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 engaging and developing children’s creative thinking and affording them leaning opportunities to value their contributions, thoughts and creativity. I enjoy observing children become autonomous learners and learn through experiences in line with their passions and interests.
I view myself as a scaffolder, educator and enabler of early education for young children. As a professional lead within a team my aim is to inspire, share practice and knowledge of Froebelian principles and approach with colleges to afford opportunity for self reflections and development.
I have always held the child at the centre of my practice when providing learning experiences for children. I aim to have a holistic approach to supporting children and used skills and knowledge to best support them. I am mindful of depth, challenge and freedom with guidance when supporting and scaffolding learning. Up until recently this was more evident in my personal practice, however, I now feel after studying at BA level and other subsequent course I am using my own voice more to challenge practices and question when things do not appear so child-led/centred.
My setting aims to provide the highest possible standard of Early Education and childcare in a nurturing, caring and safe environment. Our vision, values and aims are inspired by Froebelian principles affording children learning opportunities to grow and develop at their own pace. Our nursery environment is inspired by principles of Biophilia, affiliating our connections to nature and the Danish concept of ‘Hygge’ encompassing feelings of togetherness and contentment. Working in this setting has only compounded my desire to continue to deepen my Froebelian approach and practice and share my knowledge and experiences with others.
I feel this is an area that is still developing within my setting. Children are supported to be active agents in their leaning and their voice is listened to, however I feel we can go further and support ourselves as colleagues and the children to fully embed ‘children’s participation’ in our daily practice across all areas of our daily routine, seeing spaces and learning opportunities.
Completing the Froebel in Childhood course was the core beginnings of my Froebelian practice and my journey to study further related courses. I am passionate about children have opportunities to be active agents and have autonomy in their learning and the importance of my role to be educated highly enough to sustain and extend their learning. I seek to work with mind minded colleagues so that my practice can be enriched and inspired by others active in the sector.
I hope to continue to strengthen my practice by sharing knowledge and experiences with others and continue to reflect upon myself at regular points and keep my practice current.
Currently reading ‘Slow Knowledge and the Unhurried Child’ discussing the research based on slowing pedagogy down in Early Childhood Education.
Togetherness - having the opportunity to share stories, experiences and practice with other colleagues to self reflect and improve and enrich children’s learning opportunities within our setting.
I aim to have a holistic approach to the children and families I work with. I strive to provide a supportive, caring and nurturing approach inclusive to all. I am mindful of not being judgemental and looking at the wider influences on families and seek the appropriate help and support when required. Empathy, ability to listen and warmth are princes i strive to work by.