Abstract
Being, Becoming and Thriving as an Early Years Practitioner by Annie Pendrey is an engaging, upbeat introduction to early childhood practice for readers prepared to forgive its flaws.
The book ends with a dandelion metaphor and a reminder that “the only difference between a weed and a flower is judgement.” This is indeed a dandelion of a book, which could be seen as a radiant flower or uncultivated weed depending on the reader’s judgement. The author’s advice that practitioners embrace their “perfectly imperfect” selves could equally apply to the book.
The value of the book lies in the evident joy that Pendrey takes in working with young children, and the energy she brings to sharing this with emerging early years practitioners. The book is focused firmly on the practitioner, and the knowledge and critical reflection that will enable them to “be, become, and thrive”—thereby supporting children to do the same. While some terms will be more familiar to UK readers (such as “Nursery Nurse”), there is clear resonance for the Australian early childhood sector and its focus on Belonging, Being and Becoming (the title of the national Early Years Learning Framework). The recognition that practitioners must be, become, and thrive themselves in order to support children is itself a worthy contribution.
The other standout quality of the book is its clear, engaging style, offering a gentle entry point to the many complex concepts that early years practitioners may encounter. Writing for the early childhood workforce can be challenging, with its diversity of educational, socio-economic, cultural, and linguistic backgrounds. Being, Becoming and Thriving evinces Pendrey’s deep experience of connecting with practitioners, including through her practice, lecturing, and active social media presence. The language is warm, inviting, and accessible, with bite-sized chapters and frequent prompts to pause and reflect.
Reflection is a prominent theme throughout the book. Pendrey aims to prepare practitioners to become lifelong learners, rather than fill their cup of knowledge within the book. There are short summaries of key thinkers on essential concepts like play and critical reflection, with prompts for readers to undertake their own research (always with a critical eye). Pendrey admits that her choice of theorists is idiosyncratic, “like a pick and mix bag of sweets,” and new practitioners are likely to require other resources to gain a firm foundation of core knowledge for practice.
Alongside the summaries of familiar research, the book contains moments that feel fresh and insightful, derived from the author’s own heartfelt practice. Highlights include the discussion of creativity and its importance to early childhood practice, designed to inspire hesitant new practitioners to explore the unknown and give anything a go (with guidance!) Another poignant section discusses “professional love,” a challenging concept for many new practitioners that could have been explored further. Pendrey also establishes a tone of curiosity early in the book, encouraging practitioners to share children’s openness and “be more of our two-year-old selves.” Focusing on these dispositions builds empathetic, engaged practitioners who can immerse themselves in children’s worlds—an essential skill for relational pedagogy.
Yet issues arise in translating Pendrey’s dynamism to the disciplined structure of a full-length book. The “pick and mix” approach may suit social media but felt fragmented in a book that claims to be a “comprehensive” guide. Pendrey’s efforts to inject structure using a horticultural metaphor (“seeds of knowledge,” “roots,” and “blooms”) felt somewhat contrived and hard to follow, and the chapter structure—from “being” to “becoming” to “thriving”—seemed only loosely connected to a practitioner’s professional journey. It is not clear whether Pendrey intends the sections to build on each other, or how she sees the various mindsets (such as “activist,” “reflective,” and “researcher”) aligning with the various roles and identities that new practitioners or students may assume. The “researcher” chapter was particularly unclear, as it spoke more to research in academic settings than everyday research in practice.
A firmer editorial hand may have helped to craft the narrative, but editing is unfortunately a notable weak point of the book overall. There are frequent typographical errors throughout, including mis-spelled words, erroneous repetition and malapropisms (“exasperate the problems”). These detract significantly from the reading experience and can hopefully be addressed in the online version (the print version was reviewed). Early childhood practitioners deserve publications that respect their professionalism.
Pendrey’s light touch also works better for some concepts than others, with some ideas warranting more precise and careful treatment. A cursory reference to the seminal HighScope study is oddly positioned and overly simplified. A brief mention of “oppressed” groups of children touches the tip of the iceberg of inequality, which Pendrey then glosses over with her brisk, breezy style. The research chapter conflates “systematic” and “quantitative” methods, without examining the systematic processes in qualitative research. These gaps suggest that Pendrey is still nurturing her own seeds of knowledge, as her self-identification as a doctoral student also attests. This augurs well for both joy and greater discipline in her future work.