Home learning environments
Chapter 8: Professional Development to Support Family Learning
Chapter 8 Resources
National Literacy Trust, National Children’s Bureau (NCB), Peeple and the Foundation Years Trust (2018) Home matters: making the most of the home learning environment. Guidance for schools, nurseries, local authorities and public health partners.
https://cdn.literacytrust.org.uk/media/documents/Home_matters_-_making_the_most_of_the_home_learning_environment.pdf Accessed April 2021
A report on family learning work in areas of disadvantage in England, featuring accounts from contributing charities on their research-based work where parents, teachers and practitioners are ‘mutually supportive partners in children’s learning and development’.
Lightfoot, S. and Frost, D. (2015) The professional identity of early years educators in England: implications for a transformative approach to continuing professional development, Professional Development in Education, 41:2, 401-418,DOI: 10.1080/19415257.2014.989256
This paper focuses on the voices of nine early years practitioners and their need for continuing professional development which values their needs, makes connections and brings change in their work contexts.
Trodd, L. and Dickerson, C. (2019) ‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners, Professional Development in Education, 45:3, 356-371, DOI: 10.1080/19415257.2018.1459788
This paper focuses on early years practitioners’ developing identities as reflective professionals and learners to bring change to their settings.