Steve Rivers

I have been the leader of several early years settings. I am passionate about giving every child the opportunity to experience the wonder of outdoors and to be surrounded by adults who will promote their inherent curiosity and potential

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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.

What I enjoy about working with young children

Their curiosity about the world; their openness to ways of seeing ; their honesty about what they think and feel; their potential for their own future and as members of society; the joy and wonder of their miraculous individuality

How would I describe my role, in a nutshell

Supporting a number of early years centres/ nurseries to be high quality and to improve

When and how MY PRACTICE is most child-centred

When I am working directly with children in a calm and positive frame of mind. Also when I am problem solving situations with a colleague

The ways and extent to which my setting's ENVIRONMENT, MATERIALS and PROCEDURES are child-centred

This varies - I don’t have my “own” setting but I am starting to have influence on all of these

How children PARTICIPATE in shaping the environment, structures, rhythms and policies of my setting - or my own day-to-day role

Not very much currently or from past experience

How Froebel/Froebelian thinking informs or inspires my practice today (if at all)

To some extent - particularly around freedom with guidance and unity with nature

How an awareness of social justice impacts on my practice

Very much - the importance of an early years role as a change agent in society and the impact of values around nature and respect

What I hope to learn or strengthen in my practice going forward from today

Applying froebelian thinking to how we track children’s progress

What support I most value or need to do my job well - in a Froebelian spirit

Humour, patience and positivity

Only fill in if you are not human

Learning journal

Reflections on my developing practice over the three stages of learning: Beginnings, Becomings and Recent.

Beginnings Becomings Recent