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