Professionalism in the interdisciplinary early years team: supporting young children and their families
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Continuum
2011
|
| Schlagworte: | |
| Online-Zugang: | Cover image Inhaltsverzeichnis |
| Beschreibung: | "An invaluable guide to the professional identites of the interdisciplinary early years team who work with young children to deliver the Every Child Matters agenda"-- Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXIII, 185 S. Ill. |
| ISBN: | 9781441114082 9781441137067 |
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| 264 | 1 | |a London [u.a.] |b Continuum |c 2011 | |
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| 500 | |a "An invaluable guide to the professional identites of the interdisciplinary early years team who work with young children to deliver the Every Child Matters agenda"-- Provided by publisher. | ||
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| 650 | 4 | |a Early childhood education |z Great Britain | |
| 650 | 4 | |a Early childhood educators |x Professional relationships |z Great Britain | |
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| 650 | 7 | |a EDUCATION / Elementary |2 bisacsh | |
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Datensatz im Suchindex
| _version_ | 1804148492790136832 |
|---|---|
| adam_text | IMAGE 1
LISTOF TABLES
LISTOF FIGURES LISTOF ABBREVIATIONSAND AERONYMS LISTOF CONTRIBUTORS
FOREWORD BY ANGELA ANNING AUTHOR AEKNOWLEDGEMENTS
PUBLISHERAEKNOWLEDGEMENTS
INTRODUETION
CONTENTS
XII XIII XIV XVII
XXI XXIV XXV
1
PART I INTRODUCINGTHECONTEXTFORPROFESSIONALLSM
1 THE CHILD IN CONTEXT: POLICYAND PROVISION AVRIL BRACK INTRODUCTION
BRONFENBRENNER S ECOLOGICAL THEORY
CONSTRUCTS OF CHILDHOOD
GIVING CHILDREN A VOICE
REFLECTING ON POLICY DEVELOPMENT
FAMILIES AND FAMILY STRUCTURES
KEY ISSUES FOR FAMILY WELL-BEING
THE COMPLEXITY OF FAMILY RELATIONSHIPS
SOCIO-ECONOMIC ISSUES
FAMILY POLICY IN THE TIME OF THE NEW LABOUR GOVERNMENT
THE COALITION GOVERNMENT, 2010
FUTURE CHALLENGES
QUESTIONS FOR REFLECTIVE PRACTICE
REFERENCES
2 ISSUESAND CHALLENGESFOR THE INTERDISCIPLINARYTEAM IN
SUPPORTINGTHE TWENTY-FIRST-CENTURYFAMILY CARALYNN RANKIN AND FIONA
BUTLER INTRODUCTION
5
5 9
10 12
14 15
20 20 22 23
24
27 28 36
39
39
IMAGE 2
...
VIII CONTENTS
POLITICAL DIRECTIVES FOR TEAMWORK 40
BACK TO BASICS - THEORY OF TEAMWORK 41
SO WHAT MAKES AN EFFECTIVE TEAM IN A CONTEXT-RICH ENVIRONMENT? 44
RELAXATION OF PROFESSIONAL BOUNDARIES 44
THE SETTINGS - WHERE THE CONNECTIONS MIGHT BE MADE AND
PARTNERSHIPS DEVELOPED 45
WHAT IS MULTI-AGENCY WORKING? 45
CHALLENGES AND OPPORTUNITIES IN MULTI-DISCIPLINARY TEAMS 47
VISION AND PURPOSE, ROLES AND RESPONSIBILITIES 48
COMMUNICATION - THE TERMINOLOGICAL QUAGMIRE 50
LEADERSHIP 51
CULTURE - BUILDING RELATIONSHIPS BETWEEN PRACTITIONERS 53
ISSUES OF DIALOGUE AND TRUST - DEVELOPING COMMUNITIES OF PRACTICE 55
TAKING TIME TO MAKE SENSE OF IT ALL - REFLECTIVE PRACTICE AND CPD 56
CONCLUSION 57
QUESTIONS FOR REFLECTIVE PRACTICE 57
REFERENCES 57
3 PERSPEETIVESON PROFESSIONALISM 59
AVRIL BRACK INTRODUCTION 59
PROFESSIONALISM - WHAT IS IT? 60
CHALLENGES TO PROFESSIONALIZATION 61
THE VOICES OF PROFESSIONALS 62
PERSPECTIVES FROM HEALTH CARE 62
PERSPECTIVES FROM SOCIAL WORK 63
PERSPECTIVES FROM EARLY CHILDHOOD EDUCATION AND CARE 64
PROFESSIONAL BOUNDARIES 65
DIMENSIONS AND TRAITS - A MODEL OF PROFESSIONALISM 66
PROFESSIONAL DEVELOPMENT AND REFLECTIVE PRACTICE 71
CONCLUSION 73
QUESTIONS FOR REFLECTIVE PRACTICE 74
REFERENCES 74
PART11 MEETTHE KEYPROFESSIONALS
THE EARLY YEARS PROFESSIONALAND THE CHILDREN SCENTRE:
AT THE HUB OF THE BIG SOCIETY ?
