A key implication that is taken into account when planning activities in any of the six areas of the curriculum, is the importance of supporting inclusive practice. Study Topic 2, draws attention to the DfEE’S statement that “inclusion is about providing equal opportunities for all children and promoting the practice that will make it reality” (DfEE,1999) The Open University, Study Topic 2, 2004, pg.6).
I understand the importance of practioners to audit provisions and resources on a regular basis. This was highlighted in a recent audit. The main practitioner had discovered that even though care was taken to ensure that the provisions for Inclusive education were available at all times to staff for children, often these resources were not being used and were left in their designated cupboard. During the start of the audit, I was made aware that the home corner only depicted Indian culture and had not included other cultures or races from around the world and, therefore, was not inclusive. To make the home corner more inclusive there is a need to encompass all cultures that are indigenous to the nursery and not just depict one culture. Also we possessed only 3 pairs of left handed scissors but we have eight children who are left handed. Therefore five children are already disadvantaged when any ‘cutting’ activity takes place as there are insufficient resources to include all of the children. It is easy to address this issue by purchasing five pairs of left handed scissors. For future practice, perhaps on a fortnightly basis the number of right/left handed scissors should be checked in relation to the children on role. Also the sensory area didn’t have sufficient equipment for the children with special needs. After carrying out the audit, the sensory area was one of the areas that was highlighted as an immediate cause for concern, as the resources that were available were extremely limited and not reflecting inclusive practice.
During the later stage of the audit we discovered other resources, such as dressing up clothes and food utensils of different cultures e.g.:- chopsticks. There were other items that were still in wrappers that had never been used and other items in boxes. There was a variety of items that could have been used to change the home corner to involve more cultures with a variety of clothes and toys. We also found beads, pasta shapes and a variety of bean bags filled with a variety of different fillings, stuffing, beans and one made with a crinkle material. We also found two bowls of pot-puurri .These items could be used in the sensory area. The beads and pasta could be used to make sensory trays; the bean bags for sensory chairs and the pot-puurri for a new sensory experience for all the children. If these items had been utilised the sensory area would not have been such an area for concern. However work still needs to be done to ensure that it meets the needs for all children Study Topic 13 discusses “that creating areas which are suitable for children with special needs or impairments will benefit all children in the setting”, (The Open University, Study topic 13, 2004, pg.14). The practitioner was surprised at how many provisions had been tucked away, and, without the use of regular audits, would almost certainly have been forgotten about.
A successful inclusive setting relies on the practitioners ability to develop and implement inclusive practices within that setting. In TMA03 I discussed a vegetable cutting activity in which I supported the children through the use of scaffolding. In the reader, it defines scaffolding as, “support that is contingent upon the learners need for assistance”. (Devereux and Miller, pg10). Through careful observation throughout the activity, I was able to give the correct amount of support to each child and then decrease the amount to allow more independent learning. I consider this activity to be supporting inclusive practice as I provided support to a child with a difficulty with fine motor coordination. When assisting this child to cut a potato, I placed my hand over her hand and guided the child then gradually reduced the amount of guidance until she was cutting the potato independently.
Effective practice.
We evaluate our provision by the use of regular audits in which we check all equipment is suitable and that there is enough provision for all children. We have regular staff meetings to discuss children’s development, to discuss roles and responsibilities within the setting and where we can improve and how we can improve our designated learning area or change the routine for the children so all needs are being met. We do regular observations of children not only to asses their learning but also to find what equipment is being used and which is not. We then discuss our findings and come up with creative solutions to use the equipment. Also we send out questionnaires to parents every 6 months to see if they can see any areas they would like to see improved.
