Exploring Wellbeing In The Early Years

Name: Exploring Wellbeing In The Early Years
Brand: McGraw-Hill Education
Price: 63.89 EUR
Availability: OnlineOnly

Julia Manning-Morton(Autor*in)

McGraw-Hill Education (Verlag)

1. Auflage

Erschienen am 1. September 2013

201 Seiten

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978-0-335-24685-4 (ISBN)

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Beschreibung

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Inhalt

Intro
Half Title
Title Page
Copyright
Praise for this book
Contents
About the editor and contributors
Acknowledgements
Introduction: Talking about well-being in early childhood
Young children's voices
Research values
References
Part 1: Young children's well-being in context
1: Thinking about well-being in early childhood
Introduction
Why think about concepts of well-being in early childhood?
Considering objective and subjective factors of well-being
Key themes in well-being in early childhood
Differences and similarities in the perspectives of children, parents, and practitioners on well-being in early childhood
Cross-cutting theme: time and mindfulness, well-being in the here and now
Cross-cutting theme: holistic perspective
Conclusion
References
2: The historical and social policy contexts of well-being
Introduction
An historical background to policy and well-being
Influential policy contexts for thinking about young children's well-being
Children's voices in policy development
Twenty-first century policy developments
Policies specifically relating to the well-being of young children
Curriculum frameworks
Summary and conclusion
References
3: Young children's well-being in times of austerity
Introduction
What is poverty and why does it matter?
The links between poverty and inequality
How do poverty and inequality affect young children and their families?
Social resilience and young children's well-being
Poverty, inequality and prejudice
How does prejudice impact on the well-being of young children?
Conclusion
References
Part 2: Supporting young children's well-being in provision and practice
4: Feeling good: emotional well-being and social relationships
Introduction
Young children's personal, social, and emotional development and well-being research
Emotional well-being and emotional expression
Emotional intelligence and regulation
Developing emotional understanding in relationships
The psychological environment
Personal well-being, self-esteem, and self-confidence
Self-esteem and community esteem
Belonging and contribution
Social well-being, communication, and friendships
Friendships
Conclusion
References
5: Play, playfulness, and young children's well-being
Introduction
Play and well-being research
Play and its contribution to well-being
Targeting play
The physical environment, play, and well-being
Friendships, play, and well-being
Conclusion
References
6: Creativity, imagination, and well-being
Introduction
What do we mean by creativity?
Reflections on imaginative and creative processes
Creativity, imagination, and well-being
Spiritual and symbolic narratives
Implications for practice
Conclusion
References
7: Physical well-being: autonomy, exploration, and risk taking
Introduction
The relationship of movement to well-being
The significance of creeping and crawling
Connecting the vestibular system through joyful movement
The role of robust and risky play in well-being
Companionable movement, touch, and well-being
Conclusion
References
Films that may be of interest
8: Health and well-being: food and mealtimes
Introduction
The relationship between health and well-being
Health, food, and early childhood
Food and health inequality
Food and identity
Mealtimes: developing a sense of community and belonging
Conclusion
References
9: Supporting the well-being of children with disabilities and their families
Introduction
Families with disabled children - the current context
What is the medical model of disability?
What is the social model of disability?
At the beginning - becoming the parent of a disabled child
Models of disability and parental attitudes
The social model of disability and inclusion
Early intervention and well-being
Conclusion
References
Part 3: The well-being of adults living and working with babies and young children
10: The well-being of adults living with babies and young children
Introduction
How the well-being of adults affects the well-being of children
Supporting the well-being of parents and families
Parenting support programmes
A multi-disciplinary approach to supporting families
Conclusion
References
11: The well-being of early childhood practitioners
Introduction
The key characteristics and skills of an early childhood practitioner
Observation as a key skill
The key person approach and professionalism
Professional support
Training and qualifications
Professional self-esteem
Conclusion
References
12: Leading the well-being of early years teams
Chapter overview
Supervision
Encouraging reflective practice
A culture and climate that supports well-being
Maintaining well-being throughout periods of change
The emotionally literate leader
The well-being of the leader
Conclusion
References
Conclusion: supporting well-being in early years practice
Introduction
How do we identify well-being in babies and young children?
Practice contexts that support children's well-being
A 'connections' curriculum
Final thoughts
References
Index

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