How to be an outstanding early years practitioner.:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
[Place of publication not identified] :
Bloomsbury Publishing,
2016.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource |
| ISBN: | 9781472934413 1472934415 9781472934437 1472934431 |
Internformat
MARC
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| 008 | 160905s2016 xx o 000 0 eng d | ||
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| 245 | 1 | 0 | |a How to be an outstanding early years practitioner. |
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| 505 | 0 | |a Cover; Half-Title; Series Page; Title; Imprint; Contents; Acknowledgements; Introduction; Chapter 1 The role of the adult in the early years; The EYFS and what it means for the role of the adult; Roles and responsibilities of adults working in early years settings; Chapter 2 Working with parents; The role of the key person when working with parents; Making the setting welcoming to parents; Encouraging communication between home and school/nursery; How to encourage parents to support different areas of the EYFS; Chapter 3 Relationships with others. | |
| 505 | 8 | |a How to build positive relationships and why this is importantCommunication with others and skills needed; Types of communication; Developing relationships with children; Working with colleagues; Developing local links and community cohesion in the early years; Chapter 4 Enabling environments; What should the learning environment provide?; Keep different areas of the room clearly labelled and accessible to everyone; Other aspects to consider when looking at the learning environment; School visits and trips; The outdoor learning environment; Health and safety in the learning environment. | |
| 505 | 8 | |a Chapter 5 Areas of learning and developmentCharacteristics of effective teaching and learning; The areas of learning and development; Prime areas; Specific areas; Children who speak English as an additional language (EAL); Chapter 6 Planning, evaluation, observation and assessment; Planning; Evaluation; Observation; Assessment; Chapter 7 Safeguarding and welfare requirements; Safeguarding children; Staff qualifications and suitable people; Health and safety; Managing behaviour; Maintaining information and records; Chapter 8 Managing behaviour; School policies. | |
| 505 | 8 | |a The role of the adult when managing behaviourFactors affecting children's behaviour; Chapter 9 Transition; Effects of transition; Settling in; Moving year group; Supporting children who have special educational needs and disabilities; Chapter 10 Continuing professional development; Main aims of CPD; Induction period for NQTs; Support for teaching and nursery assistants new to EYFS; Qualifications for early years workers; Chapter 11 Extra tips for a happy classroom; Set the boundaries; Keep to routines; Give children ownership of the space; Promote children's independence. | |
| 505 | 8 | |a Encourage a 'have a go' attitudeGet the children's attention before you speak to them; Tidying up; Sing your way through the day!; Glossary of abbreviations and acronyms; Further reading and resources; Index. | |
| 650 | 0 | |a Preschool teaching |z Great Britain. | |
| 650 | 6 | |a Éducation préscolaire |z Grande-Bretagne. | |
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| adam_text | |
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| author | Burnham, Louise |
| author_GND | http://id.loc.gov/authorities/names/nb2003001805 |
| author_facet | Burnham, Louise |
| author_role | |
| author_sort | Burnham, Louise |
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| callnumber-first | L - Education |
| callnumber-label | LB1140 |
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| callnumber-search | LB1140.3 |
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| contents | Cover; Half-Title; Series Page; Title; Imprint; Contents; Acknowledgements; Introduction; Chapter 1 The role of the adult in the early years; The EYFS and what it means for the role of the adult; Roles and responsibilities of adults working in early years settings; Chapter 2 Working with parents; The role of the key person when working with parents; Making the setting welcoming to parents; Encouraging communication between home and school/nursery; How to encourage parents to support different areas of the EYFS; Chapter 3 Relationships with others. How to build positive relationships and why this is importantCommunication with others and skills needed; Types of communication; Developing relationships with children; Working with colleagues; Developing local links and community cohesion in the early years; Chapter 4 Enabling environments; What should the learning environment provide?; Keep different areas of the room clearly labelled and accessible to everyone; Other aspects to consider when looking at the learning environment; School visits and trips; The outdoor learning environment; Health and safety in the learning environment. Chapter 5 Areas of learning and developmentCharacteristics of effective teaching and learning; The areas of learning and development; Prime areas; Specific areas; Children who speak English as an additional language (EAL); Chapter 6 Planning, evaluation, observation and assessment; Planning; Evaluation; Observation; Assessment; Chapter 7 Safeguarding and welfare requirements; Safeguarding children; Staff qualifications and suitable people; Health and safety; Managing behaviour; Maintaining information and records; Chapter 8 Managing behaviour; School policies. The role of the adult when managing behaviourFactors affecting children's behaviour; Chapter 9 Transition; Effects of transition; Settling in; Moving year group; Supporting children who have special educational needs and disabilities; Chapter 10 Continuing professional development; Main aims of CPD; Induction period for NQTs; Support for teaching and nursery assistants new to EYFS; Qualifications for early years workers; Chapter 11 Extra tips for a happy classroom; Set the boundaries; Keep to routines; Give children ownership of the space; Promote children's independence. Encourage a 'have a go' attitudeGet the children's attention before you speak to them; Tidying up; Sing your way through the day!; Glossary of abbreviations and acronyms; Further reading and resources; Index. |
| ctrlnum | (OCoLC)957615802 |
| dewey-full | 372.11020941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.11020941 |
| dewey-search | 372.11020941 |
