Beginnings
– How I view my practice at the start of my current training –
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I have worked across both primary and nursery sectors during my working career. Working with children brings about a new challenge everyday. Tovey talks about connectedness and how children should be able to link learning and their own experiences (2017). There is no better observation than watching a child who uses a new skill in another context and watch the achievement in their face. Understanding child development allows me to reflect and enquire about how we get it right for every child and understand practical meanings of theorists. My own pedagogy has been shaped by pioneers who were influenced themselves by Friedrich Froebel or who shared many of his principles. Children are and need to be at the heart of everything we do. We are building the future and what better job than ensuring strong foundations for our future workforce.
The comment "I wear many hats" comes to mind. I am the Early Years Depute in a Nursery Centre located in a Primary School. This unique position means that we are open 48 weeks a year, at times when the school is closed. The Head Teacher has overall responsibility, with my role as supporting and assisting the team within the nursery.
When I am working with the children my practice is focused on the child. This does not always mean I am working directly with the children but there are provocations and experiences for them which have been created by my practice. Through observations I can ensure I am offered the design principles, and Froebelian principles and practices. I ensure scaffolding of learning to enable children to build the skills required to consolidate and take forward learning.
Our setting has made significant changes since COVID-19 guidelines have reduced. We have returned to loose parts, natural materials, deconstructed role play areas and children's choice through resource booklets. We still have enhanced hygiene measures in place. Our planning incorporates child led experiences, adult led experiences and adult led experiences both indoors and outdoors encompassed by observations as central.
This is an area of development for our setting. Our children are involved in creating areas in our nursery, choosing resources and materials and planning. We are gradually returning to free flow indoor/outdoor play so children can decide the rhythm of their day. We have identified children participating more in the policies of my setting in a more formal way.