Professional dialogues in the early years :: rediscovering early years pedagogy and principles /
This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals.
Gespeichert in:
| Hauptverfasser: | , , , , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
St Albans :
Critical Publishing,
2018.
|
| Schriftenreihe: | Critical guides for teacher educators.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. |
| Beschreibung: | 1 online resource |
| ISBN: | 9781912508266 1912508265 9781912508273 1912508273 9781912508259 1912508257 |
Internformat
MARC
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| 008 | 181012s2018 enk o 000 0 eng d | ||
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| 100 | 1 | |a Wild, Mary, |e author. | |
| 245 | 1 | 0 | |a Professional dialogues in the early years : |b rediscovering early years pedagogy and principles / |c Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick. |
| 264 | 1 | |a St Albans : |b Critical Publishing, |c 2018. | |
| 300 | |a 1 online resource | ||
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| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed October 24, 2018). | |
| 505 | 0 | |a Intro; Half Title; Series Information; Title Page; Copyright Page; Contents; Foreword; About the editors and authors; Chapter 1 Introduction: current contexts for professional development in early years education; Introduction; A context of change; Continuities in professional contexts; A gendered workforce; Knowing our students and avoiding assumptions; Quality and competences; Emotional labour; Complex models; Further reading; Chapter 2 What does professional dialogue mean?; Introduction; What is professional dialogue?; Developing professional identity; Influences on professional identity | |
| 505 | 8 | |a Professional dialogue and quality in the early yearsWhen is professional dialogue useful?; Conducting professional dialogue; Conversations with colleagues; Reflective writing; Example of reflective writing; The risk in reflective writing; Reflection in/on practice, together; Further reading; Chapter 3 Revisiting values and ethical standpoints in early years education; Introduction; Some definitions; Fundamental British values; Balancing ethics, values and beliefs with policy; Early years philosophies; Putting beliefs into practice; Compassionate leadership | |
| 505 | 8 | |a How can you support students to recognise compassion?Conflicting standpoints; Further reading; Chapter 4 The learning relationship: principles of effective learning and practice in the early years; Introduction; Defining a learning relationship; Children as collaborators in the learning relationship; The student or trainee's role in child-initiated collaborative activities; The student or trainee's role as a direct instructor in small groups; Starting from the child in the learning relationship; Assessment of the effectiveness of the learning relationship | |
| 505 | 8 | |a Modes of assessment of children's learningStandardised testing; Observation; Learning stories; Parental engagement; Promoting parental engagement; The importance of care in the learning relationship; The influence of policy on the development of the learning relationship; Baseline assessment; Developing critical awareness and evidence-based approach to practice; Further reading; Chapter 5 Understanding the family and cultural contexts for learning; Introduction; Why is it important for early years professionals to establish a relationship with the families of the children they teach? | |
| 505 | 8 | |a Parents as first educators of their children or parents as 'deficient'?What do educators need to take into consideration in order to understand the family as a cultural context for learning?; How can early years educators work constructively with families and the wider community so as best to support young children?; Further reading; Chapter 6 The informed practitioner; Introduction; What does it mean to be an informed practitioner?; The student as an informed practitioner; The early years educator as an informed practitioner | |
| 520 | |a This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. | ||
| 650 | 0 | |a Early childhood education. |0 http://id.loc.gov/authorities/subjects/sh87007854 | |
| 650 | 0 | |a Critical pedagogy. |0 http://id.loc.gov/authorities/subjects/sh91004641 | |
| 650 | 0 | |a Education, Primary. |0 http://id.loc.gov/authorities/subjects/sh85041077 | |
| 650 | 6 | |a Éducation de la première enfance. | |
| 650 | 6 | |a Pédagogie critique. | |
| 650 | 6 | |a Enseignement primaire. | |
| 650 | 7 | |a early childhood education. |2 aat | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
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| 650 | 7 | |a Critical pedagogy |2 fast | |
| 650 | 7 | |a Early childhood education |2 fast | |
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| 700 | 1 | |a Alexander, Elise, |e author. | |
| 700 | 1 | |a Briggs, Mary, |e author. | |
| 700 | 1 | |a Gilson, Catharine, |e author. | |
| 700 | 1 | |a Lake, Gillian, |e author. | |
| 700 | 1 | |a Mitchell, Helena, |e author. | |
| 700 | 1 | |a Swarbrick, Nick, |e author. | |
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Datensatz im Suchindex
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|---|---|
| _version_ | 1816797228873809920 |
| adam_text | |
| any_adam_object | |
| author | Wild, Mary Alexander, Elise Briggs, Mary Gilson, Catharine Lake, Gillian Mitchell, Helena Swarbrick, Nick |
| author_facet | Wild, Mary Alexander, Elise Briggs, Mary Gilson, Catharine Lake, Gillian Mitchell, Helena Swarbrick, Nick |
| author_role | aut aut aut aut aut aut aut |
| author_sort | Wild, Mary |
| author_variant | m w mw e a ea m b mb c g cg g l gl h m hm n s ns |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1139 |
| callnumber-raw | LB1139.23 |
| callnumber-search | LB1139.23 |
