The Early Years Reflective Practice Handbook
Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten
| Author: | Avril Brock | ISBN: | 9781136302664 |
| Publisher: | Taylor and Francis | Publication: | July 17, 2014 |
| Imprint: | Routledge | Language: | English |
| Author: | Avril Brock |
| ISBN: | 9781136302664 |
| Publisher: | Taylor and Francis |
| Publication: | July 17, 2014 |
| Imprint: | Routledge |
| Language: | English |
What do early childhood practitioners need to know about reflection and reflective practice?
Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.
This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.
Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:
- policy developments and how these have affected young children and their families
- issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families
- learning through play and the notions of quality, observation and assessment and continuity
- contemporary issues that practitioners and students on placement may encounter in their everyday work
- deepening reflective thinking and practice through ongoing and continuing professional development.
With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.
What do early childhood practitioners need to know about reflection and reflective practice?
Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.
This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.
Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:
- policy developments and how these have affected young children and their families
- issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families
- learning through play and the notions of quality, observation and assessment and continuity
- contemporary issues that practitioners and students on placement may encounter in their everyday work
- deepening reflective thinking and practice through ongoing and continuing professional development.
With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.
