Implementing Quality Improvement & Change in the Early Years PDF Download
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Author: Michael Reed
Publisher: SAGE
ISBN: 1446253775
Category : Education
Languages : en
Pages : 210
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Book Description
For all those working in Early Years, improving quality experiences for all young children is a priority. By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice. Chapters focus on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement. Issues covered include: - multi-disciplinary working - evaluating impact through reflective practice - creativity, digital technologies and play - safeguarding young children - leading practice and leading change - working with parents - improving the quality of student experience This text allows students and practitioners to examine and reflect on practises that lead to creative Quality Improvement Strategies (QIS) in Early Years settings. Michael Reed is a Senior Lecturer at the University of Worcester, Institute of Education: Centre for Early Childhood Natalie Canning is a Lecturer in Early Years at The Open University.
Author: Michael Reed
Publisher: SAGE
ISBN: 1446291944
Category : Education
Languages : en
Pages : 349
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Book Description
For all those working in Early Years, improving quality experiences for all young children is a priority. By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice. Chapters focus on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement. Issues covered include: - multi-disciplinary working - evaluating impact through reflective practice - creativity, digital technologies and play - safeguarding young children - leading practice and leading change - working with parents - improving the quality of student experience This text allows students and practitioners to examine and reflect on practises that lead to creative Quality Improvement Strategies (QIS) in Early Years settings. Michael Reed is a Senior Lecturer at the University of Worcester, Institute of Education: Centre for Early Childhood Natalie Canning is a Lecturer in Early Years at The Open University.
Author: Michael Reed
Publisher: SAGE
ISBN: 1446253775
Category : Education
Languages : en
Pages : 210
Get Book Here
Book Description
For all those working in Early Years, improving quality experiences for all young children is a priority. By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice. Chapters focus on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement. Issues covered include: - multi-disciplinary working - evaluating impact through reflective practice - creativity, digital technologies and play - safeguarding young children - leading practice and leading change - working with parents - improving the quality of student experience This text allows students and practitioners to examine and reflect on practises that lead to creative Quality Improvement Strategies (QIS) in Early Years settings. Michael Reed is a Senior Lecturer at the University of Worcester, Institute of Education: Centre for Early Childhood Natalie Canning is a Lecturer in Early Years at The Open University.
Author: Susanne Garvis
Publisher: Springer Nature
ISBN: 3030731820
Category : Education
Languages : en
Pages : 246
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Book Description
This book explores international perspectives on quality improvement within the field of early childhood education and care. Many countries and governments are focusing on preschool quality as a way to improve entrenched inequalities and reduce social disadvantage and segregation: this book draws together various global case studies to showcase how different countries tackle aspects of quality improvement. The concept of quality is understood in different ways both culturally and contextually, and the implementation of measures to improve quality will differ from country to country. The book draws together case studies from numerous contexts to showcase various ways of working with aspects of quality improvement. Sharing important insights into policy and practice, this book guides a shared understanding of the complex nature of quality improvement within early childhood education and care.
Author: Denise Reardon
Publisher: SAGE
ISBN: 147393446X
Category : Education
Languages : en
Pages : 311
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Book Description
Covering all routes to early years teaching, this essential textbook provides students and practitioners with everything they need to know to deliver outstanding Early Years practice. Previously titled Achieving Early Years Professional Status, this new edition is completely revised to include recent research and practice guidance for those studying: - Early Years Teacher Status - Teach First Early Years - Early Years Educator - Early Years PGCE New case studies, illustrating best practice, make this text highly relevant for experienced professionals teaching and leading practice in Early Years settings and schools, and anyone interested in helping Early Years children learn and develop. Denise Reardon, Dilys Wilson and Dympna Fox Reed will be discussing ideas from Early Years Teaching and Learning in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie.