| callnumber-sort | LB 41139.23 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Intro; Half Title; Series Information; Title Page; Copyright Page; Contents; Foreword; About the editors and authors; Chapter 1 Introduction: current contexts for professional development in early years education; Introduction; A context of change; Continuities in professional contexts; A gendered workforce; Knowing our students and avoiding assumptions; Quality and competences; Emotional labour; Complex models; Further reading; Chapter 2 What does professional dialogue mean?; Introduction; What is professional dialogue?; Developing professional identity; Influences on professional identity Professional dialogue and quality in the early yearsWhen is professional dialogue useful?; Conducting professional dialogue; Conversations with colleagues; Reflective writing; Example of reflective writing; The risk in reflective writing; Reflection in/on practice, together; Further reading; Chapter 3 Revisiting values and ethical standpoints in early years education; Introduction; Some definitions; Fundamental British values; Balancing ethics, values and beliefs with policy; Early years philosophies; Putting beliefs into practice; Compassionate leadership How can you support students to recognise compassion?Conflicting standpoints; Further reading; Chapter 4 The learning relationship: principles of effective learning and practice in the early years; Introduction; Defining a learning relationship; Children as collaborators in the learning relationship; The student or trainee's role in child-initiated collaborative activities; The student or trainee's role as a direct instructor in small groups; Starting from the child in the learning relationship; Assessment of the effectiveness of the learning relationship Modes of assessment of children's learningStandardised testing; Observation; Learning stories; Parental engagement; Promoting parental engagement; The importance of care in the learning relationship; The influence of policy on the development of the learning relationship; Baseline assessment; Developing critical awareness and evidence-based approach to practice; Further reading; Chapter 5 Understanding the family and cultural contexts for learning; Introduction; Why is it important for early years professionals to establish a relationship with the families of the children they teach? Parents as first educators of their children or parents as 'deficient'?What do educators need to take into consideration in order to understand the family as a cultural context for learning?; How can early years educators work constructively with families and the wider community so as best to support young children?; Further reading; Chapter 6 The informed practitioner; Introduction; What does it mean to be an informed practitioner?; The student as an informed practitioner; The early years educator as an informed practitioner |
| ctrlnum | (OCoLC)1056711307 |
| dewey-full | 372.21 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.21 |
| dewey-search | 372.21 |
| dewey-sort | 3372.21 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:15Z |
| institution | BVB |
| isbn | 9781912508266 1912508265 9781912508273 1912508273 9781912508259 1912508257 |
| language | English |
| oclc_num | 1056711307 |
| open_access_boolean | |
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| psigel | ZDB-4-EDU |
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| publisher | Critical Publishing, |
| record_format | marc |
| series | Critical guides for teacher educators. |
| series2 | Critical guides for teacher educators |
| spelling | Wild, Mary, author. Professional dialogues in the early years : rediscovering early years pedagogy and principles / Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick. St Albans : Critical Publishing, 2018. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Critical guides for teacher educators Online resource; title from PDF title page (EBSCO, viewed October 24, 2018). Intro; Half Title; Series Information; Title Page; Copyright Page; Contents; Foreword; About the editors and authors; Chapter 1 Introduction: current contexts for professional development in early years education; Introduction; A context of change; Continuities in professional contexts; A gendered workforce; Knowing our students and avoiding assumptions; Quality and competences; Emotional labour; Complex models; Further reading; Chapter 2 What does professional dialogue mean?; Introduction; What is professional dialogue?; Developing professional identity; Influences on professional identity Professional dialogue and quality in the early yearsWhen is professional dialogue useful?; Conducting professional dialogue; Conversations with colleagues; Reflective writing; Example of reflective writing; The risk in reflective writing; Reflection in/on practice, together; Further reading; Chapter 3 Revisiting values and ethical standpoints in early years education; Introduction; Some definitions; Fundamental British values; Balancing ethics, values and beliefs with policy; Early years philosophies; Putting beliefs into practice; Compassionate leadership How can you support students to recognise compassion?Conflicting standpoints; Further reading; Chapter 4 The learning relationship: principles of effective learning and practice in the early years; Introduction; Defining a learning relationship; Children as collaborators in the learning relationship; The student or trainee's role in child-initiated collaborative activities; The student or trainee's role as a direct instructor in small groups; Starting from the child in the learning relationship; Assessment of the effectiveness of the learning relationship Modes of assessment of children's learningStandardised testing; Observation; Learning stories; Parental engagement; Promoting parental engagement; The importance of care in the learning relationship; The influence of policy on the development of the learning relationship; Baseline assessment; Developing critical awareness and evidence-based approach to practice; Further reading; Chapter 5 Understanding the family and cultural contexts for learning; Introduction; Why is it important for early years professionals to establish a relationship with the families of the children they teach? Parents as first educators of their children or parents as 'deficient'?What do educators need to take into consideration in order to understand the family as a cultural context for learning?; How can early years educators work constructively with families and the wider community so as best to support young children?; Further reading; Chapter 6 The informed practitioner; Introduction; What does it mean to be an informed practitioner?; The student as an informed practitioner; The early years educator as an informed practitioner This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. Early childhood education. http://id.loc.gov/authorities/subjects/sh87007854 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Primary. http://id.loc.gov/authorities/subjects/sh85041077 Éducation de la première enfance. Pédagogie critique. Enseignement primaire. early childhood education. aat EDUCATION Elementary. bisacsh Education, Primary fast Critical pedagogy fast Early childhood education fast Electronic book. Alexander, Elise, author. Briggs, Mary, author. Gilson, Catharine, author. Lake, Gillian, author. Mitchell, Helena, author. Swarbrick, Nick, author. has work: Professional dialogues in the early years (Text) https://id.oclc.org/worldcat/entity/E39PCGPM9YHmQ7wVrgvwgQFtcd https://id.oclc.org/worldcat/ontology/hasWork Print version : 9781912508242 Critical guides for teacher educators. http://id.loc.gov/authorities/names/no2015068402 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1910795 Volltext |
