‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: • understand how children learn and develop • engage with the curriculum and the practice of teaching • learn more about the structure and reality of early years provision and practice for children aged from 0-8 years • develop ways to reflect upon your practice • develop professional skills and attributes needed to take a leading role • understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

The Reflective Early Years Professional

The Reflective Early Years Professional

The Reflective Early Years Professional

Chapter overview

The importance of reflection, reflective learning and practice for practitioners, educators and teachers is considered within a framework of continuing professional learning and developing early years practice for young children and families. An early years workforce of professionals who are reflective, impacts on the quality of provision and practice for children’s learning and development. Theories on reflection, the process of reflection and the concept of a reflective practitioner are explored. Approaches to engaging in reflective practice and developing self-reflective awareness as part of continuing professional learning and growth for change in practice are discussed. There is opportunity for reflective thinking about professional practice.

Continuous professional reflective learning

The importance of continuous professional reflective learning for ...

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