Tma_01_E100

ECA Marking checklist Student: |1. How role as a practitioner has developed | | |2. Understands the way children learn and develop | | |3. The way early years settings support development | | |4. Key elements of 4 TMAs referred to | | |5. Evidence presented from observations and interactions | | |6. Refers to: | | |a* Communication with children & families | | |b* Child development | | |c* Safeguarding and promoting welfare | | |d* Transitions | | |e* Multi-agency working | | |f* Sharing information | | |7. Outlines ways setting to develop | | |8. Outlines own role | | |9. Refers and links to course materials | | |10. Word count | | |11. Appendices referred to in text. PDP included | | |12. Learning outcomes claimed: | | |a. KU1 | | |b. KU3 | | |c. KU4 | | |d. KU6 | | |e. KU7 | | |f. KU8 | | |g. CS1 | | |h. CS3 | | |i. KS2 | | |j. KS3 | | |k. PS2 | | |13. Structure, presentation, coherence | | |14. Ethical considerations applied | | ECA – EXTENDING PROFESSIONAL LEARNING INTRODUCTION 'In this assignment all names have been changed to protect identity.  The setting, children and parents have given their consent to activities being used in this assignment and participants were told that they could withdraw at any time’ I am currently working as a nursery assistant in an infant school within the early year’s department. The setting caters for children from 3 – 7 years, with a twenty-six place nursery morning and afternoon session. The schools vision is to provide a happy, caring, multi-cultural learning environment for children, in which they achieve their fullest potential. MY DEVELOPING ROLE Before starting this course back in October 2010 i used to work as a volunteer in a reception class. But then i decided to work as a nursery assistant, as i enojoy working with younger children and being part of their spontaneous play. Since beginning this role, my responsibilities have changed and further increased. When I first started it was mainly based on supervising children. Now I observe them and fill out the development record sheets, accident and risk assessment records keeping them up to date. I also keep children files up to date which contain their learning journey, my observations and a few examples of their work and photos of them. In TMA 01 i explained that it is important for practitoners to listen and to speak with children, encouraging their thinking and speaking. Tim Waller states that under the Children Act (1989) children have the right to be listened to (Waller, 2010). Elizabeth Wood also discusses that practitioners should listen to children to further increase a better understanding of their needs and abilities (Wood, 2010). Lancaster (2006, p.1) explains the acronym is for practitioners to build RAMPS to support a listening environment, ‘this emphasises that even if children cannnot talk, they can still be involoved in decision-making.’ (Study Topic 12, p.139). At my setting i now tend to listen children and believe that i can further learn childrens likes and dislikes and plan better for their needs and abilities As i discussed in TMA 03, my setting believe that it is extremely important to have excellent partnerships with the parents/guardians of the children in our care. The Statutory framework for the early years (DCSF, 2008) emphasizes that effective pratice involves using the knowledge and expertise of parents and other family adults, while the Every child matters: change for children framework (DfES, 2004b) stresses the importance of parents, carers and families in meeting the desired outcomes for children (Draper and Duffy, 2010) My setting had fixed a set time at the beginning and end of each day for parents to talk to the staff members about their child’s progress. Parent-practitioner collaboration can be important to childrens identity, self-esteem and psychological wellbeing. (Study topic 9, P.63) After having read about the different types of observation in Study Topic 3, I created a record of achievement at my setting, which includes observations, photographs and other pieces of work, so that children can see their achievements over a period of time. The EYFS ‘Look, Listen and Note’ section states that observations help practitioners to assess progress, enabling them to “plan appropriate play and learning experiences based on the children’s interests and needs” (DCSF 2008b, p.11). Every week i try to complete afew detailed observations, in forms of timed, participant and spontaneous observations to enable me to assess children’s current abilities and plan activities to further their development. “Observing reinforces the skills that are seen as requirement of all early years’ practitioners, and which are set out in the common core of skills and knowledge for the children’s workforce “(DfES, 2005) As i explained in TMA 04 that Lev Vygotsky studied that the child on the edge of learning a new concept can benefit from the interaction with a teacher this help is referred to as scaffolding. He also suggests that you can’t separate social learning from cognitive learning; they work together & build on each other. In study topic 4 (P.95-97) Albert Bandura’s theory describes about social learning ‘that children learn by watching the behaviour of people around them’ and through this they develop new skills. From reading this topic i now believe that children extract general principles from what they observe and i now apply these theories into my practice, giving children the opportunity to learn by observing me. My setting follows the Statutory Framework for EYFS: welfare