PAM JARVISAND WENDY HOLLAND INTRODUCTION
79
79
IMAGE 3
CONTENTS IX
EARLY YEARS PROFESSIONAL STATUS (EYPS) AND THE SURE START CHILDREN S
CENTRE: WHAT IS THE BACKGROUND AND CURRENT POSITION OF
THESE PROJECTS? 80
HOW CAN I BECOME AN EARLY YEARS PROFESSIONAL? 83
WHAT PROFESSIONAL KNOWLEDGE AND KEY SKILLS DOES THE EYP NEED,
AND WHAT ARE THE VALUES AND ETHICS UNDERLYING EYPS PRACTICE? 84
POINTS FOR REFLECTION AND DISCUSSION 90
CONCLUSION 91
QUESTIONS FOR REFLECTIVE PRACTICE 91
FURTHER READING, RESOURCES AND/OR WEBSITES 91
REFERENCES 92
5 THE EARLYYEARSTEACHER:WORKING ACROSSTHE BIRTH-TO-SEVEN
AGE RANGE 93
PAT BROADHEAD INTRODUCTION 93
THE TEACHER S ROLE IN THE EARLY YEARS 94
KNOWLEDGE: WHAT ARE TEACHERS LEARNING? 96
EDUCATION AND TRAINING 98
SKILLS: BECOMING A SKILFUL PROFESSIONAL IN A MULTI-DISCIPLINARY WORLD 99
AUTONOMY AND VALUES: PRESERVING AND SUSTAINING A PROFESSIONAL VALUE
SYSTEM AND PROFESSIONAL AUTONOMY IN AN EVER-CHANGING WORLD 100
THREE CASE STUDIES: CONSIDERING ETHICS AND REWARD FOR AN EARLY YEARS
TEACHER 101
CONCLUSION 104
QUESTIONS FOR REFLECTIVE PRACTICE 105
FURTHER READING, RESOURCES AND/OR WEBSITES 105
REFERENCES 105
6 HEALTH AND SODAL CARE PROFESSIONALS:A HOLISTICAPPROACH 107
KATE KARBAN AND SUE SMITH INTRODUCTION 107
BACKGROUND 108
THE IMPACT OF THE BABY PETER CASE 108
PROMOTING USER PARTICIPATION 109
HEALTH INEQUALITIES 110
HEALTH AND SOCIAL CARE PROFESSIONS IN THE EARLY YEARS 111
TARGETED OR UNIVERSAL PRACTICE - HOW DOES THIS IMPACT THE
WAY EARLY YEARS WORKERS ARE VIEWED BY OTHERS AND EACH OTHER? 112
NEW ROLES AND NEW CHALLENGES 113
IMAGE 4
X CONTENTS
DIMENSIONS OF PROFESSIONALISM 114
SCENARIO 1 116
APPLYING THE SEVEN DIMENSIONS OF PROFESSIONALISM TO THE
CASE SCENARIO 116
SCENARIO 2 118
CONCLUSION 120
QUESTIONS FOR REFLECTIVE PRACTICE 120
FURTHER READING, RESOURCES AND/OR WEBSITES 120
REFERENCES 121
7 THE SODAL WORKER: PROTECTING THE WORLD S MOST
VULNERABLE CHILDREN 123
DAVID SALTIEL INTRODUCTION 123
WORKING TOGETHER TO PROTECT CHILDREN 124
KNOWLEDGE AND VALUES 127
ABRIEF HISTORY 128
THE IMPACT OF CHILD ABUSE INQUIRIES AND REVIEWS 130
WORKING WITH OTHER PROFESSIONALS 132
CONCLUSION 134
QUESTIONS FOR REFLECTIVE PRACTICE 134
FURTHER READING, RESOURCES AND/OR WEBSITES 134
REFERENCES 135
8 THE SPEECHAND LANGUAGETHERAPIST: LAYINGTHE
FOUNDATIONSOF COMMUNICATION 137
TRACEYMARSH INTRODUCTION 137
WHY SPEECH AND LANGUAGE THERAPY? 138
WHAT IS A SPEECH AND LANGUAGE THERAPIST? 139
WHAT DOES A SPEECH AND LANGUAGE THERAPIST DO? 139
REGULATORY AND PROFESSIONAL BODIES 140
SPEECH AND LANGUAGE THERAPY SERVICES 140
CONTINUING PROFESSIONAL DEVELOPMENT (CPD) 143
AUTONOMY IN THE SPEECH AND LANGUAGE THERAPY PROFESSION 144
VALUES IN SPEECH AND LANGUAGE THERAPY 145
ETHICS IN SPEECH AND LANGUAGE THERAPY 146
REWARD FOR SPEECH AND LANGUAGE THERAPISTS 148
CONCLUSION 150
IMAGE 5
CONTENTS XI
QUESTIONS FOR REFLECTIVE PRACTICE 150
FURTHER READING, RESOURCES AND/OR WEBSITES 150
REFERENCES 150
