Implementing Quality Improvement & Change in the Early Years

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Michael Reed, Natalie Canning
SAGE, Nov 4, 2011 - Education - 216 pages
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For all those working in Early Years, improving quality experiences for all young children is a priority. By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice.

Chapters focus on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement.

Issues covered include:

- multi-disciplinary working

- evaluating impact through reflective practice

- creativity, digital technologies and play

- safeguarding young children

- leading practice and leading change

- working with parents

- improving the quality of student experience

This text allows students and practitioners to examine and reflect on practises that lead to creative Quality Improvement Strategies (QIS) in Early Years settings.

Michael Reed is a Senior Lecturer at the University of Worcester, Institute of Education: Centre for Early Childhood

Natalie Canning is a Lecturer in Early Years at The Open University.

 

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Contents

Introduction
1
Quality Improvement Process or Product?
7
1 What do we mean by quality and quality improvement?
9
an essential part of quality childcare in the community
24
integrated working
42
4 Reflective practice is the key to quality improvement
57
Quality Improvement in Action
73
5 Exploring the concept of quality play
75
do not forget creativity
108
Quality Improvement Professional Practice
123
8 Quality matters because quality protects
125
the reality of leading practice in early years settings
140
improving quality
156
starting with the student experience
171
Conclusion
183
Index
186

6 Now weve got it how do we know its working? Evaluating the quality impact of technology in the early years
92

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About the author (2011)

Michael Reed is a Senior Lecturer at the Centre for Early Childhood, within the Institute of Education at the University of Worcester. He teaches on undergraduate and postgraduate courses related to child development, practice based research and leadership.  He is a qualified teacher and hold advanced qualifications in Educational Inquiry, Educational Psychology and Special Education.  He was a member of course development and writing teams at the Open University and an experienced author. He has a particular interest in practice based inquiry and research evaluating ways to improve quality in practice. He has co-edited a number of books including  Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012)  and Work Based Research in the Early Years (2012), all published by SAGE.

Natalie Canning is a Lecturer in Education – Early Years at The Open University. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Her main research is in the area of children’s empowerment in play and she is currently involved in research on developing children as autonomous learners. She has taught across a variety of Early Childhood undergraduate and postgraduate programmes.

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