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. "
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