This exciting new book celebrates, interrogates and re-imagines the complex and demanding role of the Early Childhood Practitioner. Exploring the many different facets of the Early Childhood Practitioner’s (ECP) role, it challenges normative constructions of practitioners and how they have been shaped by assumptions of history, culture and policy.
Drawing on a range of theoretical presumptions and debates, the chapters champion the multidimensional power and potentiality of the ECP, arguing for greater respect and recognition for a role that supports and enables at a crucial time in a child’s life. With opportunities for reflection, key topics include
The specialist pedagogical expertise of the ECP
The key role that ECPs play in the child’s holistic wellbeing
The ECP as diplomat across many professional contexts, effectively communicating with families and professionals
The creative ECP, pushing traditional, normative boundaries of practice
The ECP as so much more than they are customarily perceived as being.
This latest addition to the TACTYC series will be valuable reading for Early Years students – particularly on Masters level courses – as well as those working and researching in the Early Years sector.
Author(s): Carla Solvason, Rebecca Webb
Series: Research Informed Professional Development for the Early Yyears
Publisher: Routledge
Year: 2022
Language: English
Pages: 147
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Introduction
The structure of the book
References
Chapter 1: The emergence of the early childhood practitioner
Introduction
What makes a profession ‘professional’?
The difference that qualified practitioners make
The evolution of professionalism within ECEC
So where to next? Meeting the professional challenge
Summary and conclusion
References
Chapter 2: Holding and keeping the child safe
Introduction
The early years stage is paramount
The critical thinking social pedagogue
How do practitioners make this model work?
Review and conclusion
References
Chapter 3: Developing parent partnerships
Introduction
The development of concepts of parent partnership
A brief overview of research approaches
Data analysis
Parent as expert and moderator of the child’s wellbeing
Empathy
Building trust
Listening
Keeping the child in mind
Being Kind
Discussion and conclusions
References
Chapter 4: Appreciating and practising empathy
Introduction
Defining empathy
Advanced empathy skills
Empathy and compassion
Empathic distress – the cost of empathy?
Empathy and job satisfaction
Empathy – the gender issue
Celebrating practitioner empathy
Conclusion
References
Chapter 5: Valuing children with special educational needs and disability
Introduction
The evolution of understandings of SEND within education
The maintained nursery school and SEND
Methodology
Data and discussion
The well-informed and committed MNS practitioner
Making an impact for SEND
The challenges to providing SEND good practice
Conclusion
References
Chapter 6: Re-imagining early childhood pedagogy
Introduction
Context … what we have now …
Considering alternative pedagogies …
So what does this mean in practice?
Conclusion … what next?
References
Chapter 7: Nurturing nature with(in) children (or ‘George killed the worm’)
Introduction
Nature in ECEC (at present)
Methodology
George and the worms: A story about inter-species justice:
Conclusion
References
Chapter 8: Embracing creativity in the early years
Introduction
Definitions of creativity
What are creative pedagogies?
A brief overview of the research approach
Definitions and understandings of creativity
The role of the adult
The role of the learning environment
The role of policy and setting ethos
The impact of children’s personal contexts and prior knowledge
Discussion
Conclusion
References
Chapter 9: Championing a not knowing pedagogy and practice
Introduction
Our context
Reading across literatures
Methodology
Data analysis
‘Our Community’
‘Not Knowing’
‘Stepping Back (and Stepping Up)’
‘Becoming affected: feeling, doing, and being vulnerable’
‘Engaging the human and the more-than-human’.
‘Diffractively deploying the toolbox’
Conclusion
References
Chapter 10: Reconceptualising quality interactions
Introduction
(Re)Defining quality interactions in ECEC
Research methodology
Reanimating the data
Revisiting the original findings
New insights: The multifaceted role of the ECP in the quality interaction
Pressures of performativity and accountability
Discussion
Reconceptualising quality interactions – Where do we go from here?
Notes
References
Chapter 11: Recognising and surviving poverty within early childhood practice
Introduction
The context of poverty in the UK
The impact of poverty on children’s lives
The role of Early Childhood Education and Care in alleviating poverty
The role of the early childhood practitioner in alleviating poverty and the ‘poverty paradox’
Researching early childhood practitioners’ narratives of poverty
Deserving and undeserving poor
Experiences of motherhood
Experiencing the shame of poverty
Concluding thoughts
References
Conclusion
Index
