What is included with this book?
Introduction: Sure Start in Context | p. 9 |
Health and Child Development | |
Introduction to Health and Child Development | p. 15 |
Evaluation of a Pampering Group | p. 21 |
Increasing Breastfeeding Rates: Issues and Approaches | p. 31 |
Evaluating the Impact of a Child Injury Prevention Project | p. 45 |
Training for Language-enriched Pre-school Settings | p. 57 |
A Perinatal Mental Health Project | p. 69 |
Partnership Working | |
Introduction to Partnership Working | p. 85 |
Parental Involvement: Engagement with the Development of Services | p. 89 |
Partnership between Parents and Professionals | p. 101 |
Local Programmes and Social Services: Lessons in Partnership | p. 111 |
Perceptions of Statutory Service Providers of Local Programmes | p. 121 |
Paths to Education and Employment | |
Introduction to Paths to Education and Employment | p. 133 |
Early Education and Children's Outcomes: How Long Do the Impacts Last? | p. 137 |
Lifelong Learning and Parental Employability | p. 151 |
Working with Parents as Colleagues | p. 165 |
Supporting Families | |
Introduction to Supporting Families | p. 181 |
Understanding Family Support | p. 185 |
Providing Respite for Parents | p. 195 |
What Difference Does Outreach Make to Family Support? | p. 205 |
Engaging with Men | p. 213 |
Issues in Evaluating Family Support Services | p. 223 |
Community Development | |
Introduction to Community Development | p. 235 |
Experiences of Parental Involvement in a Multi-ethnic Setting | p. 239 |
Inclusion and Diversity: Issues for Travellers | p. 251 |
Changing Conceptions of Community | p. 261 |
Conclusion: Lessons from Sure Start Local Programmes | p. 271 |
Contributors | p. 275 |
Subject Index | p. 279 |
Author Index | p. 281 |
List of Figures | |
Phased introduction of the HSES to Sure Start programme areas in Burnley and Pendle | p. 48 |
Items left with families at ACAP project worker's visit | p. 49 |
Range of items fitted by home care and repair technicians | p. 50 |
Proportion of adult and child initiations in 1:1 interactions before training | p. 63 |
Proportion of adult and child initiations after training | p. 63 |
Verbal initiations before and after training | p. 64 |
Use of questions and directives with individual children before and after training | p. 65 |
Salford guidelines for the management of antenatal depression | p. 71 |
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