Work-based Practice in the Early Years

Samantha McMahon is Principal Lecturer and Complex Pathway Leader for a range of early years courses at the University of Huddersfield, UK.Mary Dyer is Senior Lecturer in Early Years at the University of Huddersfield, UK.

Julie Percival, University of Cumbria, UKI expect this to be suitable for those making the bridge from Level 3 to 4. Because there are chapters on research-informed practice and leadership (amongst others) I envisage that students could buy this and it would take them through the full three years of an undergraduate programme, underpinning the work-based learning element of their programme. The team are capable of creating an engaging, informative text. I would be keen to have a more current and engaging text to recommend to my students and look forward to seeing this text in print.Kathy Brodie, Stockport College, UKThis would be a main text for modules such as ‘Professional Practice’ and ‘Placement’.BA Childhood Studies, BA Early Childhood Studies. The focus on all areas of placement, which can be a massive source of anxiety for many students, is a major strength. This looks to be fully understood by the authors, who have proposed some good solutions to these anxieties (such as safeguarding, communication and leadership). The sample of writing provided is great. The unique evaluation of both student experience and setting/provider would be highly beneficial for the sector as a whole. I have had personal experience of students having to deal with both safeguarding and communication issues whilst in placement. This book would’ve been invaluable in those cases!Rosie Walker, University of Worchester, UKI would expect the book to be either essential or recommended reading for students on:Foundation Degree Early Years;BA Early Childhood degrees;Top Up Early Years;Early Years Initial Teacher Training.The strengths of this book are as follows:• An accessible guide to students undertaking practice based learning;• A wide range of issues covered eg reflective practice, research;• View from placement is very helpful for students;• Sample chapter is clearly laid out with helpful reflections and tasksI would recommend that you publish this book.Shirley Allen, University of Middlesex, UKThe proposed book is targeted at students on Early Years (EY) undergraduate programmes, including the Early Years Initial Teacher Training (EYITT) undergraduate route, for students who wish to gain Early Years Teacher Status (EYTS). The title seems to describe the main content and purpose of the book. It is likely to particularly attract students who undertake work-based/placement tasks in EY settings as part of their studies. The main strengths of the proposed book are its focus on EY work-based/placement work, particularly for the more inexperienced student. However, this could also be considered to be a weakness, if this subject is not perceived to be so relevant to the student; e.g. if they are an experienced practitioner who is taking a EY degree course or if they would like a book that is more specific to their course, such as a book that is targeted at students wishing to gain EYT status, as mentioned above. Overall, I think that the book would be more suitable for students at the earlier stages of an EY degree (i.e.at levels 4 and 5).Teresa Wilson, University of Reading, UKYes, this is a potentially useful book. I agree with the proposer’s evaluation of the market audience, and it could also be useful for EYT mentors working in placements who need more information about students on placement and how they achieve EYT status. This could be used by early years students on a range of courses from Foundation Degree to Postgraduate EYT courses. It could be used as a main text, so long as it contained sufficient detail.This does look very interesting but perhaps the coverage is a little wide? For example, there is reference to use by Postgraduate students completing their Early Years Teacher status as well as students starting their Foundation Degree. If this is the case, the book must be able to offer sufficient depth, scholarship and links to PG requirements for E Y T status, as well as ensuring that it is accessible to Year 1 UGs.There is, in my view, a significant omission of any mention of parents and family and their role in children’s’ learning.AKW comments: In light of the reviewers’ comments this book will be written for less experienced practitioners including those aiming for EYT status with no previous experience in the EY sector. The editors have resubmitted the proposal to include a chapter on working with parents.

• Preface 1. Development of the early years sector 2. Placement and Professional Skills 3. Communication and Teamwork 4. Being a reflective practitioner 5. Early Years Curriculum 6. How Young Children Learn 7. Key Stage 1 Curriculum 8. Practising Safely 9. Observation and Assessment 10. Leadership in ECEC 11. Developing academic reading, writing and research 12. Working with Parents 13. Working in partnership with placement