EMA- Extending Professional Learning Part 1 Free Essays

string(101) " items from around the room to place in to the containers, cover up and keep safe until mum arrived\." EMA- Extending Professional Learning Part 1 (100) In my EMA assignment I will be reviewing various points of my learning during my studies with the OU. I will be reflecting on how my role as an early year’s practitioner and understanding has developed over the past year and what I feel I have achieved to date. When referring to my setting, and the children who attend, I will change all names so as to protect identity and maintain confidentiality. We will write a custom essay sample on EMA- Extending Professional Learning Part 1 or any similar topic only for you Order Now see Appendix1) I have been an Ofsted registered childminder since 2008 and currently I have three children in my care. Part 2 (1299) When reflecting through my studies I can see how I have developed as a practitioner. In TMA 01 I described my role as â€Å"making sure the children are kept safe and secure at all times. My daily duties involve supporting the children at activities by talking and listening to them, asking them open ended questions and assisting them wherever they need support†. Block 1 discussed ‘roles in the workplace’ (pg. 2) highlighting for me how I have had the opportunity to do so much more as I have been able to ‘put some of myself’ into my role, making it a more enjoyable and more personal experience, which effectively has given me great satisfaction and made me feel valued for my contribution into the children’s life knowing that I have made a difference to their learning and development by supporting, praising, leading by demonstration and playing alongside them. During my studies to date I have gained new perspectives of the Early Year Foundation Stage (EYFS) and how to use it effectively. I now feel very confident in using the Practice Guidance when observing children, using the â€Å"look, listen and note† section to help me â€Å"plan appropriate play and learning experiences† ( Eyfs,2008, pg. 11). As I explained in my TMA01, my dream is to open my own nursery . I have enjoyed studying E100 as it has given me a better understanding and more confidence as I feel better equipped when dealing with new situations such as working alongside other professionals from different settings and working with parents. I particularly enjoyed learning about heuristic play, which is discussed in Chapter 10 in Working with children in the Early Years. I have begun to save, as suggested by Holland (2010, pg 114), a variety of objects for the children to use during their play, and to be used for collage activities. For example I have taken an old collection of buttons and the children gathered around the table, we played a variety of games with the buttons including role play by giving them characters and using a made up story line initiated by the children. I think it is an invaluable way to learn as children are discovering for themselves using their initiative and natural curiosity and as Holland (2010) states ‘There is no question of success or failure’ (pg. 114). As I stated in TMA 01â€Å"I believe that all settings would benefit by basing their overall ethos around heuristic play† as I think it would be easy for practitioners to provide simple objects at a fraction of the cost of catalogued early years toys. Heuristic play encourages children to discover solutions for themselves and use their initiative when playing with the props provided. Over the past year I have observed many children within my setting. I have learnt that children are inquisitive natural learners who carefully absorb knowledge from experience, through interests and from things they observe around them wanting to know all about what they are seeing and experiencing. The challenge for early year’s settings is to find ways to support children’s learning and development by creating a learning environment that supports their natural curiosity. Study Topic 10 discusses how early years practitioners could be seen as ‘organisers, facilitators and initiators‘(ST10, pg 95). I could identify with this when reflecting on my practice, as an ‘organiser’ I arrange the environment by ensuring areas look inviting and I have appropriate activities for the children to chose from. This is discussed by Robson stating ‘settings, and the ways in which we organise them, then, have an effect on all of those within them’ (Reader 1, chapter 22, 2010, pg 223). As a ‘facilitator’ I engage with the children during their play supporting them at activities by talking and listening to them. I particularly enjoy reading to children and as the childminder reading in the course DVD I like to encourage them to join in with the parts they know, the rhyming and listening to their views on the stories. ( E100, DVD 2009). As an ’initiator’ I encourage the children to try new experiences and the activities that I offer by leading, demonstrating and being a good role model. I understand how confidentiality is an important factor in keeping children safe from harm as the information held by practitioners is key to their safety. However it is also equally important to share information with other relevant practitioners when regarding children’s welfare, as did the manager Nicky at the Lark Centre who spoke about the professionals she worked with such as the health visitors for at risk children ( E100, DVD 1). I have discovered that play is vital to children’s learning as all children love to play. Study Topic 3 highlighted that â€Å"play is a valuable activity in children’s learning, what ever the setting you work in and whatever the age of the children† (St 3, pg. 68). I can now relate this to my experience, and by observing children during free play and have found that children do follow similar sorts of repetitive play, which Athey (1990) discussed in Study Topic 3 (pg. 57). It is bearing in mind different kinds of ‘Schema’s’ that have helped me to provide activities for the children. For example one child found it particularly hard separating from his mum. By providing him with a variety of tubs, containers and other carrying objects allowed him to collect different items from around the room to place in to the containers, cover up and keep safe until mum arrived. You read "EMA- Extending Professional Learning Part 1" in category "Essay examples" This helped with his transition into my setting and he -2 is now a confident member who enjoys his time with me. In TMA 01I quoted Jones and Pound who stated â€Å"part of all practitioners responsibility for children’s development is the need to work in partnership with parents† (Reader1,2010, pg 14). By using the EYFS (2008) as guidance I have been able to use the key worker system to â€Å"talk to parents to make sure the needs of the child are being met appropriately† (pg. 15). My setting follows the Early Years Foundation Stage framework which aims to ‘Help children achieve Every Child Matters (ECM) outcomes by: setting