Description
Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.
This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.
The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include:
- Updated and revised throughout to reflect latest policy changes and documents
- The role of the early years professional Reference to Children's Plan and Common Core of Skills and Knowledge for Children's Work Force
- New reflective questions and extended case studies
- Reference to safeguarding and child protection through joint-working
Developing Reflective Practice in the Early Years, second edition, is essential reading for all early years' practitioners working in early years settings for children aged 0-8 years, including nurseries, children's centres and schools.
Contributors: Naima Browne (freelance early years consultant), Anna Craft (University of Exeter & Open University), Michael Craft (an experienced public health and health promotion professional), Caroline Jones (consultant, University of Warwick), Alice Paige-Smith (Open University), Linda Pound (assessor for the National Professional Qualification in Integrated Centre Leadership), Michael Reed (University of Worcester), Jonathan Rix (Open University) and Elizabeth Wood (University of Exeter).
"This is a stimulating book with much to interest, inspire and challenge students undertaking early childhood studies courses and existing early years practitioners ... the links made to current and possible future policy in the early years field are particularly informative at this current time of change."
Early Years Update, March 2012
