The Early Years Teacher S Book

If you are an Early Years Teacher Trainee, this book is written for you. It will help you to successfully achieve your Early Years Teacher Status and practice with confidence. This book guides you through what you need to know about Early Years Teacher Status step-by-step. It explains how you can work to meet each of the Standards and assessment requirements. The author addresses trainees’ common concerns about early years practice, study skills and meeting EYTS requirements, as well as giving many examples of the strategies that trainees found most helpful. The chapters explore each aspect of every Standard and indicator, with notes on theory, practical tips, case studies, activities and suggestions for further reading. This book helps you to: • understand all aspects of each Standard and indicator; • link your practice to the Standards; • understand the assessment requirements and how to strengthen your evidence; • plan and track your evidence; • complete your written assignments and create your portfolio with confidence; • develop the skills needed to take on a leadership role. This book also provides support for the mentor-mentee relationship and includes guidance for mentors, teaching activities for tutors and support for assessors. This book is a valuable resource for all those involved in EYTS and will be useful for: - EYTS trainees - their mentors - their placement tutors - course lecturers - EYTS assessors

This book guides you through what you need to know about Early Years Teacher Status step by step. It explains how you can work to meet each of the Standards and assessment requirements. The author addresses trainees’ common concerns about early years practice and study skills and meeting EYTS requirements and gives many examples of the strategies that trainees found most helpful. Each chapter explores each aspect of every Standard and indicator, with notes on theory, practical tips, case studies, activities and suggestions for further reading. This book helps you to: • understand all aspects of each Standard and indicator • link your practice to the Standards • understand the assessment requirements and how to strengthen your evidence • plan and track your evidence • complete your written assignments and create your portfolio with confidence • develop the skills needed to take on a leadership role This Second Edition has been updated to include new guidance on Standard 7 around the Prevent Agenda and the work of Channel. The text is also updated to include information on the ′Integrated review′ at age 2.

‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’ Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification? With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you: · understand how children learn and develop · engage with the curriculum and the practice of teaching · learn more about the structure and reality of early years provision and practice for children aged from 0–8 years · develop ways to reflect upon your practice · develop professional skills and attributes needed to take a leading role · understand how to apply all of this to practice. This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers. An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.

This accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitioners’ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes. Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of the different stages of enquiry. Ten examples of practice are used to clearly illustrate the action research cycle in a variety of settings, and in relation to a range of topics and ages, thereby providing readers with a wealth of tried-and-tested ideas for application in their own settings and projects. These are supported by a range of downloadable resources which can be used as tools to support the planning, reflecting, and evaluation of practitioners’ research activities. Informative, inspiring, and highly relevant to practice, A Practical Guide to Action Research and Teacher Enquiry will support and scaffold the research activities of early years practitioners, managers, and students.

Teaching and learning literacy in the early years can be a joyful, explorative and meaningful experience. This accessible book will give teachers and practitioners the practical and theoretical skills and knowledge they require to successfully and confidently teach reading, writing and oral skills in the early years classroom. Foregrounding the ways in which literacy instruction can be made enjoyable and meaningful from the very beginning, Teaching Essential Literacy Skills in the Early Years Classroom explores the theory and practice of teaching various aspects of literacy and language, from phonological awareness, phonics and fluency, to vocabulary and comprehension. Chapters draw on the latest research to identify and showcase best practice in writing instruction, illustrate how language and literacy can be developed through play, and outline how a teacher might use the environment to enhance children’s learning. Downloadable resources, examples of planning, classroom activities and vignettes can be quickly and easily adapted for use in any early years setting. A rich and comprehensive source of information, ideas, activities and tips, this will be a key resource for pre- and in-service teachers and practitioners looking to adopt a cohesive, effective and meaningful approach to literacy teaching and learning.

In this concise and accessible guide, the authors are sympathetic to the particular demands of teaching three to eight year olds and offer practical solutions to the complex issues that are currently faced by early years educators. In recognizing the demands on practitioners, they provide new and challenging frameworks for an understanding of the practice of teaching young children and draw upon international research to offer a sound model of early years subject-structured teaching which has the quality of children's learning at its centre. Their aim is to support teacher expertise through stimulating teachers' thinking about children's development, motivation, ways of learning and the subjects they teach. These topics are clearly set in the complex institutional settings in which practitioners work and ways of taking and evaluating action are offered.