Beginnings
– How I view my practice at the start of my current training –
This practitioner has not chosen to share this information at this time.
I love working with young children as I feel like I am continually on a journey of discovery and exploration alongside them. There is nothing more rewarding to me, than to to see children flourish and grow.
My role within my setting is of Practitioner. I am responsible for; ensuring children are respected, valued, nurtured and protected; supporting in the development of open-ended rich provisions; helping provide whole, unified experiences and assisting children to learn through self-activity and reflection, assisting children through the rhythms of the day as well as supporting them through transitions (such as starting nursery/school).
I view my role as a sensitive co-player alongside children who can offer ‘freedom with guidance’ – observing, supporting and extending. I always aim to engage, facilitate and guide rather than simply instruct and give children choice and control.
As I work in a Frobelian Centre (Cowgate Under 5's) the environment, materials and procedures I encounter are completely child-centred. Some examples of how my setting displays this include; our centre environment is calm and decorated in neutral tones so not to overwhelm children's senses; the materials the children use are accessible and beautifully and thoughtfully curated/displayed; resources are made from natural materials such as wood and many are open-ended and loose parts to inspire creativity and spark imagination. Our procedures are all child-centred and all procedural decisions come back to 'what is best for the child?'
Children participate in shaping the Cowgate environment, structures, rhythms and polices of my setting and my day-to-day role in a variety of ways. The children are continually consulted on the choices for the centre - this can range from the fruit they would like for snack to designing a play frame for our garden, as a result of this consultation they therefore shape the environment that surrounds them. Children further influence rhythms through this method, for example children will be consulted upon their preference for what time they would like to eat their lunch and songs at gathering time (which is in addition an optional part of their day). As our Centre's ethos is Frobelian, all policies are therefore anchored in child-centred approaches.
My practice is informed wholly through Frobelian principles and I connect with these principles deeply. I am thoroughly committed to Frobelian practice and my development as a Frobelian Practitioner. I value childhood in it’s own right as well as the importance of knowing the whole child as an individual. I further understand the importance of play, creativity, engagement with nature and the role of unity and connectedness in children’s lives.
Awareness of social justice further informs my practice as it links directly to the Frobelian ethos. Within my role I see it as my responsibility to challenge and address inequality and unequal practice.
I hope to further clarify and gain a deeper understanding of how to practically apply Frobelian ethos to my role.