Part One: Foundations for Early Years Practice
Chapter 1: The reflective early years professional
Chapter 2: Understanding children
Chapter 3: Early years provision in practice
Chapter 4: Early years education and learning
Part Two: Early Years Education
Chapter 5: Playful learning
Chapter 6: Early language and literacy
Chapter 7: Creative children
Chapter 8: Children exploring
Part Three: Joined-up Early Years Practice
Chapter 9: Partnership practice with parents and families
Chapter 10: Inclusive early years practice
Chapter 11: Researching early years practice
Chapter 12: Leading early years practice
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 professional awards in early years and
integrated centre leadership.
Elaine’s research includes, foundation degree graduates’ continuing
professional development through work-based reflective learning,
the development of professional identity, the role of graduate
early years leaders in the leadership of learning. She is committed
to continuing professional learning for development of professional
practice and to supporting practitioners, educators and teachers on
their reflective learning journeys of knowledge, understanding and
discovery.
Elaine has recently retired from her role as Lecturer in
Early Childhood at the Institute of Education: University College
London. With a background in early years education and practice,
Elaine is an established author, with a special interest in the
education of young children and, practitioners, educators and
teachers’ reflective continuing professional learning.
I would recommend Early Years Practice as essential to students and
trainees who wish to extend their knowledge and understanding of
early years practice beyond level 3. This book is accessible, up to
date and focuses on theory into practice incorporating the
essential higher order skill of reflection. The pedagogical
foundations within place children firmly at the centre, whilst
acknowledging the highly influential Early Years Practitioner in
the wider context of family, community and inclusive practice."
*Sarah Barton*
This is very much aimed at students working towards early years
qualifications, especially early years degree courses...[it]
features stories from real life practice and questions for
reflection, as well as links to the Teachers′ standards, helping
you to understand how children learn and develop; engage with the
curriculum; develop ways of reflecting on practice, and develop
skills needed to take a leading role. This is a valuable book that
has much to offer students working at all levels.
*Neil Henty*
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