Practitioner inquiry, as presented in this book, opens up possibilities for deep engagement in early childhood settings in authentic ways. This book is a must read for anyone interested in understanding the what, how and why of embarking on practitioner inquiry. The stories explored within various chapters capture readers' interests in subtle ways, and before you know it, you will be hooked and delighted that you chose to read this book. It will stimulate you and stretch you in the way you approach pedagogical decision-making, organisational change, and educational leadership in early childhood settings. * Manjula Waniganayake, Professor of Early Childhood, Institute of Early Childhood, Macquarie University, Australia * The book contains well-ordered chapters which make engagement with educational change come alive by using recent and relevant case studies. This helps the reader to understand how professional inquiry can improve what goes on in practice. Each chapter illustrates the purposefulness of using particular methods of inquiry and suggests how the process requires a demonstration of wide ranging personal and professional qualities including reflection about what goes on and why. It reveals the way educators take responsibility for their actions and make carefully considered choices about refinements to practice. The book therefore illustrates how engagement in those choice making activities promotes critical engagement with practice. A really useful resource for students and tutors. * Michael Reed, Senior Lecturer, Centre for Early Childhood, University of Worcester, UK. Michael has co-edited a number of books including Reflective Practice in the Early Years (2010), Quality Improvement and Change in the Early Years (2012), Work Based Research in the Early Years (2012) and a Critical Companion to Early Childhood (2015). His latest work is focused on leadership in early education. *