Readings for Reflective Teaching in Early Education

Jennifer Colwell is an Educational Consultant and Research Fellow in the Education Research Centre at the University of Brighton, UK. Andrew Pollard is Professor of Education and supports educational research at IOE, UCL’s Faculty of Education and Society, University College London, UK, and the University of Bristol, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and advised the government on the National Curriculum Review.

• IntroductionPart I: Becoming a Reflective Professional1. Identity. Who are we and what do we stand for? 2. Learning. How can we understand learner development?3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning?Part II: Creating Conditions for Learning5. Contexts. What is, and what might be? 6. Relationships. How are we getting on together? 7. Engagement. How are we managing behaviour? 8. Spaces. How are we creating environments for learning? Part III: Teaching for Learning9. Curriculum. What is taught in the early years? 10. Planning. How are we implementing the curriculum? 11. Pedagogy. How can we develop effective strategies? 12. Communication. How does language support learning?13. Assessment. How can assessment enhance learning? Part IV: Reflecting on Consequences14. Outcomes. How do we capture learning achievements? 15. Inclusion. How are we enabling learning opportunities?Part V: Deepening Understanding16. Expertise. Conceptual tools for career-long fascination?17. Professionalism. How does reflective teaching contribute to society?List of case-studies, checklists, figures and research briefingsBibliographyAcknowledgementsIndex

Readings for Reflective Teaching in Early Education would support any early years professional, from early years educators to those engaged in teacher training. It will be useful in attempting to access learning in our contemporary world of blended approaches, where face to face contact with more knowledgeable others is limited, and yet the desire to be able to apply theory to practice remains a driving force in the pursuit of clarity regarding, in particular, the nature of the role of the adult in young children's learning.