E100_Ema

Part 1 Ethical guidelines "E100 ethical guidelines have been followed and consent gained from children, parents and practitioners involved, including permission to withdraw at any time." In this EMA I will consider my development as an early year’s practitioner and will attempt to critically demonstrate my involvement in the planning as well as the organisation of the learning environment. This is in accordance with the Early year’s framework (2008) (EYFS 2008) Changes have occurred in my understanding and development throughout the E100 program. I will also demonstrate my personal plans in regards to my professional short term and long term goals. 102 Part 2 Whilst I have been studying the E100 program my knowledge and understanding has developed immensely. It would be impossible for me to cover each individual area of the study topics in my EMA. Therefore I have defined what I feel are the most important and relevant to my own setting. Study topic 3, page 55 discuses five of the most recognized approaches of child’s learning and development. For example Rudolph Steiner (1919), Maria Montessori (1912) and Chris Athey (1990) are to name just three. All early years settings operate in many diverse ways and encompassing these theorists, by demonstrating this within their practise. Such as Chris Athey who’s Early Education Project which was strongly influenced by Jean Piaget, a psychologist who attempted to explain how knowledge develops in young children. She developed the concept of Schema, which are a mental structures or representations into which we sort and arrange our knowledge of the world. Reader 1 page 80 argues that Athey (1990) has identified from Piaget’s work how children between the ages of two and five show repeatable patterns of behavior or actions (schemas), which they link to everyday objects and events. The Schema approach explains a great deal about the behavior and play of the children within my setting, which has influenced my practice the greatest from my study of the E100 program. The idea of schemas as the basis for a curriculum stems from Chris Athey’s (1990) Early Education Project at the Froebel Institute in Roehampton. Athey (1990) was strongly influenced by the work of Jean Piaget, a psychologist who attempted to explain how knowledge develops in young children encompassing Piaget’s concept of schemas, mental structures or representations into which we organize our knowledge about the world. Athey (1990) identified how young children show repeatable patterns of behavior or actions (‘schemas’), which they apply to everyday objects and events, which manifest themselves in their play. She defined a schema as: an approach, which offers a unique way of identifying patterns of children’s behavior. However Athey’s approach is not recognized or used solely within my setting. However, she also argues that schemas are not the only way to observe a child’s progress. Although. Behaviors which at first appear to be anti-social may not be, but subsequently clues to children’s developing schematic behavior patterns. Accordingly, study topic 3, argues the idea of a schemas preoccupations understanding, this allows the practitioner to provide for the child appropriately. It does not mean condoning anti-social behavior, so a child constantly throwing toys around the room is not doing this to be "naughty" They may be a developing trajectory schema, an interest in up down, along and back. This is one of the more recognized schema behavior patterns as suggested in Reader 1 page 81. Other behavior patterns (schemas) are; Transportation – Connection Enveloping Rotation Enclosure (Chris Athey (1990) (KU1) From my notes of Study Topic 4, Piaget’s findings have also been criticized by other psychologists. As argued in Reader 2 p 87 where Donaldson (1978) and Hughes (1986) research suggests that young children are able to demonstrate more sophisticated levels of thinking than Piaget had identified. This causes doubt regarding Piaget’s theory. I can therefore argue that there is an area of his theory to be accurate. In reference to my own observations in TMA’s 3 and 4, I have acknowledged that some of the teacher led and child initiated activities could have been more challenging and there may be a need to raise practitioner’s expectations. I have therefore acknowledged these theories for my future observations and planning in my setting. Subsequently I can also argue in favor of Piaget’s theory arising from my observational activities in study topics, 5 and 6 in preparation for TMA 03 and TMA 04, I have been able to recognize two potential learning patterns of behavior. These may be transporting and rotation. In consideration of this I am know able to to extend and develop their learning with a positive outcome. In TMA 04 I have understood and discussed the importance of linking more than one area of learning and development during activities. Study Topic 14 page 39 highlights the importance in arguing that children learn in many ways, holistically. (KU4) The Every Child Matters 2003 (ECM)(2003) agenda is highly needed and important document In my daily practice I take into consideration the children’s interests, and ability Studying this course has developed and increased my awareness of the reasons behind the things I do and why certain policies and procedures are in place, namely as discussed in Study Topic 2 page 34 the publication of the Green Paper ‘Every Child Matters ‘(2003) Which has led to a massive restructure of services for children and subsequently the introduction of the Children’s Act of 2004, which umbrellas services provided for children, and to improve experiences for their families. Subsequently leading to structures that would ensure service integration, which is one of the most effective ideas of professionalism in the workforce, although it was an English