Child Observation for the Early Years: 9780857257451

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SAGE Publications, Jun 25, 2012 - Education - 184 pages
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This is a key text for all those studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It enables students to appreciate the central role of observation for understanding, planning for and educating early years children. The theoretical background to child observation is covered in detail, the text highlights important works and considers the ethical implications. This Second Edition includes new chapters on recording and analysing and the curriculum and is fully updated throughout with links to the updated Early Years Foundation Stage. Interactive activities and real life case studies are included to help the reader engage with the text and make essential links between theory and practice.

Ioanna Palaiologou is a lecturer and researcher at the Centre for Educational Studies at the University of Hull and a Chartered Psychologist of the British Psychological Society with specialism on child development and learning theories. Ioanna is currently leading the Masters in Early Childhood Studies, supervises a number of PhD students and is the Academic coordinator for Research Students Support.

About the Early Years Series

This series has been designed to support degree and foundation degree students of early years, early childhood and realted disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Activities pose questions to prompt thought and discussion, and further reading suggestions, including useful websites, are provided to help students access extended learning in each topic.

Other titles in the series are Child Development for Early Childhood Studies, Successful Placements in Early Years Settings and Childhood in Society for Early Childhood Studies.

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About the author (2012)

Dr. Ioanna Palaiologou CPsychol AFBPsS is an Associate at the Institute of Education, University College London, Centre for Leadership in Learning. Ioanna has worked as a university academic in the UK for the last 20 years and is now returning to her career as a child psychologist.  She is a Chartered Psychologist of the British Psychological Society with specialism on child development and learning theories and was appointed as Associate Fellow of BPS this year.  Currently she is the Co-Director of Canterbury Educational Services and Head of Children’s Services in the same company.

 

Whilst completing her PhD Ioanna worked both as a researcher in education and lecturer on Education and Early Childhood Studies in UK universities.  In 2004 she joined the University of Hull and during the next nine years she worked as Programme Director of BA (Hons) Educational Studies, Co-ordinator of Early Childhood Studies provision, Course Leader for the Masters in Early Childhood Studies and Academic Coordinator for Research Students Support within the Faculty of Education. Her most recent post in higher education was with Canterbury Christ Church University from January, 2014 where she remains as an Associate Doctoral Supervisor.

 

She joined BESA in 2005. She is a member of the Executive and has been the Chair in 2011-2012. Currently she is the Treasurer of the association.

Her recent books include:

Palaiologou, I., (forthcoming-2016) Child Observation for Early Childhood (3rd edition), London: Learning Matters, an Imprint of SAGE Publications Ltd.

Palaiologou, I., (Ed) (2016) Early Years Foundation Stage: Theory and Practice (3rd  edition), London: SAGE.

Palaiologou, I, Needham, D,  and Male. T., (Eds) (2016), Doing Research in Education: Theory and Practice, London: SAGE.

Palaiologou, I., (2012) Child Observation for the Early Years (2nd edition), London: Learning Matters, an Imprint of SAGE Publications Ltd.

Palaiologou, I., (Ed) (2012) Ethical Practice in Early Childhood, London: SAGE.

 

Some of her recent selected papers include:

Male, T., and Palaiologou, I., (2015) Pedagogical leadership in the 21st century, in Educational Management Administration and Leadership, vol 43 (2), pp 214-231. (DOI 10.1177/1741143213494889).

 

Feldges, T., Male, T., Palaiologou, I., and Burwood, S., (2015) The Quest to Re-energise Academic Staff in an Age of Performativity, in EducationalFutures, vol 7 (1), pp 1-15.

 

Alameen L., Male, T., and Palaiologou, I., (2015) Exploring Pedagogical Leadership in Early Years Education in Saudi Arabia, in School Leadership & Administration (DOI: 10.1080/13632434.2014.992773).

 

Palaiologou, I., (2014) Children Under Five and Digital Technologies: Implication for Early Years Pedagogy, in The European Early Childhood Research Journal, vol 24 (1) (printed copy publication 2016) (DOI:10.1080/1350293X.2014.929876).

 

Palaiologou, I., (2014) “Do we hear what children want to say?” Ethical Praxis when choosing research tools with children under five, in Early Child Development and Care , vol 184 (5), pp 689-705 (DOI: 10.1080/03004430.2013.809341)

 

Male. T., and Palaiologou, I., (2012) Learning –Centred Leadership or Pedagogical Leadership? An alternative approach to leadership in education contexts, in International Journal of Leadership in Education , vol 15 (1) pp. 107-118 (DOI: 10.1080/13603124.2011.617839).

 

You can find Ioanna:

http://www.canteduserv.com/dr-ioanna-palaiologou.html

 TWITTER: @IPalaiologou

EMAIL: ioannapad@icloud.com

 

 

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