requirements and has implemented an effective safeguarding children policy and procedure. My setting maintains a regular two-way flow of information with parents. My setting ensures that all staff are aware of the need to maintain privacy and confidentiality. Parents are allowed access to all written records about their children (except in exceptional cases where data protection laws stipulate it is against the best interests of the child to do so) and, where requested, comments from parents are incorporated into children's records. All staff members are ensured that they understand the safeguarding policy and procedure and must refer to paragraphs 3.8 – 3.9 of the Statutory Framework for the Early Years Foundation Stage (DCSF, 2008) for details of how to record. The 1989 United Nations Convention on the Rights of the Child (UNCRC) states that children must be protected from abuse and neglect with support available for vulnerable children (Study Topic 6, p.141). The premises, both indoors and outdoors are made sure that they are safe and secure. We only release children into the care of individuals named by the parent and we ensure that children do not leave the premises unsupervised. We take steps to prevent intruders entering the premises.There is also an effective policy implemented about ensuring equality of opportunities and for supporting children with learning difficulties and disabilities. ‘Every child is included and not disadvantaged becuase of ethnicity, culture or religion, home langauge, family background, learning difficulties or disabilites, gender or ability’ (DCSF,200a, P.7, citied in Study topic 6, P.147) At my setting each child is assigned to a key person who develops a genuine bond with children and offers a settled, close relationship, so that children can become familiar with the setting and feel confident and safe within it. The EYFS defines a key person as someone who is “assigned to an individual child to support their development and act as the key point of contact” (DCSF, 2008a, p.52). When i first starting working at the nursery i wasnt assigned to any children as i had no knowledge in that area, but as i worked through this course i gained knowledge and now know how important a key person can be to young children. The child’s needs are at the centre of all that we do and children have a right to a high quality responsive and flexible service. We all need to ensure that that is what they get. This is why Multi-agency working is an integral part of early years work. The Early Years Foundation Stage framework document (DSFS, 2008) makes it clear that multi-agency working is a key part of the framework that is designed to deliver improved outcomes for all children in their learningand development. Multi-agency working and the integration of services for children and families is central to government policy. Some practitioners at my setting are asked to join a panel of different professionals to look at how a particular child can be supported best. We have health vistors, specialist therapist’s visting our setting and they support children who have special and complex needs. When necessary we consult with local and national agencies who offer necessary advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education. ‘Local authorities in England are now required to cooperate fully with relevant partners and the develop more integrated services.(Study topic 8, P.36) Since studying this course I now view multi-agency working as a positive process as I understand it is the children who benefit most. I now feel confident to work with other agencies, sharing my own experience and knowledge whilst gaining new understanding from the knowledge of others. In our setting, staff and managers can have a confidential relationship with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children. There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act (1998) and there is a confidentiality procedure. My setting acknowledges the importance of protecting children from abuse and has a safeguarding policy implemented. The policy ensures that all staff are clear about the actions necessary with regard to a safeguarding issues. Safeguarding and promoting children's welfare forms a large part of our statutory responsibilities and covers most of the requirements of the registration with Ofsted. PLANS FOR MY SETTING The changes that i would like to see in the coming year, at my setting would first be, getting more parents involved with their children. The role of parents in nurturing their children's development doesn't end at their own front door –like how most parents think. Parents also have an important role to play working in partnership with early years practitioners. ‘Practitioners become more informed professionals if they form close partnerships with parents’ (Study topic 9, P.60) While true partnership cannot be achieved overnight, it can work. I would like this setting to work around health promotion, involving parents in cookery lessons or a fruit and vegetable stall for families. I think my setting should start giving parenting classes, like i have seen in other setting. More Parents should volunteer to participate in walks and trips not the same parents or afew. These are all great example of sharing learning experiences. ‘In early years education, it has long been recognised that parents have much to contribute to childrens development and education’ (Study topic 9,p.62) It would also be beneficial if parents could come along to observe and share in their child’s learning, in a