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 magic of learning that is spontaneous through play. The creativity and joy that comes from the children's imagination and their empowerment to direct their own learning.
Now, I facilitate adult learning and support practitioners to develop their approaches to children's learning in settings.
When you are being responsive to the children's learning in what ever direction that is taking. To empower the children to make the decisions instead of the adult role directing resources, including time.
This depends on the layout of the building the ways in which you can be child-centred for freeflow play. Generally there are a range of resources for the children, chosen by the children to use in creative ways. Adults learn to step in and back to facilitate play.
The floorbook planning approach allows children to have a voice in how they shape all of the above mentioned. UNCRC rights of the child will help a review of policies with these at the forefront of why we have the policy in place and what that looks like for children in their eyes.
In my role I am inspired by the Froebelian practice I see in many settings throughout D&G. This makes me feel that I don't get to play enough, I want to join in. I am able to share what I see on my travels, through Sway newsletters, training etc.
I see my role as an educator to have equality embedded in practice. I am more aware than ever on equality and what that means for children in settings. That children see they are represented through their gender, race, culture, disability is a priority to make a difference in settings. Having conversations within staff teams to shape pedagogy is important to me.
To be able to influence Froebelian practice wider and in more depth by building networks throughout Dumfries and Galloway.
Connection and unity to build relationships within my community to support my learning journey.