Achieving Early Years Professional Status
Early Years Teacher Status
Encompassing the Teaching Agency 2012 new-era EYPS standards, this new edition provides up-to-date advice and guidance grounded in current reading, research and government policy for all those training to achieve Early Years Professional Status (EYPS).
The new edition features:
- the Teaching Agency (2012) EYPS national standards
- the new-era EYPS assessment process
- explicit information on the new-era EYPS national requirements
- ideas and examples of early years leadership and practice
- more on how to manage change.
The book offers support to those on all four pathways to achieve EYPS:
- Undergraduate Entry Pathway (UEP)
- Undergraduate Practitioner Pathway (UPP)
- Graduate Entry Pathway (GEP)
- Graduate Practitioner Pathway (GPP).
Each chapter includes case studies, photographs illustrating practice, reflective practice tasks and suggested further reading and useful Websites. Journal articles linked to each chapter are available to read online via the SAGE website.
Denise Reardon is Early Years Professional Status (EYPS) Programme Director at Canterbury Christ Church University.
'Denise's second edition of Achieving Early Years Professional Status is every bit as readable and useful as its forerunner. Updated to reflect both the 2012 EYPS Standards and current government policy, including on safeguarding, this book offers us a menu of engaging explanatory accounts and insights that both support and challenge aspiring and existing Early Years Professionals, so that they can better reflect on their own and others' practice and take positive actions to improve the life chances of our youngest children.' - Maureen Lee, Programme Leader for EYPS and Director of Early Years, Best Practice Network
'Denise's second edition of Achieving Early Years Professional Status is every bit as readable and useful as its forerunner. Updated to reflect both the 2012 EYPS Standards and current government policy, including on safeguarding, this book offers us a menu of engaging explanatory accounts and insights that both support and challenge aspiring and existing Early Years Professionals, so that they can better reflect on their own and others' practice and take positive actions to improve the life chances of our youngest children'
-Maureen Lee, Programme Leader for EYPS and Director of Early Years, Best Practice Network
Format is easily accessible and favoured by students/candidates.Though standards have changes content is transferable and generalisable.
A fantastic introductary text for Early Years Student. Its easy to read and gives excellent examples.
Very good for students who have a degree and completing EYPS full time in a year.
Particularly valuable was discussion on effective practice, and the importance of effective leadership to support and deliver effective assessments.
Valid read, even though the title is (just) dated, content is useful for EYPS candidates and thos thinking of this status
A sound basic guide to students trying to negotiate their way through achieving early years professional status. It does what it says on the tin!
A clear guidance to the New Era EYPS, will help candidates negotiate the validation process
Very timely for Undergraduate Practitioner Pathway for EYPS, January 2013 start.
A good read to encourage students to carry on with thier studies
Sample Materials & Chapters
Chapter 1 and 2: Becoming professional Exploring Early Years Professional Status
Chapter 1 and 2: Challenges of Early Years leadership preparation a comparison b
Chapter 3: Leading and Managing in the Early Years A Study of the Impact of a NC
Chapter 4: Book Review Professionalization, Leadership and Management in the Ear
Chapter 4: Taking children seriously An alternative agenda for research
Chapter 4: Updating the Economic Impacts of the HighScope Perry Preschool Progra
Chapter 5: Promoting language and literacy skills in the early years lessons fro
Chapter 5: Quality Assessment of Early Years Education Introduction
Chapter 5: Using Foundation Stage Profile Assessments To Assess Outcomes From Ea
Chapter 6: Balancing Rights and Risk The Impact of Health and Safety Regulations
Chapter 6: Research and the organisation of complex provision conceptualising he
Chapter 7: Exploring early years professionals' knowledge about speech and langu
Chapter 7: Practices for teaching moral values in the early years a call for a p
Chapter 7: Researching with children ethical tensions
Chapter 8: Family and Professional Priorities for Inclusive Early Childhood Sett
Chapter 9: Professional Development in Early Childhood Intervention Where We Sta
Chapter 9: The Impact of Professional Development and Coaching on Early Language
Chapter 10-12: Identifying Instructional Targets for Early Childhood via Authent
