Overview

The book you can trust to guide you through your career in the early years, as the expert authors share tried and tested techniques in a range of early years settings. For this new edition, Jennifer Colwell and Amanda Ince have drawn together an expert author team to bring you guidance from top practitioners that is both cohesive and that continues to evolve to meet the needs of today’s early years practitioners. It is designed for trainees whether in universities or early years settings and looks across the full early years spectrum, from birth to 8 years old. Reflective Teaching in Early Education uniquely provides two levels of support: - Practical, evidence-­based guidance on key early years issues – including relationships, behaviour, inclusion, curriculum planning and learning, and teaching strategies - Evidence-­informed ‘principles’ and 'concepts' to help you to understand the theories informing practice, offering ways for you to continue to develop your skills and understanding of early years practice in early childhood education and care New to this edition: - Case Studies which illustrate the impact Reflective Teaching can have on your practice and your setting - New Reflective Activities - Updated references and guidance on Key Readings - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. Readings for Reflective Teaching in Early Education, the supporting ‘portable library’ volume, is signposted throughout this book and provides convenient access to key texts.

Full Product Details

Author:   Dr Jennifer Colwell (Educational Consultant and University of Brighton, UK) ,  Dr Amanda Ince (University College London, UK) ,  Dr Helen Bradford (University of Cambridge, UK) ,  Helen Edwards (Foundation Stage Forum, UK)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Weight:   1.229kg
ISBN:  

9781350127609

ISBN 10:   1350127604
Pages:   504
Publication Date:   28 January 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Introduction Using this book A summary of the book Part I: Becoming a reflective professional 1. Identity: Who are we and what do we stand for? 2. Learning: How can we understand learner development? 3. Reflection: How can we develop the quality of our practice? 4. Principles: What are the foundations of effective teaching and learning? Part II: Creating conditions for learning 5. Contexts: What is, and what might be? 6. Relationships: How are we getting on together? 7. Engagement: How are we managing behaviour? 8. Spaces: How are we creating environments for learning? Part III: Teaching for learning 9. Curriculum: What is taught in the early years? 10. Planning: How are we implementing the curriculum? 11. Pedagogy: How can we develop effective strategies? 12. Communication: How does language support learning? 13. Assessment: How can assessment enhance learning? Part IV: Reflecting on consequences 14. Outcomes: How do we capture learning achievements? 15. Inclusion: How are we enabling learning opportunities? Part V: Deepening understanding 16. Expertise: Conceptual tools for career-long fascination? 17. Professionalism: How does reflective teaching contribute to society? Acknowledgements Bibliography Index

Reviews

[Praise for the first edition] It is very exciting to have a book in the wonderful Reflective Teaching series that is specifically dedicated to early education. Supporting the youngest learners in our society is a huge responsibility and demands thoughtful and responsive professionalism. This interesting and inspirational book is an excellent resource for all those involved with early childhood education and care, at every stage of their careers...A comprehensive, readable text that is highly informative and invites critical thinking, at every step, through accessible reflective activities. The structure of the book is clear, beginning with professional identity and development and moving to cover key aspects of learning, teaching and wider social issues. I will definitely use this book myself and look forward to reading and discussing it with undergraduate and postgraduate students of early childhood education. * Paulette Luff, Senior Lecturer in Early Childhood Education, Anglia Ruskin University, UK * [Praise for the first edition] A hugely valuable and comprehensive tool to support evidence-based reflective practice in the early years. It will support those currently studying and no doubt become a core text for many courses, but I would also recommend it for all practitioners wishing to extend and deepen their practice. It is challenging in a highly accessible and practical way, full of reflective activities, questions and case studies alongside ideas for further reading. An excellent resource for the early years. * Sandra Mathers, Senior Researcher, Department of Education, University of Oxford, UK * [Praise for the first edition] I teach on a BA (Honours) Early Childhood Studies course and Reflective Teaching in Early Education will become one of the key texts for my students. I like the way the book begins with me as a reflective learner and graduates to a much deeper level of reflection by the end. Overall, this is a very impressive and important text for students concerned with early education. * Lesley Hopkins, Senior Lecturer in Early Years and PGCE 3-7 Route Leader, Birmingham City University, UK * [Praise for the first edition] I have thoroughly enjoyed engaging with this essential text for all those involved in the early years. Reflective Teaching in Early Education is comprehensive and challenging, and effectively uses case studies and reflective activities to support and extend the reader. * Eunice Lumsden, Head of Early Years, University of Northampton, UK * [Praise for the first edition] This text gives a comprehensive insight to early years teaching, and presents students with some thought provoking questions. * Ruth Davies, Glyndwr University, UK * Essential literature for ECE professionals. By its unique, evidence-based orientation it recognizes reflective practice as a foundation in supporting child- centred practice in ECE settings. * Adrijana Visnjic-Jevtic, Assistant Professor, Faculty of Teacher Education, University of Zagreb, Croatia * A great conduit for engaging practitioners & teachers in reflecting critically about teaching and learning in the early years, but also does much more. Almost every page offers case studies and reflective points that make the ideas come to life. In every chapter I found ideas that spurred my thinking and practice, and so will you. * Anna Colgan, Early Childhood Lecturer, Abingdon and Witney College, Open University, UK *

