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. 

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.