Loving Pedagogy Explained

Auteur

Tamsin Grimmer is an experienced consultant and trainer, a director of Linden Learning and a Principal Lecturer at Norland College. She is based in Wiltshire, UK. Tamsin has written several early childhood books, including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.

Texte du rabat

This book highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students that want to know and understand the importance of adopting a loving pedagogy within early childhood.

Contenu

Acknowledgements

Note from the series editor

Introduction

Part 1 - Explaining terms

Acknowledging feelings and emotions

Acceptance

Advocacy

Agency

Attachment

Attunement

Belonging and welcoming

Behaviour

Caring

Communication (including non-verbal)

Compassion and sympathy

Consent

Co-construction

Co-regulation

Duty of Care or in 'Loco Parentis'

Emotion coaching

Empathy

Empowerment

Familiarity

Forgiveness

Generosity

Gentleness

Hold in mind

Inclusive

Independence

Joy

Kindness

Listening

Love languages (words of affirmation, quality time, gifts, touch and acts of service)

Nurture

Patience

Professional love

Relationship and friendship

Respect

Responsive

Safe and secure

Safeguarding

Self-compassion

Self-esteem and self-worth

Self-regulation

Touch

Unconditional love

Voice of the child

Warmth

Wellbeing

Further reading and resources

Part 2 - Further unpicking this ethos

The rights of the child in relation to a loving pedagogy

The importance of knowing what we believe - our professional identity

How to write a loving pedagogy policy

Reflecting upon our loving pedagogy

What adopting a loving pedagogy means in terms of relationships

How a loving pedagogy links to supporting behaviour

The implications of adopting a loving pedagogy for our safeguarding practices

What adopting a loving pedagogy means in terms of creating an enabling environment

How we can nurture our children through developing a loving pedagogy

How we can engage parents and work in partnership with them in relation to a loving pedagogy

Staff training and development

Conclusion

References