Summary
Contents
Subject index
Covering all routes to early years teaching, this essential textbook provides students and practitioners with everything they need to know to deliver outstanding Early Years practice. Previously titled Achieving Early Years Professional Status, this new edition is completely revised to include recent research and practice guidance for those studying: - Early Years Teacher Status - Teach First Early Years - Early Years Educator - Early Years PGCE New case studies, illustrating best practice, make this text highly relevant for experienced professionals teaching and leading practice in Early Years settings and schools, and anyone interested in helping Early Years children learn and develop. Journal articles linked to each chapter are available at https://study.sagepub.com/education. Denise Reardon, Dilys Wilson and Dympna Fox Reed will be discussing ideas from Early Years Teaching and Learning in Doing Your Early Years Research Project, a SAGE Masterclass for early years students and practitioners in collaboration with Kathy Brodie. Find out more here.
Reflective Practice and Practice-Based Inquiry
Reflective Practice and Practice-Based Inquiry
Chapter overview
This chapter looks at professional reflection as an integral part of the development of quality early years practice. It encourages EYT/Es to examine their personal values and beliefs about early years pedagogy so that they can articulate a vision and use reflection as a tool to guide the improvement of their practice. Theories relating to professional reflective practice are explored and models of reflection are introduced to help practitioners become more aware of the stages involved in the reflective process. The chapter illustrates how these reflective tools can be used to guide the EYT/E to reflect on and analyse the challenges and treasures arising ...
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