Implementing Quality Improvement & Change in the Early Years

Implementing Quality Improvement & Change in the Early Years

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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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Product details

  • Hardback | 216 pages
  • 170.18 x 243.84 x 17.78mm | 476.27g
  • London, United Kingdom
  • English
  • New
  • 0857021680
  • 9780857021687

Table of contents

Introduction - Michael Reed and Natalie Canning
What Do We Mean by Quality and Quality Improvement? - Michael Reed
Childminding: An Essential Part of Quality Childcare in the Community - Michael Reed with Sue Owen
Quality Improvement: Integrated Working - Michael Reed and Parm Sansoyer
Reflective Practice Is the Key to Quality Improvement - Karen Appleby and Mandy Andrews
Exploring the Concept of Quality Play - Natalie Canning
Now We've Got It, How Do We Know It's Working?: Evaluating the Quality Impact of Technology in the Early Years - Linda Tyler
Improving Quality: Do Not Forget Creativity - Rosie Walker
Quality Matters Because Quality Protects - Claire Majella Richards
'Go Softly...': The Reality of 'Leading Practice' in Early Years Settings - Rory McDowall Clark and Sue Baylis
Parents and Practitioners: Improving Quality - Michael Reed and Alison Murphy
Improving Quality in the Early Years, Starting with the Student Experience - Carla Solvason
Conclusion - Michael Reed and Natalie Canning
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Review quote

'Making a strong case for quality in a time of change, this accessible book challenges assumptions and suggests positive directions for future, high quality, value based and reflective practice' -
Michael Gasper, Early Years Consultant and author of Multi-agency Working in the Early Years
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About Michael Reed

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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