Quality in diversity in early learning: a framework for early childhood practitioners
Gespeichert in:
| Körperschaft: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
National Children''s Bureau
2003
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| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Cover title. - Possible format for recording observations (2) Includes bibliographical references Cover; Contents; Acknowledgements; Preface to the 1998 edition: The Early Childhood Education Forum; Foreword to the second edition of Quality in Diversity; Section One: Introducing Quality in Diversity; What is Quality in Diversity?; Why have we written Quality in Diversity?; Who has written Quality in Diversity?; How did we write Quality in Diversity?; Why is it called Quality in Diversity?; What is Quality in Diversity for?; What does the Quality in Diversity framework consist of?; Who is Quality in Diversity for?; How can Quality in Diversity be used? What is different about Quality in Diversity?Conclusion; Description of terms; Section Two: The foundations for early learning; Introduction; The foundations; Goals for early learning; Foundations and goals for early learning: some illustrations; Example one: Belonging and connecting; Example two: Being and becoming; Example three: Contributing and participating; Example four: Being active and expressing; Example five: Thinking, imagining and understanding; Conclusion; Section Three: Learning, play and children's entitlements; Introduction; Learning from birth to eight Early learning: children under threeEarly learning: children from three to five; Early learning: children from five to eight; The importance of play; Children's play and the foundations for early learning; Belonging and connecting in play; Being and becoming in play; Contributing and participating in play; Being active and expressing in play; Thinking, imagining and understanding in play; Children's entitlements; Conclusion; Section Four: The practitioner's part in early learning; Introduction; What practitioners do; The practitioner's wheel Partnership between parents and early childhood practitionersPartnership and the law; Some principles of partnership; Working with the framework: practitioners in action; Principles of partnership; Example one: Practitioners planning for children's learning; Example two: Practitioners resourcing and organising; Example three: Practitioners supporting and extending learning; Example four: Practitioners understandung; Example five: Practitioners evaluating and adapting; Example six: Practitioners working and learning with parents Example seven: Practitioners working and learning with colleaguesConclusion; Section Five: Practitioner development using the framework; Introduction; Principles for practitioner development; A framework for adult learning; Example one: Focus on a child; Practitioners learning the framework; Some challenging questions about Shayma's learning; Example two: Focus on a curriculum theme; Practitioners learning with the framework; Example three: Focus on diversity; Practitioners learning together: using observations; Possible format for recording observations (1) Making a stand for children's entitlement to high quality care and education, this book enables early childhood practitioners to support and extend the learning of young children from birth to eight years |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 1907969772 9781907969775 |
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| 500 | |a Includes bibliographical references | ||
| 500 | |a Cover; Contents; Acknowledgements; Preface to the 1998 edition: The Early Childhood Education Forum; Foreword to the second edition of Quality in Diversity; Section One: Introducing Quality in Diversity; What is Quality in Diversity?; Why have we written Quality in Diversity?; Who has written Quality in Diversity?; How did we write Quality in Diversity?; Why is it called Quality in Diversity?; What is Quality in Diversity for?; What does the Quality in Diversity framework consist of?; Who is Quality in Diversity for?; How can Quality in Diversity be used? | ||
| 500 | |a What is different about Quality in Diversity?Conclusion; Description of terms; Section Two: The foundations for early learning; Introduction; The foundations; Goals for early learning; Foundations and goals for early learning: some illustrations; Example one: Belonging and connecting; Example two: Being and becoming; Example three: Contributing and participating; Example four: Being active and expressing; Example five: Thinking, imagining and understanding; Conclusion; Section Three: Learning, play and children's entitlements; Introduction; Learning from birth to eight | ||
| 500 | |a Early learning: children under threeEarly learning: children from three to five; Early learning: children from five to eight; The importance of play; Children's play and the foundations for early learning; Belonging and connecting in play; Being and becoming in play; Contributing and participating in play; Being active and expressing in play; Thinking, imagining and understanding in play; Children's entitlements; Conclusion; Section Four: The practitioner's part in early learning; Introduction; What practitioners do; The practitioner's wheel | ||
| 500 | |a Partnership between parents and early childhood practitionersPartnership and the law; Some principles of partnership; Working with the framework: practitioners in action; Principles of partnership; Example one: Practitioners planning for children's learning; Example two: Practitioners resourcing and organising; Example three: Practitioners supporting and extending learning; Example four: Practitioners understandung; Example five: Practitioners evaluating and adapting; Example six: Practitioners working and learning with parents | ||
| 500 | |a Example seven: Practitioners working and learning with colleaguesConclusion; Section Five: Practitioner development using the framework; Introduction; Principles for practitioner development; A framework for adult learning; Example one: Focus on a child; Practitioners learning the framework; Some challenging questions about Shayma's learning; Example two: Focus on a curriculum theme; Practitioners learning with the framework; Example three: Focus on diversity; Practitioners learning together: using observations; Possible format for recording observations (1) | ||
