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• Half Title
• Title Page
• Copyright
• Dedication
• Contents
• Acknowledgements
• A note on citation
• Introduction
• Part One: Becoming a reflective professional
• 1. Identity: Who are we, and what do we stand for?
• Reading 1.1: Passion, paradox and professionalism in early years education: Janet Moyles
• Reading 1.2: Perspectives on professionalism: Avril Brock
• Reading 1.3: Accountability: Tensions and challenges for the early years workforce: Lisa Spencer-Woo
• Reading 1.4: Practical judgement and evidence-informed practice: Ruth Heilbronn
• Reading 1.5: Questioning the story of quality: Peter Moss
• Reading 1.6: Improving quality in the early years: A comparison of perspectives and measures: Sandra
• 2. Learning: How can we understand learner development?
• Reading 2.1: The science of learning and the art of teaching: Burrhus Skinner
• Reading 2.2: The genetic approach to the psychology of thought: Jean Piaget
• Reading 2.3: Mind in society and the ZPD: Lev Vygotsky
• Reading 2.4: The spiral curriculum: Jerome Bruner
• Reading 2.5: Motivational processes affecting learning: Carol Dweck
• 3. Reflection: How can we develop the quality of our practice?
• Reading 3.1: The role of reflection in the professionalization of the early years workforce: Jan Pee
• Reading 3.2: The importance of practitioner research: Lawrence Stenhouse
• Reading 3.3: Action research and the development of practice: Richard Pring
• Reading 3.4: Measures of quality: Denise Kingston and Jane Melvin
• Reading 3.5: Reflection-in-action: Donald Schön
• Reading 3.6: Thinking and reflective experience: John Dewey
• Reading 3.7: Reflective writing: Pete Watton, Jane Collings and Jenny Moon
• 4. Principles: What are the foundations of effective teaching and learning?
• Reading 4.1: Learning without limits: Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond
• Reading 4.2: The Effective Provision of Pre-school Education (EPPE) project: Findings from pre-schoo
• Reading 4.3: Insights, opportunities and challenges of educational neuroscience: The Royal Society
• Reading 4.4: Playful learning: Rod Parker-Rees
• Reading 4.5: Schemas and learning: Cathy Nutbrown
• Part Two: Creating conditions for learning
• 5. Contexts: What is and what might be?
• Reading 5.1: Being an educator in times of change: Qing Gu
• Reading 5.2: The sociological imagination: C. Wright Mills
• Reading 5.3: Exploring the school readiness debate: David Whitebread and Sue Bingham
• Reading 5.4: Education, opportunity and social cohesion: Andy Green and Jan Janmaat
• Reading 5.5: Schooling, social class and privilege: Stephen Ball
• 6. Relationships: How are we getting on together?
• Reading 6.1: Early years learning and development literature review: Maria Evangelou, Kathy Sylva, M
• Reading 6.2: Working in teams: Carolynn Rankin and Fiona Butler
• Reading 6.3: What is self-esteem?: Denis Lawrence
• Reading 6.4: Attachment, what it is, why it is important?: Sir Richard Bowlby
• Reading 6.5: The role of the preschool practitioner in the development of children’s social compet
• 7. Engagement: How are we managing behaviour?
• Reading 7.1: Measuring involvement in the early years: Ferre Laevers
• Reading 7.2: Understanding children’s behaviour in relation to their development: Pat Broadhead, J
• Reading 7.3: Pedagogic quality and behaviour: Sonja Sheridan
• Reading 7.4: Non-verbal communication: Michael Argyle
• Reading 7.5: The HighScope approach to behaviour management: Michelle Graves and Ann Arbor
• 8. Spaces: How are we creating environments for learning?
• Reading 8.1: The learning environment: Janet Moyles, Siân Adams and Alison Musgrove
• Reading 8.2: The value of providing for risky play in early childhood settings: Marie Willoughby
• Reading 8.3: Respectful environments for children: Tim Loreman
• Reading 8.4: The ‘ecology’ of social environments: Urie Bronfenbrenner
• Reading 8.5: Digital technology and play: Tim Waller
• Part Three: Teaching for learning
• 9. Curriculum: What is to be taught and learned?
