Open_Uni_E105_Tma4

TMA 04 Reflecting on play and practice I confirm that I am currently meeting the requisites for E105 as set out in the pre-registration information for students and have a valid agreement with confirmer form. For this tma, I have only used materials drawn from the setting identified on my employer permission agreement form. In this tma I have adhered to the E105 ethical guidelines by keeping all children and practitioners anonymous and by asking all parents involved permission to observe their children. Introduction My investigation is all about imaginative play in my setting as a childminder. My key question for my investigation is “How can I develop imagination play everyday in my setting'” I chose to investigate imaginative play in my setting because I am a childminder and work in my home. It is impossible for me to put a home corner in my setting every day. This is because of lack of space in my living room and we have to tidy away toys to play with other toys the children want out. My question arose “from a desire to enhance children's environments for learning and development”.(E105,Block 3). My role as a childminder, I will use “the three-layer model of professional practice” to show how much I do as a practitioner on a daily basis (E105, Block 1). I chose to observe my key children I look after in my setting. When I began this investigation to my key question, I thought my setting offered lots of imagination play. During this investigation, I will be analysing my practice through the observation I have carried out. I will be looking at my changes to any values and beliefs I had, and if I need to change anything in my setting following my investigation. In my conclusion I should be answering my key question. I participated in my tutor group forum Hats on activity to discuss different approaches to children's play, learning and development. This will be discussed in my investigation. 250 words Section 1: Analysing your practice I began my investigation into children's imaginative play by undertaking “observations to identify the principles of the EYFS or to evaluate the effectiveness of a provision in an area of learning “ (E105, Block 3). I observed three children to find answers for my key question. In all the observations I participated in I was “observing from a distance and tries not to take part in the activity at all” (E105, Block 3). My chosen methods in the observations are a tracking map and written accounts. This works best for myself as I haven't lots of time for observations. During my tracking observation, B spends a lot of her time in the quiet area where books are out. The childminder assistant encourages B to make their own stories up using picture books. Frobel (1852) felt that children were able to learn at their highest level through imagination play. This is seen in all the observations I have done. In the observation (see appendix 1), child R is playing in the home corner. R is playing with the babies and imitates what his mother does in his home life. This links in to the work of Piaget (1951). Piaget “views play as both symbolic and an intellectual activity for children”(E105, Block 3). Piagets work comes under the approach of constructivism. When R has been playing with the babies, he has “developed a sophisticated knowledge of these themes through repeated watching” of his mother with his brothers while they were babies.(E105, Block 3). When participating in activity 3.4 (Block 3) maps of play, I could see Michael try to find his understanding of Ben's play. This relates to the theory of behaviourism as well. My practice works under the behaviourism approach. In my setting I provide “the right stimuli and to reinforce them until the learner has made the required associations”(E105, Block 3). While participating in the “Hats on” activity, my tutor group discussed different theories relating to a three questions. In this discussion I was wearing the behaviourist hat. We were discussing Jade and Cameron's development. We all agreed that both Jade and Cameron would be to adopt a bit of each theory as one theory will not work for all children. We had a good discussion debating a lot of theories and approaches (see appendix 3). I think it has changed the way I look at my practice and the activities that I will provide in the future. After the observations, I have discovered I provide imagination play with the different resources I provide. This was clearly demonstrated in the observations. I have noticed I can't have a home corner out all the time as my setting is my home also. The children all like adult participation in their play. I think it is important in my practice to know what the children want from myself and my assistants. I think my practice is supporting the children in their imaginative play. 500 words Section 2: Your changing values and beliefs I have already undertaken stage 1 and 2 of the reflective cycle. In stage 3 of the reflective cycle, I will be reflecting on my practice. In stage 1 I developed “descriptions of that area of your practice as a starting point”(E105, Block 1,pg19). I explored and developed my key question and thought how it has an “impact on your day-to-day practice”(E105, Block 1, pg19). In stage 2 I collected my data (observations) to investigate my key question. I have organised my data and built “a more objective description of” my “practice in relation to my key question” (E105,Block1, pg20). In stage 3 I will be reflecting on my practice and stage 4 I will be “identifying opportunities to develop and refine” my practice (E105,Block 1, pg 20). My values and beliefs have changed since conducting this investigation. I haven't really thought about my practice and setting having theories and dispositions. I haven't really looked at the children's learning dispositions. I now feel having learnt there is different theories and approaches within my practice. I believe my practice indicated the behaviourism approach, but looking at it closely I am aware of using all approaches at some point. I now have a deeper understanding of the behaviourism approach. On reflecting for some time over this, I now feel that the constructivism