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 nurturing their creativity and developing their learning in a fun way through play based pedagogy and inspiring their self confidence by supporting their individuality. I thrive on sharing my positivity, curiosity and wonder through all things outdoors and in nature.
My current role focuses more on sharing and demonstrating my pedagogy, ethos and methodology within a nursery nursery class, hoping to develop and inspire quality practice for children, their families and community.
My practice is most child centred when helping to develop the settings procedures and when demonstrating a child centred approach to nurturing, building relationships and interacting with children.
We are definitely on a journey of improvement in all these areas and the outdoor/indoor environment have seen great improvements in the last year, materials have become more open ended and natural and less plastic, incomplete and outdated resources are present. Staff have taken on these changes with varying degrees of enthusiasm and changes to procedures have faced some scepticism but I feel that as we reflect as a team a more positive attitude towards the benefits of these changes is beginning to emerge. This includes the constant battle to lead others to realise the benefits of outdoor play and learning and time spent in nature.
Children's thought and ideas on the environment and structure of our day(and it's content) is also becoming increasingly evident in the practice of the setting and the design of it's policies. In my practice I encourage all practitioners to question why and how we do things and reflect on whether the children have helped to shape our practice. Encouraging the use of observation and consultation to gain the children's thoughts and ideas and communicate that those ideas are becoming a reality in developing what is their environment and their daily activities and experiences.
Froebelian practices are very much engrained in my own childhood experiences and since completing my Froebelian Childhood Practice Certificate I can now identify how it has influenced my past and present practice. Frobel continues to inspire me to share my practice with other.
Equality and equity are part of my practice as a reflective and informed practitioner and are taken into consideration in my holistic approach to working and connecting with children, families and their communities. Through respectful building of honest relationships built on trust that are supported by policy and guidance enshrined in children's rights.
How to effectively guide other practitioners to see the benefits of a Froebelian approach to childhood practice within my setting. To build my confidence in sharing Froebelian methodology with parents/carers and improve early years experiences for the children.
To work with fellow Froebelians.