Developing as a Reflective Early Years Professional: A Thematic Approach(Early Years)

Helps early years students and practitioners to get to grips with the key issues, through a critical and thematic approach which focuses on reflective practice. Theories and research into the nature of reflection are examined, how they can be used, and how they can improve practice, producing a more responsive and thoughtful, research-based workforce for young children and their families. In this third edition there is greater emphasis on issues related to inclusion and diversity, mental health and communication with parents. New pedagogic features include Team Talk designed to get all members of a work-based team to pool their expertise and knowledge, and to think critically and reflectively upon aspects that may directly affect their settings. There is also a new Evidence Informed Research Practice and Reflection feature which offers questions that emphasise the importance of up-to-date research material informing practice within a setting.  

Table of Contents:
The nature of reflective practice by Carol Hayes Writing for Reflection by Ruth Hudson Reflection on early years settings supporting the humanitarian needs of their communities by Ann Whitehouse Reflecting on work-based learning by Ruth Hudson and Ann Whitehouse Reflecting on the Transition from Vocational Practice to University Study by Jayne Daly Reflection Informed by observation and assessment by Carol Hayes Reflecting on emotive practice by Ruth Hudson The Reflective Professional Workforce in Crisis by Mandy Duncan Reflecting on global childhood poverty by Mandy Duncan Reflecting upon the playful curriculum by Jayne Daly The reflective leader by Jayne Daly Reflection on the multi-professional team by Carol Hayes, Mandy Duncan and Ann Whitehouse Reflection and Change by Carol Hayes

About the Author :
Carol Hayes was principal lecturer in Early Childhood Studies at Staffordshire University and has written and edited numerous books and articles on early years, specialising in cognitive and language development. She has engaged with several research projects and has been able to contribute, from the knowledge of almost 50 years in the early years sector, as teacher, tutor and external examiner. She was National Chair of the Sector Endorsed Foundation Degrees in Early Years Professional Association (SEFDEY), which strives to endorse quality education for practitioners engaging with degree level courses and providing a platform for those working and researching within early years. Ruth Hudson began her career in early years working in a further education nursery, progressing to nursery management. After completing her MA Early Childhood Education at the University of Sheffield, Ruth moved into higher education at Staffordshire University, teaching in the Institute of Education on undergraduate and postgraduate programmes.  Ruth's doctoral thesis focuses on bereaved children aged 0-8 years old and interventions to support them in education settings. She has researched at an international level on parental participation in four European countries and with the British Council on curriculum approaches in China. Her current role as Associate Dean, allows her to look ahead to the future needs of the early years and education workforce.  Jayne Daly's vocation in terms of early childhood and education began over 30 years ago. Throughout her professional career, she has worked in the public care, health and education sectors. In 2007 she recognised it was time to give something back to those that were starting out in this field and became a further and higher education teacher. She is currently a senior lecturer at the University of Wolverhampton, where she is studying for a PhD Fostering resilience in early years education and care: Policy, Politics and Practice. Her other research interests are quality early years leadership and international curriculum development.    Mandy Duncan has a deep commitment to early years and began her career in this sector as a nursery nurse, going on to teach early years practitioners for many years. I am currently Deputy Head of the School of Education at the University of Worcester. Prior to this, she worked as Senior Lecturer in Education at Staffordshire University. She has led and developed a range of early childhood and education degree programmes. She gained a PhD at the University of Gloucestershire in 2016 and her main research interests include sociological and global perspectives of childhood, child protection and early years pedagogy.   

Review :
"This essential reference book's latest edition is ideal for students and seasoned practitioners, reflectively exploring practice and academic fundamentals from changing perspectives. It can provoke thought and inspire action with its rich provocations that challenge the reader to rethink reflectively traditional approaches. These insights are grounded in real-life case studies that illustrate the practical application of reflection in practice. The book delves deeper into a holistic approach to Early Childhood that recognises the interconnectedness of both student and educator well-being. The inclusion of international thinking offers insights into practices worldwide enriched by discussions about the challenges for children, making the book relevant in today's increasingly globalised landscape. As an alum student taught by most of these ladies, I welcome their expertise and knowledge in supporting future practitioners."