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 being part of a centre and supporting practitioners to provide a quality learning environment where children can thrive and grow. As practitioners listen to children and provide in depth experiences for them based on their interests our children are developing choices and becoming confident in making decisions through their play. We are creating opportunities where children are leaving us knowing that they can achieve anything they want.
I am a pedagogical leader that supports a team to deliver high quality learning opportunities to children. This is done through allowing children a wide range of experiences to explore an environment that encourages their creativity. I want to encourage professional dialogue that extends the knowledge of practitioners so they have an understanding of theory and research that supports their thinking.
The planning process within our service has children at the heart. This is supported by carefully observing children during their play and developing their interests within a quality learning environment. Developing the skill of practitioners to support children's learning is key. Connecting the wellbeing of children and their individual learning needs in the process ensures that all are making the appropriate progress in a way that suits them.
Our learning environment is based on Froebelian principles allowing the children time to connect to resources that support and encourage their creativity, problem solving and decision making skills. The learning links closely with the family and community and the free flow design of the service has children moving their learning between the indoors and out.
Children have been involved in creating our philosophy and this connects to the learning environment created. The environment is supportive of the changing needs of the children and their voice is heard when we are adapting what they need or want.
Our philosophy is based on Froebelian principles and the ongoing training of practitioners supports their practice. The learning environment reflects the principles and occupations of Froebel and the depth of learning is enhanced in the skills children display.
During the recent lockdown restrictions practice changed and children spent time at home. the connections we had with them during this time allowed us to support families in meeting children's wellbeing and learning needs. We completed a study and found that where children were in a higher SIMD and we provided additional resources the children made the most progress. This showed us that with the correct support families engaging with their children's learning enhances their outcomes. Linking the learning to the family and supporting what they can achieve together without disadvantage is something that we will build on as a service.
I would like to evidence that as children play and develop an interest that involves all the important people in their lives these rich opportunities give them the best possible start in life.
To be given the autonomy to create a learning environment with professionals who have a shared knowledge that is based on an approach that supports how we as a team believe young children should learn. An approach that lets children build their skills and knowledge through quality play experiences. This autonomy is something that our local authority allows us to have.