Author: Jillian Rodd
Publisher: McGraw-Hill Education (UK)
ISBN: 0335263712
Category : Education
Languages : en
Pages : 176
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Book Description
Leading Change in the Early Years focuses on the type of leadership skill needed for leading the reform and change agendas that challenge the early years sector. Early years professionals are expected to implement a range of government initiatives, as well as professionally endorsed changes, aimed at raising the quality of early years provision. The ease and success with which such initiatives are implemented relies on the competent leadership of change, that is, knowledge, understanding and expertise in encouraging, supporting and working with everyone involved with implementing and sustaining change. This resource helps to unpick the principles, processes and practice of effecting change and offers early years professionals a practical guide to the important elements relevant for meeting the political agenda for quality improvement and the professional challenge of effecting responsible change. Key content includes: the link between competent leadership and successful change dimensions, models and processes of change leadership skills for effecting change strategies for reducing reluctance and resistance This book is ideal for early years leaders who understand the general principles and practice of leadership, but who are interested in exploring and expanding their understanding and expertise in leading reform and change. Jillian Rodd is an educational and developmental psychologist and has published widely in the early childhood field throughout the world. This is a powerful text that utilises the voices of early years leaders to clearly articulate the challenges of leading change and demonstrate how the sector is rising to that challenge. It is, therefore, an excellent and vital resource for all working in the early years sector and comes at absolutely the right time as the pace of change in the sector continues to be fast flowing. This book comprehensively and accessibly draws together theory and practice enabling a thorough exploration of the subtle nuances within current debates as to the interrelationship and interaction of leadership and change. The closing thoughts at the end of each chapter are inspired; not simply a summary of the chapter, but an opportunity to underline the importance of key issues. The constructive and helpful strategies offered throughout the text give considerable support for those charged with leading change in the early years sector and, consequently, should be on the bookshelf of every early years setting. Dr Caroline Leeson, Associate Professor of Early Childhood Studies, Plymouth University In a constantly changing world strong leadership and change management skills become of paramount importance and there is an increasing expectation that early years professionals are able to negotiate these domains. This text draws on research evidence and case studies from practice to support those dealing with change on a daily basis. By encouraging early years professionals to draw on their skills of leadership and interpersonal relationships, Jillian provides clear strategies to enact change. This is a 'must have' book for all those working in the Early Years. Nikki Fairchild, Early Years Initial Teacher Training Programme Coordinator, University of Chichester At a time when early years practitioners everywhere are feeling pressure to respond to the children's policy agenda, this accessible guide offers support in implementing and sustaining change. Underpinned by theoretical models, Rodd explores the relationship between leadership and quality and identifies the dynamics of change within the processes of leadership. The text is complemented by comments from a wide of practitioners illustrating how professionals in different contexts experience and respond to the complexity of change. Rory McDowall Clark, Senior Lecturer in Early Childhood, Worcester University Jillian Rodd gives a contemporary view of leadership and change incorporating the latest research from the early years sector. Practitioner voices are evident throughout the book and bring the text to life, helping to contextualise theory explained in the chapters to real issues practitioners encounter in everyday practice. The book provides insight to the complexities of leadership and change, essential understanding for both early years students and practitioners. Natalie Canning, Lecturer in Education - Early Years, The Open University This latest book from Jillian Rodd is timely as early childhood services continue to respond to the demands of policy and funding changes arising from continuing government interest in the early years. Another important application lies in responding to complexity arising from diverse communities and the challenges of improving and developing pedagogy and curriculum to enhance each child’s learning and wellbeing. Currently there is little available that specifically addresses change in the early years. 'Leading change in the early years' progressively develops an argument that change is complex and multi-faceted, conceptualising change as encompassing quality improvement as a core function of early years services rather than as a special event to be managed. The role of leadership is presented as embedded within change where multiple leaders have responsibilities to contribute to change through building professional relationships that support collective endeavours within services. In recognising the complexity of change the work draws on current research offering comprehensive coverage of the issues and significant factors associated with change, including the importance of establishing and nurturing a culture of learning within a service. This latest work is very accessible and will be invaluable for existing early childhood leaders, aspiring leaders and tertiary students. I have no doubt this book will be valued as a companion to the acclaimed Leadership in Early Childhood now in the 4th edition. Kaye Colmer, CEO Gowrie SA Change is the big 'c' word in contemporary educational environments. Information overload, turbulence and complexity characterise our everyday practice and our paths up ahead. The inevitability of change means we must be prepared and can be proactive in responding to external drivers, as well as in initiating reform. Most of all we must be willing to learn and to grow in our thinking. In this book, Jillian Rodd, a pioneer leadership researcher is once again, on the front foot, engaging early childhood readers with inquiry, insights and innovation. Rodd's approach to leading change makes it possible to embrace challenges as opportunities. This book is a 'must read' for intentional leaders seeking practical strategies for the everyday realities of early childhood settings. Manjula Waniganayake (PhD), Associate Professor at the Institute of Early Childhood , Macquarie University
Author: Sue Callan
Publisher: SAGE Publications
ISBN: 0857021753
Category : Education
Languages : en
Pages : 161
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Book Description
In the early years sector of education, all practitioners are now expected to engage in work-based research,as a means of improving practice and demonstrating leadership. Using examples from recent practitioner projects, Work-Based Research in the Early Years focuses on the development of research in practice and how it can work in a variety of settings. With the aim of clarifying themes and concepts for inexperienced researchers, the text explores principles underpinning research, supported by case studies, which will be of particular relevance to students undertaking their own small-scale investigations. Further reading on research methodology is also included. Chapters are organized under three headings: planning for research, doing research, and learning from research. Concentrating on action research, this book provides practitioners and undergraduates with a greater understanding of the position of the researcher, how to facilitate research and how to ensure it underpins raising achievement and change in the workplace. There is an emphasis on the impact of research on practice, illustrated through reflection.
