Efnisyfirlit

• Halftitle page
• Series page
• Title page
• Copyright page
• Dedication
• Contents
• Foreword – The Covid-19 Pandemic of 2020
• Introduction
• Using this book
• Within each chapter
• At the end of each chapter
• Online
• A summary of the book
• Part one Becoming a reflective professional
• Chapter 1 Identity Who are we and what do we stand for?
• INTRODUCTION
• 1 UNDERSTANDING OURSELVES AS PRACTITIONERS
• 1.1 Becoming an early years practitioner
• 1.2 Values informing early years practice
• 1.3 Practitioner identities
• 2 KNOWING BABIES AND YOUNG CHILDREN
• 2.1 How babies and young children experience early years education
• 2.2 Understanding children’s needs
• 2.3 Examining our perceptions of young children
• 3 LEARNING AND TEACHING THROUGH LIFE
• 3.1 Developing a career in Early Childhood Education and Care
• CONCLUSION
• KEY READINGS
• Chapter 2 Learning How can we understand learner development?
• INTRODUCTION
• 1 LEARNING PROCESSES
• 1.1 Behaviourism
• 1.2 Constructivism
• 1.3 Cognition
• 1.4 Socio-cultural models learning
• 2 NATURE, NURTURE AND AGENCY
• 2.1 The developing brain
• 2.2 Health, physical development and disability
• 3 NURTURE, NATURE AND AGENCY
• 3.1 Family and community
• 3.2 Peer relationships
• 3.3 Educational environments
• 3.4 The media and new technologies
• 3.5 Personality, self-esteem and learner identity
• 4 TAKING STOCK OF LEARNING
• 4.1 Metaphors for learning
• 4.2 The characteristics of effective learning
• CONCLUSION
• KEY READINGS
• Chapter 3 Reflection How can we develop the quality of our practice?
• INTRODUCTION
• 1 DILEMMAS, REFLECTION, EFFECTIVENESS AND QUALITY
• 1.1 Dilemmas and challenges in early years provision
• 1.2 Reflection and evidence-informed practice
• 1.3 Standards for effectiveness within early years provision and career development
• 2 THE MEANING OF REFLECTIVE PRACTICE
• 2.1 Aims and consequences
• 2.2 Reflection as a cyclical process
• 2.3 Gathering and evaluating evidence
• 2.4 Attitudes towards practice
• 2.5 Practitioner judgement
• 2.6 Learning with colleagues
• 2.7 Reflective teaching as creative mediation
• CONCLUSION
• KEY READINGS
• Chapter 4 Principles What are the foundations of effective teaching and learning?
• INTRODUCTION
• 1 EVIDENCE-INFORMED PRINCIPLES
• 2 TLRP’S TEN PRINCIPLES
• 2.1 Education for life
• 2.2 Valued knowledge
• 2.3 Prior experience
• 2.4 Scaffolding understanding
• 2.5 Assessment for learning
• 2.6 Active engagement
• 2.7 Social relationships
• 2.8 Informal learning
• 2.9 Teacher learning
• 2.10 Policy frameworks
• CONCLUSION
• KEY READINGS
• Part two Creating conditions for learning
• Chapter 5 Contexts What is, and what might be?
• INTRODUCTION
• 1 SOCIAL CONTEXT
• 1.1 Ideology
• 1.2 Culture
• 1.3 Opportunity
• 1.4 Accountability
• 2 PEOPLE AND AGENCY
• 2.1 Practitioners
• 2.2 Babies and children
• CONCLUSION
• KEY READINGS
• Chapter 6 Relationships How are we getting on together?
• INTRODUCTION
• 1 RELATIONSHIPS IN SETTINGS
• 1.1 Practitioner–child relationships
• 1.2 Staff teams and relationships
• 1.3 Relationships with families
• 1.4 Multi-agency working
• 2. RELATIONSHIPS FOR LEARNING
• 2.1 Child–peer interactions and learning
• 2.2 Child–practitioner interactions and learning
• 3. ENHANCING THE SETTING CLIMATE
• 3.1 Climate and emotional security
• 3.2 Supporting children’s confidence as learners
• 3.3 Developing an inclusive setting
• CONCLUSION
• KEY READINGS
• Chapter 7 Engagement How are we managing behaviour?
