Understanding what ‘family’ means – and how best to support families – depends on challenging politicized assumptions that frame ‘ordinary’ families in comparison to an imagined problematic ‘other’. Learning from the perspectives of people who were in care in childhood, this innovative book helps redefine the concept of family. Linking two longitudinal studies involving young adults in England, it reveals important new insights into the diverse and dynamic complexity of family lives, identities and practices in time – through childhood and beyond. Paving the way for future policy and practice, this book makes an important contribution to the theorization of family in the 21st century.
Every child's way of being can open doors to wisdom, compassion, and human connection. We need only to listen." This is among the conclusions that the authors, one of whom is an experienced foster parent and the other a professor of developmental psychology, draw as a result of working with a diverse range of children and families. Inspired by their relationships with families in crisis, the authors began to rethink the traditional foster care models and developed an innovative practice that afforded birth parents the opportunity to reside, under supervision, with their children during evaluation and treatment. Drawing on over 20 years of work in foster care, along with current attachment research and theory, this book conveys the foster care experience with recommendations for improved models of care and intervention strategies. Engaging case studies depict the challenging nature of determining the best outcome for a child and of supporting the adult's journey as a parent. Written in a narrative style and supported by in-depth research, this book will aid social workers and foster care professionals to better understand families in crisis and to further develop their practice.
This collection provides an introduction to the practical skills which all student teachers have to develop, as well as celebrating the unpredictability and excitement of working with interested and inquisitive children.
This bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being. Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies. Key features include: • Real life cameos drawn from schools and settings • Questions to promote thinking included in each chapter • Suggested further reading including a range of annotated references • Up-to-date research and issues that teachers may face Beginning Teaching, Beginning Learning is essential reading for student and newly qualified early years and primary teachers and practitioners, as well as those who educate and train them. "This outstanding book should a core text for beginning teachers working in the birth to 11 age range. It places Early Years and Primary education in the historical context and encourages new teachers to become reflective practitioners by adopting a questioning approach based on thoughtful comparative experiences. One aspect which makes this stand out from other similar texts is the focus it has on developing a deep understanding of the partnership between children’s learning and the beginner teacher. Contributors, many of whom have been teachers themselves, include experts not only in their specific fields of interest but also in teacher education more broadly so understand what is relevant for those on initial teacher education courses and those in the early stages of their teaching career." Jane Warwick, Primary PGCE Course Manager, University of Cambridge, UK "Beginning Teaching, Beginning Learning should be a core text on all birth to 11 years ITT courses. The book neatly combines grounded cameos of actual teaching experience with real life questions and dovetails these with a thoroughly referenced scholarly critique. Through its engaging style and approach the book speaks clearly and directly to the inquisitive, curious and professional novice teacher who wishes to be both thoroughly reflective and knowledgeable of the latest research. This book is hugely successful as it manages to be both very wide in its content whilst encouraging a questioning and in-depth critical thinking throughout". Guy Roberts-Holmes, MA Early Years Education Programme Director, UCL Institute of Education, UK
Nel Cimitero di Guerra del Regno Unito ed il Commonwealth, locato a Rivotorto, Assisi, risultano sepolti 941 militari conosciuti e quattro sconosciuti; insieme a loro ci sono quattro italiani appartenenti alla no. 1 Special Force d'intelligence britannica. 903 erano soldati e 41 aviatori. Di uno si sa solo che era di nazionalità britannica. Dividendo i morti per nazione, ci sono 802 britannici, 55 sudafricani, 49 canadesi e 29 neozelandesi. 10 appartenevano ai reparti indiani. Solo nove di questi militari morirono il 17 giugno 1944, giorno in cui la città di Assisi fu liberata. Gli altri, secondo il sito ufficiale della CWGC, furono portati ad Assisi 'dai campi di battaglia circostanti'. Questo libro non solo elenca i campi di battaglia, ma fa riferimento agli ospedali da campo ed anche alle altre circostanze in cui alcuni militari incontrarono la morte, fra i quali 17 prigionieri di guerra che morirono in Umbria, Lazio ed Abruzzo prima del passaggio del fronte.
Density of housing in late medieval and early modern London could make access to light and privacy incompatible, provoking neighbor disputes. This book examines the Custom of London on light, which reflected centuries-old ideas about the right to have, or prevent neighbors from having, windows. The volume explores the background of the Custom and its enforcement by legal action in the Mayor’s Court and by less formal action in the Court of Aldermen, discussing the effect of decisions on the architecture and appearance of the City. It investigates the reasons behind householders’ strongly held feelings about windows, with the need for light and the status evidenced by glazed windows balanced by an insistence on privacy, fear of intruders or accidents, and expense. Over time amendments were made in practice and the Custom survived the Great Fire of 1666, reflecting the continuity of long-held ideas about property rights and acceptable behavior. With both legal and social themes, the book will be of interest to historians, architects, city planners, lawyers curious about the background for modern law on physical privacy, and anyone fascinated by the history of London.
Essays range from historical overviews and historiographic surveys of children's health in various regions of the world, to disability and affliction narratives - from polio in North American to AIDS orphans in post-Apartheid South Africa - to interpretations of artistic renderings of sick children that tell us much about medicine, family, and society at specific times in history.
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