ABSTRACT
The intention behind selecting and presenting the material in this book was to introduce contemporary thinking on quality early childhood education and care practice. The research and evidence introduced provides information that can inform practice, proposes the basis of a shared language and act as a prompt or provocation for reflection and evaluation of professional early childhood practice. This final chapter draws on the previous chapters to contribute an integrated reflection on early years practice, professional identity and the unique nature of early childhood education as a period of education in children’s lives. At a time where early childhood education and care is identified as a crucial period in early child development and learning but often undervalued and poorly resourced it aims to stimulate the conversation proposed at the start of the book so that, collectively, the profession can work towards achieving, supporting and sustaining high quality early years practice that adds constructively the lives of babies and young children.
