The opening chapter offers one of the most important practical conceptsrelating to working with children; the what, how and why of reflectivepractice. As the author states: "Practitioners who think they knoweverything are a hazard to children's wellbeing." By starting with this,Lindon sets the level, style and usefulness of this book forpractitioners and prospective practitioners.
The chapters that follow are useful to practitioners and trainers inlight of government and popular thinking.
The section on understanding the role of research and how it cancontribute to practice includes examples of how research can be wrongand experts mistaken in their thinking.
The social and emotional development part includes emotional literacyand intelligence, which are two areas seen as desirable for youngchildren as well as adults.
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