Avril Brock is a Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University. She lectures in childhood and early years education teaching across undergraduate and postgraduate courses.

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• Part 1: Setting reflection firmly in early childhood care and educationChapter 1: What is reflection and reflective practice?Dr Avril BrockChapter 2: Why is reflection important for early childhood educators?Dr Avril BrockChapter 3: Developing reflective writing Dr Avril BrockChapter 4: Practitioners, professionalism and reflection on roleDr Avril BrockChapter 5: What does professionalism mean for me?Dr Avril Brock Part 2: What is the knowledge base for early childhood educators?Chapter 6: Reflecting on children, families and policy Dr Avril Brock Chapter 7: A children’s centre manager’s perspective Jane Lees Chapter 8: Reflecting on the role of graduates as pedagogical with children from birth to three Mary WhalleyChapter 9: Early years professionals’ reflective practice from Kirklees’ case studies Rachael Singleton and Dr Avril BrockChapter 10: A Deeper Understanding of PlayLiz Chesworth Focused reflection: What’s Going On? The Challenge of Making Sense of Open Ended Play. Andy BurtChapter 11: Reflecting on school readiness Dr Avril BrockChapter 12: Capable confident children: a reception class teacher’s pedagogical reflectionsDr Avril Brock and Tina ThorntonChapter 13: Quality is in the eye of the beholder: developing early years provision using child led quality indicators Dr Jo Armistead Part 3: Case studies of contemporary issuesSection 1: What’s it like for a child? Why my friends are so important? Dr Avril BrockWhat’s it like for a black child in the classroom? Gina HoustonWhy are my stories so important to me? Dr Avril BrockAdyta - The silent period, as experienced by young bilingual learners. Dr Caroline BlighWhat is it like for a child living with violence? Naomi LewisWhat is it like for a bereaved child? Avril BrockSection 2: How can I develop my professional knowledge and practice?How can I cater for children’s individuality? Rachel Sparks LinfieldHow do I develop children’s understanding of the concept of time? Lyndsey ShipleyCommunication using new technologies – the tip of the iceberg. Alix CoughlinWhat should I do about young children’s gun play? Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith Reflecting on the process of learning how to teach reading using systematic synthetic phonics. Bev KeenHow do I observe and assess children’s capabilities? Avril Brock Section 3: Widening reflective professional knowledge: what do I need to know about this issue and why is it important? Dealing with racist incidents. Gina HoustonHow can an early years setting support the mental health of young children and why is this important? Lucy AkroydHow to support asylum and refugee children face in early years education. Rebecca WoodDoes bullying really happen in early years? Melanie HendersonChildren with parents in prison. Avril Brock Part 4: Continuing professional development and action research on reflective practiceChapter 14:Deepening reflection even furtherAvril BrockChapter 15: On reflection: examining undergraduate reflective practice across two Higher Education (HE) sector endorsed Foundation Degrees (FD’s) and BA (Hons) programmes within a Further Education (FE) provision.Helen RoweChapter 16: Does the use of reflective practice enhance early years foundation degree student’s personal and professional development?Nicola Firth Appendices

Avril Brock is a Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University. She lectures in childhood and early years education teaching across undergraduate and postgraduate courses.

