Reflective Practice in the Early Years

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.

Table of Contents:
Introduction - Michael Reed and Natalie Canning PART ONE: CHILDREN′S LEARNING AND DEVELOPMENT Reflective Thinking; Reflective Practice - Karen Appleby Play in the Early Years Foundation Stage - Natalie Canning 21st Century Digital Technology and Children′s Learning - Linda Tyler Policy to Practice in Wales - Michael Reed and Alison Morrell PART TWO: THE UNIQUE CHILD Safeguarding Children: Every Child Matters so Everybody Matters! - Claire Majella Richards A Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews and Kate Fowler PART THREE: ENABLING PROFESSIONAL ENVIRONMENTS Children′s Centres and Children′s Services? - Michael Reed Working Together at a Children′s Centre - Rosie Walker Managing Multi-Agency Working - Wendy Messenger PART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLD Distance Learning and Professional Development - Victoria Cooper Early Years Professionals: Leading for Change - Rory McDowall Clark and Sue Baylis Defining and Measuring Quality in Early Years Settings - Alison Jackson From Experienced Practitioner to Reflective Professional - Sue Callan Conclusion - Michael Reed and Natalie Canning Useful Websites - Michael Reed and Natalie Canning

About the Author :
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.

Review :
′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