The Critical Years

Early Years Development from Conception to 5
1. Auflage 2014
ISBN: 978-1-909330-73-3
Verlag: Routledge

Buch, Englisch, 110 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 216 g

Reihe: Critical Approaches to Social Work

A book that brings up to date theory and understanding of child development in the early years into the workplace.

During the last ten years our understanding of early child development, from conception through to 5, has greatly increased. This includes our understanding of neuro science and brain development, the ability to modify fetal development in the womb and the move away from the traditional debate of nature versus nurture to nature via nurture.

It is vitally important that childcare social workers are fully aware of these issues if we are to intervene successfully to support children in need and children that need protecting. This book introduces the new science while affirming many of the older theories. By linking theories of child development with the law, policy and guidelines, it provides students with a source that will enhance their learning, but also has meaning in day-to-day practice.

Zielgruppe

Postgraduate, Professional Practice & Development, and Undergraduate Advanced

Autoren/Hrsg.

Gully, Tim

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik

Inhaltsverzeichnis

Introduction, Fetal Development, The Physical Child, The Psychological Child, The Social Child, The Parented Child, Children with special Needs, Abuse and Significant Harm, Conclusion, Index

Über Autor(innen)

Tim Gully worked for the Probation Service, NSPCC and in Social Work for 25 years, mostly with dangerous offenders and in child protection, before moving in to higher education. He has taught both social work and early childhood studies and currently teaches at the University of Chichester. His research interests include the making of children from conception to birth, risk society, social pedagogy and child protection in early years. Working with both victims and abusers, he believes that it is essential to see situations holistically so that we can better, understand, intervene and protect children. Internationalism is at the core of his teaching and research and he has been able to teach in Denmark, Romania and Germany, bringing ideas back to include in his teaching in the UK.