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Early Years Practice

Early Years Practice
For Educators and Teachers

First Edition

February 2016 | 216 pages | SAGE Publications Ltd


‘I would recommend this book to students and trainees who wish to extend their knowledge and understanding of early years practice beyond level 3. This book is accessible, up to date and focuses on translating theory into practice, incorporating the essential higher order skill of reflection. The pedagogical foundations within place children firmly at the centre, whilst acknowledging the highly influential early years practitioner in the wider context of family, community and inclusive practice.’

Sarah Barton, Senior Lecturer and EY ITT Programme Leader, School of Education and Continuing Studies, University of Portsmouth


Are you studying to become an early years teacher or educator, or studying for an early years degree, and looking for a book to guide you through your qualification?

With stories of practice, questions for reflection, further reading and links to the Teachers’ Standards (Early Years), this book links professional practice with theory and research and will help you:

·          understand how children learn and develop

·          engage with the curriculum and the practice of teaching

·          learn more about the structure and reality of early years provision and practice for children aged from 0–8 years

·          develop ways to reflect upon your practice

·          develop professional skills and attributes needed to take a leading role

·          understand how to apply all of this to practice.

This core textbook is ideal for students of early years and early childhood courses and will support you in your practice in the early years.

Part One: Foundations for Early Years Practice
Chapter 1: The reflective early years professional
Chapter 2: Understanding children
Chapter 3: Early years provision in practice
Chapter 4: Early years education and learning
Part Two: Early Years Education
Chapter 5: Playful learning
Chapter 6: Early language and literacy
Chapter 7: Creative children
Chapter 8: Children exploring
Part Three: Joined-up Early Years Practice
Chapter 9: Partnership practice with parents and families
Chapter 10: Inclusive early years practice
Chapter 11: Researching early years practice
Chapter 12: Leading early years practice

This is a good book, and shows how reflective practice is a crucial part of our role as early years practitioners

Miss helen Barber
Early Years Department, Solihull College & University Centre
September 20, 2019

As additional reading for students

Mrs Helen Veronica McLaughlin
Early Childhood Education Department, Stranmillis University College
June 29, 2016

This is a clearly written book that highlights relevant areas of daily practice in early years. It provokes thought by discussing implications of practice and advocates reflection. The book sign posts further reading that would be suitable at different stages of study. This book will be useful to both under and post graduaute courses. A well planned book.

Mrs Lauren Louise Whale
Avery Hill Campus, Greenwich University
October 24, 2016

This is great, really good case studies and examples which have some challenging questions for my level 4 students to get them to 'think outside the box.' I would recommend this to anyone teaching level 3 or higher.

Miss Claire Louise Hill
Education Department, Newcastle College
October 11, 2016

A very easy read, up to date and useful.

Miss Mehjabeen Shaukat
health & social care & childcare, Bolton Community College
March 9, 2016

A useful text to support pedagogy practice and understanding of child development

Miss Lorna Wardle
School of Education, Nottingham Trent University
March 8, 2016

Useful for many elements of early childhood theory and practice

Mrs Nicola Stobbs
Institute of Education, Worcester University
May 1, 2016

This is a book that provides clear information and covers lots of aspect of EY today.

Mrs Svetlana Shivacheva
College Road, Croydon College
July 4, 2016

This book is placed at a level perfect for our first year undergraduates. It is informative and supports their assessments.

Mrs Jacqueline Ann Taylor
Department of Early Childhood and Education, Newman University
April 28, 2016

Clearly written text that enables readers to develop their underpinning knowledge and understanding of current approaches to early years education.

Mrs Sue Wilcockson. Partnership Coordinator, EYITT. University of Derby

School of Education, Derby University
June 7, 2016

For instructors

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