• Reading 9.1: Froebel’s spirit and influence: Tina Bruce, Anne Findlay, Jane Read and Mary Scarboro
• Reading 9.2: The Reggio Emilia approach: Sheila Nutkins, Catriona McDonald and Mary Stephen
• Reading 9.3: The Montessori approach: Marion O’Donnell
• Reading 9.4: Rudolf Steiner and the Waldorf Pre-School: Heiner Ullrich
• Reading 9.5: HighScope: Sheila Nutkins, Catriona McDonald and Mary Stephen
• Reading 9.6: The Te Wha¯riki approach: Wendy Lee, Margaret Carr, Brenda Soutar and Linda Mitchell
• 10. Planning: How are we implementing the curriculum?
• Reading 10.1: A developmental approach to the curriculum in the early years: Lilan G. Katz
• Reading 10.2: Listening to young children: Peter Moss
• Reading 10.3: Assumptions about children and young people: Phil Jones
• Reading 10.4: Curriculum planning: Kathy Brodie
• Reading 10.5: The wisdom of Vivian Paley: Trisha Lee
• 11. Pedagogy: How can we develop effective strategies?
• Reading 11.1: What is pedagogy and why is it important?: The General Teaching Council for England
• Reading 11.2: Pedagogy in effective settings: Iram Siraj-Blatchford, Kathy Sylva, Stella Muttock, Ro
• Reading 11.3: Folk pedagogy: Jerome Bruner
• Reading 11.4: Teaching as the assistance of performance: Roland Tharp and Ronald Gallimore
• 12. Communication: How does language support learning?
• Reading 12.1: Interactions and social development: Pat Broadhead
• Reading 12.2: Talking babies: Julia Manning-Morton
• Reading 12.3: The role of the linguistic environment in early language development: Belinda Buckley
• Reading 12.4: The bilingual learner: Tözün Issa and Alison Hatt
• Reading 12.5: Why is reading so important?: Colin Harrison
• Reading 12.6: Narrative in the lives of children: Sandra Smidt
• 13. Assessment: How can assessment enhance learning?
• Reading 13.1: Creating a dialogue with parents: Margy Whalley
• Reading 13.2: Assessment: Why, who, when, what and how?: Patricia Broadfoot
• Reading 13.3: Teacher feedback in the reception class: Andrew Burrell and Sara Bubb
• Reading 13.4: Reporting on progress and achievement: Scottish Government
• Reading 13.5: The myth of objective assessment: Andrew Pollard and Ann Filer
• Reading 13.6: Watching and listening: The tools of assessment: Cathy Nutbrown
• Part Four: Reflecting on consequences
• 14. Outcomes: How do we capture learning and achievements?
• Reading 14.1: Learning and the development of resilience: Guy Claxton
• Reading 14.2: Observing children: Jenny Willan
• Reading 14.3: Learning dispositions and assessment: Margaret Carr and Guy Claxton
• Reading 14.4: Observation and pedagogic documentation: Anette Emilson and Ingrid Pramling Samuelsson
• Reading 14.5: Involving parents and carers as partners in assessment: Jonathan Glazzard
• 15. Inclusion: How are we enabling opportunities?
• Reading 15.1: Defining inclusion: Anastasia Liasidou
• Reading 15.2: Supporting children with Special Educational Needs in the early years: Penny Borkett
• Reading 15.3: Difference or deviance?: Gary Thomas and Andrew Loxley
• Reading 15.4: What’s your attitude? Inclusion and early years settings: Jonathan Rix
• Part Five: Deepening understanding
• 16. Expertise: Conceptual tools for career-long fascination
• Reading 16.1: Contemporary change and professional development: Pat Collarbone
• Reading 16.2: The development of teacher expertise: Tony Eaude
• Reading 16.3: Creative mediation and professional judgement: Marilyn Osborn, Elizabeth McNess, Andre
• Reading 16.4: The expertise of early childhood educators: Iiris Happo and Kaarina Määttä
• 17. Professionalism: How does reflective teaching contribute to society?
• Reading 17.1: Qualifications: The Nutbrown Review: Cathy Nutbrown
• Reading 17.2: Thinking about educational systems: Margaret Archer
• Reading 17.3: The Field report: Preventing poor children becoming poor adults: Frank Field
• Reading 17.4: The philosophy of Paulo Freire: Jones Irwin
• Reading 17.5: The impact of early education as a strategy in countering socio-economic disadvantage:
• List of figures
• Bibliography
• Permissions
• Index
• The Reflective Teaching Series