We evaluate children’s learning through the use of careful observations. We observe them in activities that are set by the practitioners and also when the children initiate learning themselves; usually through play. From these observations we are able to see what they are achieving and what they are not. For example a child had initiated a drawing and writing activity in the quiet room. The child had drawn a picture of all his family. The drawing paid good attention to details especially with colours and he had shown good pencil control as the drawing was very neat. He is 4years and 5 months old and he, was trying to write his name and his family members names, but I noticed that he was having great difficulty in doing this. In fact he was unable to do it. So I went over and helped him by doing dots for him to join to create his name. He was able to do it this way. So, from this observation I was made aware that he needed help with writing and in the future I would be able to give him activities to help him learn to write. Without this way of evaluating learning I may have been still unaware of his needs and he would either have become frustrated or walked away from this particular activity.
Another way that we evaluate children is through the use of ‘guided participation’. Where a ‘more able other’ provides the resources and models how to use these resources. The Open University defines ‘Guided Participation’ as “young children taking part in activities with more experienced others”. (The Open University, Study Topic 1, 2004, pg.18). The resources that are chosen normally relate to the chosen activity set by the Foundation Curriculum. With the learning areas already selected we are able to see if the children are meeting their developmental and learning needs in these activities, If they are not we, can adapt the activities to ensure that they are able to achieve their needs. This is another way in which we can evaluate a child’s learning. I support inclusive practice by ensuring that the resources for all activities are accessible for all children taking into account, disability, learning styles and special educational needs. The Open University indicates in Study Topic 2, that it is important to “Acknowledge and accept the diversity of all children to be able to accommodate differences rather than change children to fit the setting”. (The Open University, Study Topic 2, 2004, pg.12)
Practitioners need to understand the importance of involving children in the evaluation of their nursery provision. From Study Topic 2 the UN Convention for the Rights of the Child states that, “children have the right to express their views and when young children are empowered, they act as a source of information, expertise and skills for adults”. (The Open University,2004, Study Topic 2, pg.10). Different ways in which we try to gain an understanding of children’s views of the nursery, is through age appropriate discussions and the use of open questions and by letting the children express themselves through creative activities, like drawing, painting and dance. These approaches that we use are also suggestions within the ‘Mosaic approach’ which was devised by Clark and Moss in 2001 and based on the premise that; “children are experts in their own lives, children bring their own interpretations to situations, and that there are many different ways to listen to children”, (The Open University, 2004, Study Topic 13, pg.17)
When I consulted the children on what they enjoyed or wanted to see in the nursery, they expressed various opinions which included, that there were no pets in the nursery, that there were no princess dressing up clothes yet there was a king’s outfit and that in the big school they had doors on toilets and that in the nursery there was no doors. In study topic 2 it discuss that, “if children’s views are respected and they are encouraged to take responsibility for decisions based in their view, they will acquire the confidence to challenge abuses of their rights”, (The Open University, 2004, Study Topic 2, pg.10). It also encourages self esteem and confidence in children.
The nursery welcomes the involvement of parents and has an open door policy whereby parents can pop in and observe or participate at any time. There are times allocated at the beginning and end of each session for a quick exchange of information between parent and teacher. Due to the unpredictability of the day and time constraints these chats can often feel rushed and sometime the quieter parents often seem to come and go without receiving the practitioner’s full attention. There is a monthly newsletter keeping parents informed regarding study topics, other events and activities. If problems or concerns arise then meetings are planned with both parties to address these issues as soon as possible. We also hold parent evenings every three months to discuss with children’s parents what they are achieving and if there any areas for concern. Foundation Stage Curriculum states that, “practitioners should share with and receive from parents information about children’s achievements and targets. Parents have important information that supports practitioners’ planning for and work with children”, (QCA/DfEE, 2004, pg.24).
Planning for the future.
