Early Years Pedagogy in Practice, Beigi, Ruksana

The book describes how educators in Reggio Emilia work with young children, and looks at the connections between the Reggio Approach and the revised Early Years Foundation Stage framework. It provides practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory.

This new edition has been fully updated to show the increasingly mirroring connections between the Reggio Approach and the principles and commitments of the recently revised Early Years Foundation Stage (EYFS) framework. Each chapter focuses on one important aspect of the Reggio Approach and includes:

• Practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory
• Questions to enable the reader to reflect on and develop his or her own practice in accordance with new statutory requirements
• References to sources of further reading and information.

This convenient guide will help early years practitioners, students and parents to really understand what the Reggio Approach can offer their setting and children.

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 field of Early Years to consolidate and reflect on their knowledge and practice, building on what they already know.

This timely new book aims to support reflective practice for those working with young children in everyday work and in the wider political context, whatever their professional role and whatever level of qualification they hold. It takes a fresh look at a breadth of issues relating to early childhood care and education reflecting on policy, knowledge and practice.

Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers:

• policy developments and how these have affected young children and their families
• issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families
• learning through play and the notions of quality, observation and assessment and continuity
• contemporary issues that practitioners and students on placement may encounter in their everyday work
• deepening reflective thinking and practice through ongoing and continuing professional development.

With practical guidance to help the reader reflect on their own practice, this text offers invaluable support to early years practitioners looking to develop their career and achieving higher qualification at both undergraduate and at Master's level. The book is a must for students on early years courses including early childhood studies, initial teacher training and early years teacher status.

The book covers all aspects of inclusion including special educational needs, gender and sexuality, multiculturalism, multilingualism, Roma and traveller communities and economic wellbeing. Each chapter features:

• Case studies to develop reflective thinking
• Boxed examples to illustrate key points
• Questions to promote discussion and debate
• Annotated further reading lists

With case studies drawn from current research and thinking points which encourage reflective practice, this book will be essential reading for students on early childhood studies programmes and early years foundation degrees that wish to become reflective and critically aware practitioners.

Introducing Dialogic Pedagogy　presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children,　this book provides　 readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy.

This text combines important theoretical ideas with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations.　 It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung).　

Key points covered include:

• Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of 　justice, democracy, ethics and answerability
• Considering the relationship between dialogism and pedagogical approaches
• Theorising a range of approaches to relevant early childhood practice, as pedagogy

This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.

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