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Leading Practice in Early Years Settings
Achieving Early Years Professional Status requires candidates to demonstrate that they have effectively led the professional practice of their colleagues across the 0-5 age range. This book helps both Early Years students and experienced practitioners develop the knowledge, skills and confidence to do just that. It clearly explains the nature of the leadership required, and emphasises the need for an influencing role in modelling good practice and promoting appropriate values and principles.
Supporting Pedagogy and Practice in Early Years Settings
To achieve EYPS, candidates must understand the Early Years Foundation stage (EYFS), and how to put it into practice. This text supports those on all EYPS pathways to extend their knowledge and understanding of effective pedagogy within the context of the EYFS. It begins by looking at effective practice in the EYFS and how research has informed recent initiatives. It goes on to cover children′s learning and development, safe and stimulating environments and the role of the adult. The text considers how EYPs can support others in their practice to improve the delivery of learning throughout their setting.
Developing Professional Practice in the Early Years
Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes. The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when...
Leading Practice in Early Years Settings
In the UK, achieving Early Years Professional Status requires candidates to demonstrate that they have effectively led the professional practice of their colleagues across the 0-5 age range. This book helps UK Early Years students and experienced practitioners develop the knowledge, skills, and confidence to do just that. It clearly explains the nature of the leadership required, and emphasizes the need for an influencing role in modeling good practice and promoting appropriate values and principles. The book covers: effective ways of leading practice --- how to support colleagues to develop confidence and work towards better outcomes for children --- overcoming practical problems in leading practice --- team working and collaboration.
The Early Years Reflective Practice Handbook
What do early childhood practitioners need to know about reflection and reflective practice? Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know. This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a bread...
Leading Practice in Early Years Settings
This title helps early years students or experienced practitioners develop the knowledge, skills and confidence to do just that. It clearly explains the nature of the leadership required, and emphasises the need for an influencing role in modelling good practice and promoting appropriate values and principles.
Annual Report
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Bermuda Settlers of the 17th Century
These "Genealogical Notes from Bermuda," were published serially in "Tyler's Quarterly" between 1942 and 1947 and have lain largely unnoticed by the genealogical researcher. The collected "Notes" consist of abstracts of the earliest known records of Bermuda settlers, and their value cannot be exaggerated, for many of the early settlers of Bermuda--or their descendants--removed to the mainland and were among the pioneer settlers of the Carolinas, Georgia, and Virginia. The records given here are arranged by family and appear thereunder in chronological sequence. They consist of a progression of abstracts of wills, administrations, deeds, court orders, indentures, arrival records, and so on, pertaining to every member of the family from the original immigrant up to as near the year 1700 as the records allow. Of paramount interest, however, are the compiler's own notes, which in many cases establish family relationships and carry the family backward to England and forward to the mainland. Altogether about 5,000 of the earliest settlers in the New World are identified--for the first time.
