Exploring and Celebrating the Early Childhood Practitioner: An Interrogation of Pedagogy, Professionalism and Practice (TACTYC)

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. 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 "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 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 multi-dimensional 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"-- Provided by publisher