02635nam 2200577 a 450 991045781980332120200520144314.092-2-121874-0(CKB)2550000000065195(EBL)797568(OCoLC)643305433(SSID)ssj0000685517(PQKBManifestationID)11437395(PQKBTitleCode)TC0000685517(PQKBWorkID)10716990(PQKB)10702165(MiAaPQ)EBC797568(Au-PeEL)EBL797568(CaPaEBR)ebr10512154(EXLCZ)99255000000006519520111213d2010 uy 0engurcn|||||||||txtccrAccelerating action against child labour[electronic resource] global report under the follow-up to the ILO Declaration on Fundamental Principles and Rights at Work : International Labour Conference, 99th Session 2010 : report I (B) /report of the Director-GeneralGeneva International Labour Office20101 online resource (98 p.)International Labour Conference report,0074-6681 ;I (B)Description based upon print version of record.92-2-121873-2 Includes bibliographical references.pt. 1. A dynamic global picture -- pt. 2. Important achievements on the road to 2016 -- pt. 3. Turning challenges into opportunities -- pt. 4. Accelerating progress towards 2016.In its quadrennial Global Report on child labour, the ILO says that the global number of child labourers had declined from 222 million to 215 million, or 3 per cent, over the period 2004 to 2008, representing a "slowing down of the global pace of reduction." The report also expresses concern that the global economic crisis could "further brake" progress toward the goal of eliminating the worst forms of child labour by 2016.Report (International Labour Conference) ;I (B)Global report under the follow-up to the ILO Declaration on Fundamental Principles and Rights at Work, 2010Child laborChild laborStatisticsElectronic books.Child labor.Child labor331.011International Labour Conference(99th :2010 :Geneva, Switzerland)MiAaPQMiAaPQMiAaPQBOOK9910457819803321Accelerating action against child labour2430099UNINA05030nam 2200673 450 991078746100332120200520144314.00-335-26453-0(CKB)3710000000335191(EBL)1920718(SSID)ssj0001434658(PQKBManifestationID)11814556(PQKBTitleCode)TC0001434658(PQKBWorkID)11426373(PQKB)11636582(MiAaPQ)EBC1920718(Au-PeEL)EBL1920718(CaPaEBR)ebr11008374(CaONFJC)MIL691884(OCoLC)900346863(BIP)051852896(EXLCZ)99371000000033519120150203h20152015 uy 0engur|n|---|||||txtccrInspiring science in the early years exploring good practice /edited by Di Stead and Lois KellyBerkshire, England :Open University Press,2015.20151 online resource (170 p.)Description based upon print version of record.0-335-26452-2 Includes bibliographical references at the end of each chapters and index.Cover page; Halftitle page; Title page; Copyright page; Praise for this book; Contents; List of figures and tables; Notes on contributors; The editors; The authors; Acknowledgements; Preface; 1 Is science import ant in the early years? Lois Kelly; Introduction; What is science?; Science in the early years; How young children construct meaning; Nurturing children's curiosity; Exploring good practice; References; 2 Developing budding scientists Kathleen Orlandi; Encouragement to explore and investigate; Uninterrupted thinking time; Access to the world beyond the classroomProvision for untidinessConclusion; References; 3 The role of talk in developing scientific language in the early years; Introduction; How does the teacher help the child develop more precise language?; How does the teacher support a child to refine their under standing of scientific concepts?; How does the teacher ascertain the developing scientific under standing of young children in order to plan for next steps or potential lines of development?; How can the teacher encourage the children to record their own ideas in a meaningful way?; Case study: Humpty Dumpty and his wallHow can recounts develop scientific language?The plan-do-review of High/Scope; The use of stories and storytelling, including traditional and classic stories; The use of puppets in promoting exploratory talk; References; Resources; 4 Starting points to inspire science in the early years; Creating the right environment; Case study; Starting points in every day science; The power of stories; Conclusion; References; 5 How can continuous provision inspire early years science?; Introduction; What is continuous provision?; Continuous provision supporting science learningWhy is play so important in learning science?What does continuous provision for science learning look like?; Using areas of continuous provision to enhance early years science; Opportune moments; What is the role of the teacher/adult in enhancing science incontinuous provision?; Meaningful conver sations that support sustained shared thinking; How do the questions you ask help children with their sustained shared thinking?; Conclusion; References; 6 Inspiring early years science through role play; Introduction; What does role play offer?; The role of the adult in promoting scientific learningConclusionReferences; 7 Exploring toys and other resources to inspire science in the early years; Introduction; The purpose of resources; Using toys and other resources effect ively; Toys for under standing the world; Something to think about; Messing about in science with balls; Messing about with mud; Messing about with magnets; Conclusion; References; 8 Using technology to inspire science in early years; Introduction; Technological innovation and expectations with young children; Using technology to enhance early science skillsTaking the innovative leap: ensuring optimum use of technology to enhance early years scienceExplores the science inherent in good early years practice and provides ideas for early years teachers and practitioners.ScienceExperimentsScienceStudy and teaching (Elementary)ScienceStudy and teaching (Primary)ScienceScienceExperiments.ScienceStudy and teaching (Elementary)ScienceStudy and teaching (Primary)507.8Kelly Lois1504862Stead DiMiAaPQMiAaPQMiAaPQBOOK9910787461003321Inspiring science in the early years3734114UNINA