This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:
- is designed to promote discussion around key themes rather than promote simple solutions to particular challenges
- foregrounds principles, values and ethics as a precursor to good practice
- encourages reflective engagement with real life exemplars and case studies
- juxtaposes traditional philosophies and values with alternative approaches to early learning and childhood
- presents findings from research into child development and learning and how these interface with pedagogic approaches.
表中的内容
Chapter 1: Introduction: current contexts for professional development in early years education
Mary Wild
Chapter 2: What does professional dialogue mean?
Elise Alexander
Chapter 3: Revisiting values and ethical standpoints in early years education
Helena Mitchell and Nick Swarbrick
Chapter 4: The learning relationship: principles of effective learning and practice in the early years
Gillian Lake
Chapter 5: Understanding the family and cultural contexts for learning
Catharine Gilson
Chapter 6: The informed practitioner
Mary Briggs
关于作者
Nick Swarbrick is programme lead for the undergraduate degrees in the school of education, teaching on the undergraduate degree in early childhood studies and the primary PGCE, principally around early years pedagogy. He has a research and teaching role in children’s literature and how young children explore the outdoors environment. Nick holds an Associate Teaching Fellowship at the University and is a Senior Fellow of the Higher Education Academy. Prior to joining Oxford Brookes he was headteacher of a lively, multi-cultural nursery school in Oxford city which pioneered the Forest School project in Oxfordshire and supported a school-based initial teacher training scheme.
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