Professional dialogues in the early years : rediscovering early years pedagogy and principles / Mary Wild, Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell, Nick Swarbrick.

Online resource; title from PDF title page (EBSCO, viewed October 24, 2018).

Intro; Half Title; Series Information; Title Page; Copyright Page; Contents; Foreword; About the editors and authors; Chapter 1 Introduction: current contexts for professional development in early years education; Introduction; A context of change; Continuities in professional contexts; A gendered workforce; Knowing our students and avoiding assumptions; Quality and competences; Emotional labour; Complex models; Further reading; Chapter 2 What does professional dialogue mean?; Introduction; What is professional dialogue?; Developing professional identity; Influences on professional identity

Professional dialogue and quality in the early yearsWhen is professional dialogue useful?; Conducting professional dialogue; Conversations with colleagues; Reflective writing; Example of reflective writing; The risk in reflective writing; Reflection in/on practice, together; Further reading; Chapter 3 Revisiting values and ethical standpoints in early years education; Introduction; Some definitions; Fundamental British values; Balancing ethics, values and beliefs with policy; Early years philosophies; Putting beliefs into practice; Compassionate leadership

How can you support students to recognise compassion?Conflicting standpoints; Further reading; Chapter 4 The learning relationship: principles of effective learning and practice in the early years; Introduction; Defining a learning relationship; Children as collaborators in the learning relationship; The student or trainee's role in child-initiated collaborative activities; The student or trainee's role as a direct instructor in small groups; Starting from the child in the learning relationship; Assessment of the effectiveness of the learning relationship

Modes of assessment of children's learningStandardised testing; Observation; Learning stories; Parental engagement; Promoting parental engagement; The importance of care in the learning relationship; The influence of policy on the development of the learning relationship; Baseline assessment; Developing critical awareness and evidence-based approach to practice; Further reading; Chapter 5 Understanding the family and cultural contexts for learning; Introduction; Why is it important for early years professionals to establish a relationship with the families of the children they teach?

Parents as first educators of their children or parents as 'deficient'?What do educators need to take into consideration in order to understand the family as a cultural context for learning?; How can early years educators work constructively with families and the wider community so as best to support young children?; Further reading; Chapter 6 The informed practitioner; Introduction; What does it mean to be an informed practitioner?; The student as an informed practitioner; The early years educator as an informed practitioner

This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals.

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