initiative, it has had an impact in Scotland, Northern Ireland and Wales. (KU3)(KU6) Working with parents and families as discussed in Study topic 2 page 35 ‘Sure Start’ Launched in 2008 provides a large network of supporting initiatives designed to enforce strategies and objectives of the Every Child Matters agenda. According to the Sure Start website, its stated aim is: To work with parents-to-be, parents and children to promote the physical, intellectual and social development of babies and young children – particularly those who are disadvantaged – so that they can flourish at home and when they get to school, and thereby break the cycle of disadvantage for the current generation of young children. (Sure Start, 2002) I totally agree with this statement as demonstrated in TMA0 3 as I discuss the child I have referred to as C who is four years and seven months old, he has a serious heart condition, which effects I in 5000 children. Mom previously had a lot of problems and concerns regarding C’s condition, which affected her emotionally, with regular hospital appointments and C’s numerous operations from an early age. If it weren’t for the support of Sure Start, children and parents with special needs would not have the opportunity of a normal home life or education. C’s Mom was able to have the support of outreach workers and home visit’s. I consider this example a strong argument for the ECM agenda, and my understanding is far greater than previous to my study of the E100 program. The implication is that as a professional we must have an interest in meeting the needs of children. Therefore to be working together with other professionals and parents to all share information. (KU7) As discussed in reader 1 page 65, in section 10 (1) (c) of the statutory guidelines (DfES 2005) notes that other agencies will engage in activities for or with young children in working co-operatively with their families. As noted in Reader 1 page 1 the Children’s Act 2004 also requires local authorities to establish a system of cooperation between relevant partners in order to improve the well being of children and young people, moreover to safeguard and promote their welfare. (KU6) In Reader 1 p.45 it states that according to the SEN Code of Practice (DfES, 2001a) ‘effective communication with parents by professionals should draw on parental knowledge and expertise in relation to their child’ Page-Smith (2010) This communication allows me to understand, and value parent`s input and views, It is important to remember that although I am an educator and that these partnerships can be difficult sometimes due to the diversities and contrasts in views and opinions, these differences can complement each other and when combined - ‘the best opportunities can be provided for each child’ (Draper and Duffy (2010) 1303 Part 3 From my notes in Study Topic 7 l can compare and discuss Rudolph Steiner (1919) who opened his first school in Stuggart Germany in 1919. The modern interpretation of his philosophy discourages the use of the television and computers. Steiner emphasizes the importance of unstructured play, where formal teaching does not take part until the age of seven. (Reader 2 page 76) My argument is against this theory as within my setting and today’s society ICT is an important and developing area, as well as a much needed skill. I have implemented a plan to introduce more ICT into my setting for the start of the September term 2012. This entails the use of cameras, audio recording and more frequent use of the computer for all children within the early years setting. (KS5)(KS3) While in preparation of TMA 04, I was able to read deeper into the theory of Frost (1995: 99) who also argues against Steiner’s (1919) theory. Suggesting that science and ICT play an important part in different aspects of an individual child’s development in providing a positive learning disposition (reader 2 page 123) Even so, I can see similarities in Steiner settings to my setting with the use of free play and a good choice of play activities for the children to access. I also agree strongly with his thinking about the role of the adult who he considered to be the leader, instigator and role model and whose purpose was to fire the children’s imaginations. (CS1)(CS3) My setting has recently gone through a transition with the appointment of a new head teacher. With a new head, fresh ideas are introduced and articulated. The introduction of new courses for parents new initiatives and an amplified involvement of parents and volunteers. One of the ideas is an introduction of increased family partnership. Aims of this program are to identify positive parenting. To be able discuss matters that worry parents in a friendly, accommodating and empathetic atmosphere. This will take place over a period of 6 weeks, prior to the child attending the reception class. During these sessions I am one of the practitioners that will support parents and children during the transition from home to school. It is very often the first time the child attends the educational setting. This is also an excellent opportunity to observe and assess children in regards to their development and if necessary, additional referral, help and support can be offered to parent and child. (PS2) This initiative also aims to increase self-esteem and confidence as well as encouraging a positive self-image. As a result this will promote better opportunities for children and their welfare. Involving parents in children`s learning, are beneficial to both child and parent. I have facilitated such a change and development of my setting by presenting the idea of parental involvement. O`Connor (2003) suggests that ‘Knowledge of a child`s experience and how this links to their motivations and interests also helps us to plan responsively for their individual needs. This may involve providing enhancements to