Reflective Practice in the Early Years

Reflective Practice in the Early Years

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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.

Issues covered include:
@!play in the Early Years Foundation Stage (EYFS) in England
@!the Foundation Phase in Wales
@!safeguarding children
@!the healthy child
@!leading a team at a Children's Centre
@!how childminders are working with the EYFS
@!leading and managing a multi-agency workforce
@!Continuing Professional Development for early years practitioners

Ideal for those working towards Early Years Professional Status (EYPS), this book is also a must-read for students on any early years course, and will help the professional development of all practitioners working with the Birth to Eight age range.

Michael Reed is Senior Lecturer at the University of Worcester and Associate Lecturer with the Open University. Natalie Canning is Lecturer at the Open University.
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Product details

  • Hardback | 232 pages
  • 170.18 x 236.22 x 17.78mm | 521.63g
  • Sage Publications Ltd
  • London, United Kingdom
  • English
  • New
  • 1848601611
  • 9781848601611

Review quote

'This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection' - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope University
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Table of contents

Introduction - Michael Reed and Natalie CanningPART ONE: CHILDREN'S LEARNING AND DEVELOPMENTReflective Thinking; Reflective Practice - Karen ApplebyPlay in the Early Years Foundation Stage - Natalie Canning21st Century Digital Technology and Children's Learning - Linda TylerPolicy to Practice in Wales - Michael Reed and Alison Morrell PART TWO: THE UNIQUE CHILDSafeguarding Children: Every Child Matters so Everybody Matters! - Claire Majella RichardsA Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews and Kate FowlerPART THREE: ENABLING PROFESSIONAL ENVIRONMENTSChildren's Centres and Children's Services? - Michael ReedWorking Together at a Children's Centre - Rosie WalkerManaging Multi-Agency Working - Wendy MessengerPART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLDDistance Learning and Professional Development - Victoria CooperEarly Years Professionals: Leading for Change - Rory McDowall Clark and Sue Baylis Defining and Measuring Quality in Early Years Settings - Alison JacksonFrom Experienced Practitioner to Reflective Professional - Sue CallanConclusion - Michael Reed and Natalie CanningUseful Websites - Michael Reed and Natalie Canning
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About Michael Reed

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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