Jessica Johnson - Becoming An Early Years Teacher: From Birth To Five Years

Open University Press

McGraw-Hill Education

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First published 2014

Copyright Jessica Johnson 2014

All rights reserved. Except for the quotation of short passages for the purpose of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of Saffron House, 610 Kirby Street, London EC1N 8TS.

A catalogue record of this book is available from the British Library

ISBN13: 9780335264445 (pb)

ISBN10: 0335264441 (pb)

eISBN: 9780335264452

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Fictitious names of companies, products, people, characters and/or data that may be used herein (in case studies or in examples) are not intended to represent any real individual, company, product or event.

Praise for this book

Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status.

Geoff Taggart, Lecturer in Early Years, University of Reading, UK

Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility. Theoretical underpinning and the use of case studies, activities and links to observed practice, provide thought provoking material which recognises the importance of partnership working with families and wider community organisations. Emphasis is placed on the importance of reflection to question values and beliefs and to continually evaluate and challenge practice.

This book aims to support inspirational practice that will enhance positive learning opportunities for all early years children.

Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK

I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees. The team of contributors bring a wealth of both professional and academic knowledge and experience to their chapters and overall the book promotes critical thinking and reflexive practice. Whilst explicitly addressing the standards for Early Years Teacher Status the book avoids taking an instrumentalist approach and explores a range of perspectives and tensions related to professionalism within the early childhood world.

Penny Holland, Early Childhood Consultant

This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. Throughout the chapters, for each of the eight standards there are strong themes encouraging reflection, reflective practice, leadership and a commitment that in-depth knowledge of theory is closely linked to practice. Scenarios are presented to encourage extension of thought and knowledge whilst ensuring adherence to the statutory and non-statutory framework for the Early Years Foundation Stage. This approach helps to ensure that the students work towards leading continuous improvement in practice so that babies and young children experience their learning and development through play and individual care needs. This is a very good book that I would recommend to all Early Years Teacher Status students.

Tricia Johnson, EYT Assessor, Buckinghamshire New University, UK

To Tina Corr, Programme Administrator, Kingston Early Years Partnership (KEYP), delivering Early Years Professional Status and Early Years Teacher pathways at Kingston University, London Metropolitan University, Reading University, and Buckinghamshire New University, 201113.

Your wise, efficient, resilient administration provided a consistent hub for:

marketing and recruitment

induction and pathway delivery

collaborative communication

quality assurance

assessment and moderation

ongoing data collection

managing budgets

celebrating success

and, repeatedly, managing change.

Being able to go to Tina enabled staff to develop programmes smoothly and candidates/trainees to commit, engage and gain Early Years Professional Status or Early Years Teacher Status. The contents of this book have arisen from our experiences. Thank you for being there.

JESSICA JOHNSON

DARYL MAISEY

DENISE SALTER AND YASMIN MUKADAM

KELLY COOPER AND VICKY MUMMERY

JESSICA JOHNSON

LALITHA SIVALINGAM AND FIONA DEARMAN

HELEN SUTHERLAND AND ANGIE MAXEY

JO ELSEY

JOANNE MCKIBBIN AND GEMMA PAWSON

JESSICA JOHNSON

Kelly Cooper is currently a Principal Lecturer at London Metropolitan University with responsibility for the Early Years Teacher Programme. Kelly holds both a BA (Hons) and MA in Early Years and has a special interest in working with children from birth to three. Kelly has worked in the Early Years sector since 1997 in various roles, including as early years practitioner, early years manager and volunteer in a hospice in Romania for children with complex needs and HIV. Kelly has taught on EYPS/EYTS since 2007. She has been involved in developing accessible teaching routes for work-based learning students, acknowledging diversity.

Fiona Dearman, with extensive experience as an Early Years Teacher, is currently Head of Centre and Head Teacher of a Childrens Centre nursery, deeply committed to working with children and their families She supports the continuing professional development of her staff team, as they enhance learning through play for children and families within their local community. Fiona welcomes students from surrounding universities, colleges and schools in the Centre, as well as sharing her experiences as a guest speaker at times within BA (Hons) Early Years programmes at Kingston University.

Jo Elsey is Director of Studies, Early Years, University of Reading. With a background in Local Authority workforce development, she runs the Early Years Professional Status/Early Years Initial Teacher Training programmes. With a specific concern in relation to safeguarding and child protection issues, she is consistently looking for ways to enhance learning for early years practitioners in this field.

Jessica Johnson is Kingston Early Years Partnership Programme Manager for the delivery of Early Years Professional Status/Early Years Teacher pathways across the four universities represented by the authors here. Starting her professional career in paediatric nursing and health visiting, Jessicas ongoing interest in building positive relationships has developed across disciplines over time in childminding, in the voluntary sector, childrens services and education. Her tutor career has followed the development of Sector-endorsed Foundation Degrees, BA (Hons) top-ups and Early Years Professional/Early Years Teacher routes. Facilitation of the Kingston and Richmond Early Years Professional Status Network enables her to engage with the ongoing challenges of professional identity within early years.