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Characteristics of Effective Early Learning 2e - Helen Moylett - Bog - Open University Press - Plusbog.dk

Characteristics of Effective Early Learning 2e - Helen Moylett - Bog - Open University Press - Plusbog.dk

This new and updated edition of Characteristics of Effective Early Learning focuses on how children learn which is just as important as what they learn. The book helps practitioners understand their key role in supporting children’s self-regulation skills and learning power through playing and exploring, active learning and thinking creatively and critically. It includes new chapters on affirmative parenting practices and the crucial role of adult communication partners in supporting children’s learning. The book: • E xplains how emotional and cognitive self-regulation in the early years underpins lifelong learning • I nvestigates how children engage in learning through playing and exploring and are motivated through active learning • E xplores how children become creative and critical thinkers, excited by their own learning power and able to review their own learning and thinking • O utlines how to approach observation, assessment and planning appropriately • S uggests how to continue the characteristics of effective learning into work with older children and staff teams Written by leaders in the field, based on research and rich in practical examples and case studies, this is an essential read for early years students and practitioners. The book will support those who want to find out more about how to encourage children in becoming self-regulated, playful, active learners who think deeply and creatively about their own learning and the world around them. “Whatever kind of early years setting you work in, this book is sure to inform, inspire and enthuse you and your staff.” Sue Cowley, Early Years Teacher, Author, Presenter and Trainer “The publication provides academic evidence, practical guidance and support for undergraduates and the general reader.” Michael Freeston, Director of Quality Improvement, Early Years Alliance “Such a wonderful range of chapter contributors ensures that this book remains essential reading for students and professionals at all levels.” Dr Karen Boardman, Head of Early Years Education, Edge Hill University, UK Helen Moylett is an independent early years consultant and writer. She has been an early years teacher, a local authority adviser and a university lecturer as well as head of a nursery school and children’s centre. Helen was centrally involved in developing the Early Years Foundation Stage and has received a Nursery World Lifetime Achievement Award.

DKK 307.00
1

Contemporary Perspectives on Early Childhood Education - Nicola Yelland - Bog - Open University Press - Plusbog.dk

Contemporary Perspectives on Early Childhood Education - Nicola Yelland - Bog - Open University Press - Plusbog.dk

This book considers and interrogates a range of new and critical issues in contemporary early childhood education. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks. Bringing together leading experts whose work is at the cutting edge of contemporary early childhood education theory and research across the world, this book considers the care and education of young children from a global perspective and deals with issues and groups of children or families that are often marginalized. The contributing authors challenge traditional views and maintain that new ways of thinking and doing are required in these new times. The chapters in this book highlight some of the most important issues as catalysts for discussion and critique. Central to the discussions is the notion that these are complex issues that warrant debate and that there are often no simple solutions to them. These theoretical perspectives are situated in practice with the use of engaging case studies. This edited collection is essential reading for anyone studying or working in early childhood education. Contributors : Marina Umaschi Bers, Erica Burman, Judith Duncan, Anne Haas Dyson, Karen Gallas, Rachael Holmes, Elizabeth Jones, Michelle Leiminer, Hillevi Lenz Taguchi, Maggie MacLure, Christina MacRae, Joanna McPake, Veronica Pacini Ketchabaw, Alan Pence, Helen Penn, Lydia Plowman, Valerie Polakow, Christine Stephen, Gail Yuen. "This innovative and challenging book offers a refreshing and vigorous response to those who seek to create childhoods that are standardized, over-regulated and framed within a ''one-size-fits-all'' approach. It demonstrates how childhoods are multiple, complex and multi-faceted in a global context and outlines approaches to policy and practice that celebrate diversity and address contemporary concerns such as poverty, children''s rights and quality in early childhood education. This is a book that should be read by researchers, practitioners, students and policy-makers alike: each will find important material that will change their thinking about early childhood education in the 21st century." Professor Jackie Marsh, University of Sheffield, UK "An important addition to the growing body of literature contesting mainstream and standardising early childhood education, offering a rich, diverse and critical menu of work about both policy and practice." Professor Peter Moss, Institute of Education University of London, UK

DKK 292.00
1

Reflective Practice for Teaching in Lifelong Learning - Ian Rushton - Bog - Open University Press - Plusbog.dk

Reflective Practice for Teaching in Lifelong Learning - Ian Rushton - Bog - Open University Press - Plusbog.dk

