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 enthusiasm, wonder and curiosity young children have. They are naturally interested by what is happening around them and I love introducing them to new things. I also enjoy the aspect of starting their lifelong learning with them and getting them off to a great start. I enjoy following their interests and how each year is totally different.
My role as a P1 class teacher is effectively to teach the children the curriculum at Early level. However, I do not directly teach everything. I teach but I also facilitate, provoke, support and scaffold both learning and play. I observe and listen. I provide opportunities for learning and experiences. I keep the environment and different areas we have interesting and inviting and take children's views on this. I listen to children's voice and plan accordingly.
Instead of following IDL planners I follow children's interests and progress this further. The children free flow between 4 areas and have free choice. I always consider children's voice in planning learning and the environment.
Resources are at a child level and accessible for children. Children give opinions on our different areas. Children are in charge of maintaining and tidying them. Interests children are showing are then highlighted in the environment. Many materials are open-ended. Procedures often involve a song or signals to be more child friendly and fun.
Children involved in changing, updating, moving resources/areas. Their interests listened to and provocations created to progress this further. Children involved in making rules for each area e.g. safety rules for woodwork. We discuss things that are working or not working and adjust accordingly.
Froebelian thinking inspires my practice in many ways. It has given what I do deeper meaning. I have also incorporated Frobelian occupations into our P1 setting. I have been leading a gardening project for over a year now as part of completing the Frobel in Childhood Practice course. I have also introduced weaving with the aim of progressing to sewing and have ordered in clay materials to introduce that at some point this year too. We have also introduced a free flow snack for P1s and have set-up a cooking area.
I completed 3 Inclusion and social justice modules as part of my part-time Masters with the University of Strathclyde. Social Justice is always at the centre of teaching. Through stories we make sure all children feel represented and celebrated.
I hope to add to knowledge gained from the previous Module on Froebel in Childhood Practice. I aim to strengthen my practice further through Frobel pedagogy and reflective practice. I know there will be things in my own practice I can do better or change, and ways to progress the environment or play further in my setting.
I need knowledge, examples of good practice, new ideas and concepts and support from other practitioners.