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 childrens 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 readers understanding of early childhood theory and practice.
| About the authors |
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viii | |
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List of figures and tables |
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x | |
| Introduction |
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xi | |
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1 Supporting children's learning and development |
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1 | (18) |
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2 Supporting children's individual needs |
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19 | (17) |
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3 Promoting positive relationships |
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36 | (17) |
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53 | (17) |
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5 Conceptualising high-quality early years provision |
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70 | (16) |
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6 The professionalisation of the early years workforce |
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86 | (16) |
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7 Collaborative practice in early years settings |
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102 | (17) |
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8 Reflective practice in the early years |
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119 | (17) |
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9 Owning professional development and managing change |
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136 | (18) |
| Bibliography |
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154 | (31) |
| Index |
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185 | |
Shirley Allen is Senior Lecturer, Early Childhood Studies, Middlesex University; Co-Programme Leader Early Years Professional Status; Primary and Early Years Initial Teacher Education.
Mary Whalley works at Leeds Metropolitan University on early years programmes, and is an EYPS tutor and assessor.
Maureen Lee leads the Best Practice Network EYPS Consortium, which includes Canterbury Christ Church University and Middlesex University.