similar way to the ‘Rhyme Time’ clip on the DVD. During these sessions parents can participate in the activity with their child. The second way that i would like to see my setting develop is for me and other practitoners to take afew observations every day, instead of one child per day. Not just narrated style but in the different types as described in study topic 3. As i mentioned in TMA 03 Assessment records should be reviewed regularly and summaries created to ensure all aspects of learning are progressing. EYFS states on P.16 “make systematic observations and assessments of each child achievements, interests and learning styles” (DSCF, 2008) Emphasise has been made on the importance of observing children as they play, learn and interact with others. Practitioners can see how they learn as they watch them. Practitioners “can extend and develop children’s language and communication in their play through sensitive observations and appropriate intervention” (DCSF, 2008, Card 4.1) (KU2) Observation is an really useful way of getting to know children but that is only shown through the adults eyes. Study topic 10 sugggests that another way of bulding up a picture is to ask children their opinion- this is called child conferencing, its another feature of the mosacic approach. Which I think is an excellent way when observing. I would want to try and iput this into my everyday observations. But I understand that some children may not be used to talking in this way or may not feel confident enough to answer, so I would make sure that I respect their rights and not press them into expressing their feeling and allow them to stop their discussion if they want to do so.(P.91) Another way which I would like to see develop, is the use of ICT. At the moment we have 2 computers in the room, and most children don’t get the opportunity to play with the computer as much. ICT is so much part of our lives that early years setting cant ignore its impact (Study topic 10, P.102) some parents actually said that they like the fact their children have access to these things as at home they do not have access or are not allowed. I would like to see enforced timed sessions for the use of the computers , because many staff find it very easy to put a game on sit the children in front of the computer. I would suggest a timed group sessions in which the nursery nurse must play a role, not just sit back and watch. I think my setting should also offer parenting classes, in developing ICT skills or finding employment. Taylor (2009) suggests that practitioners need to be given practical and responsive ideas for using technology with children’ (Study topic 12, P.147) I am keen to run an after school music group and this is something I am looking into for September 2010. I need to speak to the head teacher and establish the level of interest, if any, by providing each class with a questionnaire to determine which instruments children have already begun to learn and those they are interested in learning. A recorder or ocarina group may be the best place to start with young children who have little or no music understanding. This will benefit my setting by adding to the range of clubs already on offer and benefit me by giving me an area of responsibility, extending my teaching skills MY PROFESSIONAL DEVELOPMENT PLAN When i first began this course i wasnt aware of many things, but after studying this course i now feel like i have learnt alot in terms of partnership with parents, the learning environment, learning through play, safeguarding children and the different learning theories. All these aspects are important in promoting professional pratice and childrens development. Reflective practice is integral to professional learning. It invloves stepping back and critically analysing both your perspectives and what you provide for children in your setting (Study topic 18, P.153) This course has opened up many doors for me and has given me opportunities to Work with many parents; build a relationship with them – to further increase the Childs learning and development. The different ways in observing children –to find out about their needs what they are interested in and what they can do. Safeguarding children and promoting their welfare - the importance of protecting children from abuse and why the safeguarding policy is implemented. I can effectively pass on information about children and families whilst maintaining confidentiality I understand that learning through play is really important for young children- it’s an integral part of early year’s provision. I understand about child development and the different types of learning theories. I understand about equal oppportunities and how to provide it within the setting. How to create an enabling environment to supprt children learning. I find ways to reflect on my practice, encouraging others as well. I share my views, opinions and expertise with others. How to encouarge children to participate confidently in activities. After completing E100 course and ganing the Certificate in Early Years Practice (C37) I am going to continue my studies with the Open University and take the next course towards the Open Degree, E214 –Equality, participation and inclusion: learning from each other. This course invloves disability, disaffection and learning difficulty in the context of wider diversity across the breadth of childhood and by me studying this, my setting will benefit from it. Im hoping that in acheiving the Certificate in Early Years Practice i can lead onto moving from nursery assistant to nursery