[Praise for the first edition] It is very exciting to have a book in the wonderful Reflective Teaching series that is specifically dedicated to early education. Supporting the youngest learners in our society is a huge responsibility and demands thoughtful and responsive professionalism. This interesting and inspirational book is an excellent resource for all those involved with early childhood education and care, at every stage of their careers...A comprehensive, readable text that is highly informative and invites critical thinking, at every step, through accessible reflective activities. The structure of the book is clear, beginning with professional identity and development and moving to cover key aspects of learning, teaching and wider social issues. I will definitely use this book myself and look forward to reading and discussing it with undergraduate and postgraduate students of early childhood education. * Paulette Luff, Senior Lecturer in Early Childhood Education, Anglia Ruskin University, UK * [Praise for the first edition] A hugely valuable and comprehensive tool to support evidence-based reflective practice in the early years. It will support those currently studying and no doubt become a core text for many courses, but I would also recommend it for all practitioners wishing to extend and deepen their practice. It is challenging in a highly accessible and practical way, full of reflective activities, questions and case studies alongside ideas for further reading. An excellent resource for the early years. * Sandra Mathers, Senior Researcher, Department of Education, University of Oxford, UK * [Praise for the first edition] I teach on a BA (Honours) Early Childhood Studies course and Reflective Teaching in Early Education will become one of the key texts for my students. I like the way the book begins with me as a reflective learner and graduates to a much deeper level of reflection by the end. Overall, this is a very impressive and important text for students concerned with early education. * Lesley Hopkins, Senior Lecturer in Early Years and PGCE 3-7 Route Leader, Birmingham City University, UK * [Praise for the first edition] I have thoroughly enjoyed engaging with this essential text for all those involved in the early years. Reflective Teaching in Early Education is comprehensive and challenging, and effectively uses case studies and reflective activities to support and extend the reader. * Eunice Lumsden, Head of Early Years, University of Northampton, UK * [Praise for the first edition] This text gives a comprehensive insight to early years teaching, and presents students with some thought provoking questions. * Ruth Davies, Glyndwr University, UK * The book Reflective Teaching in Early Education represents essential literature for ECE professionals. By its unique, evidence-based orientation it recognizes reflective practice as a foundation in supporting child- centred practice in ECE settings. The book discussed role(s) of the ECE practitioners in the most comprehensive way regarding are they becoming or being ECE professionals * Adrijana Visnjic-Jevtic, Assistant Professor, Faculty of Teacher Education, University of Zagreb, Croatia * A great conduit for engaging practitioners & teachers in reflecting critically about teaching and learning in the early years, but also does much more. Almost every page offers case studies and reflective points that make the ideas come to life. In every chapter I found ideas that spurred my thinking and practice, and so will you. * Anna Colgan, Early Childhood Lecturer, Abingdon and Witney College, Open University, UK *

Author Information

Jennifer Colwell is an Educational Consultant and Research Fellow in the Education Research Centre at the University of Brighton, UK. Amanda Ince is a Principal Teaching Fellow at IOE, UCL’s Faculty of Education and Society, University College London, UK. Helen Bradford (Independent Educational Consultant, UK) | Eleanor Kitto (IOE, UCL’s Faculty of Education and Society, University College London, UK | Julian Grenier (Headteacher, Sheringham Nursery School and Children's Centre, UK) | Eunice Lumsden (University of Northampton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Mary Moloney (Mary Immaculate College, Ireland) | Ioanna Palaiologou (Canterbury Educational Services, UK) | Helen Edwards and Juliet Mickelburgh (Foundation Stage Forum, UK) | Rebecca Swindells (Independent Early Years Consultant, UK) | Deborah Price (Independent Early Years Consultant, UK)

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