Literaturnachweis - Detailanzeige
| Autor/inn/en | Campbell, Jamel Carly; Mainstone-Cotton, Sonia |
|---|---|
| Titel | Building positive relationships in the early years. Conversations to empower children, professionals, families and communities. |
| Quelle | Abingdon, Oxon: Routledge (2022) |
| Reihe | Little minds matter |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781032062488 (gebundene Ausgabe); 9781032062464 (Taschenbuch); 9781003201373 (E-Book) |
| Schlagwörter | Early childhood teachers; Teacher-student relationships; Teachers; Professional relationships; Parent-teacher relationships; Community and school; Bildungstheorie; Bildungspraxis Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Student; Students; Relationship; Schüler; Schülerin; Studentin; Wechselbeziehung; Verbindung; Profession; Beruf; Parent teacher cooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Community; School; Schools; Schule |
| Abstract | Building positive relationships with children in your care -- Building positive relationships with other professionals -- Building positive relationships with families and the wider community. "In this unique and original book, Jamel Carly Campbell and Sonia Mainstone-Cotton come together to have an open and honest conversation about developing positive and responsive relationships in the early years. The book is divided into three main parts - building positive relationships with children; with other professionals; and with families and the wider community - and each conversation explores a range of key themes, from building trust and listening to the voice of the child, to diversifying practice and creating a setting that represents the wider community. These discussions encourage the reader to consider the connections we make every day, to rethink and empower their practice, and to place a much higher value on their position as an early years advocate. With reflective questions included to allow the reader to think about their own practice, as well as suggested further reading to explore the themes in more depth, this engaging and accessible book is a must-read for all early years professionals - and, importantly, encourages every practitioner to begin new conversations of their own"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/10 |
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