Author: Theodora Papatheodorou
Publisher: Routledge
ISBN: 113658708X
Category : Education
Languages : en
Pages : 257
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Book Description
Globally, Early Years policies and documents have set out aspirational outcomes and benefits for children, their families and the wider society. These policies have emphasised the place of early childhood provision within the wider global agenda, by tackling inequality and disadvantage early on in children’s lives. However, these strategies have also raised further debates regarding the way they have informed and shaped curricula frameworks and pedagogical approaches. The international team of contributors to this book argue that if these issues are not explicitly acknowledged, understood, critiqued and negotiated, emerging policies and documents may potentially lead to disadvantaging, marginalising and even pathologising certain childhoods. Divided into two parts, the volume demonstrates the dialectic nature of both policy and practice. The chapters in this wide-ranging text: explore and articulate the philosophical premises and values that underpin current early childhood policy, curricula and pedagogies explicitly acknowledge and articulate some of potential conflicts and challenges they present provide examples of divergent and creative pedagogical thinking highlight opportunities for enabling pedagogical cultures and encounters. Debates on Early Childhood Policies and Practices is aimed at a wide readership including academics and researchers in early years education, policy makers, undergraduate and postgraduate students, practitioners and early childhood professionals.
Author: Andi Salamon
Publisher: Routledge
ISBN: 0429814836
Category : Education
Languages : en
Pages : 235
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Book Description
Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
Author: Mandy Andrews
Publisher: Learning Matters
ISBN: 0857256874
Category : Education
Languages : en
Pages : 217
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Book Description
Winner of the 2013 Nursery World Awards! This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It takes the reader through a detailed exploration of the nature of play examining the features and the concepts of play. Guidance on the observation of children′s play is included and the text encourages students to appreciate the value of play in development and in socialisation. Children′s rights and the ownership of play are also covered. With interactive activities and case studies throughout, the text helps students to arrive at an understanding of their own practice in relation to play. About the Early Years series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and ′Theory Focus′ boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series are Early Childhood Studies, Childhood in Society for Early Childhood Studies and Child Observation for the Early Years.
Author: Iram Siraj
Publisher: SAGE
ISBN: 1446296679
Category : Education
Languages : en
Pages : 177
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Book Description
This book introduces an intriguing juxtaposition of "caring" alongside "effective", and it is a thought-provoking book. Including examples of early years leaders on their own reflective learning journeys, it provides a rich source of ideas for relational leadership that are firmly based in research and professional experience.′ - Professor Margaret Carr, University of Waikato, New Zealand Effective and caring leadership is an essential part of raising standards and increasing the quality of learning in early childhood settings. This book explains leadership practices that can make a positive difference to the provision offered and improve outcomes for both children and families. With theoretical, practical and research-informed perspectives, this book: Uses case studies to provide examples of effective leadership Integrates education and care with key practices in effective leadership Explores directional, collaborative, empowering and pedagogical leadership Offers readers opportunity to reflect upon their own leadership practices This is a key text for anyone studying Early Childhood, existing and aspiring leaders, graduate Early Years Leaders and those training to work in settings, schools and children’s services. Professor Iram Siraj is Professor of Early Childhood Education at the Institute of Education, University of London. Dr. Elaine Hallet is a Lecturer in Early Childhood Education at the Institute of Education, University of London.
