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A critical and thematic approach to key issues for early years students and practitioners, with a focus throughout on reflective practice
List of contents
1. The nature of reflective practice by Carol Hayes 2. Writing for Reflection by Ruth Hudson 3. Reflection on early years settings supporting the humanitarian needs of their communities by Ann Whitehouse 4. Reflecting on work-based learning by Ruth Hudson and Ann Whitehouse 5. Reflecting on the Transition from Vocational Practice to University Study by Jayne Daly 6. Reflection Informed by observation and assessment by Carol Hayes 7. Reflecting on emotive practice by Ruth Hudson 8. The Reflective Professional Workforce in Crisis by Mandy Duncan 9. Reflecting on global childhood poverty by Mandy Duncan 10. Reflecting upon the playful curriculum by Jayne Daly 11. The reflective leader by Jayne Daly 12. Reflection on the multi-professional team by Carol Hayes, Mandy Duncan and Ann Whitehouse 13. Reflection and Change by Carol Hayes
About the author
Since retiring as principal lecturer in Early Childhood Studies at Staffordshire University, Carol Hayes have written and edited numerous books and articles on early years, specializing in cognitive and language development. She has engaged with several research projects and have been able to contribute, from the knowledge of almost 50 years in the early years sector, as teacher, tutor and external examiner. She was National Chair of the Sector Endorsed Foundation Degrees in Early Years Professional Association (SEFDEY), which strives to endorse quality education for practitioners engaging with degree level courses and provides a platform for those working and researching within early years.
Ruth Hudson began her career in early years working in a further education nursery, progressing to nursery management. After completing her MA Early Childhood Education at the University of Sheffield she moved into higher education at Staffordshire University, teaching in the Institute of Education on undergraduate and postgraduate programmes. Her doctoral thesis focuses on bereaved children aged 0-8 years old and interventions to support them in education settings. She has researched at an international level on parental participation in four European countries and with the British Council on curriculum approaches in China. Her current role as Associate Dean, allows her to look ahead to the future needs of the early years and education workforce.
Jayne Daly's vocation in terms of early childhood and education began over 30 years ago. Throughout her professional career she has worked in the public care, health and education sectors. In 2007 she recognised it was time to give something back to those that were starting out in this field and she became a further and higher education teacher. She is currently a senior lecturer at the University of Wolverhampton, also studying for a PhD in Fostering resilience in early years education and care: policy, politics and practice. Her other research interests are quality early years leadership and international curriculum development.
Mandy Duncan has a deep commitment to the early years and began her career in this sector as a nursery nurse, going on to teach early years practitioners for many years. She is currently Deputy Head of the School of Education at the University of Worcester. Prior to this she worked as senior lecturer in Education at Staffordshire University. She has led and developed a range of early childhood and education degree programmes. She gained a PhD at the University of Gloucestershire in 2016 and her main research interests include sociological and global perspectives of childhood, child protection and early years pedagogy.
