Places for Two-year-olds in the Early Years explores how this often-overlooked age group is presented in policy and practice, and builds on theoretical understandings of child development, high quality provision and pedagogical practice, to offer practical solutions to working effectively with two-year-olds and their families.
Places for Two-year-olds in the Early Years explores how this often-overlooked age group is presented in policy and practice, and builds on theoretical understandings of child development, high quality provision and pedagogical practice, to offer practical solutions to working effectively with two-year-olds and their families.
Jan Georgeson is Senior Research Fellow in Early Education Development at the Plymouth Institute of Education, Plymouth University, UK. She has a background in teaching young children with special educational needs. Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the Plymouth Institute of Education, Plymouth University, UK, and was until recently European Research Fellow in the Faculty of Child and Adult Education at the University of Debrecen, Hungary.
Inhaltsangabe
Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two year olds Chapter 3: Vulnerable identities Chapter 4: Quality for two year olds Chapter 5: Talking about two year olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two year olds Chapter 7: Qualifications, knowledge and preparedness for working with two year olds Chapter 8: Differnet places for two year olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth to twos: A creative and cultural perspective Chapter 11: Working with two year olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high quality experiences for two year olds in early years settings?
Acknowledgements Contributors Preface Chapter 1: Introduction Chapter 2: The minding of two year olds Chapter 3: Vulnerable identities Chapter 4: Quality for two year olds Chapter 5: Talking about two year olds: The potential impact of early years discourses on identity formation Chapter 6: Ways of working with two year olds Chapter 7: Qualifications, knowledge and preparedness for working with two year olds Chapter 8: Differnet places for two year olds Chapter 9: Environments for listening Chapter 10: Inspiring work with birth to twos: A creative and cultural perspective Chapter 11: Working with two year olds: The role of Educational Psychologist Chapter 12: Concluding thoughts: What matters for high quality experiences for two year olds in early years settings?
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