LEADER 01323nas 2200409 c 450 001 9910897117103321 005 20251012104752.0 035 $a(DE-599)ZDB3099998-4 035 $a(OCoLC)1366350727 035 $a(DE-101)1245316303 035 $a(CKB)5720000000293626 035 $a(EXLCZ)995720000000293626 100 $a20211108b18771935 |y | 101 0 $ager 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aMitteilungen aus dem forstlichen Versuchswesen O?sterreichs 210 31$aWien$c[Verlag nicht ermittelbar]$d1877-1935 300 $aGesehen am 08.11.2021 300 $aReproduktion 606 $aForstwirtschaft$3(DE-588)4017966-7$3https://d-nb.info/gnd/4017966-7$3(DE-101)040179664$9rswk-swf$2gnd 606 $aForstwissenschaft$3(DE-588)4155069-9$3https://d-nb.info/gnd/4155069-9$3(DE-101)041550692$9rswk-swf$2gnd 607 $aÖsterreich$9rswk-swf$2gnd 608 $aZeitschrift$2gnd-content 615 7$aForstwirtschaft. 615 7$aForstwissenschaft. 676 $a630 676 $a640 801 0$b0355 801 1$bDE-101 801 2$b9001 906 $aJOURNAL 912 $a9910897117103321 996 $aMitteilungen aus dem forstlichen Versuchswesen O?sterreichs$94439386 997 $aUNINA LEADER 05650oam 2200745I 450 001 9910965052403321 005 20251117094833.0 010 $a1-136-64255-2 010 $a1-283-44250-7 010 $a9786613442505 010 $a0-203-80471-6 010 $a1-136-64256-0 024 7 $a10.4324/9780203804711 035 $a(CKB)2550000000079549 035 $a(EBL)843421 035 $a(OCoLC)773567131 035 $a(Au-PeEL)EBL843421 035 $a(CaPaEBR)ebr10527686 035 $a(OCoLC)775861900 035 $a(Au-PeEL)EBL4912223 035 $a(CaONFJC)MIL344250 035 $a(OCoLC)1024286687 035 $a(MiAaPQ)EBC843421 035 $a(MiAaPQ)EBC4912223 035 $a(MiAaPQ)EBC5258757 035 $a(EXLCZ)992550000000079549 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aKey persons in the early years $ebuilding relationships for quality provision in early years settings and primary schools /$fPeter Elfer, Elinor Goldschmied and Dorothy Y. Selleck 205 $a2nd ed. 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (176 p.) 300 $aPreviously published as Key persons in the nursery. 300 $a"A David Fulton book"--cover. 311 08$a0-415-61039-7 311 08$a0-415-61038-9 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Key Persons in the Early Years; Copyright Page; Contents; List of figures and tables; Preface; Acknowledgements; 1. Parenting and working, children and settings: achieving life balances; Public policy and private choices; What counts in quality?; The early years setting: a home from home?; The early years setting: not a substitute home but a place to be different; Relationship is key: the theory; Relationship is key: children speaking; Sunil's story; Angelina's story; Graham's story; Mario's story 327 $aHow do we respond to these different voices and what they may be seeking to tell us?2. What is the Key Persons approach?; The benefits of a Key Persons approach; For babies and young children; For parents; For the Key Person; For the early years setting; Why 'Key Person' and not 'key worker'?; The Key Persons approach for babies and young children; The Key Persons approach for parents; The Key Persons approach for the Key Person; The Key Persons approach for the early years setting or school; 3. A strategy for implementation: an approach, not a system 327 $aAspect 1: Values, principles, research evidence and ... time!Aspect 2: Building an approach, rather than a system; Aspect 3: Practical realities; Introducing the Key Persons approach in different kinds of setting; The Key Persons approach: documenting the role; Home visits and establishing a partnership; Building a key group; Observing, noticing and not noticing; Sharing and not sharing information; Aspect 4: Who is the 'Key Person' for the Key Person? Mentoring and professional supervision; The challenge of emotionally close relationships with children 327 $aThe challenge of physically close relationships with childrenThe challenge of close relationships with parents and other family members; Mentoring and supervision: the practice and some examples; Why 'My door is always open' may not be enough; 4. The Key Persons approach for 3- to 5-year-olds; Introduction; Defining some of the terms we use; Why do we need a Key Persons approach with 3- to 5-year-olds as well as with babies and under-3s?; Well-being; A focus on the final year of the EYFS: extending a Key Persons approach into primary schools and reception classes; Learning and development 327 $aHow can the Key Persons approach work with large numbers?What are the implications for practice?; The importance of detailed observations; The importance of authentic conversational exchanges between adults and children; The challenge to build a strong partnership with home; Equality; Allocating children and their families to a Key Person; Guidelines for managers for implementing a Key Persons approach; The Key Persons approach in practice; Strategies for getting started and organised in primary schools and pre-schools; 5. The Key Person journey: its benefits and challenges 327 $aTheme A: Establishing the Key Persons approach 330 $aKey Persons in the Early Years aims to explain what a Key Person is, the theory behind the approach and the practicalities of implementation. Practical in its approach and containing case studies as examples of reflective practice, this second edition details the role of the Key Person across all ages in the early years. This new edition has been fully updated in line with the EYFS and features a new chapter on the Key Person approach with 3-5 year olds.The book offers guidance on:making the Key Person approach work in your setting with realistic 606 $aElementary school teaching 606 $aEffective teaching 606 $aElementary school teachers$xProfessional relationships 615 0$aElementary school teaching. 615 0$aEffective teaching. 615 0$aElementary school teachers$xProfessional relationships. 676 $a372.1102 700 $aElfer$b Peter$01866442 701 $aGoldschmied$b Elinor$0263237 701 $aSelleck$b Dorothy Y$01866443 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910965052403321 996 $aKey persons in the early years$94473851 997 $aUNINA