Shortlisted for the 2013 Nursery World Awards!
′The author offers opportunity to reflect upon experience and brings together reflective practice and work-based learning, aiming to support the professional growth of a reflective early years workforce′
-Karen Ward, Senior Lecturer in Early Years, Birmingham City University

Work-based reflective learning is a key part of the professional development of practitioners working in the early years sector. The Reflective Early Years Practitioner focuses on the practitioner′s role and development within a wide range of contexts in this area.

Informed by empirical research, packed with case studies from a wide range of settings and with points for reflection in each chapter, the author covers:

- developing as an early years practitioner

- reflective vocational progression

- pedagogical examples for continuing professional development

- study skills to begin reflective practice

- professionalism and reflective leadership in the early years

Vital aspects of practice, such as assessing and planning for children′s learning, developing inclusive teaching strategies and integrated practice are highlighted within the chapters.

This is essential reading for students undertaking work-based and academic study in early years and for those working towards post-graduate and professional qualifications. It provides readers with tools to continually practice work-based reflective learning now and in the future.

Shortlisted for the 2013 Nursery World Awards!
′The author offers opportunity to reflect upon experience and brings together reflective practice and work-based learning, aiming to support the professional growth of a reflective early years workforce′
-Karen Ward, Senior Lecturer in Early Years, Birmingham City University

Work-based reflective learning is a key part of the professional development of practitioners working in the early years sector. The Reflective Early Years Practitioner focuses on the practitioner′s role and development within a wide range of contexts in this area.

Informed by empirical research, packed with case studies from a wide range of settings and with points for reflection in each chapter, the author covers:

- developing as an early years practitioner

- reflective vocational progression

- pedagogical examples for continuing professional development

- study skills to begin reflective practice

- professionalism and reflective leadership in the early years

Vital aspects of practice, such as assessing and planning for children′s learning, developing inclusive teaching strategies and integrated practice are highlighted within the chapters.

This is essential reading for students undertaking work-based and academic study in early years and for those working towards post-graduate and professional qualifications. It provides readers with tools to continually practice work-based reflective learning now and in the future.