My Responsibilities(319)
Reading roles in the workplace (study topic 1 p12 –p13) made me realise the diverse responsibilities I undertake within my role (See appendix 1 for full list). My principal responsibility is always to ensure the children’s well-being. As a key worker I build secure relationships with my key children to enable them to develop and learn as detailed in the EYFS Principles into Practice Cards DCSF,2007a,card 2.3, ‘…warm trusting relationships with knowledgeable adults support children’s learning more effectively than any amount of resources…’(KU3). I do this by being warm and approachable and creating an inclusive environment. By forming strong relationships with parents I am able to identify the child’s individual needs, finding out a child’s likes and dislikes helps me plan activities that will hold their attention. Children in my setting are encouraged to be independent and choose their learning experiences; I am there to facilitate this learning and to give reassurance and guidance when required.
All practitioners, within the setting, support each other and share ideas. We rotate between being responsible for: Health and hygiene (toileting/hand washing), Creative (painting/drawing/junk modelling/ sticking/cutting), Snack preparation, Outside area planning bikes/slide/trampoline/ tunnel/climbing frame), Adult led activities (cooking/gardening/craft) and a key person focusing on specific learning goals. These roles are variable and the children’s needs come first. I observe children and keep records of their development.
Subscribing to early years magazines and websites helps me to keep up to date with government policy and provides ideas for learning resources. Safeguarding is a priority as outlined in the Statutory Framework ‘… the provider must take necessary steps to safeguard and promote the welfare of children…’ (DCFS, p25, 2008a) I do this by ensuring doors are kept locked, the outside door bolted and that no child is ever released to an unknown adult. When responsible for activities in the outside area I make sure the gates are secure and carry out thorough risk assessments.
The Curriculum(270)
Learning through play and allowing free choice are the main factors of my practice. Mark making is encouraged and made available using various medias and numbers and shapes are incorporated around the setting. The intended curriculum is planned in advance and the environment is arranged so the children are free to choose their own activity and be independent. The planning is flexible and can be adapted day to day. Parents contribute with language translations and information from their various ethnic backgrounds.
One instance of unintended curriculum was when a broken toy train was brought to my attention – instead of throwing it away immediately, with a small group of children I safely dismantled the toy and looked at how the toy worked to ‘… use experiences they have and extend them to build up, ideas, concepts and skills….’ as outlined in the principles into practice cards (DCSF 2007b, card 4.1).
One activity I found endorsed by my studies was involving hand puppets depicting facial expressions and mirrors for the children to see their faces and I noticed a similar activity used by a practitioner on DVD 1 (E100, DVD 1 2010). The children in my setting are able to enjoy learning activities outside the intended curriculum such as turn taking, toilet training and hygiene (hand washing before eating and after playing). I found the various approaches to curricula I studied (Reader 1, chapter 7, 2010) have influenced my practice in ways I was not previously aware, such as Rudolph Steiner following the seasons and using songs to introduce changes in activities, both of which are used in my setting.
Reflecting on Practice(236)
Although observation has always been part of my practice, historically, within my setting, the main concern was if the child enjoyed an activity and to follow a developmental checklist. The Practice Guidance states that settings should ‘…develop a systematic and routine approach to using observations…’ (DCSF, 2008b p12). In line with this, my setting now plans each activity around a specific learning goal and practitioners reflect on whether that learning goal was achieved. Individual children’s developmental needs are planned for by analysing the observations that are continually being made (CS3).
After studying (E100 Reviewing The Change – Northern Ireland Case Study,2010) I wanted to try and improve communication and participation with parents. Along with the play leader I produced a newsletter containing curriculum information, birthdays and upcoming local events to enable parents to feel in-touch with their child’s learning.
When reflecting on my development I found that my child protection training was out of date I addressed this with my manager who found my colleagues were in the same position and organised a local authority trainer to visit us.
As my role is taking on more paperwork based responsibilities, I await the minister for children’s review into the EYFS which may bring more positive changes, she has stated the new government ‘…believe in trusting professionals to do their jobs, free from the top-down bureaucracy of recent years’ (2010, S. Teather, Nursery World – online).
Magazine article: Doyle, P (2010), ‘The Silence of Anxiety’, E. Y. E (220)
One of my key children never spoke whilst in my setting, but her parents were not concerned as she spoke very well at home, so I did not take this further. The above article helped me to realise the child may have a condition known as selective mutism, a condition I was not previously aware of. I also recognised, after reading, that her condition was an anxiety issue not a language difficulty.
The article states: ‘…Reducing anxiety is key and positivity, rather than pressure, should be the heart of practise…’ and gives lots of ideas for ways to help achieve this. I tried some of the ideas and found the child has made improvements, this is still on going and her parents have been kept informed of her developments (CS2).
This article and others have influence on my practice and the resources found in them can be invaluable, without this particular article I may not have taken this child’s condition quite so seriously and been able to help her development. As stated in my assignment I have good relationships with the parents of my key children and without this it would be difficult to discuss possible developmental problems and be able to find positive outcomes for children.
Reflect on Learning/Conclusion(82)
I was very interested in learning more about the various curriculum approaches around the world, some of which I had no prior knowledge. I would like to learn more about these approaches and how they could improve my practise. This assignment has given me confidence to voice my opinions, in my setting specifically around government policy. I did find expressing my thoughts and ideas in a concise and clear manner difficult and referencing which I had not done before.
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References
Department for Children Schools and Families (DCFS) (2007a) Principles Into Practice (cards)
Nottingham, DCSF
Department for Children Schools and Families (DCFS) (2007b) Principles Into Practice (cards) Nottingham,
Department for Children Schools and Families (DCFS) (2008b) Practice Guidance for the Early Years Foundation Stage, Nottingham (DCSF)
Department for Children Schools and Families (DCFS) (2008a) Statutory Framework for the Early Years Foundation Stage, Nottingham, DCSF
Doyle, P (2010) ‘The Silence of Anxiety’ EYE Magazine, 4 August 2010, p32
Miller, L., Devereux, J., Paige-Smith A. and Soler J (2010) ‘Approaches to curricula in the early years’ in Working With Children in Early Years ed Cable, C., Miller, L. and Goodliff G
The Open University (2010) E100 DVD 1, Block 1, ‘Roles’, Milton Keynes, The Open University
The Open University (2010) Working With Children in the Early Years, ‘Chapter 7 – Approaches to curricula in the early years’ Linda Miller, Jane Devereux, Alice Page-Smith and Janet Soler
The Open University (2010) E100 Study Topic 1 ‘Roles and Responsibilities’, Milton Keynes, The Open University
The Open University (2010) E100 ‘Reviewing The Change – Northern Ireland Case Study’ Milton Keynes, The Open University
Teather S (16 June 2010), Nursery World (online) (accessed 10th October 2010)