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.

What do early childhood practitioners need to know about reflection and reflective practice? Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know. This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice. Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers: policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development. With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

"This is a stimulating book with much to interest, inspire and challenge students undertaking early childhood studies courses and existing early years practitioners ... the links made to current and possible future policy in the early years field are particularly informative at this current time of change." Early Years Update, March 2012 Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice. This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice. The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include: Updated and revised throughout to reflect latest policy changes and documents The role of the early years professional Reference to Children's Plan and Common Core of Skills and Knowledge for Children's Work Force New reflective questions and extended case studies Reference to safeguarding and child protection through joint-working Developing Reflective Practice in the Early Years, second edition, is essential reading for all early years' practitioners working in early years settings for children aged 0-8 years, including nurseries, children's centres and schools. Contributors: Naima Browne (freelance early years consultant), Anna Craft (University of Exeter & Open University), Michael Craft (an experienced public health and health promotion professional), Caroline Jones (consultant, University of Warwick), Alice Paige-Smith (Open University), Linda Pound (assessor for the National Professional Qualification in Integrated Centre Leadership), Michael Reed (University of Worcester), Jonathan Rix (Open University) and Elizabeth Wood (University of Exeter)

Ensure your students link theory with practice with this updated version of the authoritative and accessible series from Jennie Lindon Linking Theory and Practice has helped thousands of students make the right connections between their lectures and the real settings that they go on to work in. This latest edition of Reflective Practice and Early Years Professonalism provides a useful overview of the subject in straightforward language that allows novices to access the more complicated concepts. Jennie Lindon's trademark approach provides a trusted and authoritative voice for a wide range of courses, including undergraduate and foundation degrees in Early Years and Early Childhood, PGCEs and BEd programmes. · Provides detailed references for further reading with descriptions of 'key texts' for each chapter · 'Pause for reflection' feature provides numerous opportunities to think about the impact of their own role. · Ensures the latest thinking and research is covered in full.

An accessible comprehensive guide to good practice in the early years for all early years and childcare students and practitioners.

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes. The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children. The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional. Key features of the book include: • Reflective tasks to support critical thinking about key aspects of professional practice • Case studies to enable the reader to learn from stories and situations about real professionals and their practice • Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood. Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice.

Taking a fresh look at the role of creativity within the early years, this accessible guide explores what is meant by creativity and considers how creative skills, behaviours, and thinking can be identified and fostered in the individual child. Underpinned by the latest research and policy, chapters illustrate how creative attitudes can be adopted in all subject areas, and opportunities for creativity maximised. Creative Learning in the Early Years acknowledges the power of creative processes in helping children reach their full potential in the early years and beyond. Photocopiable work tools enable the reader to plan, observe, assess, and record progress as they develop playful and creative approaches, whilst practical advice and demonstrable examples are easily integrated into existing practice. Topics addressed include: recognising and encouraging creative tendencies stimulating the child’s imagination developing adult creativity and self-awareness creating enabling environments and creative spaces using documentation and planning to inspire creativity. An exciting and accessible guide which encourages exploration, experimentation, reflection, and development, Creative Learning in the Early Years will support current and future early years practitioners as they discover the rich opportunities opened by creative practice.

An up to date and accessible text that takes a critical approach to key themes within the early years, with a focus on reflective practice. The early years sector is subject to constant government scrutiny and policy review. Sound reflective skills can empower practitioners at all levels and the sector as a whole to respond confidently to change. In addition, the introduction of the new Early Years Foundation Stage has enshrined within it the concept of reflective practice and the new Ofsted inspection schedule highlights the importance of self-evaluation and of being part of a reflective team. The text examines theories and research into the nature of reflective practice, how it can be used and how it can improve practice and produce a more responsive and thoughtful, research-based workforce for young children and their families. A range of themes, including global childhood poverty, observation and assessment, leadership, and multi-professional working, are then explored, highlighting the importance and application of reflection throughout these areas of research and practice.

Focusing on early childhood experiences and the factors at work, this title examines the expanding field of early childhood education and care, highlighting the critical issues to be aware of and how this can affect the child in later life.

This book helps readers better understand both the developmental patterns and sequences in children′s development and how the context of this learning impacts on children′s progress.