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 really enjoy the excitement of learning alongside children and the sense of joy and wonder when they learn new things. I believe that children should have the agency and freedom to explore and play freely in their learning environment and that a learning environment that promotes curiosity, inquiry and exploration is crucial.
As a pedagogical leader I believe my role is to empower and enthuse the children, staff team and parents to be the best they can be. As a depute head of centre I believe that a combination of active role modelling and documentation is key. As Forest Schools leader I take an active role in promoting the children’s love of outdoor learning.
During mealtimes I believe that children learn lifelong skills such as socialisation, self help and independence skills. Within my practice I create a ‘step back’ approach to enable the children to learn most effectively while engaging in play in an environment that is catered for their learning styles and needs. I observe, listen and prompt with questions when I feel it is necessary. The children are at the heart of everything we do.
The whole environment is child-centred as it creates an open ended space that can be easily manipulated by the children to promote their ownership of their learning environment. The materials provided within the environment are also open ended to promote the children's imagination, curiosity and creativity. Staff encourage and empower the children to play freely by providing provocations that are tailor-made to the children's interests and learning needs/ styles. The procedures that are embedded within the nursery are to encourage, enthuse and support the children's well being. Overall the children's learning styles, needs and care needs are at the heart of every aspect of our nursery.
The nursery environment is created in a way that supports and encourages the children to move and shape their own environment by using cable drums, movable units, loose parts and provocations that encourage the children to lead their own learning and create their own learning space. The polices and structures of the nursery have been created and continually adapted to take the needs, cultures and learning styles of the children into account. The nursery have a policy working group that consists of children, staff members, parents/ family members to gain an insight into how the policies. procedures and structures of the day impact our stake holders. The polices are all working documents that are continually reviewed and adapted. The children's experiences of their play is recorded and observed by staff to gain an insight into children's reactions, thoughts and interactions with the nursery environment.
Froebel's theory of 'Block Play' and the important role that it plays is vital to me in my practise with the children. In researching the theory behind 'Block Play' and the role that this plays within children's learning I was fascinated to learn more about the ways that Loose Parts play has developed within the play of young children.