nurse and i am hoping to take on more responsibilites in the future and further my knowledge. I would then like to go onto training to gain the early year’s professional status as I work towards the open degree. Please see Appendix A for my full PDP. CONCLUSION I have thoroughly enjoyed studying E100 and feel I have developed a great deal as a practitioner and my knowledge and understanding of how children learn has been broadened. After discussing how to get started on the coursework with my tutor over the telephone I found it very simple to follow. The only issue I had is that the word limits were too short in the TMAs for what I wanted to say, an extra 500-1000 words would have been beneficial as I found myself deleting parts that may have been important. I found the online tutor group forum very helpful, being able to talk to other students meant I wasn’t isolated; knowing my tutor was available any time was reassuring. I will definitely continue my studies with the Open University. APPENDIX A – MY GOALS AND HOW I WILL ACHIEVE THEM REFERENCES Atkinson, M., Wilkin, A., Stott, A., Doherty, P. And Kinder, K. (2002) Multi-Agency Working: A Detailed Study, Local Government Association Research Report 26, Slough, National Foundation for Educational Research Department for Children, Schools and Families (DCSF) (2008a) Statutory Framework for the Early Years Foundation Stage, Nottingham, DCSF Department for Children, Schools and Families (DCSF) (2008b) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF Department for Education and Skills (DfES) (2003) Every Child Matters, Green Paper, London, The Stationery Office Department for Education and Skills (DfES) (2001) Special Educational Needs Code of Practice 2001, Nottingham, DfES Draper, L. & Duffy, B. (2010) Working with parents in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years, Routledge Elfer, P., Goldschmied, E. And Selleck, D. (2003) Key Persons in the Nursery: Building Relationships for Quality Provision, London, David Fulton Fabian, H. (2002) Children Starting School cited in Fabian, H. (2010) ‘The challenges of starting school’ in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years Holdaway, D. (1979) cited in Campbell, R. (2010) The Foundations of Literacy. London: Ashton Scholastic Jones, C. and Pound, L (2010) ‘Leadership in a multi-agency context’ in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years Lancaster, P. (2006) RAMPS: A Framework for Listening to Children, London, Daycare Trust Lave, J. And Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation cited in Paige-Smith, A. and Craft, A. (2010) ‘Reflection and developing a community of practice’ in L. Miller, C. Cable and G. Goodliff Supporting Children’s Learning in the Early Years Miller, L., Devereux, J., Paige-Smith, A. and Soler, J. (2010) Approaches to curricula in the early years, in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years, Routledge Nutbrown, C. (2010) Watching and listening in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years, Routledge Owens, P. (2010) ‘Children growing and changing: the interpersonal world of the growing child’ in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years Paige-Smith, A. (2010) ‘Parent partnership and inclusion in the early years’ in L. Miller, C. Cable and G. Goodliff Supporting Children’s Learning in the Early Years Paige-Smith, A. And Craft, A (2010) ‘Reflection and developing a community of practice’ in L. Miller, C. Cable and G. Goodliff Supporting Children’s Learning in the Early Years NAME (2010) E100, TMA 01 NAME (2010) E100, TMA 02 NAME (2010) E100, TMA 03 NAME (2010) E100, TMA 04 Reed, M. (2008) ‘Interprofessional working’ in Robins, A. And Callan, S. (eds) Leading and Managing in the Early Years, London, Sage United Nations (1989) Convention on the Rights of the Child UN General Assembly Document A/RES/44/2, New York, NY, United Nations Waller, T. (2010) ‘Modern childhood: contemporary theories and children’s lives’ in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years Wood, E. (2010) ‘Listening to young children: multiple voices, meanings and understandings’ in C. Cable, L. Miller and G. Goodliff Working with Children in the Early Years World Health Organization (WHO) (1948) Constitution of the World Health Organization [online], www.searo.who.int/LinkFiles/About_SEARO_const.pdf ----------------------- |MY GOALS AND WHY THESE ARE IMPORTANT TO ME AND/OR MY |HOW I WILL ACHIEVE THEM | |SETTING | | |Short-term goals: | | | | | |Gain Certificate in Early Years Practice |Completing and passing this course (E100) | | | | |Further my knowledge and understanding of Schemas |Review Study Topic 3 again and put into daily practice more often. Find | | |additional literature to extend my knowledge | | | | |Take more responsibility at school; perhaps run an after |Speak to the head teacher. Provide each class with a questionnaire to | |school music group/club |determine how much or little interest there is in having a music group/club | | |after school | |Medium-term goals: | | | | | |Higher Level Teaching Assistant (HLTA) training |Speak to the head teacher. Find out if school can provide or support me with | | |training | |Complete Foundation Degree (FD) in Early Years | | | |Support from my family and school | |Long-term goals: | | | | | |Look into options for completing BA Early Years or the |Speak to the OU enquiry office for advice | |Registered Teacher Programme (RTP) following FD |Speak to TDA for advice | | | | |Find schools that can/will support RTP students | | | |Speak to TDA |