“The authors set out to produce a book that would “demystify reflective practice” and they have succeeded!!! The book is rich in practical wisdom, concisely expressed, and will enable both experienced teachers and new entrants to use reflective practice to improve and develop teaching and learning in a complex and diverse lifelong learning sector." Dr David Holloway, University of Portsmouth, UK. “This book speaks with academic authority and the experience and understanding of practitioners. The authors draw teachers into their world of everyday reflective practice that is much more than a requirement from trainee teachers, but rather is at the heart of all teachers’ practice. The authors highlight its value for improving teaching and learning and coping with ongoing change, whilst recognising honestly the difficulties in making time to reflect deeply and critically and the questions raised about the worth of reflective practice in an increasingly regulated sector. Rich examples bring the text to life, exemplify concepts and demonstrate practical applications." Mary Samuels, Oxford Brookes University, UK. “This book has a heartening and optimistic message at its centre: reflective practice can help us as teachers discover what actually works to improve practice, not what should work or what we’ve been told might work. It is written in a refreshingly straightforward way that steers clear of educational jargon and aims for clarity; it is an antidote to the over-theorizing of Reflective Practice that it warns against." Noelle Graal, Canterbury Christ Church University, UK. “The authors of this clear and informative book have delved into their extensive experience to produce a must have text for all those who care about the state of teaching and learning in the Lifelong Learning sector. By providing an in depth, detailed and critical accounts of the key processes and products of reflective practice their book must become a set text on initial teacher training courses for the sector and an essential resource for both tutors and managers." Dr Graham Hitchcock, University Centre, Doncaster, UK. Reflective practice is an important skill for students learning to teach in the lifelong learning sector. This book makes the case for reflective practice in post-compulsory teaching and shows how it can be used to support teachers in coping with the complexities and contingencies of practice. The book introduces a basic model of reflective practice and then explores several further models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Collaborative approaches to reflective practice are also discussed, and the place of reflective practice in teachers continuing professional development is carefully examined. Other key features of the book include: - - Clear links with the professional standards for teachers in the lifelong learning sector - - Discussion of the challenges and issues when engaging in reflection on practice - - Coverage of action research, often considered an extension of reflective practice - - Illustrations drawn from the authors’ extensive experience in teaching and enabling learning Reflective Practice for Teaching in Lifelong Learning has been written to address the needs of student teachers across a whole range of lifelong learning courses.

DKK 292.00
1

Doing Social Work Research - Roger S. Smith - Bog - Open University Press - Plusbog.dk

Doing Social Work Research - Roger S. Smith - Bog - Open University Press - Plusbog.dk

"The book provides a well written guide that adeptly captures the sensitivities and complex implications of both research process and dissemination within the ever changing and highly regulated world of social work." Victoria Foster,Research Associate, School of Nursing, Midwifery and Social Work,University of Manchester, UK, in British Journal of Social Work June 2010 "This book offers many practical examples of research projects taken from the author''s own experience as a researcher. These examples illustrate the usually complex concepts of research methodology by showing how they are practised in the real world of social work, so the title is apt. Especially useful are the common features of social work research discussed at length in the final chapter, as a way of finding common ground in the disputed terrain of social work as a profession, and in social work research in particular." Heather D''Cruz, School of Health and Social Development, Deakin University, Australia "Smith clearly highlights the parallels between the values of social work and the values that underpin research in this area, and in so doing, demonstrates the emancipatory potential of social work research...this is a valuable text that will help to allay many of the fears associated with conducting social work research." Caroline Andow, Senior Research Fellow, University of Southampton, Social Sciences Department, UK "As a third year social work student I found this book a good consolidation of what I have been learning this semester in my research and evaluation module. It has helped me with my end of module assignment, to demonstrate my understanding of social work research through a detailed literature search ... I found the practical examples of actual pieces of research particularly useful in getting an idea of how particular methods are used. I have found this book very useful as it has helped clarify the meaning of the research terminology and given me a good understanding of the overall process." Sally Biskin, Social Work Student, Bangor University, UK This accessible book is based on the author''s extensive practical experience of carrying out and teaching research in the social work field. Social work research is shown to be both a distinctive academic enterprise and a task that can be accomplished effectively in line with the values and ethical principles that lie at the discipline''s core. Doing Social Work Research helps intending researchers to relate ''methodology'' to ''method'', so that they can make authoritative decisions about how to turn initial research questions into valid and feasible investigative strategies. In doing so, it introduces and evaluates a wide range of approaches across the spectrum of social work research. Building on this, the book provides detailed guidance on how to organize the research task, paying close attention to the practicalities of planning, preparation, implementation and management of investigations. Doing Social Work Research features: - - A comprehensive overview of social work research methods - - Detailed guidance on ‘how to’ carry out research in social work - - Illustrative examples of research practice from personal experience - - Effective links between core social work values, purposes, methodologies and research practices This book is a valuable resource for social work students and practitioners carrying out research projects as well as practicing researchers and research educators in the discipline.

DKK 348.00
1