| 500 | |a Making a stand for children's entitlement to high quality care and education, this book enables early childhood practitioners to support and extend the learning of young children from birth to eight years | ||
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Datensatz im Suchindex
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|---|---|
| any_adam_object | |
| author_corporate | Early Childhood Forum |
| author_corporate_role | aut |
| author_facet | Early Childhood Forum |
| author_sort | Early Childhood Forum |
| building | Verbundindex |
| bvnumber | BV043135570 |
| collection | ZDB-4-EBA |
| ctrlnum | (OCoLC)793511096 (DE-599)BVBBV043135570 |
| dewey-full | 372.210941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.210941 |
| dewey-search | 372.210941 |
| dewey-sort | 3372.210941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| isbn | 1907969772 9781907969775 |
| language | English |
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| spelling | Early Childhood Forum Verfasser aut Quality in diversity in early learning a framework for early childhood practitioners [Early Childhood Forum] London National Children''s Bureau 2003 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Cover title. - Possible format for recording observations (2) Includes bibliographical references Cover; Contents; Acknowledgements; Preface to the 1998 edition: The Early Childhood Education Forum; Foreword to the second edition of Quality in Diversity; Section One: Introducing Quality in Diversity; What is Quality in Diversity?; Why have we written Quality in Diversity?; Who has written Quality in Diversity?; How did we write Quality in Diversity?; Why is it called Quality in Diversity?; What is Quality in Diversity for?; What does the Quality in Diversity framework consist of?; Who is Quality in Diversity for?; How can Quality in Diversity be used? What is different about Quality in Diversity?Conclusion; Description of terms; Section Two: The foundations for early learning; Introduction; The foundations; Goals for early learning; Foundations and goals for early learning: some illustrations; Example one: Belonging and connecting; Example two: Being and becoming; Example three: Contributing and participating; Example four: Being active and expressing; Example five: Thinking, imagining and understanding; Conclusion; Section Three: Learning, play and children's entitlements; Introduction; Learning from birth to eight Early learning: children under threeEarly learning: children from three to five; Early learning: children from five to eight; The importance of play; Children's play and the foundations for early learning; Belonging and connecting in play; Being and becoming in play; Contributing and participating in play; Being active and expressing in play; Thinking, imagining and understanding in play; Children's entitlements; Conclusion; Section Four: The practitioner's part in early learning; Introduction; What practitioners do; The practitioner's wheel Partnership between parents and early childhood practitionersPartnership and the law; Some principles of partnership; Working with the framework: practitioners in action; Principles of partnership; Example one: Practitioners planning for children's learning; Example two: Practitioners resourcing and organising; Example three: Practitioners supporting and extending learning; Example four: Practitioners understandung; Example five: Practitioners evaluating and adapting; Example six: Practitioners working and learning with parents Example seven: Practitioners working and learning with colleaguesConclusion; Section Five: Practitioner development using the framework; Introduction; Principles for practitioner development; A framework for adult learning; Example one: Focus on a child; Practitioners learning the framework; Some challenging questions about Shayma's learning; Example two: Focus on a curriculum theme; Practitioners learning with the framework; Example three: Focus on diversity; Practitioners learning together: using observations; Possible format for recording observations (1) Making a stand for children's entitlement to high quality care and education, this book enables early childhood practitioners to support and extend the learning of young children from birth to eight years EDUCATION / Preschool & Kindergarten bisacsh Child development fast Early childhood education fast Education fast Erziehung Child development Great Britain Early childhood education Great Britain Education Großbritannien http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=451407 Aggregator Volltext |
| spellingShingle | Quality in diversity in early learning a framework for early childhood practitioners EDUCATION / Preschool & Kindergarten bisacsh Child development fast Early childhood education fast Education fast Erziehung Child development Great Britain Early childhood education Great Britain Education |
| title | Quality in diversity in early learning a framework for early childhood practitioners |
| title_auth | Quality in diversity in early learning a framework for early childhood practitioners |
| title_exact_search | Quality in diversity in early learning a framework for early childhood practitioners |
| title_full | Quality in diversity in early learning a framework for early childhood practitioners [Early Childhood Forum] |
| title_fullStr | Quality in diversity in early learning a framework for early childhood practitioners [Early Childhood Forum] |
| title_full_unstemmed | Quality in diversity in early learning a framework for early childhood practitioners [Early Childhood Forum] |
| title_short | Quality in diversity in early learning |
| title_sort | quality in diversity in early learning a framework for early childhood practitioners |
| title_sub | a framework for early childhood practitioners |
| topic | EDUCATION / Preschool & Kindergarten bisacsh Child development fast Early childhood education fast Education fast Erziehung Child development Great Britain Early childhood education Great Britain Education |
| topic_facet | EDUCATION / Preschool & Kindergarten Child development Early childhood education Education Erziehung Child development Great Britain Early childhood education Great Britain Großbritannien |
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