Clinical Perspectives on Reflective Parenting: Keeping the Child’s Mind in Mind describes the Center for Reflective Parenting and techniques developed at the Center for helping parents to be able to understand and reflect on their children’s emotional states, as a way of helping them to be more effective parents. Discussion of neurobiological correlates of “reflective parenting,” and of similar techniques used at the Pacella Child Center and in other settings, places the clinical technique in the context of other work directed at helping parents help their children to grow up emotionally healthy.

Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of ICT. Everything you need is here: guidance on developing your analysis and self-evaluation skills and examples of how experienced teachers deliver successful lessons.

This book considers and interrogates a range of new and critical issues in contemporary early childhood education. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks.

This student friendly practical guide helps you get to grips with reflective practice in teaching, through bite-sized sections that are informative and quickly digestible. The book clearly explains some of the best-known theories on reflective practice and then shows how reflection on and in practice can have a positive impact on classroom performance. The very real problems faced by beginning teachers are brought to life through the use of rich case studies as well as extracts drawn from the reflective journals of those starting their teaching career.

Reflective practice is an important skill for students learning to teach in the lifelong learning sector. This book makes the case for reflective practice in post-compulsory teaching and shows how it can be used to support teachers in coping with the complexities and contingencies of practice.

The book introduces a basic model of reflective practice and then explores several further models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice.

Collaborative approaches to reflective practice are also discussed, and the place of reflective practice in teachers continuing professional development is carefully examined.