Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10395
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dc.contributor.authorSims, Margareten
dc.contributor.authorHutchins, Theresaen
dc.date.accessioned2012-06-08T12:46:00Z
dc.date.issued2011en
dc.identifier.isbn9781876138325en
dc.identifier.urihttps://hdl.handle.net/1959.11/10395en
dc.description.abstractEven before birth, the unborn child influences the environment into which he or she will be born. In the later stages of pregnancy the mother may have to give up work, take rests during the day and even change her diet. She may have made some of those changes even before conceiving. These are significant lifestyle changes influenced by the child before birth. Once born, children inevitably influence their parents' behaviour. Altered sleeping and eating patterns together with changed patterns of social interaction are all common for new parents. Similarly, babies' eating and sleeping patterns are influenced by their families. Some parents will feed on demand, for example, while others will have a more structured routine. Thus, even in the early months of life children both affect and are affected by the immediate environment in which they live. As children grow older, their sphere of influence widens to encompass settings beyond the home. These may include playgroups, childcare centres, preschools and schools. While the child's influence is felt in these settings, the settings themselves have a direct influence on the child's own behaviour and development. The two-way influence between the developing child and his or her environment is described by Bronfenbrenner (2005a) as reciprocal. Both children and their environments are in a state of perpetual change, each depending on the other. The aim of this book is to provide a framework for planning programs for infants and toddlers that acknowledges the reciprocal nature of the relationship between very young children and their environments. This framework illustrates the importance of the context of children's development and of building on each child's particular strengths, interests and needs.en
dc.languageenen
dc.publisherPademelon Pressen
dc.relation.isversionof2en
dc.titleProgram Planning for Infants and Toddlers: In Search of Relationshipsen
dc.typeBooken
dc.subject.keywordsEarly Childhood Education (excl Maori)en
local.contributor.firstnameMargareten
local.contributor.firstnameTheresaen
local.subject.for2008130102 Early Childhood Education (excl Maori)en
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930104 Moral and Social Development (incl. Affect)en
local.identifier.epublicationsvtls086576786en
local.profile.schoolSchool of Educationen
local.profile.emailmsims7@une.edu.auen
local.output.categoryA2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120605-171323en
local.publisher.placeCastle Hill, Australiaen
local.format.pages442en
local.title.subtitleIn Search of Relationshipsen
local.contributor.lastnameSimsen
local.contributor.lastnameHutchinsen
dc.identifier.staffune-id:msims7en
local.profile.orcid0000-0003-4686-4245en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:10590en
dc.identifier.academiclevelAcademicen
local.title.maintitleProgram Planning for Infants and Toddlersen
local.output.categorydescriptionA2 Authored Book - Otheren
local.relation.urlhttp://trove.nla.gov.au/work/38266946en
local.description.statisticsepubsVisitors: 370<br />Views: 388<br />Downloads: 0en
local.search.authorSims, Margareten
local.search.authorHutchins, Theresaen
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School of Education
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