ABSTRACT
This chapter details evidence-based practice (EBP) in early years education. It asks us to reflect upon four questions: What is EBP? What evidence does the author draw on? How might the author discern relevant evidence? What is the authors' part in generating research evidence? EBP supports the importance of continued ‘professional renewal’, which is highlighted as crucial in a number of registering authority guidelines, including those of the Queensland College of Teachers. EBP integrates research evidence to identify the issue and then synthesise all of the available information. Adopted by education in recent times, EBP has its origins in the disciplines of health care, including medicine and nursing. Comparative studies provide valuable evidence for best practice through an examination of different education systems or models. The success of EBP depends on educators having a number of essential dispositions and skills. These are similar to the ones required for reflective practice and action research.
