Description
Book SynopsisThe book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. For this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today's early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old.
Reflective Teaching in Early Education uniquely provides two levels of support:- Practical, evidence-based guidance on key early years issues including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies- Evidence-informed principles' and ''concepts'' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills
Trade ReviewAt a time of crisis and instability, young children need well informed, compassionate and critical advocates who recognise their responsibility to interpret ‘top-down’ policies and directives, accommodating the different needs of individual children.
Reflective Teaching in Early Education offers an excellent, up-to-date resource for developing this engaged professionalism. * Rod Parker-Rees, Visiting Research Fellow, University of Plymouth, UK *
Essential literature for ECE professionals. By its unique, evidence-based orientation it recognizes reflective practice as a foundation in supporting child- centred practice in ECE settings. * Adrijana Visnjic-Jevtic, Assistant Professor, Faculty of Teacher Education, University of Zagreb, Croatia *
A great conduit for engaging practitioners & teachers in reflecting critically about teaching and learning in the early years, but also does much more. Almost every page offers case studies and reflective points that make the ideas come to life. In every chapter I found ideas that spurred my thinking and practice, and so will you. * Anna Colgan, Early Childhood Lecturer, Abingdon and Witney College, Open University, UK *
[Praise for the first edition] It is very exciting to have a book in the wonderful Reflective Teaching series that is specifically dedicated to early education. Supporting the youngest learners in our society is a huge responsibility and demands thoughtful and responsive professionalism. This interesting and inspirational book is an excellent resource for all those involved with early childhood education and care, at every stage of their careers…A comprehensive, readable text that is highly informative and invites critical thinking, at every step, through accessible reflective activities. The structure of the book is clear, beginning with professional identity and development and moving to cover key aspects of learning, teaching and wider social issues. I will definitely use this book myself and look forward to reading and discussing it with undergraduate and postgraduate students of early childhood education. * Paulette Luff, Senior Lecturer in Early Childhood Education, Anglia Ruskin University, UK *
[Praise for the first edition] A hugely valuable and comprehensive tool to support evidence-based reflective practice in the early years. It will support those currently studying and no doubt become a core text for many courses, but I would also recommend it for all practitioners wishing to extend and deepen their practice. It is challenging in a highly accessible and practical way, full of reflective activities, questions and case studies alongside ideas for further reading. An excellent resource for the early years. * Sandra Mathers, Senior Researcher, Department of Education, University of Oxford, UK *
[Praise for the first edition] I teach on a BA (Honours) Early Childhood Studies course and
Reflective Teaching in Early Education will become one of the key texts for my students. I like the way the book begins with “me” as a reflective learner and graduates to a much deeper level of reflection by the end. Overall, this is a very impressive and important text for students concerned with early education. * Lesley Hopkins, Senior Lecturer in Early Years and PGCE 3-7 Route Leader, Birmingham City University, UK *
[Praise for the first edition] I have thoroughly enjoyed engaging with this essential text for all those involved in the early years.
Reflective Teaching in Early Education is comprehensive and challenging, and effectively uses case studies and reflective activities to support and extend the reader. * Eunice Lumsden, Head of Early Years, University of Northampton, UK *
[Praise for the first edition] This text gives a comprehensive insight to early years teaching, and presents students with some thought provoking questions. * Ruth Davies, Glyndwr University, UK *
This book will be really useful for both undergraduate and postgraduate Early Childhood students. The emphasis on reflection throughout with the use of the reflective activities in each chapter is a real strength and the range of different topics covered is highly appropriate to the field. * Heather Macdonald, Senior Lecturer in Early Childhood Education, University of Chester, UK *
Table of ContentsIntroduction Using this book A summary of the book
Part I: Becoming a reflective professional 1. Identity: Who are we and what do we stand for? 2. Learning: How can we understand learner development? 3. Reflection: How can we develop the quality of our practice? 4. Principles: What are the foundations of effective teaching and learning?
Part II: Creating conditions for learning 5. Contexts: What is, and what might be? 6. Relationships: How are we getting on together? 7. Engagement: How are we managing behaviour? 8. Spaces: How are we creating environments for learning?
Part III: Teaching for learning 9. Curriculum: What is taught in the early years? 10. Planning: How are we implementing the curriculum? 11. Pedagogy: How can we develop effective strategies? 12. Communication: How does language support learning? 13. Assessment: How can assessment enhance learning?
Part IV: Reflecting on consequences 14. Outcomes: How do we capture learning achievements? 15. Inclusion: How are we enabling learning opportunities?
Part V: Deepening understanding 16. Expertise: Conceptual tools for career-long fascination? 17. Professionalism: How does reflective teaching contribute to society? Acknowledgements Bibliography Index
