Description
Book SynopsisThis book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:
- is designed to promote discussion around key themes rather than promote simple solutions to particular challenges
- foregrounds principles, values and ethics as a precursor to good practice
- encourages reflective engagement with real life exemplars and case studies
- juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood
- presents findings from research into child development and learning and how these interface with pedagogic approaches.
Trade ReviewThe book helps to open a critical space for thinking differently, with chapters that have well placed reflection and critical thinking prompts. The common thread running through the book is the notion of the ‘professional dialogue’; for example the constantly changing early years contexts noted in the introduction links to explorations of professional identity, reflection and reflexivity, and dialogue in chapter two.
I enjoyed chapter three on values and ethics and was left considering how to support educators to become ‘Compassionate Leaders’ and give them the confidence to overcome the professional dilemmas they may face. Co-collaboration was the focus of chapters four and five where the importance of starting with the child and family from both a cognitive, social, and cultural perspective was discussed, this linked back to early years values and ethical relationships considered in chapter three. The final chapter looks forward on the student to educator transition and explored ‘the informed practitioner’. This chapter asked the reader to engage with evidence-based practice and discussed the importance of mentoring and coaching and CPD.
Overall a thought provoking text suitable for those on early years undergraduate degrees and undergraduate/postgraduate teacher education courses.
-- Dr Nikki Fairchild, University of Chichester
Table of ContentsChapter 1: Introduction: current contexts for professional development in early years education
Mary Wild
Chapter 2: What does professional dialogue mean?
Elise Alexander
Chapter 3: Revisiting values and ethical standpoints in early years education
Helena Mitchell and Nick Swarbrick
Chapter 4: The learning relationship: principles of effective learning and practice in the early years
Gillian Lake
Chapter 5: Understanding the family and cultural contexts for learning
Catharine Gilson
Chapter 6: The informed practitioner
Mary Briggs
