Michael Reed

Reflective Practice in the Early Years

Written for anyone working in the field of early years education and care, this book encourages students and practitioners to consider their own practice and to examine practice in a wide range of early years settings. The four sections link closely to the principles of the Early Years Foundation Stage, and support the reader in developing a critical and reflective approach to their own work.

Implementing Quality Improvement and Change in the Early Years

For all those working in Early Years, improving quality experiences for all young children is a priority. By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice. Chapters focus on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement. Issues covered include: multi-disciplinary working; evaluating impact through reflective practice; creativity; digital technologies and play; safeguarding young children; leading practice and leading change; working with parents; improving the quality of student experience This text allows students and practitioners to examine and reflect on practises that lead to creative Quality Improvement Strategies (QIS) in Early Years settings.

Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions

Abstract This paper considers the effect on students from attending a university foundation degree programme delivered in partnership with six further education teaching institutions in England. The programme is situated within the early childhood education sector using an instructional design which promotes higher-level learning within the teaching institution and the workplace. Learning in one environment is aligned to the other. The research process actively involved students and was conducted within ethical parameters approved by a university ethics committee. A qualitative methodology examined data drawn from focus groups, an online survey and content analysis. Programme effect was seen as enhancing personal and professional capability and promoting higher-order learning. The findings go some way towards theorisation and documentation of programme effect by identifying the influence of instructional design and extend knowledge about aligning the pace of teaching and learning with professional practice.

Policy issues in the early years

This is an edited textbook which will be extremely useful to students studying early childhood education. It is from a series of books from Sage exploring critical issues in the early years and engages the reader in debates about policy formation and the impact of policy on children and families. It helps the reader to understand the subject and makes a compelling case for early education investment in high quality services for young children and their families. The editors bring together a range of topics and themes which are discussed by leading commentators, writers and researchers. They explore what is happening in the United Kingdom and from wider international perspectives and provide a distinct focus on practice and the way policy-making has an impact upon disadvantage and social exclusion. It is highly relevant to those engaged in study at a time of increasing professional change. The book is divided into four themed parts. The first considers poverty and social disadvantage. The second explores the evidence base for early intervention. The third focuses on marketisation and democracy with the fourth exploring policy related to frameworks, regulations and guidelines. I found this structure really useful and it will help students to more easily locate and assimilate key areas for study. The book opens with a discussion about how we might define policy and provides a convincing rationale that illustrates the importance of policy and its impact on the well-being of children. It suggests we encompass the term ‘policy literacy’ and stresses the need to develop an understanding of the impact of policy on the lives of children and families. This provides a powerful and persuasive underpinning for the remainder of the book. Part one looks at the complexity of developing policies that are responsive to local needs and the lessons learnt from this. It contains chapters which provide a detailed consideration of policy formation and raise important questions about the need for universal frameworks that address disadvantage. Part two has chapters which explore the way that evidence is used to support and justify early years policies. This takes the reader into areas that they may recognise but perhaps have not considered in depth or realised the extent to which these contribute to the importance of early intervention and the way that practitioners need to grapple with the challenges that lay ahead. This includes working with and for parents and the need for training to support parental involvement. In part three international dimensions are discussed including a chapter that explores the value base of early education and the case for democracy as a fundamental value within early education settings. The importance of professional development is given attention, and the examples from practice found within this part of the book are useful lessons for us International Journal of Early Years Education Vol. 20, No. 2, June 2012, 212 213