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The Reflective Early Years Practitioner
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The Reflective Early Years Practitioner



November 2012 | 184 pages | SAGE Publications Ltd

Work-based reflective learning is a key part of the professional development of practitioners working in the early years sector. The Reflective Early Years Practitioner focuses on the practitioner's role and development within a wide range of contexts.

Packed with case studies from different settings, and with points for reflection in each chapter, the author covers:

  • Developing as an early years practitioner
  • Reflective vocational progression
  • Pedagogical examples for Continuing Professional Development
  • Study skills to begin reflective practice
  • Professionalism and reflective leadership in the early years

Vital aspects of practice, such as identifying and planning for children with Special Educational Needs, developing inclusive teaching strategies and safeguarding young children, are highlighted within the chapters.

This is essential reading for students undertaking work-based and academic study in early years, and for those working towards graduate and professional qualifications. It provides readers with tools to practice work-based reflective learning on a daily basis, and going forward.

 
The Developing Early Years Practitioner
 
Being a Reflective Early Years Practitioner
 
Work-Based Reflective Learning
 
Reflective Vocational Progression
 
Work-Based Reflective Pedagogy
 
Being a Reflective Student
 
Reflecting upon Professionalism in the Early Years
 
Reflective Leadership
 
Reflective Learning Journeys
 
Continuing Learning Pathways and Future Reflections
 
References
 
Index

This book has supported students who feel less confident about recording reflective accounts.

Mrs Angela Mahon
Vocational Education , Manchester College of Arts & Techn.
June 4, 2015

Very useful, with sections that reflect on the practitioner's voice.

Mrs Gail Parker
SWWCTE, University of Wales, Trinity St David
April 29, 2015

A clear and easy to use text, that makes a good link between academic thought and actual practice. My students will find it useful to reflect on their own engagement in the workplace

Mr Mark Wilkins
Care and Early Years, Weston College
September 23, 2014

The book clearly sets out the need to be a reflective practitioner. The book is focused on the wider early years sector, so perhaps is more relevant to other courses than the teacher training students. There are certainly some useful chapters though, particularly the one on Reflective Leadership.

Mrs Lisa Jeffery
School of Education, Northampton University
May 13, 2014

Has been keenly read by students new to reflective practice.

Dr Linda Withey
education and professional development, ity campus oldham college
April 8, 2014

A good read for developing early years practitioners to reflect on their own professionalism and practice in early years.

Mrs Jeenal Desai
Humanities and Education, Doncaster University Centre
March 24, 2014

The Early Years students found this book very useful and it enabled them to become more reflective in their approach to their teaching.

Ms Jane Noble
Early years and primary, Institute of Education
January 9, 2014

This book is extremely useful for the Professional Practice element of the Foundation Degree in Early Years Care and Education. It has been an invaluable teaching tool and aid for teaching students about reflective practice.

Mrs Claire Pescott
Dept of Care & Continuing Education, Ystrad Mynach College
December 17, 2013

Although many students on the SEN course work with older children, the principles of reflective practice remain the same - very useful book

Mrs Trish Newstead
early years, Kingston College
December 12, 2013

This gives students more insight into being reflective, and also how to support others in developing reflective practice in the workplace

Mrs Trish Newstead
early years, Kingston College
December 12, 2013

Elaine Hallet

Dr Elaine Hallet has been involved in educating children, practitioners, educators, teachers and students over a career of thirty-six years and during this time has developed an understanding of how to nurture, scaffold and support children’s and adults’ learning and professional practice through meaningful contexts. She has worked as an early years teacher, advisory teacher and leader in a range of schools and nurseries, as a lecturer and leader with students in further and higher education, teaching on a range of early years initial training, post-qualifying, undergraduate, postgraduate, doctoral programmes and sector-endorsed... More About Author

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