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• Part 1: Setting reflection firmly in early childhood care and educationChapter 1: What is reflection and reflective practice?Dr Avril BrockChapter 2: Why is reflection important for early childhood educators?Dr Avril BrockChapter 3: Developing reflective writing Dr Avril BrockChapter 4: Practitioners, professionalism and reflection on roleDr Avril BrockChapter 5: What does professionalism mean for me?Dr Avril Brock Part 2: What is the knowledge base for early childhood educators?Chapter 6: Reflecting on children, families and policy Dr Avril Brock Chapter 7: A children’s centre manager’s perspective Jane Lees Chapter 8: Reflecting on the role of graduates as pedagogical with children from birth to three Mary WhalleyChapter 9: Early years professionals’ reflective practice from Kirklees’ case studies Rachael Singleton and Dr Avril BrockChapter 10: A Deeper Understanding of PlayLiz Chesworth Focused reflection: What’s Going On? The Challenge of Making Sense of Open Ended Play. Andy BurtChapter 11: Reflecting on school readiness Dr Avril BrockChapter 12: Capable confident children: a reception class teacher’s pedagogical reflectionsDr Avril Brock and Tina ThorntonChapter 13: Quality is in the eye of the beholder: developing early years provision using child led quality indicators Dr Jo Armistead Part 3: Case studies of contemporary issuesSection 1: What’s it like for a child? Why my friends are so important? Dr Avril BrockWhat’s it like for a black child in the classroom? Gina HoustonWhy are my stories so important to me? Dr Avril BrockAdyta - The silent period, as experienced by young bilingual learners. Dr Caroline BlighWhat is it like for a child living with violence? Naomi LewisWhat is it like for a bereaved child? Avril BrockSection 2: How can I develop my professional knowledge and practice?How can I cater for children’s individuality? Rachel Sparks LinfieldHow do I develop children’s understanding of the concept of time? Lyndsey ShipleyCommunication using new technologies – the tip of the iceberg. Alix CoughlinWhat should I do about young children’s gun play? Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith Reflecting on the process of learning how to teach reading using systematic synthetic phonics. Bev KeenHow do I observe and assess children’s capabilities? Avril Brock Section 3: Widening reflective professional knowledge: what do I need to know about this issue and why is it important? Dealing with racist incidents. Gina HoustonHow can an early years setting support the mental health of young children and why is this important? Lucy AkroydHow to support asylum and refugee children face in early years education. Rebecca WoodDoes bullying really happen in early years? Melanie HendersonChildren with parents in prison. Avril Brock Part 4: Continuing professional development and action research on reflective practiceChapter 14:Deepening reflection even furtherAvril BrockChapter 15: On reflection: examining undergraduate reflective practice across two Higher Education (HE) sector endorsed Foundation Degrees (FD’s) and BA (Hons) programmes within a Further Education (FE) provision.Helen RoweChapter 16: Does the use of reflective practice enhance early years foundation degree student’s personal and professional development?Nicola Firth Appendices

Avril Brock is a Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University. She lectures in childhood and early years education teaching across undergraduate and postgraduate courses.

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• Part 1: Setting reflection firmly in early childhood care and educationChapter 1: What is reflection and reflective practice?Dr Avril BrockChapter 2: Why is reflection important for early childhood educators?Dr Avril BrockChapter 3: Developing reflective writing Dr Avril BrockChapter 4: Practitioners, professionalism and reflection on roleDr Avril BrockChapter 5: What does professionalism mean for me?Dr Avril Brock Part 2: What is the knowledge base for early childhood educators?Chapter 6: Reflecting on children, families and policy Dr Avril Brock Chapter 7: A children’s centre manager’s perspective Jane Lees Chapter 8: Reflecting on the role of graduates as pedagogical with children from birth to three Mary WhalleyChapter 9: Early years professionals’ reflective practice from Kirklees’ case studies Rachael Singleton and Dr Avril BrockChapter 10: A Deeper Understanding of PlayLiz Chesworth Focused reflection: What’s Going On? The Challenge of Making Sense of Open Ended Play. Andy BurtChapter 11: Reflecting on school readiness Dr Avril BrockChapter 12: Capable confident children: a reception class teacher’s pedagogical reflectionsDr Avril Brock and Tina ThorntonChapter 13: Quality is in the eye of the beholder: developing early years provision using child led quality indicators Dr Jo Armistead Part 3: Case studies of contemporary issuesSection 1: What’s it like for a child? Why my friends are so important? Dr Avril BrockWhat’s it like for a black child in the classroom? Gina HoustonWhy are my stories so important to me? Dr Avril BrockAdyta - The silent period, as experienced by young bilingual learners. Dr Caroline BlighWhat is it like for a child living with violence? Naomi LewisWhat is it like for a bereaved child? Avril BrockSection 2: How can I develop my professional knowledge and practice?How can I cater for children’s individuality? Rachel Sparks LinfieldHow do I develop children’s understanding of the concept of time? Lyndsey ShipleyCommunication using new technologies – the tip of the iceberg. Alix CoughlinWhat should I do about young children’s gun play? Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith Reflecting on the process of learning how to teach reading using systematic synthetic phonics. Bev KeenHow do I observe and assess children’s capabilities? Avril Brock Section 3: Widening reflective professional knowledge: what do I need to know about this issue and why is it important? Dealing with racist incidents. Gina HoustonHow can an early years setting support the mental health of young children and why is this important? Lucy AkroydHow to support asylum and refugee children face in early years education. Rebecca WoodDoes bullying really happen in early years? Melanie HendersonChildren with parents in prison. Avril Brock Part 4: Continuing professional development and action research on reflective practiceChapter 14:Deepening reflection even furtherAvril BrockChapter 15: On reflection: examining undergraduate reflective practice across two Higher Education (HE) sector endorsed Foundation Degrees (FD’s) and BA (Hons) programmes within a Further Education (FE) provision.Helen RoweChapter 16: Does the use of reflective practice enhance early years foundation degree student’s personal and professional development?Nicola Firth Appendices