Developing professional practice in the early years

Book

Allen, S., Lee, M., Whalley, M. and Scollan, A. 2020. Developing professional practice in the early years. London Open University Press.
TitleDeveloping professional practice in the early years
AuthorsAllen, S., Lee, M., Whalley, M. and Scollan, A.
Abstract

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes.
The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children.
The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional.
Key features of the book include:
• Reflective tasks to support critical thinking about key aspects of professional practice
• Case studies to enable the reader to learn from stories and situations about real professionals and their practice
• Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood.
Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice.

Sustainable Development Goals3 Good health and well-being
4 Quality education
Middlesex University ThemeHealth & Wellbeing
ISBN
Hardcover9780335264766
Edition1st
PublisherOpen University Press
Place of publicationLondon
Publication dates
Online17 Oct 2019
Print2020
Publication process dates
Deposited02 Jun 2015
Submitted2016
Output statusPublished
Web address (URL)https://www.mheducation.co.uk/developing-professional-practice-in-the-early-years-9780335264766-emea-group
LanguageEnglish
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Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression
Scollan, A. 2014. Transition programmes bridging learning opportunities between academic levels for traditional and non-traditional learners - towards academic progression. Scottish Educational Research Association (SERA), Edinburgh University.
A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England)
Scollan, A. and Farini, F. 2014. A whole life change. Supporting non-traditional students to access foundation degree in early years. The case study of a transition programme in a further education institution in Surrey (England). SERA Scottish Educational Research Association 39th Annual Conference. Edinburgh University 19 - 21 Nov 2014
Children’s rights towards rights
Scollan, A. 2014. Children’s rights towards rights. CPD Poster and Training Event and Conference at Middlesex University 2014.
Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
How children learn 4: thinking on special educational needs and inclusion
Allen, S. and Gordon, P. 2011. How children learn 4: thinking on special educational needs and inclusion. London MA Education.
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013
Reconceptualising learning and teaching about early years leadership, management, and multidisciplinary roles
Allen, S., Barnaby, B., Burghardt, V. and Morris, C. 2012. Reconceptualising learning and teaching about early years leadership, management, and multidisciplinary roles. Journal of the University College of the Cayman Islands. 6 (1), pp. 100-113.
Leading practice in a multi-professional context
Allen, S. 2011. Leading practice in a multi-professional context. in: Whalley, M. (ed.) Leading Practice in Early Years Settings Exeter Learning Matters. pp. 115-130
Extending teacher professionalism: engagement with others through communities of practice
Allen, S. and Miller, P. 2011. Extending teacher professionalism: engagement with others through communities of practice. 1st International Conference on Emerging Research Paradigms in Business and Social Science. Dubai, UAE 22 - 26 Nov 2011
Pedagogical leadership
Allen, S. 2011. Pedagogical leadership. in: Whalley, M. (ed.) Leading Practice in Early Years Settings Exeter Learning Matters. pp. 65-81
Supporting pedagogy and practice in early years settings
Allen, S. and Whalley, M. 2010. Supporting pedagogy and practice in early years settings. Exeter Learning Matters.
The dynamics of difference: making it work’ interprofessional learning
Allain, L., Bell, L., Ahmet, L., Allen, S. and Villadsen, A. 2009. The dynamics of difference: making it work’ interprofessional learning. Middlesex University Annual Learning and Teaching Conference 2009: The Dynamics of Difference: Making it Work. London, UK 01 Jul 2009