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 have worked with young children for over 25 years, initially becoming involved when my own children attended nursery and wanted to provide something different. I was a Mum and this stage having provided my children with a nurturing and warm environment full of nurture warmth, creativity and nature. My children were not offered this at nursery and I wanted to become an early years practitioner to influence that in whatever way I could.
I have been an early years practitioner for many years and have recently moved to a central role of a Quality Improvement Officer for Early Years. Alongside my remit, I have responsibility for professional learning across East Dunbartonshire and I want to ensure I provide this in a supportive and coaching way.
Firstly when directly working with children, where they have initiated the learning and we have a focus on a shared idea. I also really enjoy working alongside children in nature and in creative play, - art, role play, reading and stories.
Access to outdoors, where children can move freely. Choice of resources on offer and in taking forward the learning ideas. Children are supported to extend their knowledge and skills.
I work alongside this setting to make improvements and develop ideas -
The environment is structured to support children and allow them to access calm and nurturing environment.
This is where improvements can be made around child voice and encouraging autonomy.
I have been inspired to take account of the Froebelian Principles today and throughout the last number of years. Firstly inspired by Cowgate and then throughout the last 7 years or so. Taking forward ideas to my own setting. Encouraging the settings I work across to incorporate ideas form Froebel's thinking and in my own personal life, I believe in the strong sense of connectedness through community and nature and the pleasure of and learning from task.
Within the setting I will be working, the demographic I will be working with have a challenging background, mainly with a large number of children facing significant barriers to learning. Supporting children to have space and time to become a part of a community, to learn, to make friends and face challenges can support them to find out more a out the wider world and how they can become part of something.
To enable children in the setting to develop as a community and support each other, learn from each other and at their own stage of development.
I value community and autonomy for the children and practitioners, to feel part of something that is shared and should benefit everyone. Relationships are key to this and creating a nurtured spirit and ethos.