This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:

• is designed to promote discussion around key themes rather than promote simple solutions to particular challenges
• foregrounds principles, values and ethics as a precursor to good practice
• encourages reflective engagement with real life exemplars and case studies
• juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood
• presents findings from research into child development and learning and how these interface with pedagogic approaches.

This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:

• is designed to promote discussion around key themes rather than promote simple solutions to particular challenges
• foregrounds principles, values and ethics as a precursor to good practice
• encourages reflective engagement with real life exemplars and case studies
• juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood
• presents findings from research into child development and learning and how these interface with pedagogic approaches.

This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:

• is designed to promote discussion around key themes rather than promote simple solutions to particular challenges
• foregrounds principles, values and ethics as a precursor to good practice
• encourages reflective engagement with real life exemplars and case studies
• juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood
• presents findings from research into child development and learning and how these interface with pedagogic approaches.