E100_Ema_Extending_Professional_Learning

Part one In this assignment I adhered to The Open University ethical guidelines (see appendix one). I work as a nanny three days a week caring for a two year old boy in his family home. Gordon is very shy and finds it hard to interact with other children due to his lack of confidence. I will demonstrate over the course of this assignment how my change in thinking and understanding of the course materials has enabled me to support Gordon in his learning and development and provide a varied and exciting environment grounded in child centred learning. (100 words) Part two This assignment is approached in three sections; the first examines how the course materials, especially the works of Piaget and Vygotsky have extended my understanding and professionalism and impacted on my work in setting. In E100 study topic four (2010c) we explored the theorists’ views on how children learn and develop; this impacted on my observations of my charges behaviour in play. I observed Gordon at our local sure start centre playing alone in the home corner completely absorbed in fitting a plastic orange into different sized pots until he found one where it would fit inside. I realised through observing this behaviour that this reflected Piaget’s theories (1896-1980). Gordon was constructing his own knowledge in his interactions with the environment (E100 study topic three, 2010b). Piaget believed that child development proceeds learning and the child passes through stages where the child’s level of development guides their learning. Schemas are a common aspect of the pre-operational stage, (two to six years old) of a child’s development here Gordon is exploring a containing schema seen in his attempts to fit the orange in a suitable sized pot. Piaget called this collecting of knowledge “assimilation” where information is stored and modified to build on their current level of thinking. Gordon’s investigations also develop his mathematical thinking as I read in E100 study topic fifteen (2010h), by exploring the concept of space through his schema he was adding to and adjusting his existing knowledge and this demonstrates how unplanned child-initiated play adequately supports all areas of the curriculum. So on one hand we have Piagets theory of constructivism as stated in E100 study topic four (2010c), the child exploring the environment building his own knowledge independent of other adults and children. On the other hand we have the social constructivism theories of Vygotsky (1896-1934) focused on the role that practitioners play in facilitating learning and development. Vygotsky believed social learning proceeds development, E100 study topic three (2010) tells us how “he believed that it is in interacting with others that learning mainly occurs and is extended” (The Open University, 2010b, p65). In TMA04 (Wilkins, 2011b) I discussed how through planning next steps to help Gordon overcome his shyness I moved him into the zone of proximal development (ZPD). By modelling language for introductions I gave Gordon the knowledge he needed to be able to achieve this for himself, demonstrating how the module materials have influenced and improved my practice in this area. To facilitate the theories of Piaget and Vygotsky in my setting I undertook further reading on the concept of child- initiated play and my role in supporting this. The Early Years Foundation Stage (EYFS) practice guidance (2008) suggests a balance of child-initiated and adult directed learning, Anne Meade (2010) cited in like bees, not butterflies- child initiated learning in the early years describes how children learn by being similar to honey bees, collecting knowledge from each activity and assimilating it to further their skills and knowledge. To encourage children to construct knowledge, (Piaget) the adult chooses resources for them to use in their own unique way, for example I set out water play and allow Gordon to choose the resources he wants to go in it. Whereas to encourage social learning (Vygotsky), the adults role is to support play by building on the child’s existing skills and moving them into the ZPD, as I discussed in part one where I built on Gordon’s existing social skills to extend his confidence. The EYFS practice guidance (2008) states every child needs a key person with which to form an attachment as the ability to learn stems from the base of a child’s close relationship with a supportive adult or as Vygotsky coined “a more able other” (MAO). Working from this idea I considered my role as the MAO in assisting transitions within my setting, Gordon is a very sensitive child and any transition can be quite emotional for him. Indeed in Chapter nine of reader two- children’s social and emotional development Browne discusses how “if we are concerned about the development of children’s confidence…we need to consider how best to support children during various transitions” (Browne, 2010, p93). The course materials have given me the skills needed to support this, in Gordon’s case moving from one to one care in his home to being able to interact in a group environment was an especially difficult time. The National Strategies (2007) talks about transitions as being a journey not an occurrence leading me onto understanding the concept of attachment theory and its role in supporting a child through transitions. As a nanny I form strong attachments with my charges working one to one with them. Reading about the work of Bowlby (1958) and Ainsworth (1985) in E100 study topic seven (2010e) I was able to understand Gordon’s anxious reaction to being in an unfamiliar place, he clings to my side only venturing a few feet away then looking back to make sure I am still there, if he goes too far he will come back and take my hand leading me where he wants to go. In the above study topic Ainsworth explains how when a child is emotionally secure they can be parted from their carer aware they are going to be there when they return. I worked on this idea