the continuous provision, in the form of specific resources, or a particular form of input, such a story or visit’ (cited in Study Topic 11, p.) Other aspects of my development are a Family working group. This is very similar to the ‘Parent Meeting’ (DVD 1, Block 4) and ‘Management Committee’ of Lark Children Centre (DVD 1, Block 1). I have suggested the idea of including professionals in these meetings will be to develop a shared understanding, ask questions and suggest ideas, keeping ‘the balance of voice within the community’. The idea of including professionals in these meetings is to broaden shared perceptive. Harrison et al. (2003) notes that ‘there are potential benefits of multi-agency working… including parents, children and the community’ (Reader 1, p.66). Which can be developed further by introducing ‘Lave and Wenger`s’ (1991) term ‘community of practice’ (Reader 2, p. 193) by introducing a interactive process that occurs when groups of people with a common interest are enable to work in partnership (Study Topic 12, p.136).According to Harrison et al. (2003) ‘there are potential benefits of multi-agency working including parents, children and the community’ (Reader 1, p.66). It can be developed further by introducing Lave and Wenger`s (1991) term ‘community of practice’ (Reader 2, p.193) introducing ‘an interactive process that occurs when groups of people with a common interest are enable to collaborate’ (Study Topic 12, p.136} (KS1) 740 Part 4 In my discussion of TMA 01’ My setting and my roles and responsibilities’ I state that ‘’ I am a teaching assistant within the early year’s unit, working alongside a team of six. I am based mostly in the Reception class with 30 mixed ability rising 4’s. I also teach a literacy lesson for an hour daily with a year one group. I began my study of the E100 shortly after achieving HLTA status. Within the last six months my job role and workload has changed and increased as I have developed professionally, I have been given more responsibility. My role has changed from supporting the class teacher to covering for the class teacher In addition to having a lot of input with the weekly/term panning, as well as assessing the children. As noted in Reader 1 page11 the way in which different roles emerge, and different people take up different roles has been well documented. In addition to this I can also argue that the way in which I observe children has been impacted from my study for TMA 03 ‘The children I support: observing and assess’ In Reader 1 page 239 it states that the word assessments are used in different contexts. Nutbrown (2006) suggests the three purposes for assessment in the early years are 1. Assessment for teaching and learning 2. Assessment for management 3. Assessment for research. I agree with Nutbrown (2006), and suggest that all the above three points have an impact on my setting and my practice when observing children and planning. (KU8)(CS2) I would claim that the obvious changes that have transpired in my practice with in the last year, is my active participation as a ‘reflective practitioner’ by definition of Moss (2008) in Reader 2, p.183) in the ‘community of practice’ (Lave and Wenger, Reader 2, p. 193). As noted in Study Topic 18 ‘Reflection involves relationships that support dialogue with others, contributing ideas and listening to what others, including parents, children and professional, have to say’ (p.132). I am demonstrating this in practice by my qualities and strengths, which are (KS4) • I have a natural ability to make children feel relaxed and happy • I am patient, energetic and enthusiastic • I am consistent and firm • I have a good knowledge of child development • I am able to plan activities that challenge children’s thinking and learning • I am fun loving and have a good sense of humor • I am enterprising, imaginative and creative • I am able to work calmly under pressure • I have a motivation and willingness to learn more • I am a good communicator and can build good relationships with parents • I am able to lease with other professional; this program has given me the confidence in doing so. Most of the statements above ‘demonstrate qualities of a good leader’. According to Reed (2009) in Study Topic 18 (p.142), I will suggest that I have achieved these attributes as a result of my study of the E100 program. (KS3) Also, my development as a practitioner and the way I observe and interact with other professionals is supported by following extract from TMA 03: ‘By observing children in the course of planned or unplanned activities we can recognize and find out their needs and abilities to avoid gaps in there development When I have completed the E100 program and achieved the Early Years Practice Certificate, I would like to continue with my studies by completing E105 course – Professional Practice in the Early Years. I strongly believe that achievement of the E100 program has already benefited and contributed and made a great improvement to my setting. Also increasing my knowledge and understanding of children`s development and learning. In the short-term, I would like to combine my studies of E 105 with other professional training, perhaps inclusion and Family Support. This course has provided me with a new outlook on what I would like to achieve. As a result, one of the most important medium goals is to achieve the Foundation Degree in the early Years. This is expected by early year’s practitioners to be a standard by year 2015 and is intended to provide graduate level leadership in all early years settings. (Moss 2008) (Reader 2 page 183). In my Professional Development Plan (see appendix A) I have stated that my long-term and ultimate goal is to progress and achieve BA in Early Years. I think I have set realistic timescales to achieve these goals and I will continue to work towards the foundation degree and the BA honors. Study Topic 14 page 11 states ‘It is important that we see the development of professionalism as a dynamic process that changes as professional learning expands that “Professional learning’, as its name implies, is learning that affects your professional working life and the kind of practice you engage in’. (KS2) Study Topic 14 states “Professionalism’ is the level of practice, knowledge and understanding required by workers in the field to operate efficiently and effectively’, (The Open University, 2003, p.7). 