Description
Book SynopsisDebates 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.
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Trade ReviewThis 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 -- Geoff Taggart
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. -- Mary Beare Aust
Table of ContentsChapter 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
