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.

Reflective Thinking; Reflective Practice

Reflective thinking; reflective practice

Chapter Objectives

This chapter examines reflective thinking and practice from the perspective of developing early childhood professionals who are active participants in the process of exploring and developing their own ‘professional identity’ and expertise as reflective practitioners. Key themes are that this process should be personally meaningful and purposeful; that it involves practitioners developing not only key values, qualities, knowledge and skills, but that it also requires the ability to articulate and represent these for themselves and for others. The examination and sharing of personal learning journeys is seen as being central to our developing understanding of ‘who we are’ as reflective practitioners and supporting our understanding of others. It reinforces the notion that the journey will continue. The ...

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