Written for anyone working in the field of early years education and care, this book encourages students and practitioners to consider their own practice and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage, and support the reader in developing a critical and reflective approach to their own work.

Issues covered include:

Play in the Early Years Foundation Stage (EYFS) in England; The Foundation Phase in Wales; Safeguarding children; The healthy child; Leading a team at a Children's CenteR; How caregivers are working with the EYFS; Leading and managing a multi-agency workforce; Continuing Professional Development for early years practitioners

Ideal for those working towards Early Years Professional Status (EYPS), this book is also a must-read for students on any early years course, and will help the professional development of all practitioners working with the Birth to Eight age range.

Defining and Measuring Quality in Early Years Settings

Defining and Measuring Quality in Early Years Settings

Defining and measuring quality in early years settings

Chapter Objectives

The following chapter offers reflection upon definitions and measurements of ‘quality’ early years provision from a range of perspectives including aspects of social, cultural and historical viewpoints. It is concerned with the way practitioners might improve outcomes for children but specifically seeks to listen to the voice of a key stakeholder group in early years provision, namely, parents. I believe this to be important because throughout my professional development I have been encouraged to look at working in partnership with parents but this has tended to be providing information about quality prescribed by the Government. It has rarely involved parents making their own views known regarding aspects of quality ...

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