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|a Burnham, Louise.
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|a How to be an outstanding early years practitioner.
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|a [Place of publication not identified] :
|b Bloomsbury Publishing,
|c 2016.
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|a Cover; Half-Title; Series Page; Title; Imprint; Contents; Acknowledgements; Introduction; Chapter 1 The role of the adult in the early years; The EYFS and what it means for the role of the adult; Roles and responsibilities of adults working in early years settings; Chapter 2 Working with parents; The role of the key person when working with parents; Making the setting welcoming to parents; Encouraging communication between home and school/nursery; How to encourage parents to support different areas of the EYFS; Chapter 3 Relationships with others.
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| 505 |
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|a How to build positive relationships and why this is importantCommunication with others and skills needed; Types of communication; Developing relationships with children; Working with colleagues; Developing local links and community cohesion in the early years; Chapter 4 Enabling environments; What should the learning environment provide?; Keep different areas of the room clearly labelled and accessible to everyone; Other aspects to consider when looking at the learning environment; School visits and trips; The outdoor learning environment; Health and safety in the learning environment.
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| 505 |
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|a Chapter 5 Areas of learning and developmentCharacteristics of effective teaching and learning; The areas of learning and development; Prime areas; Specific areas; Children who speak English as an additional language (EAL); Chapter 6 Planning, evaluation, observation and assessment; Planning; Evaluation; Observation; Assessment; Chapter 7 Safeguarding and welfare requirements; Safeguarding children; Staff qualifications and suitable people; Health and safety; Managing behaviour; Maintaining information and records; Chapter 8 Managing behaviour; School policies.
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| 505 |
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|a The role of the adult when managing behaviourFactors affecting children's behaviour; Chapter 9 Transition; Effects of transition; Settling in; Moving year group; Supporting children who have special educational needs and disabilities; Chapter 10 Continuing professional development; Main aims of CPD; Induction period for NQTs; Support for teaching and nursery assistants new to EYFS; Qualifications for early years workers; Chapter 11 Extra tips for a happy classroom; Set the boundaries; Keep to routines; Give children ownership of the space; Promote children's independence.
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| 505 |
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|a Encourage a 'have a go' attitudeGet the children's attention before you speak to them; Tidying up; Sing your way through the day!; Glossary of abbreviations and acronyms; Further reading and resources; Index.
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|a How to be an outstanding early years practitioner (Text)
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|i Print version:
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|d [Place of publication not identified] : Bloomsbury Publishing, 2016
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