Complete Companion for Teaching and Leading Practice in the Early Years

Pam Jarvis is both a chartered psychologist and a historian, and her key research focus is the development of social policy for children, young people and their families. She has 20 years of experience of creating and teaching developmental, social science and social policy modules for Education/Child Development programmes in higher education.Jane George has extensive experience in the voluntary sector and working in socially deprived areas with ethnically diverse groups. She is Head of Faculty, Social Care and Community Practice at Bradford College.Wendy Holland has experience of teaching in mainstream nurseries, primary and special schools for over 30 years. From the 1970s onwards, her focus has been around inclusive provision and practice for children from birth to eight years.Jonathan Doherty has worked in a number of roles in early years and education in school and higher education. Prior to his appointment as Head of Primary Education at Leeds Trinity University, he was Head of Early Childhood Education at Leeds Metropolitan University and then Head of Early Years and Childhood Studies at Manchester Metropolitan University.

• Introduction: Introducing Early Years Practice 1. The History of ‘Early Years Practice’ Section 1 –The Children’s Agenda: Principles in Development, Social Policy, Child Protection and Inclusion2. Principles in Child Care and Education3. Safeguarding and Child Protection 4. Children as citizens: rights and responsibilities in the 21st Century’Section 2 – Leading Practice in the Early Years Setting: 5. Leading in Children’s Learning and Development 6. Promoting Emotional Security and Positive Behaviour7. Transforming the Environment for Play and Learning 8. Management and Partnership in Early YearsSection 3 – Wider Perspectives in Early Years9. Continuing Professional Development for the Leader in Early Years10. The Child, the Family and the State: Different Models of Early Years Practice Conclusion