| dewey-sort | 3372.11020941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Burnham, Louise. http://id.loc.gov/authorities/names/nb2003001805 How to be an outstanding early years practitioner. [Place of publication not identified] : Bloomsbury Publishing, 2016. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Cover; Half-Title; Series Page; Title; Imprint; Contents; Acknowledgements; Introduction; Chapter 1 The role of the adult in the early years; The EYFS and what it means for the role of the adult; Roles and responsibilities of adults working in early years settings; Chapter 2 Working with parents; The role of the key person when working with parents; Making the setting welcoming to parents; Encouraging communication between home and school/nursery; How to encourage parents to support different areas of the EYFS; Chapter 3 Relationships with others. How to build positive relationships and why this is importantCommunication with others and skills needed; Types of communication; Developing relationships with children; Working with colleagues; Developing local links and community cohesion in the early years; Chapter 4 Enabling environments; What should the learning environment provide?; Keep different areas of the room clearly labelled and accessible to everyone; Other aspects to consider when looking at the learning environment; School visits and trips; The outdoor learning environment; Health and safety in the learning environment. Chapter 5 Areas of learning and developmentCharacteristics of effective teaching and learning; The areas of learning and development; Prime areas; Specific areas; Children who speak English as an additional language (EAL); Chapter 6 Planning, evaluation, observation and assessment; Planning; Evaluation; Observation; Assessment; Chapter 7 Safeguarding and welfare requirements; Safeguarding children; Staff qualifications and suitable people; Health and safety; Managing behaviour; Maintaining information and records; Chapter 8 Managing behaviour; School policies. The role of the adult when managing behaviourFactors affecting children's behaviour; Chapter 9 Transition; Effects of transition; Settling in; Moving year group; Supporting children who have special educational needs and disabilities; Chapter 10 Continuing professional development; Main aims of CPD; Induction period for NQTs; Support for teaching and nursery assistants new to EYFS; Qualifications for early years workers; Chapter 11 Extra tips for a happy classroom; Set the boundaries; Keep to routines; Give children ownership of the space; Promote children's independence. Encourage a 'have a go' attitudeGet the children's attention before you speak to them; Tidying up; Sing your way through the day!; Glossary of abbreviations and acronyms; Further reading and resources; Index. Preschool teaching Great Britain. Éducation préscolaire Grande-Bretagne. EDUCATION Elementary. bisacsh Preschool teaching fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Electronic book. has work: How to be an outstanding early years practitioner (Text) https://id.oclc.org/worldcat/entity/E39PCFvGTPg84q7dVdbhMGCfFX https://id.oclc.org/worldcat/ontology/hasWork Print version: Burnham, Louise. How to be an outstanding early years practitioner. [Place of publication not identified] : Bloomsbury Publishing, 2016 1472934407 9781472934406 (OCoLC)944210291 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1341076 Volltext |
| spellingShingle | Burnham, Louise How to be an outstanding early years practitioner. Cover; Half-Title; Series Page; Title; Imprint; Contents; Acknowledgements; Introduction; Chapter 1 The role of the adult in the early years; The EYFS and what it means for the role of the adult; Roles and responsibilities of adults working in early years settings; Chapter 2 Working with parents; The role of the key person when working with parents; Making the setting welcoming to parents; Encouraging communication between home and school/nursery; How to encourage parents to support different areas of the EYFS; Chapter 3 Relationships with others. How to build positive relationships and why this is importantCommunication with others and skills needed; Types of communication; Developing relationships with children; Working with colleagues; Developing local links and community cohesion in the early years; Chapter 4 Enabling environments; What should the learning environment provide?; Keep different areas of the room clearly labelled and accessible to everyone; Other aspects to consider when looking at the learning environment; School visits and trips; The outdoor learning environment; Health and safety in the learning environment. Chapter 5 Areas of learning and developmentCharacteristics of effective teaching and learning; The areas of learning and development; Prime areas; Specific areas; Children who speak English as an additional language (EAL); Chapter 6 Planning, evaluation, observation and assessment; Planning; Evaluation; Observation; Assessment; Chapter 7 Safeguarding and welfare requirements; Safeguarding children; Staff qualifications and suitable people; Health and safety; Managing behaviour; Maintaining information and records; Chapter 8 Managing behaviour; School policies. The role of the adult when managing behaviourFactors affecting children's behaviour; Chapter 9 Transition; Effects of transition; Settling in; Moving year group; Supporting children who have special educational needs and disabilities; Chapter 10 Continuing professional development; Main aims of CPD; Induction period for NQTs; Support for teaching and nursery assistants new to EYFS; Qualifications for early years workers; Chapter 11 Extra tips for a happy classroom; Set the boundaries; Keep to routines; Give children ownership of the space; Promote children's independence. Encourage a 'have a go' attitudeGet the children's attention before you speak to them; Tidying up; Sing your way through the day!; Glossary of abbreviations and acronyms; Further reading and resources; Index. Preschool teaching Great Britain. Éducation préscolaire Grande-Bretagne. EDUCATION Elementary. bisacsh Preschool teaching fast |
| title | How to be an outstanding early years practitioner. |
| title_auth | How to be an outstanding early years practitioner. |
| title_exact_search | How to be an outstanding early years practitioner. |
| title_full | How to be an outstanding early years practitioner. |
| title_fullStr | How to be an outstanding early years practitioner. |
| title_full_unstemmed | How to be an outstanding early years practitioner. |
| title_short | How to be an outstanding early years practitioner. |
| title_sort | how to be an outstanding early years practitioner |
| topic | Preschool teaching Great Britain. Éducation préscolaire Grande-Bretagne. EDUCATION Elementary. bisacsh Preschool teaching fast |
| topic_facet | Preschool teaching Great Britain. Éducation préscolaire Grande-Bretagne. EDUCATION Elementary. Preschool teaching Great Britain Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1341076 |
| work_keys_str_mv | AT burnhamlouise howtobeanoutstandingearlyyearspractitioner |