with Gordon in Tma04 I observed how “Gordon’s close relationship with me as his key person is crucially important, it enables me to boost his self- confidence…and interact with other children” (Wilkins, 2011b). Working from the course materials has enabled me to support Gordon to cope with the difficult feelings associated with transitions, I observed him last week enter the playgroup and run to the train activity only looking to see if I was there after a couple of minutes. Observation then gives us a clear picture of a child’s current needs, in chapter 22 of reader one- watching and listening Nutbrown offers us the insight that “respectful assessment can include the development of inclusive practices… (Nutbrown, 2010, p247). Inclusive practice is an infinitely easier process as a nanny working so closely with one child and with regard to the course materials I have begun to understand that as practitioners it is essential that we safeguard children’s emotional welfare in order for them to develop the disposition to learn effectively, as I discussed above. As Gordon is an only child it is important that he has plenty of social interactions with other children and this is how I interpret inclusive practice in my setting. Being so shy means that social situations can be quite stressful for him, in my observations of Gordon’s transitions I adopted Laevers (1997) signs of emotional wellbeing from E100 study topic five (2010d) to gauge how Gordon was coping during these occasions. In TMA02 I discussed how “I intend to utilise these… in order to identify the child’s level of engagement” (Wilkins, 2010b, p4). I have developed my understanding of how these signs indicate that Gordon is secure in these settings and his emotional health is being safeguarded successfully. The course materials have really changed how I observe and listen to Gordon, not just to his vocalisations but to his body language and facial expressions and this links to my reading in E100 study topic five (2010d) on the United Nations convention on the rights of the child (UNCRC). “The convention states that children should have their views heard in all matters that affect them reflecting Laevers view that emotional wellbeing is related to… having self-esteem” (The Open University, 2010, p117). Gordon’s Mother mentioned last week how impressed she was in how I have boosted his self-confidence and she has really noticed a difference in his personality. (1293 words) Part three This second section comprises of two parts, firstly how the influences mentioned in part one have re-evaluated how I organise my setting, and secondly how over the coming year I will expand on these ideas. Working in partnership with Gordon’s parents I suggested initiating change in Gordon’s playroom explaining how children learn best through play and the environment that surrounds them. “But it’s not learning, it’s just play” said Dad. E100 study topic twelve clarifies how “communicating together is essential to develop your own skills, to share ideas and work collaboratively” (The Open University, 2010g, p47). Gordon’s parents were of the “learning parrot fashion” school of thought and through sharing my knowledge gained over the course of E100 I was able to change their perception of learning. Abbott and Nutbrown cited in E100 study topic ten (2010f) specify the importance of providing time, space and materials in order for children to acquire knowledge, skills and understanding. This was my starting point for enabling an open ended learning environment; the process began with watching, listening and asking questions to assess how to achieve this working from Gordon’s needs and interests. I discovered that Gordon likes to be able to resource his own toys becoming frustrated if he was unable to get them out himself, he becomes quite absorbed in his play spending long amounts of time playing with one particular toy and space can be an issue as his toy room is fairly small. I designed the diagram below to explore how the balance of time space and materials leads to child centred learning. [pic] I achieved this balance by starting with Piaget’s theory of the child as a lone explorer storing Gordon’s toys where they are easily accessible to him to construct his own knowledge through open ended choices. Then working with the ideas of Vygotsky and social learning ensured resources for adult supported play where Gordon could, as noted in E100 study topic four, exercise his “intrinsic motivation…to apply existing schemas to new situations” (The Open University, 2010c, P89). One example of this was setting out materials for sticking on an octopus picture, I gave Gordon free choice of what he wanted to use and in line with his enveloping schema he completely covered the eyes of the octopus with tissue paper, rather than directing his play and achieving an adults perception of how it “should” look I let him express his own creativity. I decided to expand on the ideas above in creating a better outdoor area for Gordon. For E100 study topic sixteen (2010i) we watched a DVD clip called “washing stones” (E100, DVD 2, 2009a). This clip demonstrated how a small space can be used effectively in creating opportunities for creativity and possibility thinking. The children can be seen constructing their own learning, experimenting with open ended resources and thinking creatively. The comment section of activity seven mentions the link to the Reggio Emilia settings and this inspired my plans for Gordon’s area of the garden. I intend to provide resources that encourage Gordon to think creatively “what does this do' What can I make with this today'” This idea is reflected in the book like bees not butterflies- child initiated learning in the early years, Bilton suggests “do not have lots of bikes…the effect of these is to encourage predictable…behaviour…value the quality and potential of all the children” ( Bilton, 2010, p77-78) thus celebrating the uniqueness of each child’s creative thinking in play. Chapter seven of