Readings for Reflective Teaching in Early Education
Námskeið
- NOS0156 Námskrár og skólastarf.
Ensk lýsing:
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works.
This book, along with the core text and associated website, draw upon the work of Andrew Pollard , former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education , the core text, Reflective Teaching in Early Education , and the website, provide a fully integrated set of resources promoting the expertise of early years professionals.
The associated website, www. reflectiveteaching. co. uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series , edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Lýsing:
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works.
This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals.
The associated website, www. reflectiveteaching. co. uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Annað
- Útgáfa:2
- Útgáfudagur: 2015-02-26
- Hægt að prenta út 10 bls.
- Hægt að afrita 10 bls.
- Format:ePub
- ISBN 13: 9781472509680
- Print ISBN: 9781472505262
- ISBN 10: 1472509684
Efnisyfirlit
- FC
- Half Title
- Title Page
- Dedication
- Toc
- Acknowledgements
- A note on citation
- Introduction
- Part one: Becoming a reflective professional
- 1. Identity Who are we, and what do we stand for?
- 1.1 Janet Moyles Passion, paradox and professionalism in early years education
- 1.2 Avril Brock Perspectives on professionalism
- 1.3 Lisa Spencer-Woodley Accountability: Tensions and challenges for the early years workforce
- 1.4 Ruth Heilbron Practical judgement and evidence-informed practice
- 1.5 Peter Moss Questioning the story of quality
- 1.6 Sandra Mathers, Rosanna Singler and Arjette Karemaker Improving quality in the early years: A comparison of perspectives and measures
- 2. Learning How can we understand learner development?
- 2.1 Burrhus Skinner The science of learning and the art of teaching
- 2.2 Jean Piaget The genetic approach to the psychology of thought
- 2.3 Lev Vygotsky Mind in society and the ZPD
- 2.4 Jerome Bruner The spiral curriculum
- 2.5 Carol Dweck Motivational processes affecting learning
- 3. Reflection How can we develop the quality of our practice?
- 3.1 Jan Peeters and Michel Vandenbroeck The role of reflection in the professionalization of the early years workforce
- 3.2 Lawrence Stenhouse The importance of practitioner research
- 3.3 Richard Pring Action research and the development of practice
- 3.4 Denise Kingston and Jane Melvin Measures of quality
- 3.5 Donald Schön Reflection-in-action
- 3.6 John Dewey Thinking and reflective experience
- 3.7 Pete Watton, Jane Collings and Jenny Moon Reflective writing
- 4. Principles What are the foundations of effective teaching and learning?
- 4.1 Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond Learning without limits
- 4.2 Kathy Sylva, Edward Melhuish, Pam Sammons. Iram Siraj-Blatchford and Brenda Taggart The Effective Provision of Pre-school Education (EPPE) project: Findings from pre-school to end of Key Stage 1
- 4.3 The Royal Society Insights, opportunities and challenges of educational neuroscience
- 4.4 Rod Parker-Rees Playful learning
- 4.5 Cathy Nutbrown Schemas and learning
- Part two: Creating conditions for learning
- 5. Contexts What is and what might be?
- 5.1 Qing Gu Being an educator in times of change
- 5.2 C. Wright Mills The sociological imagination
- 5.3 David Whitebread and Sue Bingham Exploring the school readiness debate
- 5.4 Andy Green and Jan Janmaat Education, opportunity and social cohesion
- 5.5 Stephen Ball Schooling, social class and privilege
- 6. Relationships How are we getting on together?
- 6.1 Maria Evangelou, Kathy Sylva, Maria Kyriacou, Mary Wild and Georgina Glenny Early years learning and development literature review
- 6.2 Carolynn Rankin and Fiona Butler Working in teams
- 6.3 Denis Lawrence What is self-esteem?
- 6.4 Sir Richard Bowlby Attachment, what it is, why it is important?
- 6.5 Jennifer Colwell The role of the preschool practitioner in the development of children’s social competencies
- 7. Engagement How are we managing behaviour?
- 7.1 Ferre Laevers Measuring involvement in the early years
- 7.2 Pat Broadhead, Jane Johnston, Caroline Tobbell and Richard Woolley Understanding children’s behaviour in relation to their development
- 7.3 Sonja Sheridan Pedagogic quality and behaviour
- 7.4 Michael Argyle Non-verbal communication
- 7.5 Michelle Graves and Ann Arbor The HighScope approach to behaviour management
- 8. Spaces How are we creating environments for learning?
