LEADER 03527nam 2200613 a 450 001 9910789604803321 005 20230725031020.0 010 $a1-283-06010-8 010 $a9786613060105 010 $a0-335-24374-6 035 $a(CKB)2670000000082307 035 $a(EBL)681126 035 $a(OCoLC)714568573 035 $a(SSID)ssj0000519371 035 $a(PQKBManifestationID)11332821 035 $a(PQKBTitleCode)TC0000519371 035 $a(PQKBWorkID)10497867 035 $a(PQKB)11660528 035 $a(MiAaPQ)EBC681126 035 $a(Au-PeEL)EBL681126 035 $a(CaPaEBR)ebr10461025 035 $a(CaONFJC)MIL306010 035 $a(EXLCZ)992670000000082307 100 $a20110418d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aParents and professionals in early childhood settings$b[electronic resource] /$fGlenda Mac Naughton, Patrick Hughes 210 $aMaidenhead, England $cMcGraw Hill/Open University Press$d2011 215 $a1 online resource (234 p.) 300 $aDescription based upon print version of record. 311 $a0-335-24373-8 320 $aIncludes bibliographical references and index. 327 $aFront cover; Half Title; Title page; Copyright; Contents; Acknowledgements; Preface; Introduction; 1 We/they are always available . . . but in snatches of time; 2 Understanding the professional; 3 Revealing ignorance; 4 Joining in - the benefi ts and costs; 5 We speak English here; 6 We respect 'their' culture; 7 Disclosing personal details - who needs to know?; 8 Welcoming parents . . . but not really in this space; 9 Ways to communicate . . . but don't ruffl e their feathers; 10 I just want some feedback!; 11 She'll love the sausage sizzle!; 12 I'm learning how to teach my child to read 327 $a13 They're just not involved14 Boys who like to be different; 15 Lesbian mums - what's the fuss?; 16 Are we genuine partners and how do we know?; 17 That's jargon to me!; Appendix 1 A Fairness Alerts Matrix; Appendix 2 Summaries of the major research projects on which the book is based; Appendix 3 A quick guide to the book's research sources; Appendix 4 Handouts for classes, meetings, discussions, newsletters and noticeboards; Appendix 5 Glossary of key terms; Index; Back cover 330 $aParents and Professionals in Early Childhood Settings addresses the complex and sometimes controversial issues that emerge from the care and education of young children. Staff and parents in early childhood settings can find ample advice about how to promote good communication, but much of that advice has no grounding in their daily lives. Instead, it prescribes an established set menu of communication tools, such as newsletters, notebooks and message boards that rarely respond to what staff and families say about relationships between them. 606 $aEarly childhood education 606 $aEarly childhood education$xParent participation 606 $aEarly childhood educators 615 0$aEarly childhood education. 615 0$aEarly childhood education$xParent participation. 615 0$aEarly childhood educators. 676 $a372.21 700 $aMacNaughton$b Glenda$0856785 701 $aHughes$b Patrick$0346524 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789604803321 996 $aParents and professionals in early childhood settings$93745717 997 $aUNINA