Introduction - Michael Reed and Natalie Canning
PART ONE: CHILDREN′S LEARNING AND DEVELOPMENT
Reflective Thinking; Reflective Practice - Karen Appleby
Play in the Early Years Foundation Stage - Natalie Canning
21st Century Digital Technology and Children′s Learning - Linda
Tyler
Policy to Practice in Wales - Michael Reed and Alison Morrell
PART TWO: THE UNIQUE CHILD
Safeguarding Children: Every Child Matters so Everybody Matters! -
Claire Majella Richards
A Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews
and Kate Fowler
PART THREE: ENABLING PROFESSIONAL ENVIRONMENTS
Children′s Centres and Children′s Services? - Michael Reed
Working Together at a Children′s Centre - Rosie Walker
Managing Multi-Agency Working - Wendy Messenger
PART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLD
Distance Learning and Professional Development - Victoria
Cooper
Early Years Professionals: Leading for Change - Rory McDowall Clark
and Sue Baylis
Defining and Measuring Quality in Early Years Settings - Alison
Jackson
From Experienced Practitioner to Reflective Professional - Sue
Callan
Conclusion - Michael Reed and Natalie Canning
Useful Websites - Michael Reed and Natalie Canning
Michael Reed is a Senior Lecturer at the Centre for Early
Childhood, within the Institute of Education at the University of
Worcester. He teaches on undergraduate and postgraduate courses
related to child development, practice based research and
leadership. He is a qualified teacher and hold advanced
qualifications in Educational Inquiry, Educational Psychology and
Special Education. He was a member of course development and
writing teams at the Open University and an experienced author. He
has a particular interest in practice based inquiry and research
evaluating ways to improve quality in practice. He has co-edited a
number of books including Reflective Practice in the Early
Years (2010), Quality Improvement and Change in the Early Years
(2012) and Work Based Research in the Early Years (2012), all
published by SAGE.
Natalie Canning is a Lecturer in Education – Early Years at The
Open University. Her background is in playwork and social work,
particularly in supporting children to explore personal, social and
emotional issues through play. She has published a number of
articles relating to professional development and the early years
and has presented at national and European conferences. Her main
research is in the area of children’s empowerment in play and she
is currently involved in research on developing children as
autonomous learners. She has taught across a variety of Early
Childhood undergraduate and postgraduate programmes.
′This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection′ - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope University
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