Loving Pedagogy Explained: (Key Concepts in Early Childhood)

What does it mean to adopt a loving pedagogy within early childhood? Have you ever wondered what terms like attunement really mean? Loving Pedagogy Explained highlights the importance of developing a loving pedagogy and explains key terms used within this approach. Unpicking terms like advocacy, attachment, attunement, belonging, compassion, emotion coaching, empathy and empowerment, this book uses practical examples and case studies to explain what it means in practice when we adopt this approach. It also considers how we might adopt a loving pedagogy in relation to our policies, describing this ethos in more detail. Divided into two parts, the first provides a brief overview of the key terms used when describing a loving pedagogy alongside examples of what they mean in practice. Part two looks more broadly at the ethos of early childhood settings and unpicks various aspects of a loving pedagogy, including: how to write a loving pedagogy policy, how a loving pedagogy links to supporting behaviour, how we can nurture our children through developing a loving pedagogy and staff training and development. Part of the Key Concepts in Early Childhood Series, this is essential reading for early years practitioners and students who want to know and understand the importance of adopting a loving pedagogy within early childhood.

Table of Contents:
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

About the Author :
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.