Michael Reed is a Senior Lecturer at the Centre for Early Childhood, within the Institute of Education at the University of Worcester. He teaches on undergraduate and postgraduate courses related to child development, practice based research and leadership.  He is a qualified teacher and hold advanced qualifications in Educational Inquiry, Educational Psychology and Special Education.  He was a member of course development and writing teams at the Open University and an experienced author. He has a particular interest in practice based inquiry and research evaluating ways to improve quality in practice. He has co-edited a number of books including  Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012)  and Work Based Research in the Early Years (2012), all published by SAGE.Natalie Canning is a Lecturer in Education – Early Years at The Open University. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Her main research is in the area of children’s empowerment in play and she is currently involved in research on developing children as autonomous learners. She has taught across a variety of Early Childhood undergraduate and postgraduate programmes.

′This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection′ - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope University

• Introduction - Michael Reed and Natalie CanningPART ONE: CHILDREN′S LEARNING AND DEVELOPMENTReflective Thinking; Reflective Practice - Karen ApplebyPlay in the Early Years Foundation Stage - Natalie Canning21st Century Digital Technology and Children′s Learning - Linda TylerPolicy to Practice in Wales - Michael Reed and Alison Morrell PART TWO: THE UNIQUE CHILDSafeguarding Children: Every Child Matters so Everybody Matters! - Claire Majella RichardsA Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews and Kate FowlerPART THREE: ENABLING PROFESSIONAL ENVIRONMENTSChildren′s Centres and Children′s Services? - Michael ReedWorking Together at a Children′s Centre - Rosie WalkerManaging Multi-Agency Working - Wendy MessengerPART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLDDistance Learning and Professional Development - Victoria CooperEarly Years Professionals: Leading for Change - Rory McDowall Clark and Sue Baylis Defining and Measuring Quality in Early Years Settings - Alison JacksonFrom Experienced Practitioner to Reflective Professional - Sue CallanConclusion - Michael Reed and Natalie CanningUseful Websites - Michael Reed and Natalie Canning

Michael Reed is a Senior Lecturer at the Centre for Early Childhood, within the Institute of Education at the University of Worcester. He teaches on undergraduate and postgraduate courses related to child development, practice based research and leadership.  He is a qualified teacher and hold advanced qualifications in Educational Inquiry, Educational Psychology and Special Education.  He was a member of course development and writing teams at the Open University and an experienced author. He has a particular interest in practice based inquiry and research evaluating ways to improve quality in practice. He has co-edited a number of books including  Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012)  and Work Based Research in the Early Years (2012), all published by SAGE.Natalie Canning is a Lecturer in Education – Early Years at The Open University. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Her main research is in the area of children’s empowerment in play and she is currently involved in research on developing children as autonomous learners. She has taught across a variety of Early Childhood undergraduate and postgraduate programmes.

′This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection′ - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope University

• Introduction - Michael Reed and Natalie CanningPART ONE: CHILDREN′S LEARNING AND DEVELOPMENTReflective Thinking; Reflective Practice - Karen ApplebyPlay in the Early Years Foundation Stage - Natalie Canning21st Century Digital Technology and Children′s Learning - Linda TylerPolicy to Practice in Wales - Michael Reed and Alison Morrell PART TWO: THE UNIQUE CHILDSafeguarding Children: Every Child Matters so Everybody Matters! - Claire Majella RichardsA Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews and Kate FowlerPART THREE: ENABLING PROFESSIONAL ENVIRONMENTSChildren′s Centres and Children′s Services? - Michael ReedWorking Together at a Children′s Centre - Rosie WalkerManaging Multi-Agency Working - Wendy MessengerPART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLDDistance Learning and Professional Development - Victoria CooperEarly Years Professionals: Leading for Change - Rory McDowall Clark and Sue Baylis Defining and Measuring Quality in Early Years Settings - Alison JacksonFrom Experienced Practitioner to Reflective Professional - Sue CallanConclusion - Michael Reed and Natalie CanningUseful Websites - Michael Reed and Natalie Canning

Michael Reed is a Senior Lecturer at the Centre for Early Childhood, within the Institute of Education at the University of Worcester. He teaches on undergraduate and postgraduate courses related to child development, practice based research and leadership.  He is a qualified teacher and hold advanced qualifications in Educational Inquiry, Educational Psychology and Special Education.  He was a member of course development and writing teams at the Open University and an experienced author. He has a particular interest in practice based inquiry and research evaluating ways to improve quality in practice. He has co-edited a number of books including  Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012)  and Work Based Research in the Early Years (2012), all published by SAGE.Natalie Canning is a Lecturer in Education – Early Years at The Open University. Her background is in playwork and social work, particularly in supporting children to explore personal, social and emotional issues through play. She has published a number of articles relating to professional development and the early years and has presented at national and European conferences. Her main research is in the area of children’s empowerment in play and she is currently involved in research on developing children as autonomous learners. She has taught across a variety of Early Childhood undergraduate and postgraduate programmes.

′This well edited book illustrates the importance of reflective practice in the early years through consideration of many contemporary issues and will be of interest to Childhood Studies and EYPS students as well as, practitioners and University tutors. The inclusion of many practical examples enables readers to make links between theory and practice, to examine their own practice and emphasises the powerful learning undertaken through considered reflection′ - Sue Kay-Flowers, Senior Lecturer, Liverpool Hope University

• Introduction - Michael Reed and Natalie CanningPART ONE: CHILDREN′S LEARNING AND DEVELOPMENTReflective Thinking; Reflective Practice - Karen ApplebyPlay in the Early Years Foundation Stage - Natalie Canning21st Century Digital Technology and Children′s Learning - Linda TylerPolicy to Practice in Wales - Michael Reed and Alison Morrell PART TWO: THE UNIQUE CHILDSafeguarding Children: Every Child Matters so Everybody Matters! - Claire Majella RichardsA Healthy Child - Direction, Deficit or Diversity? - Mandy Andrews and Kate FowlerPART THREE: ENABLING PROFESSIONAL ENVIRONMENTSChildren′s Centres and Children′s Services? - Michael ReedWorking Together at a Children′s Centre - Rosie WalkerManaging Multi-Agency Working - Wendy MessengerPART FOUR: POSITIVE RELATIONSHIPS IN A MULTI-AGENCY WORLDDistance Learning and Professional Development - Victoria CooperEarly Years Professionals: Leading for Change - Rory McDowall Clark and Sue Baylis Defining and Measuring Quality in Early Years Settings - Alison JacksonFrom Experienced Practitioner to Reflective Professional - Sue CallanConclusion - Michael Reed and Natalie CanningUseful Websites - Michael Reed and Natalie Canning