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 to witness children enjoying and engaging in their learning as they use their creativity to explore and test their own theories. Working in early years is a privilege and I value my role in children's lives. It is special to witness children develop and grow over time.
My role is to facilitate learning through play and to help children access a developmentally appropriate curriculum. Coming to school can be a daunting experience for children and I believe that my role is to help children self-regulate through play, improving their overall experience within education.
I have implemented a blend of adult-led and child-initiated learning into the whole school day. The children in my class have the freedom to manage their own time as they play and complete teacher initiated activities. I use a combination of intentional and responsive planning by observing the children and listening to their interests.
My setting provides a free-play environment, both indoors and out, with lots of open-ended materials which allow children to develop their curiosities and promote their creativity. My observations of the children inform my provocations for leaning within my setting, placing the child at the centre. The children learn through play and I facilitate play using observations and by listening to the child's voice and interpreting their interactions. Procedures and routines are in place to keep children safe and to foster quality interactions between adults and children.
We are a Rights Respecting School where children's rights are promoted. A play pedagogy approach is fostered from nursery to Primary 2, helping to provide opportunities for children to develop as autonomous learners. The child's voice is very much listened to and they are given ownership of their environment. The children decide which areas they would like to play in and are consulted about how the learning environment is developed. My observations of the children's interactions inform how the learning environment is structured. A free-flow space blow indoors and out, allows children space and time to grow and learn in my setting.
I have been using Froebelian principles to underpin my practice in early years for a number of years now but have previously failed to recognise these as Froebelian thinking. I promote first hand experiences and the use of real resources when working with the children in the indoor and outdoor environments.
I am dedicated and committed to providing all children with equal opportunities to develop their own unique abilities and talents. I promote equity and the rights of the child in my everyday practice within a free-flow play environment. My overall aim is to help children express their ideas and make connections in their own way, celebrating the unique child.
I hope to deepen my understanding of Froebelian practices and learn more about Froebel's theories on education and child development.
I value working alongside colleagues and other practitioners to engage in professional dialogue which will help to develop my practice. I am fully committed to participating in self-reflection and I value all opportunities to use feedback and support from peers. Support and encouragement from managers and senior leaders is also valued as it demonstrates a sense of trust and respect.