Examining Levels of Involvement in the Early Years

Engaging with children's possibilities
1. Auflage 2016
ISBN: 978-1-138-88500-4
Verlag: Taylor & Francis Ltd

Buch, Englisch, 130 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 386 g

Examining Levels of Involvement in the Early Years studies the theory and rationale behind using young children’s levels of involvement as a tool for enhancing their experiential learning in diverse settings by exploring values, beliefs, ideology, resourcefulness and environmental contexts.

Drawing on Laevers’ process-oriented Self-evaluation Instrument for Care Settings and the Leuven Involvement Scale for Young Children, this book examines the theoretical constructs that underpin the development of these instruments as well as the practical implications of how and why practitioners may use the scales in their settings. More importantly, it looks at children’s deep level learning capabilities and reflects on the engaging possibilities this presents.

Using encounters with children and adults from a range of settings, it covers:

• connecting levels of involvement with local, national, international and theoretical approaches;

• embracing levels of involvement;

• involving the environment;

• levels of outdoor involvement;

• engaging with adult involvement;

• nurturing involvement through observation, assessment and planning.

Including contributions from experts in the field, this book will be essential reading for students, trainee early years practitioners and all those wanting to continue their professional learning.

Autoren/Hrsg.

Woods, Annie

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

1. Why Involvement? 2. Levels of Involvement 3. Embracing levels of involvement 4. Involving the environment 5. Levels of outdoor involvement 6. Engaging with adult involvement and community practice 7. Nurturing involvement through observation, assessment and planning: what next?

Über Autor(innen)

Annie Woods is a former early years lecturer, programme leader and academic team leader in the education department at Nottingham Trent University, UK. Trained as a forest school leader and a former assistant head teacher, she has also edited two further books: Child-initiated Play and Learning and The Characteristics of Effective Learning, both for Routledge.