Rose / Gilbert / Richards Health and Well-being in Early Childhood

1. Auflage 2015
ISBN: 978-1-4739-4771-9
Verlag: SAGE Publications
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 200 Seiten, Format (B × H): 170 mm x 242 mm

The health and well-being of children is integral to learning and development but what does it actually mean in practice?

This textbook draws on contemporary research on the brain and mind to provide an up-to-date overview of the central aspects of young children’s health and well-being – a key component of the revised EYFS curriculum.

Critically engaging with a range of current debates, coverage includes

- early influences, such as relationships, attachment (attachment theory) and nutrition

- the role of the brain in health and well-being

- the enabling environment

- other issues affecting child development

To support students with further reading, reflective and critical thinking it employs:

- case studies

- pointers for practice

- mindful moments

- discussion questions

- references to extra readings

- web links

This current, critical and comprehensive course text will provide a solid foundation for students and practitioners on a wide range of early childhood courses, and empower them to support and nurture young children’s health and well-being.

Autoren/Hrsg.

Rose, Janet

Gilbert, Louise

Richards, Val

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule

Inhaltsverzeichnis

Introduction
Brain development
Brain processes in health and well-being
The stress response system
Nutrition in health and well-being
Attachments and early relationships
Emotional development and regulation
Active Learning
Emotion Coaching
Resilience and Building Learning Power
Economic and social factors affecting health and well-being
Early intervention in health and well-being
Conclusion: sustainable health and well-being

Über Autor(innen)

Rose, Janet
Dr Janet Rose is currently a Principal Lecturer and Programme Leader in Early Education at Bath Spa University. A former teacher, she has also worked in a range of early years settings, worked with children ‘at risk’ and ran sensory integration workshops for 0-3s for many years both in England and abroad. She has worked closely with the National College of Teaching and Learning and led training for a number of Local Authorities and professional organisations around the country. She is the author of various publications, including a co-authored book on The Role of the Adult in Early Years Settings. She is currently developing two research projects (Attachment Aware Schools and Emotion Coaching) which focus on supporting children’s behaviour and well-being.

Gilbert, Louise
Louise Gilbert’s background is in health and education having trained as a teacher and a nurse, and worked in health promotion before becoming a university Senior Lecturer in childhood with a special interest in child development and health. She has numerous publications with a focus on sustainable health and well-being. Louise has also contributed to the development of professional training programmes, delivered keynote speeches and run workshops for multidisciplinary and specialist groups working with children. With Janet Rose, she designed and delivered the first UK Emotion Coaching research project, which applied an interpersonal neurobiological approach to support sustainable, community-wide, cross-disciplinary promotion of children's well-being and resilience.

Richards, Val
Val Richards is a Senior Lecturer at Bath Spa University. She is a member of the Education Studies department and currently leads and teaches modules on Health, Education & Behaviour, Adolescent Development, and Learning. Her main discipline is psychology, specialising in developmental psychology, adolescence, health psychology and teaching and learning. She has also taught Food and Nutrition and Childhood Studies at both Higher Education and secondary school level and was subject leader for Studies of Childhood at Bath Spa University. Her research has focused on gender-related behaviour and attitudes and, more recently, issues concerning transitions from primary to secondary school. She has recently co-edited a book on Bridging the Transition from Primary to Secondary School.