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Sökning: WFRF:(Garvis Susanne 1981)

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11.
  • Garvis, Susanne, 1981 (författare)
  • An introduction to narrative research
  • 2017
  • Ingår i: Narratives in Early Childhood Education: Communication, Sense making and lived experience. - : Routledge. - 9781138191365
  • Bokkapitel (refereegranskat)
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14.
  • Garvis, Susanne, 1981 (författare)
  • Beyond Observations- Narratives and Young Children
  • 2015
  • Bok (övrigt vetenskapligt/konstnärligt)abstract
    • This book provides important insights into narratives and young children. It is structured to help others learn more about the importance of narrative approaches and early childhood education. The first section of the book explores the concept of narrative across the current research field. The second section explores a range of different narrative methods related to young children. Readers will discover how narrative methods empower children to be heard and respected by adults. They will also discover the importance of narrative methods in allowing a sharing of understanding, knowledge and trust in contemporary times.
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15.
  • Garvis, Susanne, 1981 (författare)
  • Chapter 2. Primary years students
  • 2019
  • Ingår i: Teaching primary Years. Donna Pendergast and Katherine Main (red.). - : Allen & Unwin. - 9781760632304
  • Bokkapitel (refereegranskat)
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18.
  • Garvis, Susanne, 1981, et al. (författare)
  • Child Safety
  • 2017
  • Ingår i: Health and Wellbeing in Childhood. - Australia : Cambridge University Press. - 9781316623008 ; , s. 111-124
  • Bokkapitel (refereegranskat)
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20.
  • Garvis, Susanne, 1981, et al. (författare)
  • Collaboration is key: The actual experience of disciplines working together in child care
  • 2016
  • Ingår i: Nursing and Health Sciences. - : Wiley. - 1441-0745. ; 18:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Promoting young children's academic and developmental outcomes can no longer be achieved by the single efforts of one profession, but requires professionals to work together in inter-professional teams to understand the complexity of young children's lives. Collaboration in early childhood programs involves health professionals, educators, and other professionals sharing information, validating each other's roles, and providing input around which strategies promote positive outcomes for all children. There are, however, limited studies available within early childhood education on inter-disciplinary relationships between nurses and teachers. This paper helps to fill this void by exploring the relationship of an early childhood teacher and maternal and child health nurse working alongside one another in an Australian kindergarten. Through a narrative approach, a number of characteristics of the relationship were identified as key elements to a productive relationship. Findings are important for health professionals working with early childhood educators. By understanding the complexity within and between disciplines, professionals can work effectively to support young children and their families.
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