Professional Knowledge & Skills in the Early Years

Debates frequently focus on the role of training as an indicator of quality, but far less attention is given to understanding how to work effectively with young children, and how the knowledge to do this is built. This book examines the development and sources of this ′know-how′ - from the knowledge the early years workforce already have to the knowledge they will develop in their practical and theoretical training. This also includes the knowledge that cannot be described but is nonetheless important in guiding the daily work of the early years sector. Both theoretical and practical knowledge are brought together while encouraging critical consideration of alternative forms of knowledge such as attitudes and beliefs. Providing international examples and theoretical discussions on the challenges and rewards of working in the early years, this book seeks to identify, recognise and celebrate how those who work in early years education deliver best practice when working with young children. This book is not available as a print inspection copy. To download an e-inspection copy click here or for more information contact your local sales representative.

Table of Contents:
Chapter 1: What does it mean to be a professional in the Early Years? Chapter 2: Quality in the Early Years and Early Years Training Chapter 3: Knowledges in The Early Years Chapter 4: The Early Years Knowledge-base Chapter 5: Concepts of Childhood, from Self to Society Chapter 6: Emotional Knowledge Chapter 7: Learning in Practice

About the Author :
Verity Campbell-Barr is a lecturer in early childhood studies at Plymouth University, undertaking a Marie Curie European Research Fellowship (funded by the European Commission) in the Department of Child Education at the Faculty of Child and Adult Education, University of Debrecen, Hungary. Her research interests center on the quality of early childhood services, with her fellowship focusing on the knowledge, skills and attitudes required of the early childhood education, and care workforce. She has a background in researching the provision of early childhood services and policy developments in early childhood education and care.

Review :
This short book manages to provide the most rich and comprehensive account available of the skills, knowledge, dispositions and attitudes underpinning professional practice in the early years The link is clearly made between the development of the role of the professional, the concept of quality and the importance of a comprehensive early years knowledge base. Of particular interest is a chapter on emotional knowledge and its links to practice.