Summary
Contents
Subject index
‘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
The Influence of Learning Environments
The Influence of Learning Environments
Chapter Overview
This chapter considers how the nature of the materials offered to young children may be more likely to enable certain types of interaction, particularly playful interaction. The idea of ‘affordance’ is presented as a useful aid to our thinking when selecting the range of materials offered to children and the types of interaction that materials may support. Planning for and discussing playful engagement in activities with parents attending dual-focus groups can be helped by reflecting on what different activities afford children's experiences. A session with a high proportion of tactile abstract materials may afford plenty of opportunity for children engaged with control but it may afford few opportunities for adults to engage in negotiating the ...
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