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Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck
| Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck |
| Autore | Elfer Peter |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 372.1102 |
| Altri autori (Persone) |
GoldschmiedElinor
SelleckDorothy Y |
| Soggetto topico |
Elementary school teaching
Effective teaching Elementary school teachers - Professional relationships |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-44250-7
9786613442505 0-203-80471-6 1-136-64256-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
How 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 Aspect 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 The 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 How 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 Theme A: Establishing the Key Persons approach |
| Record Nr. | UNINA-9910457460103321 |
Elfer Peter
|
||
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck
| Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck |
| Autore | Elfer Peter |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 372.1102 |
| Altri autori (Persone) |
GoldschmiedElinor
SelleckDorothy Y |
| Soggetto topico |
Elementary school teaching
Effective teaching Elementary school teachers - Professional relationships |
| ISBN |
1-136-64255-2
1-283-44250-7 9786613442505 0-203-80471-6 1-136-64256-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
How 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 Aspect 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 The 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 How 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 Theme A: Establishing the Key Persons approach |
| Record Nr. | UNINA-9910778807303321 |
|
Elfer Peter
|
||
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck
| Key persons in the early years : building relationships for quality provision in early years settings and primary schools / / Peter Elfer, Elinor Goldschmied and Dorothy Y. Selleck |
| Autore | Elfer Peter |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2012 |
| Descrizione fisica | 1 online resource (176 p.) |
| Disciplina | 372.1102 |
| Altri autori (Persone) |
GoldschmiedElinor
SelleckDorothy Y |
| Soggetto topico |
Elementary school teaching
Effective teaching Elementary school teachers - Professional relationships |
| ISBN |
1-136-64255-2
1-283-44250-7 9786613442505 0-203-80471-6 1-136-64256-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
How 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 Aspect 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 The 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 How 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 Theme A: Establishing the Key Persons approach |
| Record Nr. | UNINA-9910814915103321 |
|
Elfer Peter
|
||
| Abingdon, Oxon : , : Routledge, , 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||