Angela Scollan – författare

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes.  The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children.The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to  support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional.Key features of the book include:• Reflective tasks to support critical thinking about key aspects of professional practice• Case studies to enable the reader to learn from stories and situations about real professionals and their practice• Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood.Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice. 

Developing Professional Practice in the Early Years encourages the reader to critically consider key aspects of early childhood education and care. The book is a valuable and accessible tool for those on professional pathways to Qualified Teacher Status (QTS) or Early Years Teacher Status (EYTS) or those engaged in Early Childhood Studies programmes or similar degree programmes courses relating to early years practice. This book will also be of interest to those engaged in continuous professional development (CPD) programmes.  The book recognises the important contribution that early years education and care can make to children’s future outcomes. It can be read in-depth or dipped into when need arises. Each chapter will help the reader to engage with challenging concepts and ideas which underpin early childhood policy and practice. Strong practical elements to the book aim to support the application of learning to high quality practice with young children.The generic term ‘early childhood professional’ is used throughout the book to encompass the diversity of roles within early childhood practice. The book aims to  support the reader to critically consider the complexity of ‘being professional’ in contemporary early childhood practice by providing a strong theoretical and practice-based framework of the role and context of the early childhood professional.Key features of the book include:• Reflective tasks to support critical thinking about key aspects of professional practice• Case studies to enable the reader to learn from stories and situations about real professionals and their practice• Positive Practice Impact (PPI) boxes to provide specific examples of good professional practice in early childhood.Each chapter of this essential text concludes by signposting further reading – book chapters, journal articles, websites – to build greater depth of knowledge and extend the reader’s understanding of early childhood theory and practice. 

This book investigates the position of young children’s self-determination within a range of social contexts, such as education, social care, mass-media, health, politics, law and the family. It brings to the fore the voices of the children in the present, with their interests, agendas and rights. Based on original primary research, the chapters tackle hegemonic discourses on children’s self-determination as well as current policies and practices. They address a broad range of topics, from the planning of role-play to national policies, from the use of digital technologies for pedagogy to children’s health and well-being, and from democratic practices in the classroom to the preservation of traditional family values. The book presents case studies to unravel how childhood and young children’s self-determination are constructed at the intersection with intergenerational relationships. Coming from different disciplines and using a diverse range of methodological traditions, the contributions in the volume eventually converge to generate a rich, complex and multi-layered analysis of contemporary cultures of childhood and young children’s rights.