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Implementing Quality Improvement & Change in the Early Years
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Implementing Quality Improvement & Change in the Early Years

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November 2011 | 216 pages | SAGE Publications Ltd

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
  • Language development
  • 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 practices that lead to creative Quality Improvement Strategies (QIS) in Early Years settings.

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

'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


An up to date and essential resource!

Ms Gill ALBON
Dept of Applied Social Sciences, Bedfordshire University
June 29, 2012

The book updates all current thinking, knowledge and understanding in relation to the fundamentals of establishing quality early years settings. Childminders are included which is useful as some students are childminders by trade. Reflective practice is a big part of the course and links specifically with the unit on quality.

Play, creativity,technology and leading practice are my specialist areas which I teach about within the units for year 1 and 2 but having this book helps students to reflect on aspects of quality within these elements.

I particularly like chapter 11: starting with the student. This is something to consider for the start of Yr1 and as new units of work have been written this book can help with the content and format of these.

Miss Christiana Turner
Faculty of Health and Social Care, Wiltshire College
June 27, 2012

Sample Materials & Chapters

Chapter 1


Preview this book

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... More About Author

Natalie Canning

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. More About Author

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