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 enjoy the unexpected nature of the early years; You can provide the same learning provocation for a group of children, and each will interpret it in their own unique way. I feel as a practitioner it is a privilege for a child to share their most inner thoughts. I most enjoy the "pause" when the child fills in the space with their own learning intention or hypothesis.
I am the facilitator of a childs learning journey. (including scaffolding children to change their own wet socks which at times feels like a full time job in itself)
My practice revolves around our children. There is not part of my role that could not be described as having the childrens wellbeing at the centre.
Our planning ensures that observations are embedded into the heart of what we do. Our environment is designed to be as nurturing as possible. We primarily use natural resources to provide a variety of open-ended learning opportunities that are accessible to all to support and extend the children’s current interests.
Children have are enabled to shape their environment through what they say, or sometimes don’t say, when asked for their thoughts, I also observe how they choose the use the spaces provided and make appropriate changes where I can see would be of benefit to their learning experience. Routines are established in a way to allow as much uninterrupted free flow play and choice as possible within the parameters of the learning day.
I have changed my view point of all children’s learning and rather than focus on the learning pathways to identify what the child cannot yet do, I am looking to the child for them to show me what they can. I observe the uniqueness of each individual, respecting where they are now ditching the deficit approach. Encouraging children to reflect on their own learning is a big part of my practice, using relevant vocabulary and mark making to convey their inner thoughts, ideas and feelings.
I try to provide rich, everyday learning experiences through embedding loose parts and making real connections in nature.
Learning for life, rather than only during a stage of childhood, is a key Froebelian Principle I try to embody through my own continuous professional development. Reflecting on my practice is crucial for self development and improvement.
I most value my coaching sessions where I am guided through reflection with a peer. It is my opportunity to unpack events, to discuss what worked well and perhaps what would be a good approach going forward to gain the most from each situation.