actively seeking out these parents to speak to. By building up a better relationship with them I now find it easier to talk to them subconsciously about their children’s achievements. We have also introduced ‘All about me sheets’ which the parent fill in at home. This gives us a clearer picture of the child’s home environment and gives us a starting point to talk to parentsa bout.
Creativity Development
Up until recently outdoor play was dominated by ‘high energy’ physical games, for example chase games and car games. These activities do benefit the children in terms of developing social skills and motor skills but doesn’t bring out their best creative work. The video clip of Dashka Patal in the course material, working closely in a hospital play area (the open university, 2004), draws attention to incorporation of the curriculum into outdoor play. After completing TMA 03 it was brought up in a staff meeting to introduce a scheme to cater for the children’s interests and enthusiasms while also being stimulating and enriching.
We decided that each week to provide a new creative opportunity outdoors. The first week we set up a builders yard, as a role-play environment, including the resources such as hard hats, building bricks, and tools. The children’s reaction to this was fantastic, see appendix for the activity plan and evaluation. Since then the role-play area has been changed many times including a petrol station, a flower shop, and even an ice cream van.
As well as imaginative opportunities outdoors we also provide children with pens, paints, and glues to work creatively on a smaller artistic, and individual, scale. Offering a variety of diverse experiences has unquestionably encouraged the children to challenge their own creative and imaginative experiences and shown evidence of autonomous learning, as mentioned above.
Children’s Learning (800) currently 826
What additional knowledge have I acquired about how children learn? How has this changed my role? What have I observed about the ways in which children learn?
My accumulated experiences throughout my time at nursery have endowed me with a strong philosophy of the importance of learning through play. Over an extended period, although my philosophy had not changed, my passion in this area had faded. Spending time viewing and analysing examples of play in case studies from a multitude of sources, for example the reader and the DVD, I have been granted a refreshed approach to play. A simple walk amongst the nursery grounds, traversing obstacles and under trees obviously assists to fine tune motor skills but now I realise that many more opportunities for development are presenting themselves. Communication skills are tested with discussion about the environment and the many wonders it provides for children; new knowledge in turn can be further linked in with their knowledge and understanding of the world as a whole.
By improving my ability to identify an opportunity when it arises I feel the course material has taught me to utilise every chance to assist a child’s development. Before I began the course I had very little awareness of schemas, the various types, and how to structure learning around one. From the course material (Devereux and Miller, 2003) I have assimilated knowledge on observing these behavioural traits and how to act on them appropriately.
Study topics four, seven and eight discuss how children play and how it in turn affects their development. I have always naturally spent time observing how children develop in certain areas of play at my setting, and acted accordingly. “Early years practitioners have recognised for a long time that the best practitioners observe children carefully and listen to what they say”, the Open University, 2003, study topic, page 6. After working through the study topics and carrying out TMA 2 I have begun making a more conscious effort to thoroughly analyse my own thoughts and practises.
I strongly support my belief that children learn through play, good, exciting, and fun play. I stress that other staff at nursery appreciate, as much as I do, the need to provide engaging activities along with resources for the children to develop these activities. A play area needs to be inviting and entertaining for a child to devote their attention to it. We have implemented continuous provisions and ‘next steps’ sheets, as mentioned previously, to monitor and ensure that the activities provided are benefiting the children.
Consider a particular child; look at what I did with them before the course. Describe what I did. What has since changed? Why have I changed my approach?
When carrying out TMA 02 I chose to focus on a child from a culturally mixed family of Hungarian and British. As a practitioner I feel as though I have always respected cultural diversity but my studies show that there where areas for improvement. With so many children present at nursery at anyone time it was easy to overlook differences between the child’s environments at home and at nursery. I am eager to promote individuality amongst the children from an early age and realised that I had been presented with an opportunity.
Firstly I asked the child’s parents about any differences at home and some information on the basic words of the Hungarian language, such as names, colours, numbers, and simple phrases. All the practitioners at our setting make an effort to include these phrases as much as possible, with all of the children. As a further development we hold regular discussions on how life differs around the world and how special it is that we are all different. I have introduced a map of the world with pictures of people and images next to their respective countries as a visual teaching aid.
It is important that the children learn to celebrate the subtle individualities of those around them, and those they will encounter later in life, from an early age. I believe promoting understanding and acceptance now will prevent prejudices in the future. We have had many positive comments from parents regarding these changes, especially when their child has surprised them by thanking them in Hungarian at the dinner table at home.
Do I consider myself more effective in terms of learning and care?
If so, how do I know this?
