This new addition to Jennie Lindon's "linking and theory and practice" series really does what it says on the tin: it is definitely straightforward text that genuinely supports practitioners to think (deeply and constructively) about their own work with children and families.
These are very strong positives about the book. It is direct and clear, engaging throughout and is most definitely an enriching link between theory and practice.
Jennie addresses topics and issues head on and uses a range of engaging devices to stop the reader losing concentration, even after a long summer break. The book uses clear, relevant diagrams, believable scenarios and examples that withstand reality checks and prompt us to reflect, discuss and plan. The sub-sections of each chapter are knitted together in a clever and fresh way. There was no point when I thought the format repetitive or dull - it is a page turner, hard to achieve for a topic of this nature.
The different sections of each chapter are very effective in prompting us to look, listen, note and learn or think through "simple questions with complex answers". I particularly like the 'What does it mean?' sub-sections that use unpretentious language to explain the terms used in each chapter. It would have been helpful to have all the explanations gathered together as a glossary at the beginning or end, but that is a minor point.
Jennie addresses the issues and challenges of reflective practice very directly and in a way that has every potential to encourage readers to feel confident to address the very issues that are worrying them or holding them back from developing further. For example, she explores why some people may feel reflective practice is just a fad. She highlights issues about which 'experts' disagree. She goes through the benefits and drawbacks of specific approaches to critical thinking and problem solving and gives grounded advice on interpreting research with caution. Throughout the book Jennie challenges us to 'take another perspective', by using a range of tools to reflect on our own practice or on our perceptions of the practice and feelings of our colleagues.
As anyone who has been lucky enough to hear her talk at a conference or join in her workshops and training will know, Jennie lives by her own advice. Here she exemplifies reflective practice through very genuine examples of how she herself has developed and changed her own perspectives, behaviours and approaches after reflecting on an encounter with someone else's thinking: reading an article, seeking feedback from others or discussing practice with the many practitioners with whom she works. Her book uses a very personal voice to unpick complex philosophical and theoretical debates and that makes it particularly readable - perfect for re-engaging with work-related reading after a summer of newspapers and novels.
Another excellent feature is this book's underpinning principle of inclusivity and therefore its potential to appeal to the wide range of readers who work with young children, are training to work with young children or train others to do so. All too often otherwise helpful texts restrict themselves to an unnecessarily limited readership through their use of language and approach. Books that are directed at Early Years Professionals (EYPs) won't usually be read by teachers (and vice versa). Jennie addresses all "early years practitioners" in a way that draws together the diversity of roles, titles and status. She acknowledges the complexities, but helps us to challenge them and so work towards a situation where better understanding and value is placed on all members of the early years profession.
I do hope you will find this book energising or, if you read it after a rather too relaxing summer break, re-energising. It is definitely full of practical ways you can develop your own practice, whether that be working with young children, leading and managing colleague practitioners or facilitating adult learning as a training provider or consultant. At Best Practice Network we will be encouraging all our tutors, Early Years Professionals and those training to become EYPs to engage with the tools, approaches, debates and other food for reflective thought that this excellent book contains.
Maureen Lee
Programme Leader EYPS