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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.
Info autore
Ruby Oates was Associate Professor of Childhood and Head of Childhood Studies in the Institute of Education, University of Derby, UK, until her retirement in 2019.
Riassunto
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 and Key Stage One.
