Avril Brock – författare

What do early childhood practitioners need to know about reflection and reflective practice?Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice. Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers: policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development.With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

What do early childhood practitioners need to know about reflection and reflective practice?Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice. Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers: policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development.With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

This text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration. Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child's setting. New features include: an up-to-date exploration of the latest policy developments and research, including Ofsted's 2015 Early Years Report and the 2017 EYFS Statutory Frameworkan exploration of globalisation and technology, and critical analysis of children’s leisure time, screen interaction and virtual experiencesinternational perspectives on play and the connections between play and mental health brand new practical examples woven throughout, accompanied by additional full-colour photosPerspectives on Play is an invaluable resource for any student studying within childhood studies, playwork programmes or training to teach at early years or primary level. It is also ideal for early years, primary and play practitioners.

This text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration. Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child's setting. New features include: an up-to-date exploration of the latest policy developments and research, including Ofsted's 2015 Early Years Report and the 2017 EYFS Statutory Frameworkan exploration of globalisation and technology, and critical analysis of children’s leisure time, screen interaction and virtual experiencesinternational perspectives on play and the connections between play and mental health brand new practical examples woven throughout, accompanied by additional full-colour photosPerspectives on Play is an invaluable resource for any student studying within childhood studies, playwork programmes or training to teach at early years or primary level. It is also ideal for early years, primary and play practitioners.

What do early childhood practitioners need to know about reflection and reflective practice?

Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.

This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.

Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:

policy developments and how these have affected young children and their families

issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families

learning through play and the notions of quality, observation and assessment and continuity

contemporary issues that practitioners and students on placement may encounter in their everyday work

deepening reflective thinking and practice through ongoing and continuing professional development.

With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

What do early childhood practitioners need to know about reflection and reflective practice?

Ongoing reforms in early childhood care and education social policy affect all aspects of young children’s and their families’ lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.

This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.

Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:

policy developments and how these have affected young children and their families

issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families

learning through play and the notions of quality, observation and assessment and continuity

contemporary issues that practitioners and students on placement may encounter in their everyday work

deepening reflective thinking and practice through ongoing and continuing professional development.

With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master’s level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

This text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration.

Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child''s setting. New features include:

an up-to-date exploration of the latest policy developments and research, including Ofsted''s 2015 Early Years Report and the 2017 EYFS Statutory Framework an exploration of globalisation and technology, and critical analysis of children’s leisure time, screen interaction and virtual experiences international perspectives on play and the connections between play and mental health brand new practical examples woven throughout, accompanied by additional full-colour photos

Perspectives on Play is an invaluable resource for any student studying within childhood studies, playwork programmes or training to teach at early years or primary level. It is also ideal for early years, primary and play practitioners.

This text offers innovative, multi-disciplinary perspectives on the subject of play in a range of environments: the classroom, playground, home, and local community. Chapters include observation notes, case studies and comprehensive illustrations of ideas in action, as well as encouragement for the reader to stop and reflect on their own practice with questions for consideration.

Extensively revised and with new contributions, this third edition explores the theory and clearly demonstrates how to take the theory from the academic classroom and apply it to practice in a child''s setting. New features include:

an up-to-date exploration of the latest policy developments and research, including Ofsted''s 2015 Early Years Report and the 2017 EYFS Statutory Framework an exploration of globalisation and technology, and critical analysis of children’s leisure time, screen interaction and virtual experiences international perspectives on play and the connections between play and mental health brand new practical examples woven throughout, accompanied by additional full-colour photos

Perspectives on Play is an invaluable resource for any student studying within childhood studies, playwork programmes or training to teach at early years or primary level. It is also ideal for early years, primary and play practitioners.

With the introduction of the new Early Years Foundation Stage in 2008, practitioners need to be able to meet the needs of all young children in the six areas of learning - one of which is communication, language and literacy.

This book helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.

It includes:

-activities, examples, case studies and ideas from actual practice

-guidance on how to meet children's diverse needs in an inclusive environment

-advice on involving parents in their children's learning

-resources, useful websites and suggestions for further reading

This book is a must-read for anyone working with children from birth to five.

With the introduction of the new Early Years Foundation Stage in 2008, practitioners need to be able to meet the needs of all young children in the six areas of learning - one of which is communication, language and literacy.

This book helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.

It includes:

-activities, examples, case studies and ideas from actual practice

-guidance on how to meet children's diverse needs in an inclusive environment

-advice on involving parents in their children's learning

-resources, useful websites and suggestions for further reading

This book is a must-read for anyone working with children from birth to five.

Professionals are no longer restricted by particular spaces or areas of knowledge and interprofessionalism is the key to delivering effective and efficient child focused services in challenging times. Professionalism in the Interdisciplinary Early Years Team celebrates the professionalism of the varied practitioners who work with young children, bringing together contributions from academics and practitioners to share knowledge and expertise about the key services for young children and their families. This accessible guide covers the key issues faced by early years practitioners, and moves on to consider particular roles within the early years team, including the early years professional, early years teacher, health professional, social worker, speech and language therapist and librarian. The role each member of the early years team plays is explored, looking at professionalism through the dimensions of knowledge, education, skills, autonomy, values, ethics, reward. This text will be invaluable to those studying early years at undergraduate and postgraduate levels.It will also be a useful resource for leaders in early years settings and established early years practitioners who are undertaking continuing professional development courses.

