- To engage with academic literature and review what ‘quality’ is for babies and toddlers in ECEC
- To reflect upon the role of the early years practitioner and the need for specialist training
- To consider the features of a professional practitioner
- To reflect upon data used to inform ECEC policy, how this is arrived at and what it shows
- To consider the teaching of reading
- To consider ways of evaluating projects in ECEC
- To consider and reflect on practical ways that you hope to develop respect and tolerance for others in your early years context
- To consider the schoolification of early childhood
Texts which will help to develop the ideas raised in chapter 17 of Reflective Teaching in Early Education include:
Archer, M. (1979) The Social Origins of Educational Systems, London: Sage.
Alexander, R. (2000) Culture and Pedagogy: International Comparisons in Primary Education, Oxford: Blackwell.
Meighan, R. and Siraj-Blatchford, I. (1997) A Sociology of Educating, London: Cassell.
Burgess, R. G. (1986) Sociology, Education and Schools, London: Batsford.
Reid, I. (1986) The Sociology of School and Education, London: Fontana.
Moss, P (2006) ‘Structures Understandings and Discourses: Possibilities for re-envisioning the early childhood worker’, In: Contemporary Issues in Early Childhood, 7 (1) pp. 30 – 4.
Peeters, J. and Vandenbroeck, M. (2011) Childcare Practitioners and the Process of Professionalization, In: Miller, L. and Cable C. (Eds.) Professionalization, Leadership and Management in the Early Years, London: Sage.