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.

Product Details

ISBN-13: 9780857021694
Publisher: SAGE Publications
Publication date: 12/06/2011
Pages: 194
Product dimensions: 6.60(w) x 9.50(h) x 0.60(d)

About the Author

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.

Table of Contents

List of tables and figures ix

Acknowledgements x

About the editors and contributors xi

Introduction Michael Reed Natalie Canning 1

Section 1 Quality Improvement: Process or Product? 7

1 What do we mean by quality and quality improvement? Michael Reed 9

2 Childminding: an essential part of quality childcare in the community Michael Reed Sue Owen 24

3 Quality improvement: integrated working Michael Reed Parm Sansoyer 42

4 Reflective practice is the key to quality improvement Karen Appleby Mandy Andrews 57

Section 2 Quality Improvement in Action 73

5 Exploring the concept of quality play Natalie Canning 75

6 Now we've got it, how do we know it's working? Evaluating the quality impact of technology in the early years Linda Tyler 92

7 Improving quality: do not forget creativity Rosie Walker 108

Section 3 Quality Improvement – Professional Practice 123

8 Quality matters because quality protects Claire Majella Richards 125

9 'Go softly …': the reality of 'leading practice' in early years settings Rory McDowall Clark Sue Baylis 140

10 Parents and practitioners: improving quality Michael Reed Alison Murphy 156

11 Improving quality in the early years: starting with the student experience Carla Solvason 171

Conclusion Michael Reed Natalie Canning 183

Index 186

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