THE LIBRARIAN:A KEY PARTNER IN PROMOTING EARLY LANGUAGE AND LITERACY 153
CAROLYNN RANKIN INTRODUCTION 153
WHAT LIBRARIANS DO - TAKE THEM TO THE LIBRARY 154
CHALLENGING ASSUMPTIONS AND THE SEX STEREOTYPE 156
KNOWLEDGE BASE - WHAT MAKES LIBRARIANS UNIQUE 158
PARTNERSHIPS - MAKING THE MOST OF NETWORKING 159
RESOURCES - BOOKS AND MORE 161
QUALIFICATIONS AND REWARDS 162
SKILLS - CHILDREN S LIBRARIANS AS MULTITASKERS 163
ETHICAL ISSUES AND VALUES 164
CONCLUSION 165
QUESTIONS FOR REFLECTIVE PRACTICE 165
FURTHER READING, RESOURCES AND/OR WEBSITES 166
REFERENCES 166
PART11I CONCLUSION
10 A FUTURE FOR INTERDISCIPLINARY PROFESSIONALWORK:
MAINSTREAM TO OPPOSITIONAL? 171
NICK FROST INTRODUCTION 171
FROM MAINSTREAM TO OPPOSITIONAL? 172
THE BROCK FRAMEWORK 177
CONCLUSION 179
REFERENCES 179
INDEX 180
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| spellingShingle | Brock, Avril Professionalism in the interdisciplinary early years team supporting young children and their families Child development Great Britain Early childhood education Great Britain Early childhood educators Professional relationships Great Britain EDUCATION / Preschool & Kindergarten bisacsh EDUCATION / Elementary bisacsh Vorschulerziehung (DE-588)4064016-4 gnd |
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| title | Professionalism in the interdisciplinary early years team supporting young children and their families |
| title_auth | Professionalism in the interdisciplinary early years team supporting young children and their families |
| title_exact_search | Professionalism in the interdisciplinary early years team supporting young children and their families |
| title_full | Professionalism in the interdisciplinary early years team supporting young children and their families ed. by Avril Brock... |
| title_fullStr | Professionalism in the interdisciplinary early years team supporting young children and their families ed. by Avril Brock... |
| title_full_unstemmed | Professionalism in the interdisciplinary early years team supporting young children and their families ed. by Avril Brock... |
| title_short | Professionalism in the interdisciplinary early years team |
| title_sort | professionalism in the interdisciplinary early years team supporting young children and their families |
| title_sub | supporting young children and their families |
| topic | Child development Great Britain Early childhood education Great Britain Early childhood educators Professional relationships Great Britain EDUCATION / Preschool & Kindergarten bisacsh EDUCATION / Elementary bisacsh Vorschulerziehung (DE-588)4064016-4 gnd |
| topic_facet | Child development Great Britain Early childhood education Great Britain Early childhood educators Professional relationships Great Britain EDUCATION / Preschool & Kindergarten EDUCATION / Elementary Vorschulerziehung Großbritannien Aufsatzsammlung |
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