• INTRODUCTION
• 1. UNDERSTANDING BEHAVIOUR
• 1.1 Well-being and children’s behaviour
• 1.2 Involvement and children’s behaviour
• 1.3 Expectations and encouragement
• 2 BEHAVIOUR MANAGEMENT: PRACTITIONER EXPERIENCE
• 2.1 Self-presentation
• 2.2 Practitioner characteristics and beliefs
• 2.3 Management skills
• 3 BEHAVIOUR MANAGEMENT: PRACTICAL GUIDANCE
• 3.1 Rules
• 3.2 Children who present as a cause for concern
• 3.3 Practical approaches to managing undesirable behaviours
• CONCLUSION
• KEY READINGS
• Chapter 8 Spaces How are we creating environments for learning?
• INTRODUCTION
• 1 ENVIRONMENTS FOR LEARNING
• 1.1 Spaces for children?
• 1.2 Enabling environments
• 1.3 Children’s voice and democratic spaces
• 2 ORGANIZING SPACES FOR LEARNING
• 2.1 Use of resource, space and time
• 2.2 Outdoor spaces
• 2.3 ‘Positive risk-taking’ and the limitations of ‘staying safe’
• 2.4 Learning spaces for children under three years
• 3 USING TECHNOLOGY IN THE EARLY YEARS
• CONCLUSION
• KEY READINGS
• Part three Teaching for learning
• Chapter 9 Curriculum What is taught in the early years?
• INTRODUCTION
• 1 THINKING ABOUT THE CURRICULUM
• 1.1 The official curriculum and its development in the UK
• 1.2 The hidden curriculum
• 1.3 The experienced curriculum
• 1.4 The global curriculum
• 1.5 Principles for curriculum provision
• 2 YOUNG CHILDREN’S LEARNING: DEVELOPMENT AND THE CURRICULUM
• 2.1 Development
• 2.2 Knowledge
• 2.3 Concepts
• 2.4 Skills
• 2.5 Attitudes
• 3 DELIVERING A CURRICULUM IN PRACTICE FOR EARLY CHILDHOOD
• CONCLUSION
• KEY READINGS
• Chapter 10 Planning How are we implementing the curriculum?
• INTRODUCTION
• 1 PLANNING A PLAY-BASED APPROACH
• 1.1 Why plan?
• 1.2 What are we planning?
• 1.3 Play
• 2. THE PLANNING PROCESS
• 2.1 Long-term planning
• 2.2 Medium-term planning
• 2.3 Short-term planning
• 2.4 Planning a provocation
• 2.5 Planning in the moment
• 3 EVALUATING PROVISION
• 3.1 Identifying learning
• 3.2 Observation
• CONCLUSION
• KEY READINGS
• Chapter 11 Pedagogy How can we develop effective strategies?
• INTRODUCTION
• 1 DEFINING PEDAGOGY
• 2 ENACTING THE ART, CRAFT AND SCIENCE OF PEDAGOGY
• 2.1 Art, craft and science in action
• 2.2 Analysing pedagogy
• 3 PEDAGOGY, KNOWLEDGE AND LEARNING
• 3.1 The development of pedagogic principles
• 3.2 Perspectives
• 4 ENACTING LEARNER DEVELOPMENT
• 4.1 Building from prior learning
• 4.2 Analysing pedagogy
• 5 PEDAGOGIC REPERTOIRE
• 5.1 Scaffolding
• 5.2 Modelling
• 5.3 Communicating
• 6 ENACTING A SERIES OF LESSONS
• 6.1 The art, craft and science of pedagogy over time
• 6.2 Analysing pedagogy
• CONCLUSION
• KEY READINGS
• Chapter 12 Communication How does language support learning?
• INTRODUCTION
• 1 CHARACTERISTICS OF EFFECTIVE LANGUAGE DEVELOPMENT
• 2 LANGUAGE AND EARLY YEARS PRACTICE
• 2.1 Communicating with emergent language users
• 2.2 Listening and responding to children
• 2.3 Scaffolding and modelling language
• 3 CREATING AN APPROPRIATE ENVIRONMENT TO SUPPORT COMMUNICATION AND EARLY LANGUAGE DEVELOPMENT
• 3.1 Birth to three years
• 3.2 Three to five years
• 3.3 Five to seven years
• 3.4 Non-verbal communication
• 4 LANGUAGE AND LEARNING
• 4.1 Communication
• 4.2 Learning through talk: Sustained shared thinking and early years practice
• 4.3 Learning through talk: Listening, questioning and responding
• 4.4 Exploring dialogue
• 5 LANGUAGE DEVELOPMENT AND WIDER CONSIDERATIONS
• 5.1 The development of phonological awareness
• 5.2 Language skills and fluent reading
• 5.3 Language and role-play
• 5.4 The bilingual learner
• CONCLUSION
• KEY READINGS
• Chapter 13 Assessment How can assessment enhance learning?