| spellingShingle | Wild, Mary Alexander, Elise Briggs, Mary Gilson, Catharine Lake, Gillian Mitchell, Helena Swarbrick, Nick Professional dialogues in the early years : rediscovering early years pedagogy and principles / Critical guides for teacher educators. Intro; Half Title; Series Information; Title Page; Copyright Page; Contents; Foreword; About the editors and authors; Chapter 1 Introduction: current contexts for professional development in early years education; Introduction; A context of change; Continuities in professional contexts; A gendered workforce; Knowing our students and avoiding assumptions; Quality and competences; Emotional labour; Complex models; Further reading; Chapter 2 What does professional dialogue mean?; Introduction; What is professional dialogue?; Developing professional identity; Influences on professional identity Professional dialogue and quality in the early yearsWhen is professional dialogue useful?; Conducting professional dialogue; Conversations with colleagues; Reflective writing; Example of reflective writing; The risk in reflective writing; Reflection in/on practice, together; Further reading; Chapter 3 Revisiting values and ethical standpoints in early years education; Introduction; Some definitions; Fundamental British values; Balancing ethics, values and beliefs with policy; Early years philosophies; Putting beliefs into practice; Compassionate leadership How can you support students to recognise compassion?Conflicting standpoints; Further reading; Chapter 4 The learning relationship: principles of effective learning and practice in the early years; Introduction; Defining a learning relationship; Children as collaborators in the learning relationship; The student or trainee's role in child-initiated collaborative activities; The student or trainee's role as a direct instructor in small groups; Starting from the child in the learning relationship; Assessment of the effectiveness of the learning relationship Modes of assessment of children's learningStandardised testing; Observation; Learning stories; Parental engagement; Promoting parental engagement; The importance of care in the learning relationship; The influence of policy on the development of the learning relationship; Baseline assessment; Developing critical awareness and evidence-based approach to practice; Further reading; Chapter 5 Understanding the family and cultural contexts for learning; Introduction; Why is it important for early years professionals to establish a relationship with the families of the children they teach? Parents as first educators of their children or parents as 'deficient'?What do educators need to take into consideration in order to understand the family as a cultural context for learning?; How can early years educators work constructively with families and the wider community so as best to support young children?; Further reading; Chapter 6 The informed practitioner; Introduction; What does it mean to be an informed practitioner?; The student as an informed practitioner; The early years educator as an informed practitioner Early childhood education. http://id.loc.gov/authorities/subjects/sh87007854 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Primary. http://id.loc.gov/authorities/subjects/sh85041077 Éducation de la première enfance. Pédagogie critique. Enseignement primaire. early childhood education. aat EDUCATION Elementary. bisacsh Education, Primary fast Critical pedagogy fast Early childhood education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh87007854 http://id.loc.gov/authorities/subjects/sh91004641 http://id.loc.gov/authorities/subjects/sh85041077 |
| title | Professional dialogues in the early years : rediscovering early years pedagogy and principles / |
| title_auth | Professional dialogues in the early years : rediscovering early years pedagogy and principles / |
| title_exact_search | Professional dialogues in the early years : rediscovering early years pedagogy and principles / |
| title_full | Professional dialogues in the early years : rediscovering early years pedagogy and principles / Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick. |
| title_fullStr | Professional dialogues in the early years : rediscovering early years pedagogy and principles / Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick. |
| title_full_unstemmed | Professional dialogues in the early years : rediscovering early years pedagogy and principles / Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick. |
| title_short | Professional dialogues in the early years : |
| title_sort | professional dialogues in the early years rediscovering early years pedagogy and principles |
| title_sub | rediscovering early years pedagogy and principles / |
| topic | Early childhood education. http://id.loc.gov/authorities/subjects/sh87007854 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Primary. http://id.loc.gov/authorities/subjects/sh85041077 Éducation de la première enfance. Pédagogie critique. Enseignement primaire. early childhood education. aat EDUCATION Elementary. bisacsh Education, Primary fast Critical pedagogy fast Early childhood education fast |
| topic_facet | Early childhood education. Critical pedagogy. Education, Primary. Éducation de la première enfance. Pédagogie critique. Enseignement primaire. early childhood education. EDUCATION Elementary. Education, Primary Critical pedagogy Early childhood education Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1910795 |
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