This is an invaluable guide to the professional identities of the interdisciplinary early years team who work with young children to deliver the Every Child Matters agenda. Professionals are no longer restricted by particular spaces or areas of knowledge and inter professionalism is the key to delivering effective and efficient child focused services in challenging times. "Professionalism in the Interdisciplinary Early Years Team" celebrates the professionalism of the varied practitioners who work with young children, bringing together contributions from academics and practitioners to share knowledge and expertise about the key services for young children and their families. This accessible guide covers the key issues faced by early years practitioners, and moves on to consider particular roles within the early years team, including the early years professional, early years teacher, health professional, social worker, speech and language therapist and librarian. The role each member of the early years team plays is explored, looking at professionalism through the dimensions of knowledge, education, skills, autonomy, values, ethics, and reward.This text will be invaluable to those studying early years at undergraduate and postgraduate levels. It will also be a useful resource for leaders in early years settings and established early years practitioners who are undertaking continuing professional development courses.

With the introduction of the new Early Years Foundation Stage in 2008, practitioners need to be able to meet the needs of all young children in the six areas of learning - one of which is communication, language and literacy.

This book helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.

It includes:

-activities, examples, case studies and ideas from actual practice

-guidance on how to meet children′s diverse needs in an inclusive environment

-advice on involving parents in their children′s learning

-resources, useful websites and suggestions for further reading

This book is a must-read for anyone working with children from birth to five.

Following on from their ground-breaking first book, Delivering the Best Start, Rankin and Brock return to the subject of pre-school and early years library provision with contributions and case studies from innovators and experts around the world. There is a growing awareness of the significance of the first five years of life for intellectual, social and emotional development and early intervention is of political interest. This book provides knowledge and understanding about early language and literacy development and how young children become successful through enjoyable and meaningful experiences. Coverage includes:an examination of the key role of library practitioners who work with young children the importance of effective interdisciplinary teamwork for professionals working with the early yearsa focus on involving parents and carers and valuing their culture, language, heritage and communitypractical guidance given on setting up and running pre-school library servicescontributions and case studies from experts around the world. This book will be useful reading for early years professionals and librarians, those responsible for commissioning and delivering pre-school library services, students of library and information studies or childhood studies and practitioners undertaking practical early years qualifications.

A vision for children’s library services in the next decade. This book provides a sound background to all aspects of library provision for 6–18 year olds. It is designed to support the strategic planning and delivery of library services and programmes at a local community level or in schools. The book outlines a vision for children’s library services in the next decade and carves out a strategy for engaging with the challenges and opportunities for children’s librarians and policy makers in the Google environment. This book is accessible, informative and inspiring and offers practitioners the knowledge, ideas and confidence to work in partnership with other key professionals in delivering services and programmes. It provides an evidence base, which promotes and encourages the development of effective library services for children and young people. The case studies, scenarios and vignettes, drawn from UK and international sources, show that the key issues have an international dimension, and the similarities and differences in service provision will be of interest to many. In addition to the two editors, chapters are contributed by a range of internationally known practitioners and academics, offering a wide perspective. Case studies at the end of each section complement themes and practices from previous chapters while rooting the discussion in a specific context. The book is organized into four parts:Children’s library services – policy, people and partnershipsConnecting and engaging – reaching your audience and catching the latest wave (acknowledging the role of technology)Buildings, design and spaces – libraries for children and young peopleIssues for professional practice. Readership: This book is essential reading for all senior library practitioners, children’s librarians and school librarians, subject co-ordinators, and managers in schools. It will also be of value for all postgraduate students on CILIP accredited library and information management courses.

A vision for children’s library services in the next decade. This book provides a sound background to all aspects of library provision for 6–18 year olds. It is designed to support the strategic planning and delivery of library services and programmes at a local community level or in schools. The book outlines a vision for children’s library services in the next decade and carves out a strategy for engaging with the challenges and opportunities for children’s librarians and policy makers in the Google environment. This book is accessible, informative and inspiring and offers practitioners the knowledge, ideas and confidence to work in partnership with other key professionals in delivering services and programmes. It provides an evidence base, which promotes and encourages the development of effective library services for children and young people. The case studies, scenarios and vignettes, drawn from UK and international sources, show that the key issues have an international dimension, and the similarities and differences in service provision will be of interest to many. In addition to the two editors, chapters are contributed by a range of internationally known practitioners and academics, offering a wide perspective. Case studies at the end of each section complement themes and practices from previous chapters while rooting the discussion in a specific context. The book is organized into four parts:

Children’s library services – policy, people and partnerships Connecting and engaging – reaching your audience and catching the latest wave (acknowledging the role of technology) Buildings, design and spaces – libraries for children and young people Issues for professional practice.

Readership: This book is essential reading for all senior library practitioners, children’s librarians and school librarians, subject co-ordinators, and managers in schools. It will also be of value for all postgraduate students on CILIP accredited library and information management courses.

There is no doubt that reading with young children is important, and libraries are uniquely placed to support the development of literacy skills in pre-school children. This book is a pioneering practical guide for library and information professionals involved in strategically planning or delivering services and programmes in early years libraries. Drawing on the authors'' research and examples from best practice - what other people have tried and what works well - this book equips practitioners with knowledge and ideas, and will encourage the reader to work with other key professionals in the field. Key areas covered include: the background and context of early years literacy; the role of the early years professional, interdisciplinary team work, and how to involve parents and carers; buildings and space, including planning and designing spaces for the childrens'' libraries of the future; managing resources and collection development; planning projects and running literacy sessions; and case studies of successful pre-school library initiatives from around the world. User-friendly and accessible, each chapter is clearly structured and sets outs the background to the topic, the key issues for practitioners, practical ideas and resources for service provision, and recommended further reading. The book also includes checklists and ''how to'' practical guidance, useful information on relevant organisations, and links to helpful websites. An essential purchase for all library and information professionals working with young children, this book is also suitable for students of library and information studies, childhood studies, and practitioners undertaking NVQ qualifications. The book is also a useful starting point for those wanting a background in early years literacy.