Reflective Practice in the Early Years

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SAGE Publications, Nov 25, 2009 - Education - 232 pages
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Written for anyone working in the field of early years education and care, this book encourages students and practitioners to consider their own practice and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage, and support the reader in developing a critical and reflective approach to their own work.

 

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Contents

Introduction
1
Section 1 Childrens Learning and Development
5
1 Reflective Thinking Reflective Practice
7
2 Play in the Early Years Foundation Stage
24
3 21st Century Digital Technology and Childrens Learning
38
4 Policy to Practice in Wales
52
Section 2 The Unique Child
67
Every Child Matters so Everybody Matters
69
8 Working Together at a Childrens Centre
113
9 Managing Multiagency Working
126
Section 4 Positive Relationships in a Multiagency World
141
10 Distance Learning and Professional Development
143
Leading for Change
156
12 Defining and Measuring Quality in Early Years Settings
172
13 From Experienced Practitioner to Reflective Professional
188
Conclusion
203

6 A Healthy Child Direction Deficit or Diversity?
83
Section 3 Enabling Professional Environments
97
7 Childrens Centres and Childrens Services?
99
Useful Websites
205
Index
209
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About the author (2009)

Michael Reed is a Senior Lecturer at the Centre for Early Childhood, within the Institute of Education at the University of Worcester. He teaches on undergraduate and postgraduate courses related to child development, practice based research and leadership.  He is a qualified teacher and hold advanced qualifications in Educational Inquiry, Educational Psychology and Special Education.  He was a member of course development and writing teams at the Open University and an experienced author. He has a particular interest in practice based inquiry and research evaluating ways to improve quality in practice. He has co-edited a number of books including  Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012)  and Work Based Research in the Early Years (2012), all published by SAGE.

Natalie Canning is a Lecturer in Education – Early Years at The Open University. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Her main research is in the area of children’s empowerment in play and she is currently involved in research on developing children as autonomous learners. She has taught across a variety of Early Childhood undergraduate and postgraduate programmes.

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