ABSTRACT
This chapter interconnects theory, research and policy with the professional thinking of an ‘expert’ reception teacher’s practice. It has been written through a partnership between the editor and Tina Thornton, a reception class teacher in a Yorkshire rural infant and primary school. Tina was highly recommended by the school’s Chair of Governors for her excellent practice and provision for early years education. Since 2008 she has been the reception class teacher at Scholes Primary School, Holmfirth and has recently gained a Master’s degree. Tina’s voice forms the basis of the chapter and we benefit from hearing about her journey of knowledge and her reflective processes as she disseminates her three As of early years reflective practice, ‘accountability, articulation and advocacy’, as introduced in Chapter 2. The chapter is structured around Tina’s eight key aspects of her reception class provision and her thoughts are underpinned with reference to theory and research.
