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Reflective Teaching in Early Education supports both undergraduate and postgraduate students and extended career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools. This innovative book offers comprehensive, evidence-based guidance on key issues in early years practice and evidence-informed 'principles' and 'concepts' to encourage a deeper understanding of teaching practices in early childhood education and care.
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings, drawing together seminal extracts and contemporary literature, to support both initial study and extended career-long professionalism for early years practitioners. The associated website, reflectiveteaching.co.uk, offers an enormous range of supplementary resources including reflective activities, research briefings, advice on further reading and up-to-date policy and curriculum documents.
Reflective Teaching in Early Education links directly to the companion text, Readings for Reflective Teaching in Early Education, and to the website, reflectiveteaching.co.uk, offering a fully integrated and complementary range of resources.
Jennifer Colwell is Research Fellow in the Education Research Centre at the University of Brighton, UK.
Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, the University of Bristol, UK, and the University of Cambridge, UK.
The team includes:
Early Years Educationalists: Helen Beaumont, Helen Bradford, Julie Canavan, Denise Kingston,Holly Linklater, Sue Lynch, Catriona McDonald, Sheila Nutkins and Tim Waller.
Early Years Practitioners: Emma Cook, Sara Ottwell and Chris Randall with staff from One World Nursery and Phoenix Nursery.
Both volumes within this pack follow the same structure:
Introduction
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 teaching?
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 to be taught and learned?
10. Planning. How are we implementing the curriculum?
11. Pedagogy. How can we develop effective strategies?
12. Communication. How does use of language support learning?
13. Assessment. How can assessment enhance learning?
Part IV: Reflecting on Consequences
14. Outcomes. How do we monitor student 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?
List of case-studies, checklists, figures and research briefings
Bibliography
Acknowledgements
Index
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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