- 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
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.