Caroline Bligh, Sue Chambers, Chelle Davison, Ian Lloyd, Jackie Musgrave, June O'Sullivan, Susan Waltham

Well-being in the Early Years (eBook, ePUB)

• Format: ePub

Produktbeschreibung

This text promotes a multi-disciplinary and holistic approach to the well-being of young children and will support child development modules on a variety of programmes. The emotional, physical and social well-being of young children is a prime area of the new Early Years Foundation Stage (EYFS) and is at the forefront of current policy and debate. This text goes beyond issues of safeguarding to address how the well-being of young children can be affected by a range of circumstances and how well-being is promoted by professionals from a variety of disciplines. It looks at various aspects of well-being in the young child from a number of perspectives, including parents and extended family, the early years professional, the early years teacher, the health worker, the foster / adoptive parent and the social worker. In the course of this, key issues such as special and additional needs, poverty and deprivation, abuse, race, ethnicity and culture are examined.

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Produktdetails

• Verlag: Critical Publishing
• Seitenzahl: 144
• Erscheinungstermin: 30. September 2013
• Englisch
• ISBN-13: 9781909330672
• Artikelnr.: 40043384

Autorenporträt

Caroline's professional background is as a qualified nurse and primary teacher. She practised both professions in in Leeds and London before joining Leeds Beckett University.

Caroline is now Head of Education, Childhood and Early Years within the Carnegie School of Education at Leeds Beckett University. She actively shares her passion for exploring the life-worlds of young children through professionally driven and pedagogically underpinned research.

Caroline's research and pedagogical specialism focuses on the initial learning trajectory (the silent period) of young bilingual learners, their negotiations of participation in monolingual educational contexts, the diagnosis of selective mutism in bilingual learners and silent spaces as a pedagogical tool.