knowing what we believe - our professional identity How to write a loving pedagogy policy Reflecting upon our loving pedagogy What adopting a loving pedagogy means in terms of relationships How a loving pedagogy links to supporting behaviour The implications of adopting a loving pedagogy for our safeguarding practices What adopting a loving pedagogy means in terms of creating an enabling environment How we can nurture our children through developing a loving pedagogy How we can engage parents and work in partnership with them in relation to a loving pedagogy Staff training and development Conclusion References
Acknowledgements Note from the series editor Introduction Part 1 - Explaining terms Acknowledging feelings and emotions Acceptance Advocacy Agency Attachment Attunement Belonging and welcoming Behaviour Caring Communication (including non-verbal) Compassion and sympathy Consent Co-construction Co-regulation Duty of Care or in 'Loco Parentis' Emotion coaching Empathy Empowerment Familiarity Forgiveness Generosity Gentleness Hold in mind Inclusive Independence Joy Kindness Listening Love languages (words of affirmation, quality time, gifts, touch and acts of service) Nurture Patience Professional love Relationship and friendship Respect Responsive Safe and secure Safeguarding Self-compassion Self-esteem and self-worth Self-regulation Touch Unconditional love Voice of the child Warmth Wellbeing Further reading and resources Part 2 - Further unpicking this ethos The rights of the child in relation to a loving pedagogy The importance of knowing what we believe - our professional identity How to write a loving pedagogy policy Reflecting upon our loving pedagogy What adopting a loving pedagogy means in terms of relationships How a loving pedagogy links to supporting behaviour The implications of adopting a loving pedagogy for our safeguarding practices What adopting a loving pedagogy means in terms of creating an enabling environment How we can nurture our children through developing a loving pedagogy How we can engage parents and work in partnership with them in relation to a loving pedagogy Staff training and development Conclusion References
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