Table of Contents
- Part 1: Setting reflection firmly in early childhood care and education
Chapter 1: What is reflection and reflective practice?
Dr Avril Brock
Chapter 2: Why is reflection important for early childhood educators?
Dr Avril Brock
Chapter 3: Developing reflective writing
Dr Avril Brock
Chapter 4: Practitioners, professionalism and reflection on role
Dr Avril Brock
Chapter 5: What does professionalism mean for me?
Dr Avril Brock
- Part 2: What is the knowledge base for early childhood educators?
Chapter 6: Reflecting on children, families and policy
Dr Avril Brock
Chapter 7: A children’s centre manager’s perspective
Jane Lees
Chapter 8: Reflecting on the role of graduates as pedagogical with children from birth to three
Mary Whalley
Chapter 9: Early years professionals’ reflective practice from Kirklees’ case studies
Rachael Singleton and Dr Avril Brock
Chapter 10: A Deeper Understanding of Play
Liz Chesworth
Focused reflection: What’s Going On? The Challenge of Making Sense of Open Ended Play. Andy Burt
Chapter 11: Reflecting on school readiness
Dr Avril Brock
Chapter 12: Capable confident children: a reception class teacher’s pedagogical reflections
Dr Avril Brock and Tina Thornton
Chapter 13: Quality is in the eye of the beholder: developing early years provision using child led quality indicators
Dr Jo Armistead
- Part 3: Case studies of contemporary issues
Section 1: What’s it like for a child?
Why my friends are so important? Dr Avril Brock
What’s it like for a black child in the classroom? Gina Houston
Why are my stories so important to me? Dr Avril Brock
Adyta - The silent period, as experienced by young bilingual learners. Dr Caroline Bligh
What is it like for a child living with violence? Naomi Lewis
What is it like for a bereaved child? Avril Brock
Section 2: How can I develop my professional knowledge and practice?
How can I cater for children’s individuality? Rachel Sparks Linfield
How do I develop children’s understanding of the concept of time? Lyndsey Shipley
Communication using new technologies – the tip of the iceberg. Alix Coughlin
What's should I do about young children’s gun play? Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith
Reflecting on the process of learning how to teach reading using systematic synthetic phonics. Bev Keen
How do I observe and assess children’s capabilities? Avril Brock
Section 3: Widening reflective professional knowledge: what do I need to know about this issue and why is it important?
Dealing with racist incidents. Gina Houston
How can an early years setting support the mental health of young children and why is this important? Lucy Akroyd
How to support asylum and refugee children face in early years education. Rebecca Wood
Does bullying really happen in early years? Melanie Henderson
Children with parents in prison. Avril Brock
- Part 4: Continuing professional development and action research on reflective practice
Chapter 14:
Deepening reflection even further
Avril Brock
Chapter 15: On reflection: examining undergraduate reflective practice across two Higher Education (HE) sector endorsed Foundation Degrees (FD’s) and BA (Hons) programmes within a Further Education (FE) provision.
Helen Rowe
Chapter 16: Does the use of reflective practice enhance early years foundation degree student’s personal and professional development?
Nicola Firth