I have definitely grown into a more effective practitioner. Beyond boosting my enthusiasm of play and I have extended my knowledge of play and been inspired to develop our previous methods. Gaining awareness of how children grow, mentally and creatively, I can now adapt techniques for each child in my class. They are all at varying stages and I feel in a stronger position to plan how to move each child positively through their development. Other practitioners within my setting have also been inspired to enrol on the course after discussions on how the course has given me a deeper insight into how children learn.
(800 words)
Approaches to Learning (700) currently 688
Consider various approaches to working with children (ST13)
An area like child development, with so many variables and inconstant factors, is always going to yield constantly evolving practices and new theories. I believe that the best approach is to recognise the main theories and create an amalgamate of the parts that the individual finds works best. Study topic 13 discusses five of the most recognised approaches to teaching and learning.
- Rudolph Steiner
- Maria Montessori
- Loris Malaguzzi (Reggio Emilia)
- Chris Athey
- Te Whariki
Please refer to the appendix for a description of each approaches main characteristics.
Focus on one or more approaches; describe how it relates to my provision
From the above five disciplines the Reggio Emillia approach that is the most akin to the ethos at my setting. Chapter 11, page 123, of the reader describes the core of Emillias theory, inspires by Loris Malaguuzi in 1945, as “an early childhood education system founded on the perspective of the child”. The chapter goes on to establish how a child’s knowledge is not transmitted by the adult but how meaningful language is found together.
Emillias philosophy encourages practitioners to take a backward stance and follow the lead of the child. The premise is for the child to navigate their own path through their development based on individual interests, aiming to promote higher levels of concentration and autonomous learning. When providing activities for children at nursery I endeavour to place the child at the centre of the learning process and not the end product, by reinforcing that the child is the starting point of their own curriculm and their course of study originates from the child’s own ideas and interest As a nursery we have adopted the ethos “it’s the experience that counts, not the end product”.
In relation to my provision there is one area particularly similar to Emillias work, the documentation of children’s achievements. Reggio Emillia centres display children’s work through photos, slides, and films. We too document as much work as possible in this manner, plus displays, and models made by the children etc. I use this work as evidence of progress that they are fulfilling aspects of the curriculum.
Differs to my provision
Within the Reggio Emilia centres “there is no written curriculum with prescribed goals and methods”, study topic 9, page 13. At my provision there is a requirement to implement the foundation stage and birth to three frameworks. In contrast to Emilia I maintain the principle that these frameworks give practitioners focus and support. Our setting is inspected by Ofstead and is required to work towards particular educational aims for each child.
I was particularly surprised by the ethos of Maria Montesorri where “methods did not include free or imaginative play”, study topic 13, page 8. Children should be able to explore and experiment with open-ended activities. I have introduced the Steiner approach, bringing natural and recycled items into the classroom ranging from shells to plastic bottles and tree bark to wooden spoons. The children had no particular focus for these items but were engrossed in explorative play.
Has influenced or changed my practise
After reading Emilias theories I felt inspired to introduce teaching about lights and mirrors. This proved popular, providing a visually pleasing and stimulating experience. The children particularly enjoyed looking at themselves in the mirrors and discussing what they looked like. I used Emilias technique of letting the children dictate the direction of learning. Once the children finished discussing their own appearance they began discussing each other’s, I was able to link this to my teachings of celebrating differences between people and cultures around the world, mentioned earlier. This exercise also instigated a spontaneous play session involving hairdressers that I was able to link in to and extend upon in our role-play area, promoting creative play.
Reggio Emilias principles have led me to examine my own practice. I have tried as much as possible to make sure that teaching and play incorporates the children as partners, facilitating their ideas rather than taking the lead myself. As much as possible, I am attempting to cultivate autonomous learning and I believe a solid partnership provides strong foundations for learning and understanding. My observations have become fully centred on the child, with the aim of adapting future learning experiences to achieve the greatest benefit.
(700 words)
Continuing Professional Development (750) currently 1222
Summarise my strengths as an early years practitioner, including my skills in supporting children’s learning
Study topic 2 states that “people working in this area often display a deep and sound commitment which can amount to feels of passion for the work”, the Open University, page 6. I have always considered myself one hundred percent committed to my work, and have never been known to shy away from getting involved. Because I cannot see myself working in a different field my total passion is funnelled into my practices. Every activity I plan I put my full effort into carrying out my personal belief that children learn better whilst having fun.
