Jennifer Colwell is an Educational Consultant and Research Fellow in the Education Research Centre at the University of Brighton, UK.Amanda Ince is a Principal Teaching Fellow at IOE, UCL’s Faculty of Education and Society, University College London, UK. Helen Bradford (Independent Educational Consultant, UK) | Eleanor Kitto (IOE, UCL’s Faculty of Education and Society, University College London, UK | Julian Grenier (Headteacher, Sheringham Nursery School and Children's Centre, UK) | Eunice Lumsden (University of Northampton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Mary Moloney (Mary Immaculate College, Ireland) | Ioanna Palaiologou (Canterbury Educational Services, UK) | Helen Edwards and Juliet Mickelburgh (Foundation Stage Forum, UK) | Rebecca Swindells (Independent Early Years Consultant, UK) | Deborah Price (Independent Early Years Consultant, UK)

At a time of crisis and instability, young children need well informed, compassionate and critical advocates who recognise their responsibility to interpret ‘top-down’ policies and directives, accommodating the different needs of individual children. Reflective Teaching in Early Education offers an excellent, up-to-date resource for developing this engaged professionalism.

• IntroductionUsing this bookA summary of the bookPart I: Becoming a reflective professional1. Identity: Who are we and what do we stand for?2. Learning: How can we understand learner development?3. Reflection: How can we develop the quality of our practice?4. Principles: What are the foundations of effective teaching and learning?Part II: Creating conditions for learning5. Contexts: What is, and what might be?6. Relationships: How are we getting on together?7. Engagement: How are we managing behaviour?8. Spaces: How are we creating environments for learning?Part III: Teaching for learning9. Curriculum: What is taught in the early years?10. Planning: How are we implementing the curriculum?11. Pedagogy: How can we develop effective strategies?12. Communication: How does language support learning?13. Assessment: How can assessment enhance learning?Part IV: Reflecting on consequences14. Outcomes: How do we capture learning achievements?15. Inclusion: How are we enabling learning opportunities?Part V: Deepening understanding16. Expertise: Conceptual tools for career-long fascination?17. Professionalism: How does reflective teaching contribute to society?AcknowledgementsBibliographyIndex

Jennifer Colwell is an Educational Consultant and Research Fellow in the Education Research Centre at the University of Brighton, UK.Amanda Ince is a Principal Teaching Fellow at IOE, UCL’s Faculty of Education and Society, University College London, UK. Helen Bradford (Independent Educational Consultant, UK) | Eleanor Kitto (IOE, UCL’s Faculty of Education and Society, University College London, UK | Julian Grenier (Headteacher, Sheringham Nursery School and Children's Centre, UK) | Eunice Lumsden (University of Northampton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Mary Moloney (Mary Immaculate College, Ireland) | Ioanna Palaiologou (Canterbury Educational Services, UK) | Helen Edwards and Juliet Mickelburgh (Foundation Stage Forum, UK) | Rebecca Swindells (Independent Early Years Consultant, UK) | Deborah Price (Independent Early Years Consultant, UK)

At a time of crisis and instability, young children need well informed, compassionate and critical advocates who recognise their responsibility to interpret ‘top-down’ policies and directives, accommodating the different needs of individual children. Reflective Teaching in Early Education offers an excellent, up-to-date resource for developing this engaged professionalism.

• IntroductionUsing this bookA summary of the bookPart I: Becoming a reflective professional1. Identity: Who are we and what do we stand for?2. Learning: How can we understand learner development?3. Reflection: How can we develop the quality of our practice?4. Principles: What are the foundations of effective teaching and learning?Part II: Creating conditions for learning5. Contexts: What is, and what might be?6. Relationships: How are we getting on together?7. Engagement: How are we managing behaviour?8. Spaces: How are we creating environments for learning?Part III: Teaching for learning9. Curriculum: What is taught in the early years?10. Planning: How are we implementing the curriculum?11. Pedagogy: How can we develop effective strategies?12. Communication: How does language support learning?13. Assessment: How can assessment enhance learning?Part IV: Reflecting on consequences14. Outcomes: How do we capture learning achievements?15. Inclusion: How are we enabling learning opportunities?Part V: Deepening understanding16. Expertise: Conceptual tools for career-long fascination?17. Professionalism: How does reflective teaching contribute to society?AcknowledgementsBibliographyIndex