Becomings
– Changes to my thinking or practice which are emerging as a result of my current training –
This practitioner has not chosen to share this information at this time.
I enjoy interactions with children and contributing to their play and learning. It's so gratifying to see then bonding with me, building trust and a strong relationship. I enjoy when they smile upon arrival seeing me. It's so precious to see they perceive me as a trusted adult coming for comfort when needed. I value building relationships with families who learn though their child about attentive adults in the setting. I have recently received a most rewarding feedback from a mum who stated: ''I noticed when you or X (my colleague) are not in the room, my son is upset in the morning.''
After my recent Froebelian training, I perceive my role more as an educator than a practitioner. I have a sense of mission to promote play and learning amongst children to the best of my abilities. I'm happy to go an extra mile to deliver experiences and stretch my creativity. I am reconnecting with my pedagogical studies from Poland, when I thought about myself as a pedagogue. Participating in Pratitioner Inquiry has contributed to that as it allowed me to analyse mine and collegaues' practice through research on a more academical level. I have also discovered that my voice matters.
I noticed that children learn better and are more engaged when they have a strong relationship with a trusted adult, therefore my practice has always been very child-centred and it remains so. Every time I sit on child's level, at their snack table or on the carpet, children are coming over and I feel we are connecting better as they show curiosity and want to engage with me. I value interactions with children higher than those with other staff as my main focus are children and their development.
My practice remains the same as I have always been striving to provide child-centred environment and resources as well as interactions. Our environment reflects children's interest, we have children voices evident and visible across the nursery . We follow GIRFEC and Realising the Ambition to meet better the needs of our children.
I realised the value of choice and responsibility. Even though I work with 2-5 year olds, I realised it's important to promote their voice though chosing and voting. I introduced during story time voting between two book options. Children would drop a stone in a bowl expressing which story they wanted to read that day. I has been successful for many reasons, giving a purpose, promoting responsible choice making, learning about more vs less, accepting a democratic choice. I noticed they would pay more attention knowing their book was chosen. I also see more value in continuing initiatives such als good ideas where children's ideas are written down and realised, making them leader of their own learning. So, yes, my practice has changed.
I recognise more the importance of first-hand experiences and given children their voices.
I hope to strengthen my understanding of Froebelian pedagogy, to be done by ongoing readings in this field.
I started promoting Froebelian principles in my setting and will continue to do so, e.g. by providing Froebelian pamphlets in our woodwork and block areas etc. I would like to learn more about story telling from Froebel's perspective. There is still so much to discover.
- strength based approach from others
- child-centred approach from other staff
- more initiative from other staff to provide high quality and first-hand experiences for children
- support from management to promote high engagement with children at all times
- a good understanding of freedom with guidance and willingness to overcome own professional insecurities of staff that inhibit children's play and learning
I currently work in early years centre where most of our children come from disadvantaged backgrounds and experience many environmental inequalities, therefore I aim to create learning opportunites that children wouldn't have otherwise, e.g., many of our children have never been to the museum, or they live in flats and don't go to parks and forests with their parents, whereas others are not taken to the public places because their behaviour. Therefore, I take up on a challenge organising trips to the library and forest for children to practice their life skills. I talk with children more often about respect, kindness and helping each other, which promotes the understanding of their rights, too.