Jessica Johnson is Senior Lecturer in Early Years, Kingston University, UK, and Programme Manager for Kingston Early Years Partnership, offering Early Years Professional Status and Early Years Teacher Status programmes with delivery partners at University of Reading, London Metropolitan University and Buckinghamshire New University. She coordinates Kingston and Richmond's EYP Network and co-leads the BA(Hons) Early Years Leadership In Practice.

Klappentext

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. Theoretical underpinning and the use of case studies, activities and links to observed practice, provide thought provoking material which recognises the importance of partnership working with families and wider community organisations. Emphasis is placed on the importance of reflection to question values and beliefs and to continually evaluate and challenge practice. This book aims to support inspirational practice that will enhance positive learning opportunities for all early years' children."
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. The team of contributors bring a wealth of both professional and academic knowledge and experience to their chapters and overall the book promotes critical thinking and reflexive practice. Whilst explicitly addressing the standards for Early Years Teacher Status the book avoids taking an instrumentalist approach and explores a range of perspectives and tensions related to professionalism within the early childhood world."
Penny Holland, Early Childhood Consultant"This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. Throughout the chapters, for each of the eight standards there are strong themes encouraging reflection, reflective practice, leadership and a commitment that in-depth knowledge of theory is closely linked to practice. Scenarios are presented to encourage extension of thought and knowledge whilst ensuring adherence to the statutory and non-statutory framework for the Early Years Foundation Stage. This approach helps to ensure that the students work towards leading continuous improvement in practice so that the babies and young children experience their learning and development through play and individual care needs. This is a very good book that I would recommend to all Early Years Teacher Status students."
*Tricia Johnson, Retired Lecturer in Early Years, UK

Zusammenfassung
Offers key knowledge on theories of early learning and child development to support trainees in developing their role and skills as Early Years Teachers.

Inhalt

*Notes on contributors
Acknowledgements*Introduction: 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*