- 264 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
eBook - ePub
Young Children′s Personal, Social and Emotional Development
About this book
Young children's personal, social and emotional development is of central importance to all those working in the Early Years.
Offering thought-provoking questions and practical suggestions to help readers to reflect on and develop their own practice, this fourth edition of Marion Dowling's much-loved book has been fully updated to include:
- Expanded coverage of key topics including independent thinking, living and learning with others, and dispositions for learning
- A new chapter on 'Vulnerable Children and Fragile Families', with sections on identifying risk, talking to families, and safeguarding and protection
- Guidance for working with parents in every chapter
- Updated links to the EYFS and a focus on two year olds.
This is essential reading for all Early Years students and practitioners, and anyone working with or caring for young children.
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Please note we cannot support devices running on iOS 13 and Android 7 or earlier. Learn more about using the app.
Yes, you can access Young Children′s Personal, Social and Emotional Development by Marion Dowling in PDF and/or ePUB format, as well as other popular books in Education & Education Theory & Practice. We have over one million books available in our catalogue for you to explore.
Information
Index
- abuse, 2, 107, 229
- acceptable behaviour, 25, 148
- acceptance, maternal, 10, 11
- accommodation process, thinking, 81
- accountability of schools, 239
- Accounting for Life-Long Learning (AcE) programme, 92, 142
- achievement, emphasis on, 137–138, 176
- active learning, 37, 80, 203
- dispositions for learning, 122, 135, 136
- active-passive temperament, 153
- ADD (Attention Deficit Disorder)/ADHD (Attention Deficit with Hyperactivity Disorder), 157
- ‘adequate person,’ ideal of, 6–7
- adolescents, disaffected, 120
- adoption, 213
- Adult Engagement Scale, 134
- adults
- attention, rationing of, 95
- and children’s dispositions for learning, 133–135
- expectations of, 18, 155, 164, 195–196
- learning in early years settings, 49–51
- relating to, 39–40
- as role models, 35, 117, 166–167
- strengthening relationships with children, 45
- supporting learning, role in, 35
- affective tuning, 151
- affirmations, positive, 25
- age-separated groups, 52
- aggressive behaviour, 152
- Alexander, Paula, 113
- All Our Futures (government document), 182
- All Party Parliamentary Sure Start Group, 214
- Allen, Graham, 91, 226
- alliteration, 126
- ‘aloneness,’ as a matter of choice, 40, 44
- anti-social actions, 152
- apprentices, 4–5
- approval from others, seeking, 27, 28
- Arnold, C., 55
- Arnold, Joanne Christolph, 175
- aromatherapy, 91
- assessment of dispositions for learning
- requirements, 140–141
- research, examples from, 141–143
- assimilation process, thinking, 81, 194
- Athey, Chris, 219
- attachments
- emotional well-being, 94–96, 107
- independent thinking, 7...
Table of contents
- Cover
- Table of Contents
- About the Author
- Acknowledgements
- Foreword by Lilian Katz
- National References for Each Chapter
- Introduction
- The Seeds of Confidence and Competence
- Confidence and Competence for Learning
- Living with Others
- Learning with Others
- Becoming Independent
- Independent Thinkers
- Emotional Well-being
- Influences on Young Children’s Well-being
- Dispositions for Learning
- Nurturing Dispositions to Learn
- Young Children’s Behaviour
- Achieving Self-regulated Behaviour
- Young Children’s Spirituality
- Living in the Wider World
- Working with Families
- Vulnerable Children and Fragile Families
- Conclusion