The early years reflective practice handbook / Edited by Avril Brock.

Contributor(s):

Brock, Avril [editor.]

Material type: Text

TextPublisher: London : Routledge, 2015Description: xviii, 386 pages : illustrations ; 25 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9780415529938 (pbk.) :

Subject(s):

DDC classification:

372.21 BRO 23

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Standard Loan	Moylish Library Main Collection	372.21 BRO (Browse shelf(Opens below))	Checked out	17/04/2023	39002100638346

Enhanced descriptions from Syndetics:

What do early childhood practitioners need to know about reflection and reflective practice?

Ongoing reforms in early childhood care and education social policy affect all aspects of young children's and their families' lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.

This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.

Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:

policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development.

With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master's level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

Includes bibliographical references and index.

Table of contents provided by Syndetics

List of figures (p. ix)
List of tables (p. x)
Notes on contributors (p. xi)
Foreword (p. xv)
Acknowledgements (p. xviii)
Introduction (p. 1)
Part I Setting the practice of reflection firmly in early childhood care and education (p. 5)
1 What is reflection and reflective practice? (p. 7)
2 Why is reflection important for early childhood educators? (p. 22)
3 Developing reflective writing (p. 39)
4 Practitioners, professionalism and reflection on role (p. 51)
5 What does professionalism mean for me? (p. 65)
Part II The Knowledge base for early childhood educators (p. 77)
6 Reflecting on children, families and policy (p. 81)
Sure Start children's centres: a study of the development of social capital (p. 92)
7 A Children's centre manager's perspective (p. 101)
8 Reflecting on the role of graduates as pedagogical with children from birth to three (p. 115)
9 Early years professionals' reflections on practice for two-year-old children from Kirklees case studies (p. 130)
10 A deeper understanding of play (p. 142)
Focused reflection point: What's Going on? The challenge of making sense of open-ended play (p. 159)
11 Reflecting on school readiness (p. 166)
12 Capable, confident children: a reception class teacher's pedagogical reflections (p. 178)
13 Quality in the eye of the beholder: developing early years provision using child-led quality indicators (p. 203)
Part III Case studies of contemporary issues (p. 223)
Section 1 What's it Like for a child (p. 227)
Why are my friends so important (p. 229)
What's it like for a black child in the classroom? (p. 234)
Why are my stories so important to me? (p. 240)
Adyta-the silent period, as experienced by young bilingual learners (p. 244)
What is it like for a child living with violence? (p. 249)
What is it like for a bereaved child? (p. 254)
Section 2 How can I Develop My Professional Knowledge and Practice? (p. 261)
How can I cater for children's individuality? (p. 263)
How do I develop children's understanding of the concept of time? (p. 266)
Communication using new technologies-the tip of the iceberg (p. 270)
What should I do about young children's gun play? (p. 275)
Reflecting on the process of learning how to teach reading using systematic synthetic phonics (p. 281)
How do I observe and assess children's capabilities? (p. 286)
Section 3 Widening Reflective Professional Knowledge: What Do I Need to Know about This Issue and Why Is It Important (p. 291)
Dealing with racist incidents (p. 293)
How can an early years setting support the mental health of young children and why is this important? (p. 297)
How to support asylum and refugee children in early years education (p. 303)
Does bullying really happen in early years? (p. 306)
Children with parents in prison (p. 311)
Part IV Continuing professional development and action research on reflective practice (p. 315)
14 Deepening reflection even further (p. 317)
15 On reflection: examining undergraduate reflective practice across two higher education (HE) sector endorsed foundation degrees (FDs) and BA (Hons) programmes within a further education (FE) provision (p. 335)
16 Does the use of reflective practice enhance early years foundation degree students' personal and professional development? (p. 347)
Part V Appendices (p. 357)
Appendix 1 Avril Brock's autobiography extract (p. 359)
Appendix 2 Reflective diary on the personal and Professional Reflective diary on the Personal and Professional Reflective Practice module (p. 364)
Appendix 3 Avril Brock's timeline (p. 368)
Appendix 4 Mobalanle's timeline (p. 370)
Appendix 5 Avril Brock's digital paperchase (p. 372)
Appendix 6 Pavla's paperchase (p. 375)
Index (p. 378)

Author notes provided by Syndetics

Avril Brock is a principal lecturer in the Carnegie Faculty at Leeds Metropolitan University. She lectures in childhood and early years education teaching across undergraduate and postgraduate courses.