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 the new learning which takes place within my setting each day. Learning from and with the children is invaluable and key to evaluating my personal principles and practices. Observing the children challenges my assumptions and has the ability to change my thinking from one day to the next. The block play project definitely challenged my thinking, encouraging my personal growth as a practitioner. Growing with the children is an absolute privilege!
My role has changed within my setting as a result of involving fellow practitioners in my research. The feedback I received indicated that my recent research project has improved outcomes for children and supported members of staff to facilitate Froebelian practices. Furthermore, it has inspired my fellow practitioners to incorporate other Froebelian practices within their settings. I therefore feel a sense of responsibility towards supporting my colleagues to embrace these principles and practices.
Placing the child at the centre of my practice continuous to be paramount. My recent research has only validated my views on child-initiated learning within my setting. The children learn, develop and grow as individuals when given the autonomy to follow their interests in a responsive environment led by noticing adults.
My observations of the children's interactions, together with my research project, place emphasis on the need for open-ended materials within a free-flow environment both indoors and out. Networking with other Froebelians has broadened my perceptions of certain resources. I can now see the benefit of incorporating some materials, such as clay and blocks, into outdoor spaces.
Following the children as they travel around my setting, interacting with each other and different spaces, has been fascinating. This helps me to shape the learning environment to meet their needs. From the children's interactions, I can see how certain materials and areas require more space than others. The challenge is to continue planning and responding to meet a range of interests and needs.
The way that Froebel informs and inspires my practice today has changed since beginning the Frobelian Futures journey. I have truly immersed myself, both personally and professionally, in Froebelian thinking to consider bigger questions about the environment and sustainability.
I have carried out professional inquiry projects on using clay with children and have developed the use of block play across the Primary 1 and Primary 2 stages of our school. I continue to use the Froebelian principles and practices to enhance my practice as I work with our children and families to develop our kitchen garden and cooking room. My aim is to raise an awareness of sustainability and I help children to develop an understanding of the interrelationship of all living things.
The support from fellow Froebelians on this journey has been essential to my professional growth. Networking and learning together and from one another has strengthened my professional practice and provided a support network throughout this journey.
My journey so far has aligned my inner values with my professional practices. I now place greater emphasis on the interactions which take place within the learning spaces. All interactions should be underpinned by the ideologies of social justice.