Family Learning to Inclusion in the Early Years
Theory, Practice, and Partnerships
Nonfiction, Reference & Language, Education & Teaching
| Author: | Hazel G. Whitters | ISBN: | 9781351066600 |
| Publisher: | Taylor and Francis | Publication: | January 12, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | Hazel G. Whitters |
| ISBN: | 9781351066600 |
| Publisher: | Taylor and Francis |
| Publication: | January 12, 2018 |
| Imprint: | Routledge |
| Language: | English |
Using theory and practice to explore partnerships between professionals and families, Family Learning to Inclusion in the Early Years adds to current expertise through deeper insight into the complexities of inclusion within a specific context of family learning. The book presents inclusive practice which reflects the individuality of each child. Application of a therapeutic approach to promote, or to minimise, behaviour through self-regulation is demonstrated to the reader by illustrative examples. Hazel G. Whitters emphasises the value of supporting every child at the very beginning of a lifelong learning journey by activating the vocational skills of the early years’ workforce.
Beginning with a discussion of the concept of family in the 21st century, descriptive scenarios help readers to link theory to the reality of daily practice in a clear and useful way. The book presents a generational cycle of development through a theoretical and practical perspective, and explains how practice can contribute to closing the implementation gap within a context of family learning and inclusion in the early years. It encourages exchange of knowledge and understanding on issues, prompting readers’ reflection, re-configuration, discussion, dissent, argument, or agreement.
An essential read for any in the field of inclusive lifelong learning, this book will be of interest to academics, post-graduate students, and researchers in the field of early years’ education, as well as those working within services.
Using theory and practice to explore partnerships between professionals and families, Family Learning to Inclusion in the Early Years adds to current expertise through deeper insight into the complexities of inclusion within a specific context of family learning. The book presents inclusive practice which reflects the individuality of each child. Application of a therapeutic approach to promote, or to minimise, behaviour through self-regulation is demonstrated to the reader by illustrative examples. Hazel G. Whitters emphasises the value of supporting every child at the very beginning of a lifelong learning journey by activating the vocational skills of the early years’ workforce.
Beginning with a discussion of the concept of family in the 21st century, descriptive scenarios help readers to link theory to the reality of daily practice in a clear and useful way. The book presents a generational cycle of development through a theoretical and practical perspective, and explains how practice can contribute to closing the implementation gap within a context of family learning and inclusion in the early years. It encourages exchange of knowledge and understanding on issues, prompting readers’ reflection, re-configuration, discussion, dissent, argument, or agreement.
An essential read for any in the field of inclusive lifelong learning, this book will be of interest to academics, post-graduate students, and researchers in the field of early years’ education, as well as those working within services.