846 Total word count 2998 References Browne N. ‘Children’s social and emotional development’ in Miller, L. Cable C and Goodiff, G. (2nd edn), Supporting Children’s Learning in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Department for Children, Schools and Families (DCSF) (2008a) Statutory Framework for the Early Years Foundation Stage, Nottingham Department for Education and Skills (DfES) (2003) Every Child Matters, Green Paper London, the Stationery Office. Department for Education and Skills (DfES) (2004c) Every Child Matters: Next Steps, London, DfES Department for Education and Skills (DfES) (2001a) Special Educational Needs Code of Practice 2001, Nottingham, DfES Devereux J. ‘Observing children’ in Miller, L. Cable C and Goodiff, G. (2nd edn), Supporting Children’s Learning in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Feasey R, Still M. ‘Science and ICT’ in Miller, L. Cable C and Goodiff, G. (2nd edn), Supporting Children’s Learning in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/delivery/surestart/a0076712/sure-start-children's-centres (accessed 11th May 2012 18:03) Jones C, Pound L, (2010) ‘Leadership in a multi-agency context’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Jones C, Pound L, (2010) ‘The roles and responsibilities of leaders’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Miller L, Davereux L, Paige - Smith A, Soler J (2010) ‘Approaches to curricula in the early years’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Moss P. ‘Children’s social and emotional development’ in Miller, L. Cable C and Goodiff, G. (2nd edn), Supporting Children’s Learning in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Nutbrown C, (2010) ‘Watching and listening’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Paige-Smith A, Craft A ‘Reflection and developing a community of practice’ in Miller, L. Cable C and Goodiff, G. (2nd edn), Supporting Children’s Learning in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Read M, Rees M, (2010) ‘Working in teams in early years’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100) Shirley I, (2010) ‘Exploring the great outdoors’ in Cable C, Miller L and Goodiff, G. (eds), Working with Children in the Early Years, (2nd edn), Abingdon, Oxon, Routledge in association with the Open University (E100)+ The Open University (2010) E100 The early years developing practise DVD 1 ‘Management committee’ Milton Keynes The Open University. The Open University (2010) E100 The early years developing practise, DVD 1 ‘Parents meeting’, Milton Keynes, The Open University. The Open University (2010) E100, Early years Practice; Practitioners and Children, Study Topic 2, Milton Keynes, The Open University (2010) E100, Early years Practice; Practitioners and Children, Study Topic 3, Milton Keynes, The Open University (2010) E100, Early years Practice; Practitioners and Children, Study Topic4, Milton Keynes, The Open University (2010) E100, Early years Practice; relationships and environments, Study Topic 7, Milton Keynes, The Open University (2010) E100, Early years Practice; relationships and environments, Study Topic 11, Milton Keynes, The Open University (2010) E100, Early years Practice; relationships and environment, Study Topic 12, Milton Keynes, The Open University (2010) E100, Early years Practice; curriculum, learning and professional development Study Topic 14, Milton Keynes, The Open University (2010) E100, Early years Practice; curriculum, learning and professional development, Study Topic 18, Milton Keynes, Appendices A My PDP |Professional need |Short time target |Long term targets |Notes and evidence |Time scale | | | | | | | | | | | | | | | | | |SEPT 2012 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Sep 2012 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |June 2912 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2014/2015 | |Develop the outside learning |To look at funding and |For the outside learning |I have a draft plan of how the| | |area |resources available. |environment to be stimulating |outside area could look, with | | | |Look on the internet for |and accessible to develop |approx costing | | | |coatings. Contact local |children’s schematic learning |Arrange a meeting with the | | | |businesses for freebies |patterns. |early years co-coordinator to | | | | | |discus progress and time scale| | |To introduce the schemas |Distribute a schema document |All of the early years setting |Look on the internet for | | |behavior patterns when |to my colleagues, explaining |to use schemas within assessment|possible training on how to | | |observing and assessing in my |the beginning of how a schema|and observation. To incorporate |cater for schema behavior | | |early years setting |develops. And how to |within the EYFS. |patterns | | | |identify... | | | | |Parent communication |To sit in with class teacher |To have a lead role in a parents|Attend training for parent | | | |at parents/transition |meeting |partnership. Arranged for me | | | |meetings as support. | |in April 6 x2hour sessions. | | | | | |Show completed training notes | | | | | |to class teacher and other | | | | | |colleagues. | | |EYFD |Pass my E105 Pass Level 2 |Progress onto BA |I need to develop my writing | | | |modules. | |skills. | | | | | |Use the Open University | | | | | |resources to develop | |