Full Description
This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book:
Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher
Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity
Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children
Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children
Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher.
Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland.
"Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status."
Geoff Taggart, Lecturer in Early Years, University of Reading, UK
"Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility."
Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK
"I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees."
Penny Holland, Early Childhood Consultant
"This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. It is a very good book that I would recommend to all Early Years Teacher Status students."
Tricia Johnson, Retired Lecturer in Early Years, UK
Contents
Notes on contributors
AcknowledgementsIntroduction: who's teaching who?
Professionalism in Early Years
The Early Years Teacher role: Play and playful pedagogy that inspires babies, children and a new generation of professionals
Building and sustaining relationships: Early Years teaching with babies, young children and parents
Curious engagement: Creating learning opportunities within the Early Years foundation stage
Adapting education and care to respond to the strengths and needs of all children: Reflections on practice by senior professionals in early years
More than just a post-it! Making accurate and productive use of assessment
A safe environment: Safeguarding and promoting the welfare of children
Early Years Teachers as influential leaders
A unique Early Years Teacher: Presenting my evidence for assessment
Appendix: Teachers' Standards (Early Years) 2013
References
Index
