Covering all routes to early years teaching, this essential textbook provides students and practitioners with everything they need to know to deliver outstanding Early Years practice.
Previously titled Achieving Early Years Professional Status, this new edition is completely revised to include recent research and practice guidance for those studying:
- Early Years Teacher Status
- Teach First Early Years
- Early Years Educator
- Early Years PGCE
New case studies, illustrating best practice, make this text highly relevant for experienced professionals teaching and leading practice in Early Years settings and schools, and anyone interested in helping Early Years children learn and develop. Journal articles linked to each chapter are available at https://study.sagepub.com/education.
Denise Reardon is an established author who has been successfully involved in early years teaching, training and lecturing for over 30 years. She has taught early years children in nurseries and schools and worked as a Local Authority Early Years Advisory Teacher. She has also been instrumental in leading a wide number of national early years initiatives and programmes spanning both further education (Canterbury and North-West Kent) and the higher education sector (Canterbury Christchurch University), She has successfully written and co-authored foundation, bachelors and Master degrees for early years teachers, educators and practitioners. Her Masters dissertation in Education Leadership explores team working and was used to inform previous publications of this book. Denise has recently retired from being the Early Years Teacher, Programme Director at Canterbury Christchurch University to concentrate on her writing, three early years grandchildren and now sits on the `Early Years Teacher' advisory board at Middlesex University and is a member of the world Preschool Association (OMEP) an international non - governmental and non-profit organisation with consultative status at the United Nations and UNESCO. Denise has a particular interest in early years creativity and the evolving role of the Early Years teacher. Dilys Wilson has been involved in the early years sector for over 35 years, starting out in London as a teacher in early years settings and schools, before becoming a lecturer in a Further Education College teaching on courses for students training as early years practitioners. In this role, she was involved in reviewing and developing early years training programmes at levels 2, 3 and 4 to address the constantly shifting training and early years policy context. With the development of Early Years Professional Status in 2006/7 she moved to Middlesex University to lead the programme where she is currently the Early Years Initial Teacher Training (EYITT) programme leader. She has worked closely with the wider early years sector to promote the important role that teachers with Early Years Teacher Status play as leaders of practice with children from birth to five years. Her interest in the emotional factors involved in working with young children and their families informs her approach to teaching and programme development and she has been involved in CPD training for practitioners on supervision and emotional wellbeing. She has contributed to research publications and conference presentations on a range of early years professional practice issues. Dympna Fox Reed trained as a teacher in Belfast N. Ireland and taught in a variety of schools in the South East of England since 1969. Many years were spent as an innovative Reception Class teacher in the school where she was a Deputy Head. She was seconded to become a part-time Early Years Teacher Advisor in East Sussex and did a Post Graduate Certificate in Early Years Education at the University of Brighton, focusing on Effective Leadership in the Foundation Stage. She helped to write and deliver a variety of training courses for East Sussex School Improvement Service. A year was spent working for a different Local Authority as an Advisory Teacher and she returned to East Sussex as the full-time Lead Teaching and Learning Consultant for Early Years. This involved working with pre-schools, nurseries, childminders and schools to mentor and support and to offer training in the many new initiatives for the EYFS. Dympna worked as a visiting assessor and mentor Canterbury Christchurch University for the Early Years Teacher, and Early Years Professional Status programme. Since retirement she has been involved as a governor of two schools and takes an active interest in Early Years provision. She has 5 grandchildren ranging in age from new-born to 14 years.
Chapter 1: Getting Started - An Introduction to Leading Teaching and Learning in the Early Years Chapter 2: A Principled Pedagogical Approach to Teaching and Learning in the Early Years Chapter 3: Early Years Movers and Shakers Chapter 4: Reflective Practice and Practice-Based Inquiry Chapter 5: High-Quality Early Years Teaching and Learning Chapter 6: Planning for Effective Teaching and Learning in the Early Years Chapter 7: Communication, Language and Literacy in the Early Years Chapter 8: Promoting Babies' and Young Children's Physical and Emotional Well-being Chapter 9: Developing a Creative Approach to Teaching and Learning in the Early Years Chapter 10: Safeguarding and Promoting the Welfare of All Babies and Young Children Chapter 11: Responding to the Strengths and Needs of All Babies and Young Children Chapter 12: Undertaking Wider Professional Responsibilities