The Early Years Reflective Practice Handbook

Abstract

* Part 1: Setting reflection firmly in early childhood care and education Chapter 1: What is reflection and reflective practice? Dr Avril Brock Chapter 2: Why is reflection important for early childhood educators? Dr Avril Brock Chapter 3: Developing reflective writing Dr Avril Brock Chapter 4: Practitioners, professionalism and reflection on role Dr Avril Brock Chapter 5: What does professionalism mean for me? Dr Avril Brock * Part 2: What is the knowledge base for early childhood educators? Chapter 6: Reflecting on children, families and policy Dr Avril Brock Chapter 7: A children's centre manager's perspective Jane Lees Chapter 8: Reflecting on the role of graduates as pedagogical with children from birth to three Mary Whalley Chapter 9: Early years professionals' reflective practice from Kirklees' case studies Rachael Singleton and Dr Avril Brock Chapter 10: A Deeper Understanding of Play Liz Chesworth Focused reflection: What's Going On? The Challenge of Making Sense of Open Ended Play. Andy Burt Chapter 11: Reflecting on school readiness Dr Avril Brock Chapter 12: Capable confident children: a reception class teacher's pedagogical reflections Dr Avril Brock and Tina Thornton Chapter 13: Quality is in the eye of the beholder: developing early years provision using child led quality indicators Dr Jo Armistead * Part 3: Case studies of contemporary issues Section 1: What's it like for a child? Why my friends are so important? Dr Avril Brock What's it like for a black child in the classroom? Gina Houston Why are my stories so important to me? Dr Avril Brock Adyta - The silent period, as experienced by young bilingual learners. Dr Caroline Bligh What is it like for a child living with violence? Naomi Lewis What is it like for a bereaved child? Avril Brock Section 2: How can I develop my professional knowledge and practice? How can I cater for children's individuality? Rachel Sparks Linfield How do I develop children's understanding of the concept of time? Lyndsey Shipley Communication using new technologies - the tip of the iceberg. Alix Coughlin What should I do about young children's gun play? Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith Reflecting on the process of learning how to teach reading using systematic synthetic phonics. Bev Keen How do I observe and assess children's capabilities? Avril Brock Section 3: Widening reflective professional knowledge: what do I need to know about this issue and why is it important? Dealing with racist incidents. Gina Houston How can an early years setting support the mental health of young children and why is this important? Lucy Akroyd How to support asylum and refugee children face in early years education. Rebecca Wood Does bullying really happen in early years? Melanie Henderson Children with parents in prison. Avril Brock * Part 4: Continuing professional development and action research on reflective practice Chapter 14: Deepening reflection even further Avril Brock Chapter 15: On reflection: examining undergraduate reflective practice across two Higher Education (HE) sector endorsed Foundation Degrees (FD's) and BA (Hons) programmes within a Further Education (FE) provision. Helen Rowe Chapter 16: Does the use of reflective practice enhance early years foundation degree student's personal and professional development? Nicola Firth * Appendices