Amanda Norman – författare

Using a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being.

This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides:

With informed practice examples, case studies and thought-provoking questions regarding a PCA, this book will be essential and informative reading for students studying early years or early childhood courses and to practitioners looking to improve and enhance their practice.

Using a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being.

This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides:

With informed practice examples, case studies and thought-provoking questions regarding a PCA, this book will be essential and informative reading for students studying early years or early childhood courses and to practitioners looking to improve and enhance their practice.

In this innovative book, Amanda Norman looks at D. W. Winnicott’s theory of Transitional Objects in early years practice, the ‘good-enough’ parent, and the relationship between the young child and primary carer in relation to the value of Transitional Objects.

Norman looks at how an understanding of psychological theories can be useful when caring for young children in both educational and research contexts, aiding those interested in understanding therapeutic relationships, and applying the principles to promote the use of Transitional Objects in their work. Throughout the book, Norman uses case studies from parents, children, and practitioner’s perspectives in supporting physical and emotional development. Through these, she shows how observing Transitional Objects is particularly relevant to living in the west, where a low touch, high technology culture prevails, compounded by the recent pandemic. This volume contributes to a timely connection between the understanding and application of therapeutic approaches within early educational contexts. Including engaging exercises at the end of each chapter, this book is a perfect companion for those approaching the concept of Transitional Objects for the first time.

Transitional Objects in Early Childhood is vital reading for those with an interest in the psychology of the infant/young child and their relationship and realities with the external world. It will be of particular interest to those specialising in infant and child care who wish to develop their knowledge of emotional development through play, as well as those working in a variety of social, education, and health contexts.

In this innovative book, Amanda Norman looks at D. W. Winnicott’s theory of Transitional Objects in early years practice, the ‘good-enough’ parent, and the relationship between the young child and primary carer in relation to the value of Transitional Objects.

Norman looks at how an understanding of psychological theories can be useful when caring for young children in both educational and research contexts, aiding those interested in understanding therapeutic relationships, and applying the principles to promote the use of Transitional Objects in their work. Throughout the book, Norman uses case studies from parents, children, and practitioner’s perspectives in supporting physical and emotional development. Through these, she shows how observing Transitional Objects is particularly relevant to living in the west, where a low touch, high technology culture prevails, compounded by the recent pandemic. This volume contributes to a timely connection between the understanding and application of therapeutic approaches within early educational contexts. Including engaging exercises at the end of each chapter, this book is a perfect companion for those approaching the concept of Transitional Objects for the first time.

Transitional Objects in Early Childhood is vital reading for those with an interest in the psychology of the infant/young child and their relationship and realities with the external world. It will be of particular interest to those specialising in infant and child care who wish to develop their knowledge of emotional development through play, as well as those working in a variety of social, education, and health contexts.

Recognising the importance of ‘the first one thousand days’, from the beginning of a woman’s pregnancy until her child’s second birthday, this comprehensive guide takes a fresh look at the role of the practitioner in supporting the family, mother and child from conception through to early infancy.

A period of dramatic physical, social and emotional change for both the parent and child, an infant’s experiences during his or her first two years of life have a significant impact on later development. From Conception to Two Years brings together key research, theory and experiences from practice to further practitioners’ knowledge and understanding of this critical period, and it informs professional approaches to providing care. Offering an explanation of key issues affecting the care of very young children, chapters feature reflective questions and promote discussion and further thinking on topics including:

Giving Early Years practitioners and students the knowledge, skills and confidence they need to effectively support and care for children and their families from the very start, From Conception to Two Years is an essential guide for the provision of high quality infant care.

Recognising the importance of ‘the first one thousand days’, from the beginning of a woman’s pregnancy until her child’s second birthday, this comprehensive guide takes a fresh look at the role of the practitioner in supporting the family, mother and child from conception through to early infancy.

A period of dramatic physical, social and emotional change for both the parent and child, an infant’s experiences during his or her first two years of life have a significant impact on later development. From Conception to Two Years brings together key research, theory and experiences from practice to further practitioners’ knowledge and understanding of this critical period, and it informs professional approaches to providing care. Offering an explanation of key issues affecting the care of very young children, chapters feature reflective questions and promote discussion and further thinking on topics including:

Giving Early Years practitioners and students the knowledge, skills and confidence they need to effectively support and care for children and their families from the very start, From Conception to Two Years is an essential guide for the provision of high quality infant care.