′It is inspiring to see a text which attempts to shift our worldview. This shift could give us the chance to achieve more open, inclusive, democratic early childhood practice that has the capacity to answer the deeper questions and which sees both parents and children as powerful and positive agents in their own futures′
- Chris Pascal and Tony Bertram, Directors of the Centre for Research in Early Childhood (CREC)
The role of parents in the early years is fundamental. In order to achieve the best outcomes for children, mutually beneficial relationships between parents and practitioners need to underpin children’s care and learning.
There are many services for children and many different settings in which care and education can take place. Whether you work in children’s centres, outreach and dual-focused services, preschools, kindergartens or schools this book will help you develop the skills and strategies to work alongside parents whatever your role.
Focussing on:
- The importance of involving parents
- The nature of learning
- How to engage and build relationships with parents
- How to reflect on and develop shared learning environment in settings
- Transitions and attachment
This book has examples taken from real settings and practical advice to help you put the ideas into practice. Reading and using it will help ensure the wellbeing and development of all children in your care.
Dianne Jackson is an Adjunct Fellow at the University of Western Sydney and the CEO of Connect Child and Family Services
Martin Needham is Academic Division Leader: Education, Professional and Community Studies at Manchester Metropolitan University
Содержание
Part 1 Parents, children and practitioners together
Chapter 1 The nature of human development
Chapter 2 Researching with families
Chapter 3 The value of practitioners being with children and parents together
Part 2 A place to be and a space to grow
Chapter 4 Being together as parents
Chapter 5 Creating a nurturing community
Chapter 6 Nurturing parents, nurturing children
Part 3 Learning to learn in supported playgroups
Chapter 7 Children learning in collaboration with adults
Chapter 8 Learning to play together
Chapter 9 The influence of learning environments
Chapter 10 Developing transitional capital
Об авторе
Martin Needham trained and worked as an Early Years teacher in Nottinghamshire, London and Pakistan. This was followed by four years as an Early Years Development Officer for a local authority working on a range of initiatives including Early Years Development and Childcare Partnerships, and Children’s Centres. During this time he worked regularly with one of the regional parent and child groups as part of the National Children’s Bureau’s Playing with Words project. He became a Senior Lecturer in Early Childhood Studies at the University of Wolverhampton in 2003 and a Principle Lecturer at Manchester Metropolitan University in 2014. Martin completed his Ph D examining pedagogy and learning with children under the age of 4 at the Institute of Education, London University in 2011. Martin has two children with whom he attended parent and toddler groups. Martin has published work on multi-agency working the ‘Team around the Child’ (Siraj-Blatchford et al, 2007) and applying theory to practice (Waller et al, 2011). Martin was the external examiner for the Peers Early Education Partnership (PEEP) which delivers practitioner training for those working with parents and children together from 2006-2010. Martin has also conducted research into leadership in early years settings (Hadfield et al, 2012 and Needham, 2013).
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