I am not afraid to take charge of the environment but at the same time able to receive constructive criticism as well as praise. A practitioners “ultimate responsibility as a good manager is to help the organisation”, Ernest and Young, 1992, page 128. The attitude I bring to my work has helped my forge strong bonds with other staff, parents, and children alike. Managing a group of children requires positive leadership and I endeavour to create a happy and secure home from home. Before beginning the course I had strong organisational skills, through the course I have improved my aptitude for written reports an assessments. I now consider this ability a real strength and I am confident writing documents whether they are staff appraisals or reports to Ofstead.
Identify three or more areas for professional development. (ST14, act 8 and 9)
The first area I would like to dedicate more time to is the study of the various theorists, their techniques, and how they were developed. I have found some of these learning approaches already evident at my setting but feel clearer understanding will not only benefit myself but the children as well. The practice of childcare is always going to differ from teacher to teacher, from setting to setting, and from child to child; as such I do not believe that any one single theory could be applied to every child. By fully understanding how and why the theorists have developed their own personal teachings I would hope to be find inspiration for my own ideas that I could implement at my own setting.
“Looking at the work of others allows us insights into our own practice and helps us see this in a new light”, the reader, page 125. I have realised that our relationship with other professionals can be used to strengthen our own practices. I will spend more time observing the other staff at nursery as much as I can. I have mentioned that there is no single practice that answers every demand from the syllabus, from the parents, and from the children. As a staff we can learn from each others practices as much as we learn from textbooks. I would like to spend more time discussing with my peers what methods they find works best and why they think it works. If it is found to be possible creating bonds with another setting would provide an even greater opportunity for personal development. The methods at a totally separate nursery are likely to be very different from our own and by uniting our success we would be able to eliminate any flaws.
Presently I find my role at pre-school as extremely rewarding, seeing my efforts to provide fun learning thriving. As I gain more in depth knowledge and understanding of working with children I would like to test myself in another position. When dealing with children at a higher age level the challenges change, the methods become more structured, and development through play is replaced by ‘more obvious learning’. I would like to develop my skills sufficiently to teach at primary school. I believe I am capable of rising to the task and still preserving the principle that learning can be an enjoyable experience.
Explain how I propose to achieve these goals (further reading, in-house training, further professional study etc)
Set out realistic deadlines for achieving these goals
Studying E123 this year has improved my knowledge of theorists and theories vastly, as I continue my studies I expect this to continue to expand. The number of theories is equal to the number of early years practitioners throughout the world so I could never hope to know them all. My own work in absorbing the most relevant, to my setting, and successful components of each theory has already begun. It would be arrogant to set a date when my practice would be ‘perfect’, as it would never happen. I expect my methods to continue evolving for as long as I teach. I have a strong base of principles and ideas currently and upon completion of E123 and E124 I believe that I will be a very capable practitioner.
Professional development can also be advanced from within the setting. I have recently set time aside to confer with my colleagues about their own development, beginning a different part of my education. It is refreshing to discuss with other professionals their own attitudes to learning and play. A line of discussion has begun with the manager about nurturing a bond with another setting enabling us to gain other angles of insight. This is still in the planning stage but could realistically be implemented in the near future.
I am fortunate that my setting provides regular in-house training and development courses for all staff. My aims are to climb the academic ‘ladder’ in order to achieve the best of myself. Upon completion of the current course I wish to immediately begin E124, completing it in Summer 2008. In terms of professional advancement and career development I hope to complete a foundation degree in early years and then progress to teacher training or a PGCE. It is possible that I could posses the qualifications for a teaching position in 2013.
Summary
Include a short paragraph stating where I am now and where I expect to go next.
At the present time I am happy to continue my work amongst my nursery class, for at least the next year, and explore my recently acquired position of deputy manager. Our setting abides by the policies dictated by Ofstead, and other local education authorities, but in a more senior role I have more of an impact in the methods we use to cover the syllabus. Through this course I hope to learn techniques to streamline some of the more administrative tasks required to maximise the time that carers spend with the children. My setting provides me with opportunities to participate at in-house training, helping me to keep my knowledge refreshed and to stay familiar with any developments within the birth to five framework.
Over the next few years my main goal, academically, is to complete my certificate in early years and immediately follow this up with an early years foundation degree. My time amongst the children at nursery has been a privilege to nurture their development and seeing the results, and hearing the feedback from parents, has felt very fulfilling. If the chance at this stage presents itself then I would be interested in a position as a teaching assistant to gain experience of the field I wish to enter. My foremost hope here is to pursue a full teaching career, perhaps participating in a postgraduate initial teacher training (ITT) course or the PGCE fulltime course at university.
(750 words)
