European Parliament Library

The wellbeing of children under three, Helen Bradford

The wellbeing of children under three, Helen Bradford
Bibliography note
Includes bibliographical references and index
no index present
Literary Form
non fiction
Main title
The wellbeing of children under three
Nature of contents
Oclc number
Responsibility statement
Helen Bradford
Series statement
Supporting Children from Birth to Three
Now in an updated second edition, The Wellbeing of Children under Three unravels what wellbeing means for this age group by making clear links between research and effective early years practice. It looks at what wellbeing means for under threes in the light of key aspects of international social policy, and practically demonstrates how practitioners can support children in this area. Focusing on the home-setting partnership with parents, work attitudes, adult child interaction and quality learning environments, the book explores the role that adults play in holistically supporting children's individual personal, social and emotional needs. This new edition also includes new material on practitioner mental health and the Leuven scales as a measure of wellbeing. Each chapter features: clear explanation of relevant theories case studies and examples of good practice focus points for readers questions for reflective practice Providing a wealth of practical ideas and activities, this handy text encouragesthe exploration ofall aspects of babies' and toddlers' wellbeing to help practitioners ensure effective outcomes for the youngest children in their care, and is essential reading for all those working with the under threes
Table Of Contents
Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Table of contents -- Illustrations -- Introduction -- 1 Wellbeing matters -- An introduction -- Wellbeing and children's rights -- Supporting children's wellbeing within the early years setting -- Wellbeing and young children -- Maslow's Hierarchy of Needs -- Discussion -- Chapter conclusion -- Resources for further exploration -- 2 Personal, social and emotional wellbeing -- Measuring personal, social and emotional wellbeing within the early years setting -- Bowlby's Attachment Theory -- Attachment Theory and the role of the early years practitioner -- Behavioural tactics that babies use to 'keep an eye on' their caregiver -- At-risk children -- Attachment Theory, emotional wellbeing and the early years setting -- The key person approach: an overview -- The benefits of a key person approach -- Measurement scales -- Developing self-regulation in the under threes: learning for the future -- Self-regulation and wellbeing -- Self-regulation, babies and children under three: the role of the early years practitioner -- Chapter conclusion -- Resources for further exploration -- 3 Wellbeing, the early years practitioner and the early years setting -- Leadership matters -- The impact of individual staff wellbeing on the care environment -- Working as a team -- Supporting individual wellbeing -- Wellbeing and the role of the individual practitioner -- An observation tool: the Adult Engagement Scale -- The impact of practitioner wellbeing on children's wellbeing -- Chapter conclusion -- Resources for further exploration -- 4 Wellbeing within the early years setting Supporting babies and children under three -- The relationship between practitioner and child: the key person approach -- Considerations for a child's wellbeingWellbeing and communication: listening, understanding and responding to children from birth -- Wellbeing, rest and sleep -- Wellbeing, rest and sleep: a practical suggestion -- Wellbeing and care routines -- Wellbeing and care routines: a practical suggestion -- Wellbeing and health -- Wellbeing and health: a practical suggestion -- Developing an interest in tasting and eating healthy food using story as a stimulus -- Wellbeing and play -- Wellbeing and play: a practical suggestion -- Using songs, rhymes and rhythm in play -- Wellbeing and inclusion -- Wellbeing and inclusion: a practical suggestion -- Valuing and welcoming every child in the setting -- The UN Convention on the Rights of the Child -- The right to a childhood -- The right to be educated -- The right to be healthy -- Promoting health and safety within the setting -- The right to be treated fairly -- Developing an equalities policy -- The right to be heard -- Listening and responding: helping children under three to know what will happen next -- Making expectations clear for children under three -- Chapter conclusion -- Resources for further exploration -- 5 Wellbeing Principles into practice -- How research supports the implementation of wellbeing principles behind effective early years practice -- Background to the study -- Home learning environment -- Household disorder -- Parent psychological distress -- Limit setting -- Warmth in the parent-child relationship -- Invasiveness in the parent-child relationship -- Authoritarian parenting -- Permissive parenting -- Supporting wellbeing: developing a high-quality early years setting -- Supporting wellbeing through creativity within the early years setting -- Supporting wellbeing: wellbeing and experiences -- Developing three-dimensional awareness and representation -- Developing musical awareness and skillsSupporting wellbeing through understanding the newborn baby: seeing the world in black and white -- Chapter conclusion -- Resources for further exploration -- 6 Drawing the threads together -- Early childhood education and care -- Wellbeing and quality provision within the early years setting -- Final thoughts -- Child wellbeing in 'rich' countries: some of the facts -- Postscript -- Wellbeing and 21st-century phenomena -- References -- Index
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