Enhanced descriptions from Syndetics:

Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools.Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support:- comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and- evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care.Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout.This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard , former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists.The team includes: Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan , Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook , Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK) Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library.The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice.This book forms part of the Reflective Teaching series , edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.

Table of contents provided by Syndetics

• Introduction (p. ix)
• Part 1 Becoming a reflective professional
• 1 Identity Who are we and what do we stand for? (p. 3)
• 2 Learning How can we understand learner development? (p. 25)
• 3 Reflection How can we develop the quality of our practice? (p. 51)
• 4 Principles What are the foundations of effective Teaching and learning? (p. 79)
• Supplementary chapters at reflectiveteaching.co.uk
• Enquiry Critical reflection and systematic investigation of our practice
• Techniques of enquiry Collecting and using descriptive, dispassionate, discerning and diagnostic information
• Part 2 Creating conditions for learning
• 5 Contexts What is, and what might be? (p. 101)
• 6 Relationships How are we getting on together? (p. 123)
• 7 Engagement How are we managing behaviour? (p. 145)
• 8 Spaces How are we creating environments for learning? (p. 169)
• Part 3 Teaching for learning
• 9 Curriculum What is taught in the early years? (p. 195)
• 10 Planning How are we implementing the curriculum? (p. 221)
• 11 Pedagogy How can we develop effective strategies? (p. 243)
• 12 Communication How does language support learning? (p. 265)
• 13 Assessment How can assessment enhance learning? (p. 291)
• Part 4 Reflecting on consequences
• 14 Outcomes How do we capture learning achievements? (p. 311)
• 15 Inclusion How are we enabling learning opportunities? (p. 329)
• Part 5 Deepening understanding
• 16 Expertise Conceptual tools for career-long fascination? (p. 349)
• 17 Professionalism How does reflective teaching contribute to society? (p. 373)
• List of reflective activities (p. 405)
• List of case studies, research briefings, figures and tables (p. 409)
• Acknowledgements (p. 413)
• Bibliography (p. 415)
• Index (p. 443)
• Readings for Reflective Teaching in Early Education: Contents list (p. 453)
• The Reflective Teaching Series (p. 459)

Author notes provided by Syndetics