Debates 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.

The Early Years Knowledge-base

The Early Years Knowledge-base

In this chapter I explore the early years professional knowledge-base. As I have set out in the previous chapter, I see knowledge for professionalism as plural, with knowledges that have different structures and processes for evaluating it. I also see professional knowledge as an ongoing process of continual professional learning rather than an end goal that can be reached. Further, I recognise that professional knowledge only comes from the process of applying knowledge in practice. Therefore, my intention in this chapter is to explore knowledges and skills very broadly, in order to begin to consider what constitutes the early years knowledge-base. The items discussed and presented are not intended as a checklist, but as a discussion of ...

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