Overview
Main description
“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)
Table of contents
Part one: What does being a reflective early years practitioner involve?
Introduction to part one
What does it mean to reflect on our practice?
Developing reflective practice
Exploring leadership: Roles and responsibilities of the early years professional
Part two: How does reflective practice inform work with children?
Introduction to part two
Children's social and emotional development
What's your attitude? Inclusion and early years settings
Creativity and early years settings
Listening to young children: Multiple voices, meanings and understandings
Part three: Leading-edge practice: A community of reflective professionals
Introduction to part three
Multi-agency working: Rhetoric or reality?
Reflective family-centred practices: Parents' perspectives and early intervention
Professional development and reflective practice
Reflection and developing a community of practice
Postscript: Democratic reflective practice in the early years
Author comments
About the editors:
- Alice Paige-Smith is a Senior Lecturer in Education (Early Years) at the Open University, Department of Education, UK.
- Anna Craft, once a primary school teacher, is Professor of Education at the University of Exeter and The Open University, UK.
