This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It: is designed to promote discussion around key themes rather than promote simple solutions to particular challenges foregrounds principles, values and ethics as a precursor to good practice encourages reflective engagement with real life exemplars and case studies juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood presents findings from research into child development and learning and how these interface with pedagogic approaches.
Shirley Allen, Mary Whalley, Maureen Lee, Angela Scollan ... Miller, L. (2008) Developing professionalism within a regulatory framework in England: Challenges and possibilities, European Early Childhood Education Research Journal, ...
The book also features first-person narratives by early childhood professionals working in a range of positions who offer insight into the complexity and joys of working with or on behalf of young children.
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.
Similarly, the internationally respected Early Childhood Environment Rating Scales (ECERS; Sylva and Taggart 2010) are ... For both the EYFS Profile and the ECERS scales, intensive training combined with teachers' professional dialogue ...
This book provides a critical insight into comparative approaches to the professional learning and development of early years educators – taken to include all those working in a professional capacity with young children in educative ...
Mary Read and Mary Rees In all the many and varied early years settings there is perhaps one common ... Finding time for professional dialogue Finding time Young children make continuous, challenging demands on the adults who work with ...
This is essential reading for students undertaking work-based and academic study in early years and for those working towards post-graduate and professional qualifications.
Murray and McDowall Clark (2013) note the complexities of identifying an early years leadership framework which would model itself on the passionate care, to improve the education and well-being of young children (p 289) as they allude ...
An EY curriculum that ensures continuity and progression across these transitions is beneficial for child development. ... employed to extend the child's abilities in a continuous manner, EY education is more effective (Doherty, 2013).
that their knowledge of child development varied, with different levels of understanding on how to implement the EYFS. This gap between knowledge and implementation can be supported by professional dialogue and reflective discussions ...