Early Years Pedagogy In Practice

This accessible text encourages readers to understand and confidently engage with distinctive early years pedagogy. It shows how pedagogy not only underpins the early years curriculum but is also inherent in the role of the adult and the experiences that are offered to young children. The book explains what the differing early years pedagogies are, why they are encouraged, and the knowledge, skills, and practice that are required to work with them. Emphasising that what works in one situation may not in another and a wider pedagogical knowledge is essential to ensure quality outcomes for children, it considers key topics such as: the role of the pedagogue and developing your own style promoting a lifelong love of learning in children under your care sensitivity and inclusion for all children’s cultures and communities promoting the rights of every child under your care. Incorporating reflection points and research tasks to support independent learning, this is essential reading for students on Early Childhood Studies courses and Early Years Foundation Degrees as well as early years practitioners.

Pedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.

Care and caring are key to early childhood education and yet love can be viewed as a taboo word within early childhood settings. This book guides practitioners through the potentially problematic area of loving the children they care for. It shows where a loving pedagogy can fit within professional practice and how this can enrich experiences for children and educators. The book explores how educators can support their children by holding them in mind, valuing them and promoting their best interests. Focusing on how relationships, attachment and connections underpin our settings and practice, the chapters cover: the fundamentals of professional love appropriate touch in practice the different ways in which children feel loved the rights of the child empowering children through love working with parents and carers. Including case studies and questions for reflection, this is vital reading for practitioners wanting to develop a nurturing and loving pedagogy that places the child at the centre of their practice.

This book identifies the gaps needing to be bridged to achieve a more inclusive and 'just' early childhood education, in relation to class, gender, sexuality, ethnicity, race, disabilities and age, and explores various ways of bridging these gaps.

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today’s early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students’ educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

To achieve EYPS, candidates must understand the Early Years Foundation stage (EYFS), and how to put it into practice. This text supports those on all EYPS pathways to extend their knowledge and understanding of effective pedagogy within the context of the EYFS. It begins by looking at effective practice in the EYFS and how research has informed recent initiatives. It goes on to cover children′s learning and development, safe and stimulating environments and the role of the adult. The text considers how EYPs can support others in their practice to improve the delivery of learning throughout their setting.

The early years are an important period for learning, but the questions surrounding participatory learning amongst toddlers remain under-examined. This book presents the latest theoretical and research perspectives about how ECEC (Early Childhood Education and Care) contexts promote democracy and citizenship through participatory learning approaches. The contributors provide insight into national policies, provisions, and practices and advance our understandings of theory and research on toddlers’ experiences for democratic participation across a number of countries, including the UK, Australia, New Zealand, the United States, Canada, Sweden, and Norway.

This textbook focuses on the main areas of teaching young children, covering the 3-7 years age range that spans the early years and primary phases. The majority of chapters are written by both an academic and practitioner, reflecting a genuine theory and practice approach, and this helps the reader to set theoretical discussion in the context of real practice. Key themes explored within the book include: - Play and playfulness in the curriculum - Child development in practice - Literacy development and subject pedagogy - Creativity and outdoor learning Packed full of learning features such as case studies, reflective questions and lesson plans, Teaching Early Years is an essential resource for both students and practitioners, and will enhance your knowledge of how young children think and learn.