Why Do Teachers Need to Know About Child Development?

Daryl Maisey is Associate Professor in the Department of Education at Kingston University, UK.Verity Campbell-Barr is Associate Professor in Early Childhood Studies at the University of Plymouth, UK.

• Series Editor’s PrefaceSeries Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators SeriesUsing This BookNotes on ContributorsList of AbbreviationsAcknowledgements1. Setting the Context, Daryl Maisey (Kingston University, UK) and Verity Campbell-Barr (University of Plymouth, UK)2. The Professional Self, Verity Campbell-Barr (University of Plymouth, UK) and Julie Berry (Early Years Educator, UK)3. The Need for Health and Well-Being, Maria Dowling (Health and Social Care Consultant, UK) and Mary Hodson (Kingston University, UK)4. Child Development, Rowena Passy (University of Plymouth, UK) and Martin Gilchrist (Natural England, UK)5. Technology Education, James Bettany (University of Plymouth, UK) with Rebecca Smallshaw and Declan Barney6. Listening to Children, Cheryl Graham (Early Years Professional, UK) and Verity Campbell-Barr (University of Plymouth, UK)7. Professional Relationships and Collaboration, Jessica Johnson (Kingston University, UK) and Norma Goodyear (Specialist Support for Inclusion (Primary), UK8. Resilience, Reflection and Reflexivity, Daryl Maisey (Kingston University, UK) and Catherine Warnock (Early Years Foundation Stage Leader and Reception Teacher, UK)9. The Role of the Teacher, Ruth Wood (Kingston University, UK) and Claire Jackson (Kingston University, UK) with Sandra Bayliss and Nick UsherReferencesIndex

This is an invaluable and original book edited by two renowned authors in the field of early childhood, Daryl Maisey and Verity Campbell-Barr. The edition focuses on the readers themselves and invites them to adopt a reflexive approach to their practice with young children and families. How do they apply different theories to their practice and draw on shared knowledge and experience? The book is written in collaboration with teachers in the field and includes a range of helpful case studies to contextualise the discussions. Readers are invited to know themselves as people and professionals. How do their individual approaches make a difference to children’s development? The book is at once scholarly and accessible, with reference to recent international research and current practice in different contexts. This is a quality, unique edition emanating from a strong, European early childhood heritage like no other, the hallmarks of which are scholarship, social justice and compassion.