• Summary
  • Contents
  • Subject index

Written for anyone working in the field of early years education and care, this book encourages students and practitioners to consider their own practice and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage, and support the reader in developing a critical and reflective approach to their own work.

Issues covered include:

Play in the Early Years Foundation Stage (EYFS) in England; The Foundation Phase in Wales; Safeguarding children; The healthy child; Leading a team at a Children's CenteR; How caregivers are working with the EYFS; Leading and managing a multi-agency workforce; Continuing Professional Development for early years practitioners

Ideal for those working towards Early Years Professional Status (EYPS), this book is also a must-read for students on any early years course, and will help the professional development of all practitioners working with the Birth to Eight age range.

Introduction
Introduction
MichaelReed and NatalieCanning

Reflecting on practice underpins the work of an early years practitioner. This is quite a bold statement, considering a practitioner needs to provide opportunities for children to learn and make sense of the world. They have to do this by developing an enabling environment; work in partnership with parents, protect children, understand a raft of policy initiatives and plan to meet the demands of an early years curriculum. So why is reflection so important? In simple terms, it is because all of these initiatives, developments, policies and practices have to be thought about, tested, considered, and delivered in practice. In effect, without reflection on practice we are left with only a functional mechanism to improve knowledge, to consider new initiatives, define and ...

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