reader one (2010) notes how the founder of the Reggio Emilia settings Loris Malaguzzi was inspired by the theories of Vykotsky in that children and adults are co-constructers of knowledge working together to find meaning, outdoor learning is essential in helping children to question and understand the world around them through exploration and investigation and this links to developing creativity, language, mathematical and scientific thinking. Stemming from this we planted some vegetable seeds for our vegetable patch and a couple of weeks later I observed Gordon on a Monday morning run to the window and enthusiastically say “Ally look, seed, up, down a bigger!. Indeed Margaret McMillan (1919) cited in E100 study topic twelve notes how “the best classroom is roofed only by the sky”. (The Open University, 2010g, p.134). A bold claim but one that reflects how all areas of learning may be facilitated outside, clearly demonstrated in Gordon’s excited response to the seeds having grown in which he used purposeful language to convey his thoughts. (751 words) part four A In this final section, broken in to two parts I will describe how my role has been shaped by the learning I have undertaken during the E100 module and how I intend to extend on this in the future. In chapter three of reader one – developing professionalism in the early years Owen and Haynes argue that “it is… impossible to educate without caring, or care without promoting children’s learning” (Owen and Haynes, 2010, p34). This was something that I discussed in TMA01 (Wilkins, 2010a), how as a nanny you are seen as just being a carer indeed, when I told Gordon’s parents I was undertaking a degree they asked “what in'” When I told them early years they laughed and said “how can you do a degree about children'” This was the beginning of my journey in becoming an emerging leader building on my fifteen years practical experience to deliver the concept of “educare”. So what has changed over the past nine months' During the course of studying I have become more confident in my professional knowledge able to draw on the study topics and answer questions posed by the parents regarding Gordon’s learning and development. They in turn have commented on how well I have supported them in being able to understand the how and why of learning. E100 study topic eighteen (2010j) explains how reflecting at the point of time and after the event and questioning our own practice enables us to support parents questions and give confident answers based on our knowledge. In TMA03 (Wilkins, 2011a) I analysed the importance of observing and assessing the child in my care through the work of the theorists, before my studies I drew solely on my existing knowledge when evaluating observations. My reading for study topics three and four (2010b,c) served to broaden my knowledge of how children learn and develop and my role in enhancing this and I have been particularly influenced by Piaget, Vygotsky and the Reggio Emilia approach all of which I have drawn on in developing a community of practice between the child, his parents and myself. E100 study topic eighteen discusses how “learning is an interactive process that occurs when groups of people…are enabled to collaborate” (The Open University, 2010j, p136). So learning is a social process enabled by partnership with my charges parents, but as I discussed in part two child-initiated learning is facilitated by the child interacting with his environment, by making sense of and blending the two theories put forward by Piaget and Vygotsky I have developed my strengths in the areas of observation, assessment and planning. I have identified my strengths but what has E100 highlighted as my weaknesses' E100 study topic fifteen (2010h) notes how adults perception of mathematics from their own school days prevents them from being able to support this development for the children in their care. This leads me onto part b of this section where I will discuss my professional development plan in regard to the above. Part four B As discussed above I feel my weakness lies in the area of mathematics and as E100 study topic eighteen notes “reflection is a dialogic process in that it involves conversation with others and perhaps yourself” (The Open University, 2010j, p132). Admitting to myself that I do not have the confidence to support my charge in the area of mathematics was difficult but this is the role of reflecting on action as demonstrated in the above study topic by Schön’s (1983, 1987) theories. Identifying my Achilles heel and strengthening my practice in this area unlocks dormant abilities and strengthens my provision. In order to do this as discussed in my PDP (appendix two) I will retake GCSE maths to gain a C grade vital for going onto become a nursery teacher and supporting mathematical development in setting. By developing my confidence I can offer experiences that challenge the child’s problem solving, reasoning and numeracy ensuring a better balance over the EYFS six areas of learning and development. So what have I taken with me from E100 to further my professional development' E100 study topic eighteen (2010j) reinforced my interest in the work of the theorists explaining how the Reggio Emilia settings developing a community of practice between parents and professionals as I discussed in part 4a. I am going to arrange a visit to a local nursery that follows the Reggio approach to learning to develop a better understanding of how I can instigate these ideas into my practice and strengthen my leadership skills by working closely with parents and the child to co-construct knowledge. So E100 has started me on a journey that doesn’t end when the module does but will continue over the summer through further reading on the subject of child psychology in preparation for further studies with the Open University. I hope that through this I will deepen my understanding and reflect on how building on my knowledge from this module will strengthen my confidence in