(2009). Distance learning and professional development.
In: Reed, Michael and Canning, Natalie eds.
Reflective Practice in the Early Years.
London: Sage Publications, pp. 143–155.
(Click here to request a copy from the OU Author.
[Book summary] 'This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection' - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope UniversityWritten for anyone working in the field of early years education and care, this book encourages students and practitioners to consider their own practice and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage, and support the reader in developing a critical and reflective approach to their own work.Issues covered include:- play in the Early Years Foundation Stage (EYFS) in England- the Foundation Phase in Wales- safeguarding children- the healthy child- leading a team at a Children's Centre- how childminders are working with the EYFS- leading and managing a multi-agency workforce- Continuing Professional Development for early years practitionersIdeal for those working towards Early Years Professional Status (EYPS), this book is also a must-read for students on any early years course, and will help the professional development of all practitioners working with the Birth to Eight age range.
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