• INTRODUCTION
• 1 ASSESSMENT, LEARNING AND TEACHING
• 1.1 Formative Assessment and Responsive Teaching
• 1.2 ‘Growth Mindset’ and assessment
• 1.3 Key ideas
• 2 STRATEGIES FOR SUPPORTING LEARNING THROUGH ASSESSMENT
• 2.1 Involving children in discussions and decision-making
• 2.2 Evaluating dispositions to learn
• 2.3 Metacognition: encouraging children to reflect upon their learning and progress
• 3 FAMILY INVOLVEMENT IN ASSESSMENT
• CONCLUSION
• KEY READINGS
• Part four Reflecting on consequences
• Chapter 14 Outcomes How do we capture learning achievements?
• INTRODUCTION
• 1 PERSPECTIVES ON ASSESSMENT
• 1.1 Criterion-referenced summative assessment
• 1.2 Formative approaches to assessment
• 2 PURPOSE AND VALUES OF ASSESSMENT
• 2.1 Purpose and value of assessment for government, local authorities, schools and settings
• 2.2 Purpose and value of assessment for practitioners
• 2.3 Purpose and value of assessment for families
• 2.4 Purpose and value of assessment for the child
• 3 ASSESSMENT IN ACTION
• 3.1 Seeing
• 3.2 Understanding
• 3.3 Using and sharing
• CONCLUSION
• KEY READINGS
• Chapter 15 Inclusion How are we enabling learning opportunities?
• INTRODUCTION
• 1 DIMENSIONS OF DIFFERENCE
• 1.1 Social class
• 1.2 Ethnicity
• 1.3 Gender
• 1.4 Sexuality and gender
• 1.5 Age
• 1.6 Physical appearance
• 1.7 Ability
• 1.8 What needs?
• 2 PRACTICES AND PROCESSES
• 2.1 Principles of inclusive pedagogy
• 2.2 Responding to learner diversity
• 2.3 Putting inclusive principles into practice
• 3 CONSEQUENCES
• CONCLUSION
• KEY READINGS
• Part five Deepening understanding
• Chapter 16 Expertise Conceptual tools for career-long fascination?
• INTRODUCTION
• I.1 Deepening expertise
• I.2 A framework of concepts and expert questions
• EDUCATIONAL AIMS
• Society’s goals
• Elements of learning
• SOCIAL CONTEXTS
• Community context
• Setting and sector context
• PROCESSES
• Processes for children’s social needs: a case study
• Processes for children’s emotional needs
• Processes for children’s cognitive needs
• LEARNING OUTCOMES
• Outcomes for continuing improvements in learning
• Outcomes for the life-course
• CONCLUSION
• KEY READINGS
• Chapter 17 Professionalism How does reflective teaching contribute to society?
• INTRODUCTION
• 1 PROFESSIONALISM AND SOCIETY
• 1.1 Professionalism in the ECEC sector: What is a profession?
• 1.2 Challenges associated with recognizing ECEC as a profession
• 1.3 Moving towards professionalization
• 1.4 Tensions between traditional and current views of early childhood education and care
• 1.5 Professionality: A model of restricted and extended professionalism
• 1.6 E-Professionalism
• 2 EDUCATION AND SOCIETY
• 2.1 The role of early childhood education and care in society
• 2.2 Economic benefits of investing in early childhood education and care
• 2.3 Intergenerational benefits
• 2.4 A wealth-generating, adaptable future workforce
• 2.5 Cultural benefits
• 2.6 The child in society
• 2.7 Parenting
• 2.8 Cultural production and reproduction
• 2.9 ECEC and social justice
• CONCLUSION
• From vision to reality: What can realistically be achieved by ECEC?
• KEY READINGS
• Acknowledgements
• References
• Index