04419nam 2200589Ia 450 991078214900332120230721032641.01-283-33789-497866133378940-335-23482-89786613337894(CKB)1000000000536823(EBL)335274(OCoLC)560658079(SSID)ssj0000190102(PQKBManifestationID)11171298(PQKBTitleCode)TC0000190102(PQKBWorkID)10166531(PQKB)10088987(MiAaPQ)EBC335274(Au-PeEL)EBL335274(CaPaEBR)ebr10229827(CaONFJC)MIL333789(EXLCZ)99100000000053682320071002d2008 uy 0engurcn#nnn|||||txtrdacontentcrdamediacrrdacarrierLeadership and management in the early years[electronic resource] from principles to practice /Caroline A. Jones and Linda PoundMaidenhead, England ;New York Open University Press20081 online resource (233 pages)0-335-22246-3 Includes bibliographical references (p. [212]-219) and index.Chapter 1: Introduction: leadership, principles and practice -- Chapter 2: Leadership, management and reflective practice -- Chapter 3: Leader of leaders: developing a team culture -- Chapter 4: The roles and responsibilities of leaders -- Chapter 5: Leadership, policy development and welfare requirements -- Chapter 6: Perspectives on leading and assessing the curriculum -- Chapter 7: The role of the leader in supporting learning and development -- Chapter 8: Leadership in a multi-agency context --Chapter 9: Leadership and parental involvement -- Chapter 10: An inspector calls: leadership, evaluation and inspection -- Chapter 11: Leadership: where next?.Early childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children.The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that: leadership is about influencing others to improve and enhance children's care, learning and development; leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision; and, leadership is ultimately distributed, shared and dispersed in early childhood settings. These principles are supported by a detailed exploration of the statutory demands made on practitioners working with young children and their families, and reference to relevant literature drawn from both early childhood studies and leadership theories.As well as providing guidance on the roles, responsibilities and tasks facing early childhood leaders, this book features a number of case studies and practical tasks, giving life to concepts and ideas and enabling readers to apply theories and policies to their own work settings. It offers additional activities at the end of each chapter that further support practitioners in fulfilling their leadership and management roles in practice. "Leadership and Management in the Early Years" is an essential text for early years and early childhood studies students as well as practitioners particularly those who are aiming for Early Years Professional Status.Educational leadershipEarly childhood educationEducational leadership.Early childhood education.372.12011Jones Caroline A(Caroline Anne),1958-1502219Pound Linda1474689MiAaPQMiAaPQMiAaPQBOOK9910782149003321Leadership and management in the early years3784063UNINA04454nam 2200769 450 991080804310332120200520144314.00-8122-9047-X10.9783/9780812290479(CKB)3710000000274867(OCoLC)896834181(CaPaEBR)ebrary10953818(SSID)ssj0001379310(PQKBManifestationID)11887597(PQKBTitleCode)TC0001379310(PQKBWorkID)11356009(PQKB)10857181(OCoLC)899261616(MdBmJHUP)muse35426(DE-B1597)463547(OCoLC)959919065(DE-B1597)9780812290479(Au-PeEL)EBL3442434(CaPaEBR)ebr10953818(CaONFJC)MIL682659(OCoLC)932312992(MiAaPQ)EBC3442434(EXLCZ)99371000000027486720141020h20152015 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierLearning to die in London, 1380-1540 /Amy ApplefordPhiladelphia, Pennsylvania :University of Pennsylvania Press,2015.©20151 online resourceMiddle Ages Series1-322-51377-5 0-8122-4669-1 Includes bibliographical references and index.Front matter --Contents --Note on Quotations --Introduction --Chapter 1. Spiritual Governance and the Lay Household: The Visitation of the Sick --Chapter 2. Dying Generations: The Dance of Death --Chapter 3. Self-Care and Lay Asceticism: Learn to Die --Chapter 4. Wounded Texts and Worried Readers: The Book of the Craft of Dying --Chapter 5. The Exercise of Death in Henrician England --Conclusion --Notes --Bibliography --Index --AcknowledgmentsTaking as her focus a body of writings in poetic, didactic, and legal modes that circulated in England's capital between the 1380's—just a generation after the Black Death—and the first decade of the English reformation in the 1530's, Amy Appleford offers the first full-length study of the Middle English "art of dying" (ars moriendi). An educated awareness of death and mortality was a vital aspect of medieval civic culture, she contends, critical not only to the shaping of single lives and the management of families and households but also to the practices of cultural memory, the building of institutions, and the good government of the city itself. In fifteenth-century London in particular, where an increasingly laicized reformist religiosity coexisted with an ambitious program of urban renewal, cultivating a sophisticated attitude toward death was understood as essential to good living in the widest sense. The virtuous ordering of self, household, and city rested on a proper attitude toward mortality on the part both of the ruled and of their secular and religious rulers. The intricacies of keeping death constantly in mind informed not only the religious prose of the period, but also literary and visual arts. In London's version of the famous image-text known as the Dance of Death, Thomas Hoccleve's poetic collection The Series, and the early sixteenth-century prose treatises of Tudor writers Richard Whitford, Thomas Lupset, and Thomas More, death is understood as an explicitly generative force, one capable (if properly managed) of providing vital personal, social, and literary opportunities.Middle Ages series.English literatureMiddle English, 1100-1500History and criticismDeath in literatureDeathEnglandLondonDeathEnglandLondonPsychological aspectsDeathPolitical aspectsEnglandLondonHistory.Literature.Medieval and Renaissance Studies.English literatureHistory and criticism.Death in literature.DeathDeathPsychological aspects.DeathPolitical aspects820.9/3548Appleford Amy1970-1623393MiAaPQMiAaPQMiAaPQBOOK9910808043103321Learning to die in London, 1380-15403957775UNINA