Anna Craft – författare
369 kr
Skickas inom 3-6 vardagar
Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.
This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.
The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include:
Updated and revised throughout to reflect latest policy changes and documents The role of the early years professional Reference to Children's Plan and Common Core of Skills and Knowledge for Children's Work Force New reflective questions and extended case studies Reference to safeguarding and child protection through joint-workingDeveloping Reflective Practice in the Early Years, second edition, is essential reading for all early years' practitioners working in early years settings for children aged 0-8 years, including nurseries, children's centres and schools.Contributors: Naima Browne (freelance early years consultant), Anna Craft (University of Exeter & Open University), Michael Craft (an experienced public health and health promotion professional), Caroline Jones (consultant, University of Warwick), Alice Paige-Smith (Open University), Linda Pound (assessor for the National Professional Qualification in Integrated Centre Leadership), Michael Reed (University of Worcester), Jonathan Rix (Open University) and Elizabeth Wood (University of Exeter). "This is a stimulating book with much to interest, inspire and challenge students undertaking early childhood studies courses and existing early years practitioners ... the links made to current and possible future policy in the early years field are particularly informative at this current time of change."Early Years Update, March 2012
369 kr
Läs direkt efter köp
Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children''s learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.
This book supports early years'' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.
The authors introduce ideas around creativity, inclusion, children''s well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years'' practitioner in further detail. This second edition is refreshed and expanded to include:
Updated and revised throughout to reflect latest policy changes and documents The role of the early years professional Reference to Children''s Plan and Common Core of Skills and Knowledge for Children''s Work ForceNew reflective questions and extended case studies Reference to safeguarding and child protection through joint-workingDeveloping Reflective Practice in the Early Years, second edition, is essential reading for all early years'' practitioners working in early years settings for children aged 0-8 years, including nurseries, children''s centres and schools.Contributors:Naima Browne (freelance early years consultant), Anna Craft (University of Exeter & Open University), Michael Craft (an experienced public health and health promotion professional), Caroline Jones (consultant, University of Warwick), Alice Paige-Smith (Open University), Linda Pound (assessor for the National Professional Qualification in Integrated Centre Leadership), Michael Reed (University of Worcester), Jonathan Rix (Open University) and Elizabeth Wood (University of Exeter)
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Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.
These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to
using reflective practice in professional development; the teacher as researcher.
This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.
510 kr
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Issues explored in the book include: changing approaches to: curriculum selection; school organization and; curriculum planning.
These are situated and considered in the personal contexts of primary teachers' continuing professional development. Themes explored include: analysis of critical incidents as a strategy for developingreflective practice; issues embedded in individual versus collaborative approaches to
using reflective practice in professional development; the teacher as researcher.
This innovative book draws together issues concerning the way primary teachers develop professional knowledge and the influence this has upon their practice in schools. At the same time it encourages teachers to apply their reading to their own personal context and research an aspect of their own practice. It includes both some of the most recent research alongside classic articles, drawing on the work of some of the most renowned figures in primary education.
600 kr
Skickas inom 10-15 vardagar
710 kr
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Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include:
What is creative learning? How does it relate to creative teaching? How do we organize the curriculum to nurture creativity? What pedagogical strategies support creativity? How is creative learning different to effective learning? What responsibilities do schools have for stimulating creativity in relation to society, ethics and the wider environment?Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils’ creative development in a new and more thoughtful way.
735 kr
Läs direkt efter köp
Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include:
What is creative learning? How does it relate to creative teaching? How do we organize the curriculum to nurture creativity? What pedagogical strategies support creativity? How is creative learning different to effective learning? What responsibilities do schools have for stimulating creativity in relation to society, ethics and the wider environment?Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils’ creative development in a new and more thoughtful way.
817 kr
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817 kr
Läs direkt efter köp
820 kr
Läs direkt efter köp
This book takes an inspirational look at how to foster children''s creativity as well as following the guidelines in the National Curriculum. The book:
explores the nature of the creative mind investigates the role of play and the concept of creativity examines appropriate continuing professional development for teachers looks at the personal and professional identities of teachers considers ways of analysing and describing creative practice.This text looks at the bigger picture in education, asking what sort of systems need to be designed to develop children''s learning in the 21st century. It will be a resource to teachers, head teachers and advisory staff committed to asking questions, encouraging play and not allowing problems or circumstances to block action.
820 kr
Läs direkt efter köp
This book takes an inspirational look at how to foster children''s creativity as well as following the guidelines in the National Curriculum. The book:
explores the nature of the creative mind investigates the role of play and the concept of creativity examines appropriate continuing professional development for teachers looks at the personal and professional identities of teachers considers ways of analysing and describing creative practice.This text looks at the bigger picture in education, asking what sort of systems need to be designed to develop children''s learning in the 21st century. It will be a resource to teachers, head teachers and advisory staff committed to asking questions, encouraging play and not allowing problems or circumstances to block action.
843 kr
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This wide ranging sourcebook draws together a range of recent and specially commissioned pieces which examine how policy development and research findings have influenced planning and assessing learning for young children. Topics covered include standards, quality control, league tables, teacher and performance assessment. It also looks at the enabling of learning, focusing on authentic activity and learning, implicit values, the role of learner choice and classroom management. The book also raises which will effect assessing and planning learning into the next century, and sets an agenda for reform and development including teacher training, funding of primary education, early years education and entitlement in primary school.
866 kr
Läs direkt efter köp
This wide ranging sourcebook draws together a range of recent and specially commissioned pieces which examine how policy development and research findings have influenced planning and assessing learning for young children. Topics covered include standards, quality control, league tables, teacher and performance assessment. It also looks at the enabling of learning, focusing on authentic activity and learning, implicit values, the role of learner choice and classroom management. The book also raises which will effect assessing and planning learning into the next century, and sets an agenda for reform and development including teacher training, funding of primary education, early years education and entitlement in primary school.
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