Includes bibliographical references and index.

Machine generated contents note: pt. I Setting the practice of reflection firmly in early childhood care and education -- 1. What is reflection and reflective practice? / Avril Brock -- 2. Why is reflection important for early childhood educators? / Avril Brock -- 3. Developing reflective writing / Avril Brock -- 4. Practitioners, professionalism and reflection on role / Avril Brock -- 5. What does professionalism mean for me? / Avril Brock -- pt. II The knowledge base for early childhood educators -- 6. Reflecting on children, families and policy / Avril Brock -- Sure Start children's centres: a study of the development of social capital / Andrea Richardson -- 7. A children's centre manager's perspective / Jane Lees -- 8. Reflecting on the role of graduates as pedagogical with children from birth to three / Mary E. Whalley -- 9. Early years professionals' reflections on practice for two-year-old children from Kirklees case studies / Avril Brock -- 10. A deeper understanding of play / Liz Chesworth -- Focused reflection point: What's going on? The challenge of making sense of open-ended play / Andy Burt -- 11. Reflecting on school readiness / Avril Brock -- 12. Capable, confident children: a reception class teacher's pedagogical reflections / Tina Thornton -- 13. Quality is in the eye of the beholder: developing early years provision using child-led quality indicators / Jo Armistead -- pt. III Case studies of contemporary issues -- SECTION 1 WHAT'S IT LIKE FOR A CHILD? -- Why are my friends so important? / Avril Brock -- What's it like for a black child in the classroom? / Gina Houston -- Why are my stories so important to me? / Avril Brock -- Adyta -- the silent period, as experienced by young bilingual learners / Caroline Bligh -- What is it like for a child living with violence? / Naomi Lewis -- What is it like for a bereaved child? / Avril Brock -- SECTION 2 HOW CAN I DEVELOP MY PROFESSIONAL KNOWLEDGE AND PRACTICE? -- How can I cater for children's individuality? / Rachel Sparks Linfield -- How do I develop children's understanding of the concept of Time? / Lyndsey Shipley -- Communication using new technologies -- the tip of the iceberg / Alix Coughlin -- What should I do about young children's gun play? / Jennifer Smith -- Reflecting on the process of learning how to teach reading using systematic synthetic phonics / Bev Keen -- How do I observe and assess children's capabilities? / Avril Brock -- SECTION 3 WIDENING REFLECTIVE PROFESSIONAL KNOWLEDGE: WHAT DO I NEED TO KNOW ABOUT THIS ISSUE AND WHY IS IT IMPORTANT? -- Dealing with racist incidents / Gina Houston -- How can an early years setting support the mental health of young children and why is this important? / Lucy Akroyd -- How to support asylum and refugee children in early years education / Rebecca Wood -- Does bullying really happen in early years? / Melanie Henderson -- Children with parents in prison / Avril Brock -- pt. IV Continuing professional development and action research on reflective practice -- 14. Deepening reflection even further / Avril Brock -- 15. On reflection: examining undergraduate reflective practice across two higher education (HE) sector endorsed foundation degrees (FDs) and BA (Hons) programmes within a further education (FE) provision / Helen Rowe -- 16. Does the use of reflective practice enhance early years foundation degree students' personal and professional development? / Nicola Firth -- pt. V Appendices -- Appendix 1 Avril Brock's autobiography extract -- Appendix 2 Reflective diary on the Personal and Professional Reflective Practice module / Mobalanle Cole -- Appendix 3 Avril Brock's timeline -- Appendix 4 Mobalanle's timeline -- Appendix 5 Avril Brock's digital paperchase -- Appendix 6 Pavla's paperchase.

Ongoing reforms in early childhood care and education social policy affect all aspects of young children's and their families' lives. Decisions are being undertaken at a rapid pace and there is a need for those working in the early years sector to consolidate their knowledge and practice, building on what they already know. This book aims to support early years professionals' reflective practice in their everyday work and in the wider political context.