approach is better suited for my setting and myself as a practitioner. As cited in study book 2,pg 21 “A constructivist would claim that, as we develop, we build up mental models (schema) of the world, and when we are faced with a new experience we try to fit that into our existing mental model”. In my view of my practice I actively involve the children in activities to test their abilities and adapt them to the children's understanding. This is seen as mental models. I believe “there is no point in trying to teach a child something if they are not ready to learn it”(E105,Block 3,pg 22). At the moment I am trying to potty train 2 children aged two. One child is ready to learn sitting on the potty, while the other child isn't ready to take on something new and wanting to do it when the child thinks she is ready. My values have changed to the work of Chris Athey's. Athey was influenced by Piaget's work. Through my observations there is schema , which is a “repeatable patterns of actions that help children to make early categorisations and from that, to develop more logical and general classifications about the world around them”(E105,Reader 1,pg 81). I believe that this has reminded me of my practice where I (the practitioner) helps the child provide activities and resources that enables the children to use the existing schema's. 476 words Section 3: Changing practice When I was writing the previous section, it has made me think about the changes that I wanted to make within my setting. During my process of exploring my practice, I can now reflect how I can change a few things in my setting. According to the three-layer model I explored my “Hidden depths that underpin” my practice, observing and participating in activities (E105, Block 1, Pg21). Layer 2 of the model, I was thinking about my “Knowledge, values and beliefs” of my practice in section 2 (E105, Block 1, Pg22). Layer 1 of the model is the “Analysis of what you already know, and what you learn and is visible” (E105, Block 1, Pg22). This will be evident in the whole of my TMA. The resources I could change due to this investigation is my assistants and I could try and complete more observations on the children during the working week. My setting only achieves one observation a week per child only when they have achieved something new to their development. I have reflected on this, and this procedure needs to change immediately. According to Reader 2, Pg72 “Observations provide information on which to base further action and develop our knowledge of how children think and learn, as well as providing evidence of their developing competences, persistent interests, dispositions (Katz and Chad 1989) and schemas (Athey 1990)” The next change I will make is buying a new unit with boxes in it. In these boxes I will be putting in different resources that the children could use to encourage their imaginative play. I have implemented a risk assessment for the move of the table and chairs in the room (see appendix 2). Looking at the constructivist approach, I “have an important role to play in organising the environment in my setting in order to provide developmentally appropriate activities, resources and experiences for children”. This will provide the children with resources to aid their imagination play. I have changed the layout of my settings main play room. I have moved the table and chairs to the side of the room creating space to put a home corner or dens in the space created. The children are always trying to build dens but there wasn't enough room until I moved the furniture around. In Reader 2, pg225 it states “Zini (2005) emphasises that we need to think not just about physical positioning, but also about the ways in which the environment provides opportunities to nurture children”. I thought about this quote. Its all about how the children would like resources set up and positioned in my setting so the resources will be “flexible, with the potential for combination” and have “connections across areas, as well as within each area”(Reader 2,pg225). I have decided to change the way I play with the children. I realised that I play with the children most of the time, and they don't have child initiated play. It is mostly adult led play. I'm going to have a meeting with my assistant, and discuss taking a step back. 500 Words Conclusion To conclude my investigation I can confirm that I answered my key question. My key question was How can I develop imagination play every day in my setting'. It has made me aware of a lot of things I need to do to make a difference in my setting. The element that has been significant in my investigation is that I thought I followed a mainly behaviourism approach but through analysing my observations and my practice I can see the constructivism approach is a better choice for my setting. I also can see the children using their communication skills and knowledge to promote their imaginative development during their play. I think I will now use more of the constructivism approach in my setting. The data I collected from this investigation supports my analysis of the development of my practice in promoting play, learning and development. This is done by letting the children have child initiated play, especially in their imaginative play. This has made me reflect about the way I will conduct and plan activities and the resources I put out. I am moving the table to support this as there will be more room for a home corner / shop etc. 202 Words Self Reflection I found watching the children whilst writing the observations entertaining. I enjoyed writing the tracking observation and seeing where the child actually plays within my setting. I will like putting the new ideas and resources to use in my setting. This time I found the writing of this TMA very difficult. 51 Words Overall words 1480 Bibliography The Open University (2010) Book 2 – Developing Reflective Practice: Key Themes Milton Keynes The Open University Miller,C, Cable,C and Goodliff,G (2010) Working with children in the early years, Oxon, Routledge Ford,C (08.01.12) Blue group, Week 1 question Tutor Group Forum Hats on activity Appendix 1 Appendix 2 1 Appendix 3