"Now in a fully updated second edition, The Student Practitioner in Early Childhood Studies provides accessible support and guidance for Early Childhood Studies students in higher education who may have little, if any, experience of relating to young children in the Early Years Foundation Stage and Key Stage One. With useful chapter summaries, activities and reflection points to help readers track their academic journey, this text draws on the experiences of students on the degree programme for the benefit of students new to practice. This fully updated second edition includes two new chapters on The Inclusive Practitioner and The Safeguarding Practitioner. It will: prepare students for the challenges of practice provide a synthesis of academic knowledge and practice skills develop students' critically reflective thinking and understanding of early childhood pedagogy and the needs of young children. provide the emerging student practitioner in higher education with knowledge, skills, understanding and confidence to relate effectively with young children and adults in settings Fully supporting students' practice experience and development of their critical thinking, this helpful book synthesises theory and practice in an applied and critical manner. The authors cover a range of themes including critical reflection, early childhood pedagogy, confidence building, communication skills, personal and professional development and employability alongside academic writing and research skills. This textbook is essential reading for students on all Early Childhood Studies degree programmes"--
Addressing both care and education in the Early Years, the book considers a range of multi-disciplinary aspects of Early Childhood; including health, social, educational, psychological and sociological perspectives.
The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all students studying at levels 4 and 5, including on Foundation Degrees and Early Childhood Studies degrees.
Beckley, P, Elvige, K and Hendry, H (2009) Implementing the early years foundation stage: a handbook. Buckingham: Open University Press. DFE (2013) More great childcare: raising quality and giving parents choice.
Focused on seeing children in the context of the world they live in, it provides students with a range of perspectives, insights and latest thinking.
While the assessment in the EYFS profile against the 17 key areas – the early learning goals (ELGs) – can be carried out in any language, the assessment for communication, language and literacy has to be carried out in English (Coles, ...
Using Innovative Methods in Early Years Research provides key information on a range of non-traditional research methods, and details the strengths, limitations and challenges involved in diverging from more standard research methods.
Berko Gleason, J. (2005) The Development of Language. Boston: Pearson Education Inc. Berlyne, D.E. (1969) 'Laughter, ... Booth,T. (2000) 'Reflection', in P. Clough and J. Corbett (eds), Theories of Inclusive Education. London: PCP/Sage.
This succinct article outlines the complexities of implementing the EYFS. It presents the experiences of both nursery and primary schools following implementation of the EYFS after its first year.
... and considers the work of three most influential pioneers in forming the bedrock of the early childhood tradition: Friedrich Wilhelm Froebel (1782–1852), Maria Montessori (1869–1952) and Rudolf Steiner (1861–1925).
Inspired by the first-hand experiences of those studying early childhood education and care, this book supports students as they gain advanced knowledge and skills, and embark on the journey from inexperienced student to graduate ...