In the short term I would like to help to improve the inclusion provisions of the nursery setting by ensuring that all staff understand and follow the equal opportunities policy statement. Key workers should have a better understanding of the cultural and religious beliefs, languages, family background, disabilities and special educational needs of children in their care and ensure that all provisions in the nursery meet the requirements of inclusive practice set out by the Qualifications and Curriculum Authority (QCA). The Foundation Stage Guidance states that “an awareness of the requirements of equal opportunities that cover race, gender and disability and the code of practice on the identification and assessment of special educational needs is essential, (QCA/DfEE, 2000, pg.17)
This can be achieved by first discussing these issues in a staff meeting and suggesting that all staff look at ways in which we are meeting the criteria QCA has set for inclusive practice. To target the areas previously addressed I will suggest that the nursery could focus on our multi-cultural background as an on going theme throughout the year; not just on the odd occasion as is happening at present. This way the practitioners can learn alongside the children (as learning partners) about the diversity in our community. The Foundation Stage guidance suggests the practitioners should “find out about the child’s faith, cultural heritage, home experiences and interests so they can be used as a starting point for learning and teaching, (QCA/DfEE, 2000,pg.12).
I will also suggest that the home corner should be changed more regularly to depict other cultures as it tends to focus upon the western world. This can be achieved with the use of items that were found during the audit and also by asking parents if they have anything that they would donate. The Foundation stage Guidance suggests that “practitioners should ensure that displays and resources reflect children’s homes and community experiences”, (QCA/DfEE, 2000,pg.12). I would also discuss the possibility of the nursery’s equal opportunities policy to be amended in the future to state:- regardless of ability, cultural or religious influences are seen to be valuable members of the society. This would help to clarify that children of all abilities regardless of special educational needs are welcome at the nursery.
I will also discuss the findings of the resource audit and make staff aware of all the resources available. We should also discuss the possibility of selling the unused items to raise money for more inclusive materials and also, maybe, a fund raising day or activity, to help raise money for the more expensive sensory items and the replacement of the left handed scissors. Another area that needs to be discussed is the time allocated for talking to parents. I will suggest that there needs to be more time allocated for practitioners and parents to be able to talk. This could involve giving each member of staff an allocated day when they take their lunch a little later than usual, giving more flexibility for parents to talk to the staff who look after their children. For example a child attends morning nursery, five days a week. The member of staff has lunch normally around 11:40am, but on this allocated day lunch could be at 12:00, allowing the parent time to talk to a practitioner.
I am aware that the role of practitioner is still evolving and that there are now many opportunities for professional development in the early years educational field. Study Topic 14 states that “practitioners need to reflect on professional development on a continuous basis in order to embrace new opportunities and challenges”. (The Open University, 2004, Study topic 14, pg.33).
My short term goal is to achieve a certificate in Early Years Education (Level 4) by December 2006. This will be an interim qualification as I am aiming to achieve a BA(hons) in Childhood and Youth Studies; with the long term objective of eventually becoming a SEN co-ordinator. I hope to fulfil this long term objective, and so help make a difference to the lives of children who have learning disabilities and other related disabilities.
References.
- Qualifications and Curriculum Authority (QCA) Department for Education and Employment (DfEE) (2000) Curriculum Guidance in the Foundation Stage, London, QCA.
- Department of Education and Skills (DfEE’S) (2001) Special Educational Needs Code of Practice 2001, Wolverhampton, DfEE’S.
- Department of Education and Employment (DfEE) (1999) Social Inclusion; Pupil Support circular 10/99, London, DfEE.
-
Angela Anning and Anne Edwards (2004) ‘Young children as learners’ in Miller. L and Devereux. J, Supporting children’s learning in the early years. London, David Fulton in association with the Open University. (E124 Reader).
-
The Open University, 2004, Study Topic 1 ‘Supporting Children’s learning’, E124 Supporting Children’s learning in the Early Years, Milton Keynes, The Open University
-
The Open University, 2004, Study Topic 2 ‘Children’s Rights and Inclusive Education’, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University
-
The Open University, 2004, Study Topic 3 ‘Inclusive Education: Race, Language and Gender’, E124 Supporting Children’s Learning in the Early Years, Milton Keynes, The Open University.
-
The Open University, 2004, Study Topic 13 ‘Developing Positive Learning Environments’, E124 Supporting Children’s learning in the Early Years, Milton Keynes, The Open University.
The Open University, 2004, Study Topic 14 ‘Professional Practices’, E124 Supporting Children’s learning in the Early Years, Milton Keynes, The Open University.