supporting parents through the adventure that is raising a child who is infused with the desire to learn. (853 words) References Bilton, H (2010) child-initiated learning out of doors in Featherstone, S and F (eds) Like bees not butterflies- child-initiated learning in the early years. London, A and C Black publisher’s ltd. Browne, N (2010) children’s social and emotional development in Miller, L, Cable, C and Goodlif, G (eds) Supporting children’s learning in the early years. Milton Keynes, The Open University. Department for Children, Schools and Families (DCSF) (2008) Practice guidance for the Early Years Foundation Stage, Nottingham, DCSF. Meade, A (2010) Introduction in Featherstone, S and F (eds) Like bees not butterflies- child-initiated learning in the early years. London, A and C Black publisher’s ltd. Miller, L, Devereux, J, Paige-Smith, A and Soler, J (2010) Approaches to curricula in the early years in Cable, C, Miller, L and Goddlif, G (eds) Working with children in the early years. Milton Keynes, The Open University. National strategies (2007) All about transitions [available online] http://nationalstrategies.standards.dcsf.gov.uk/node84345'uc=force_uj (accessed 9 May 2011) Nutbrown, C (2010) Watching and listening: the tools of assessment in Cable, C, Miller, L and Goddlif, G (eds) Working with children in the early years. Milton Keynes, The Open University. Owen, S and Haynes, G (2010) Developing professionalism in the early years: from policy to practice in Cable, C, Miller, L and Goddlif, G (eds) Working with children in the early years. Milton Keynes, The Open University. The Open University (2009a) E100 The early years: developing practice, DVD2: “washing stones”. Milton Keynes, The Open University. The Open University (2010b) E100 The early years: developing practice, Study topic three, early years practices in study book one Early years practice: practitioners and children. Milton Keynes, The Open University. The Open University (2010c) E100 The early years: developing practice, Study topic four , Growth, development and learning in study book one Early years practice: practitioners and children. Milton Keynes, The Open University. The Open University (2010d) E100 The early years: developing practice, Study topic five, health and well-being in study book one Early years practice: practitioners and children. Milton Keynes, The Open University. The Open University (2010e) E100 The early years: developing practice, Study topic seven, Children’s transitions in study book two Early years practice: relationships and environments. Milton Keynes, The Open University. The Open University (2010f) E100 The early years: developing practice, Study topic ten, developing positive learning environments in study book two Early years practice: relationships and environments. Milton Keynes, The Open University. The Open University (2010g) E100 The early years: developing practice, Study topic twelve, extending environments in study book two Early years practice: relationships and environments. Milton Keynes, The Open University. The Open University (2010h) E100 The early years: developing practice, Study topic fifteen, mathematical development, problem solving, reasoning and numeracy in study book three Early years practice: curriculum, learning and professional development Milton Keynes, The Open University. The Open University (2010i) E100 The early years: developing practice, Study topic sixteen, knowledge and understanding of the world in study book three Early years practice: curriculum, learning and professional development Milton Keynes, The Open University. The Open University (2010j) E100 The early years: developing practice, Study topic eighteen, professional learning, leadership and development in study book three Early years practice: curriculum, learning and professional development Milton Keynes, The Open University. Wilkins, A (2010a) E100 TMA01 Myself, my setting and my roles and responsibilities. (Unpublished). Wilkins, A (2010b) E100 TMA02 Looking at children’s learning. (Unpublished). Wilkins, A (2011a) E100 TMA03 The children I support: observing and assessing. (Unpublished). Wilkins, A (2011b) E100 TMA04 Supporting children’s learning through the curriculum. (Unpublished). Appendix one ETHICAL STATEMENT In writing this EMA all names have been changed to protect identity. The child and his parents have given their consent for observations to be used in this assignment and were informed they could withdraw permission at any time. Appendix two Table 1 My goals and how I will achieve them |My goals and why these are important to me and/or my setting |How I will achieve them | | | | |Short-term goals: 0-6 months. | | | |Read Introducing child psychology by H. Rudolph Schaffer to further my knowledge in order to progress to| |Further reading following on from the E100 study materials in child psychology. |a level two course next year. | | | | |Further investigation into the ideas and values of Reggio Emilia based settings. |Arrange a visit to a local Reggio Emilia based setting to see how they implement the values and ideas in| | |practice and gain ideas for my own setting. | | | | |Medium-term goals: 6-12 months. | | | |Draw on the E100 study materials, my learning from tutor feedback, and my further reading to develop | |Become more confident in developing leadership skills and working in partnership with the parents and |strategies in becoming a more confident lead practitioner in setting. | |child in my setting. | | | | | |Long-term goals: 1 year or more. | | | |To achieve qualified teacher status and improve my mathematical knowledge I intend to re-take GCSE maths| |Complete my BA (hons) in early years and go onto completing a PGCE to become a qualified nursery |to gain a C grade. | |teacher. | | | |I will continue to study part time with The Open University progressing through the modules to complete | |Strengthen my mathematical knowledge and confidence in supporting this development in setting. |my degree. |