- 8.1 Janet Moyles, Siân Adams and Alison Musgrove The learning environment
- 8.2 Marie Willoughby The value of providing for risky play in early childhood settings
- 8.3 Tim Loreman Respectful environments for children
- 8.4 Urie Bronfenbrenner The ‘ecology’ of social environments
- 8.5 Tim Waller Digital technology and play
- Part three: Teaching for learning
- 9. Curriculum What is to be taught and learned?
- 9.1 Tina Bruce, Anne Findlay, Jane Read and Mary Scarborough Froebel’s spirit and influence
- 9.2 Sheila Nutkins, Catriona McDonald and Mary Stephen The Reggio Emilia approach
- 9.3 Marion O’Donnell The Montessori approach
- 9.4 Heiner Ullrich Rudolf Steiner and the Waldorf Pre-School
- 9.5 Sheila Nutkins, Catriona McDonald and Mary Stephen HighScope
- 9.6 Wendy Lee, Margaret Carr, Brenda Soutar and Linda Mitchell The Te Whāriki approach
- 10. Planning How are we implementing the curriculum?
- 10.1 Lilan G. Katz A developmental approach to the curriculum in the early years
- 10.2 Peter Moss Listening to young children
- 10.3 Phil Jones Assumptions about children and young people
- 10.4 Kathy Brodie Curriculum planning
- 10.5 Trisha Lee The wisdom of Vivian Paley
- 11. Pedagogy How can we develop effective strategies?
- 11.1 The General Teaching Council for England What is pedagogy and why is it important?
- 11.2 Iram Siraj-Blatchford, Kathy Sylva, Stella Muttock, Rose Gilden and Danny Bell Pedagogy in effective settings
- 11.3 Jerome Bruner Folk pedagogy
- 11.4 Roland Tharp and Ronald Gallimore Teaching as the assistance of performance
- 12. Communication How does language support learning?
- 12.1 Pat Broadhead Interactions and social development
- 12.2 Julia Manning-Morton Talking babies
- 12.3 Belinda Buckley The role of the linguistic environment in early language development
- 12.4 Tözün Issa and Alison Hatt The bilingual learner
- 12.5 Colin Harrison Why is reading so important?
- 12.6 Sandra Smidt Narrative in the lives of children
- 13. Assessment How can assessment enhance learning?
- 13.1 Margy Whalley Creating a dialogue with parents
- 13.2 Patricia Broadfoot Assessment: Why, who, when, what and how?
- 13.3 Andrew Burrell and Sara Bubb Teacher feedback in the reception class
- 13.4 Scottish Government Reporting on progress and achievement
- 13.5 Andrew Pollard and Ann Filer The myth of objective assessment
- 13.6 Cathy Nutbrown Watching and listening: The tools of assessment
- Part four: Reflecting on consequences
- 14. Outcomes How do we capture learning and achievements?
- 14.1 Guy Claxton Learning and the development of resilience
- 14.2 Jenny Willan Observing children
- 14.3 Margaret Carr and Guy Claxton Learning dispositions and assessment
- 14.4 Anette Emilson and Ingrid Pramling Samuelsson Observation and pedagogic documentation
- 14.5 Jonathan Glazzard Involving parents and carers as partners in assessment
- 15. Inclusion How are we enabling opportunities?
- 15.1 Anastasia Liasidou Defining inclusion
- 15.2 Penny Borkett Supporting children with Special Educational Needs in the early years
- 15.3 Gary Thomas and Andrew Loxley Difference or deviance?
- 15.4 Jonathan Rix What’s your attitude? Inclusion and early years settings
- Part five: Deepening understanding
- 16. Expertise Conceptual tools for career-long fascination
- 16.1 Pat Collarbone Contemporary change and professional development
- 16.2 Tony Eaude The development of teacher expertise
- 16.3 Marilyn Osborn, Elizabeth McNess, Andrew Pollard, Pat Triggs and Patricia Broadfoot Creative mediation and professional judgement
- 16.4 Iiris Happo and Kaarina Määttä The expertise of early childhood educators
- 17. Professionalism How does reflective teaching contribute to society?
- 17.1 Cathy Nutbrown Qualifications: The Nutbrown Review
- 17.2 Margaret Archer Thinking about educational systems
- 17.3 Frank Field The Field report: Preventing poor children becoming poor adults
- 17.4 Jones Irwin The philosophy of Paulo Freire
- 17.5 Tony Bertram and Chris Pascal The impact of early education as a strategy in countering socio-economic disadvantage
- List of figures
- Bibliography
- Permissions
- Index
- The Reflective Teaching Series
- Copyright Page
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- Gerð : 208
- Útgáfuár : 2015
- Leyfi : 380
