Mentoring in the Early Years

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Alison Robins
SAGE, Sep 18, 2006 - Education - 112 pages
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`This book gives a thorough, detailed account of mentoring, with accompanying case studies which will be invaluable to anyone undertaking the role...this book will encourage readers to develop reflective practice in their settings and that this will help to improve quality' - Nursery World

`A valuable and timely contribution to the Early Years field. This will be essential reading for all Early Years practitioners engaged in practice-based learning and will provide valuable guidance for all mentors in the field' - Dr Rose Drury, Lecturer in Early Years, The Open University

Mentoring is an important part of good, professional practice. It provides a framework of support for continuous personal and professional development and is integral to the development of quality provision within early years.

This book is designed as a guide for all those involved in the mentoring process. The roles of the mentor and practitioners are carefully examined and chapters cover the following:

o The role of the mentor

o The characteristics of a good mentor

o How mentoring supports personal and professional development

o The diversity of early years settings and professional roles

o Case studies of mentoring in practice

Chapters include a mixture of relevant theory, practical suggestions, case studies, questions for discussion, activities for personal and professional development and suggestions for further reading. There are suggestions and examples of materials that may be used, and a glossary of key terms.


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Chapter 1 What is mentoring?
Chapter 2 The mentor as the one in the middle
Encouraging and teaching reflective practice
Chapter 4 Collecting and collating evidence through profiling
University of Worcester SureStartrecognised sectorendorsed Foundation Degree in Early Years
a case study

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Page x - What children can do, rather than what they cannot do, are the starting points in their learning; • Playing and talking are the main ways through which young children learn about themselves and the world around them; • Children who feel confident in themselves and their own ability have a head start to learning; • Children who are encouraged to think for themselves are more likely to act independently; • All children have abilities which should be identified and promoted; • The relationships...
Page x - ... actively involved and interested. 7) Children who feel confident in themselves and their own ability have a headstart to learning. 8) Children need time and space to produce work of quality and depth. 9) What children can do (rather than what they cannot do) is the starting point in their learning. 10) Play and conversation are the main ways by which young children learn about themselves, other people and the world around them. 11) Children who are encouraged to think for themselves are more...
Page x - ... their lives. But it is not just a preparation for adolescence and adulthood: it has an importance in itself. 2) Children develop at different rates, and in different ways - emotionally, intellectually, morally, socially, physically and spiritually. All are important; each is interwoven with others. 3) All children have abilities which can (and should be) identified and promoted. 4) Young children should learn from everything that happens to them and around them; they do not separate their learning...
Page x - It often occurs that the desire of the more experienced person (especially if he or she is much older) to pass on accumulated wisdom exceeds greatly the desire of the less experienced person to listen. Most people may have the instinct to be a mentor, but to do the role well requires a capacity to hold back and allow people to learn for themselves.

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