Eftychia Panagopoulou

I'm a kindergarten teacher with a Masters Degree in Childhood andYouth Studies at Oxford Brookes University.So far, I've worked with different age groups, as a preschool teacher in both England and Athens, and as a Lecturer at Metropolitan College

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Beginnings

– How I view my practice at the start of my current training –

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What I enjoy about working with young children

I love their spontaneity, energy and creativity, the way they see the reality. I really enjoy getting involved in their play and learning together with them.

How would I describe my role, in a nutshell

I think that the role of teacher is to cooperate, share ideas and techniques and construct the knowledge with the children, not just instruct them. They also have the responsibility to plan and organise the space in a way that inspires children and give them the time and space to explore, experiment and express their thoughts and feelings.

When and how MY PRACTICE is most child-centred

I get inspired from children. We work together, I respect their needs, interests, abilities and ideas, and I always try to provide them a variety of materials and let them experiment.

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

I am afraid that my setting's environment is not child-centred. There is a specific process that we have to follow that is not based on their interests and needs. However, I always try to give them some time during the daily schedule to be free to explore the qualities of the materials and interact with both the space and the others. Also, when I have to design a project I encourage them to participate and express their ideas.

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

In my setting children can't participate in shaping the environment, structures and policies. Easch classroom is designed in a specific way and each child has their own desk like primary school, so we use as much as possible the outdoor space and the natural resources that are available outdoors, even for the planned activities.

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

I realise how important is to respect children's rights and give them the freedom to participate in shaping the policies, the educational process as well as the environment in the setting.

How an awareness of social justice impacts on my practice

I think it's really important everyone to feel safe and happy in the classroom, so when I notice that a child is not gentle with others or that they don't respect the personal space of the others, I make questions and try politely to help them find a solution and put themselves in other's shoes.

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

How to be side by side in every learning experience and not forwrd and provide children more opportunities to practice independence and experience autonomy during my practice.

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

The support of the setting and the ministry in order to make appropriate changes.

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Learning journal

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

Beginnings Becomings Recent