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Inspired by the first-hand experiences of those studying early childhood education and care, this book supports students as they gain advanced knowledge and skills, and embark on the journey from inexperienced student to graduate professional. Bringing together advanced theory, links to research, and illustrative case studies, Advanced Work-based Practice in the Early Years enables students to consolidate learning by applying theory to practice and identifying the skills, knowledge and personal traits which will help them succeed as a graduate practitioner. Chapters address a wealth of topical issues relating to both the development of the child and the student’s own professional development. Areas of focus include ethical practice, safeguarding and child protection, the voice of the child, the role of the mentor, observation, assessment and the social and cultural factors which may impact on a child’s development. Including reflective activities, practical tips, and examples of student experience throughout, this is an essential text for all early years students as they make the transition from academic study to professional practice.
Inspired by the first-hand experiences of those studying early childhood education and care, this book supports students as they gain advanced knowledge and skills, and embark on the journey from inexperienced student to graduate professional. Bringing together advanced theory, links to research, and illustrative case studies, Advanced Work-based Practice in the Early Years enables students to consolidate learning by applying theory to practice and identifying the skills, knowledge and personal traits which will help them succeed as a graduate practitioner. Chapters address a wealth of topical issues relating to both the development of the child and the student's own professional development. Areas of focus include ethical practice, safeguarding and child protection, the voice of the child, the role of the mentor, observation, assessment and the social and cultural factors which may impact on a child's development. Including reflective activities, practical tips, and examples of student experience throughout, this is an essential text for all early years students as they make the transition from academic study to professional practice.
This practical text supports early years students and practitioners to build confidence in planning for learning across all stages of the EYFS and in the many different contexts in which it is delivered.
This core textbook for foundation degrees covers the content of the 12 core outcomes at the appropriate depth and breadth giving students a complete grounding in the basics of the subject.
Bringing together the essential theory, research and policy with examples from practice, Work-based Practice in the Early Years: A Guide for Students provides a complete guide to successful work placements for early years students. It makes links to the Occupational Standards for the Early Years Educator and the Teacher Standards for early years, and integrates examples of effective, universal and inclusive practice throughout. Following an overview of the research and policy context which has shaped the sector since the 1990s, this new text is designed to prepare and support you, the student, as you embark on your placement, which is an integral part of your early years degree. It covers the key information you need about safeguarding and the curriculum frameworks, EYFS and the National Curriculum KS1, alongside chapters on reflective practice and research to support your developing professional and practical skills. Written with the student in mind, this book draws on first-hand student experiences and introduces the idea of working towards being a leader of practice and the wider role in working with parents and families. This comprehensive guide also considers the views of placement providers, examining the roles and responsibilities of both the student and provider, and offering insight into their expectations and what factors make a work placement successful. Including reflective activities, students' views and evidence from student portfolios, this is an essential text for all early years’ students undertaking their work placement.
Now in a fully updated second edition, The Student Practitioner in Early Childhood Studies provides accessible support and guidance for early childhood studies students in higher education who may have little, if any, experience of relating to young children in the early years foundation stage (EYFS) and key stage 1. With useful chapter summaries, activities and reflection points to help readers track their academic journey, this text draws on the experiences of students on the degree programme for the benefit of students new to practice. This fully updated second edition includes two new chapters on 'The inclusive practitioner' and 'The safeguarding practitioner'. It will: prepare students for the challenges of practice provide a synthesis of academic knowledge and practice skills develop students' critically reflective and creative thinking and understanding of early childhood pedagogy and the needs of young children provide the emerging student practitioner in higher education with knowledge, skills, understanding and confidence to relate effectively with young children and adults in the early childhood setting. Fully supporting students' practice experience and development of their critical and creative thinking, this book helpfully synthesises theory and practice in an applied and evaluative manner. The authors cover a range of themes including critical reflection, early childhood pedagogy, confidence building, communication skills, personal and professional development and employability alongside academic writing and research skills. This textbook is essential reading for students on all early childhood studies degree programmes.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This book supports students on foundation degrees and degrees in Early Years and Early Childhood Studies that have a work-based element. An essential introduction to becoming a professional in the sector, it begins by looking at work-based learning and goes on to cover study, research skills and essential subject knowledge. It includes activities to help students increase their confidence and get the most out of their course. Essential information on Early Years Professional Status (EYPS) considers the current scene and the future of the sector.
Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.