the standards, providing equality and consistency , laying a secure foundation for future learning’ (EYFS, pg 7), and as stated in the reader 1 ‘Provides the framework and guidance for practitioners to use in achieving the key outcomes of the ECM agenda’ (reader 1, 2010, pg 1). I have learnt that the health, safety and well-being of the children within the setting is paramount at all times which means, as I discussed in TMA 01 must achieve this by having in place, and following, the settings policies and procedures. It was whilst working through the activities in Block 1 (Study Topic 1 pg. 20) that I realised just how many policies are needed in order to meet the requirements of the EYFS statutory framework. For example a safeguarding policy which must meet certain â€Å"specific legal requirements† (EYFS, 2008, pg. 2) covering different required elements such as â€Å"safeguarding, information and complaints, premises and security, outings and equality of opportunities† (EYFS, 2008, pg. 22-25). Reading these policies has made me realise how much ground work has to be done in order to make an Early Years setting fully operational, in line with the Early Years Foundation Stage. I have learned that the sharing of information with parents is an i mportant aspect for children’s learning and development as they are the ones who know their children the best. The EYFS (2008) framework states â€Å"close working between early year’s practitioners and parents is vital for the identification of children’s learning needs† (pg. 10). This theory is also -3 supported by Draper and Duffy (2010, pg. 271) who stated â€Å"parents are experts on their own individual child† Part 3 (750) As I discussed in TMA 01 when watching the DVD I saw very little comparison to the settings that were shown overall layouts and designs as the setting I work in, is in my own home which offers different play areas with different furniture, equipment and materials. I did however see similarities to how the staff, such as Kerry at the Lark Children’s Centre (E100 DVD 1), were very supportive and encouraging with the children assisting them where needed but giving them enough space to try out things for themselves. I found the study topics in Block 1 very interesting as they discussed children’s ZPD which is where ‘children operate on the edge of their capabilities †¦ with the help and guidance of a supporting adult† ( St 3,pg 65). The ZPD is something I now bear in mind during my daily practice. I am always trying to think of the children’s ‘next steps in teaching and learning’ which is suggested by Vygotsky (1978) in Chapter 22 of Working with children in the early years (Nutbrown, 2010, pg 244). After studying this I was able to make links between the children I have observed in my setting, understanding how they have learnt and developed their skills over the time in which I have been looking after them. For example in TMA 03 I observed a 2. 5 years old girl at the sand pit where I offered her my support through the process of building sandcastles (See appendix 2). Today the girl, who is now 2. months, is able to confidently build a range of sandcastles using a variety of different shaped tubs and containers. It is witnessing evidence like this that helps me to fully understand Vygotskys ‘zone of proximal development’ theory and can agree that â€Å"guided problem solving† (Gifford, 2010, pg. 161) is how children learn to solve -4- problems with the support of the adults around them. I will take the knowledge I have gained about children’s ZPD in to my work setting and use it to help me plan stimulating activities for the children. I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, which can be done through a variety of observations. I have discovered that through observations practitioners can follow the interests of the children expanding these interests on to various areas of learning. The EYFS (2008) states that â€Å"observations help practitioners to decide where children are in their learning and development† which then inevitably enables them to plan appropriate play and learning experiences ( EYFS 2008,pg. 1). Study Topic 3 noted â€Å"it is an essential part of your role as an early year’s practitioner to recognise children’s existing achievements and establish strategies for their future learning’ ( ST 3,pg. 72) I can agree as I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, remembering that children are all individuals with a v ariety of unique needs. I have discovered that through observations practitioners an follow the interests of the children expanding these interests in to various areas of learning. In my setting I feel there are ample opportunities for the children to learn and develop across all the areas of learning within the Early Years Foundation Stage. Continuous provisions include a role play area, messy play, book/cosy corner and a computer area, also a fully enclosed garden, at the back of the propriety is available offering different types of physical activities. I discussed in TMA 04 how it would be easy to label each area with a specific area of learning but I have found that the activities and experiences that are available for the children will cover more than one area of learning in a more holistic way. -5- Wood (2010) explained that practitioners should actively listen to children in order to gain a better understanding of their needs. I can agree with Wood as in practice I have found that, like other professionals, not only listen to the children but respond accordingly to their requests wherever possible. For example if a child asks for a particular activity, toy or game then i respond by following up on that request from the child. I have discovered that by actively listening to children I have been able to learn about what they like and dislike better equipping me for planning for their needs by providing activities and experiences based upon their interests. Part 4 (849) As stated in my TMA 01 ‘ I have been an Ofsted registered childminder since 2008’ on both Early Years and the compulsory and voluntary parts of the childcare register. I am able to care for a number of four children under eight years of age, no more then two may be in the early years age group, and of this only one may be under one year. Currently I have in my care a number of three children, one under one and two children in the early years age group. The children attend full-time and part-time sessions in my setting. In TMA 04) I wrote about the importance of building links with outside agencies and the experience up to date has only strengthened my realisation of this. Jones and Pound described multi-agency working as â€Å"a practical and evolving process of negotiation and communication between groups of professionals, occupations, sectors, agencies and disciplines† (reader1,Jones and Pound, 2010, pg. 67). My setting has good links with the local authorities early year’s team who are always on hand to advice on any issues that may arise and I‘m also a member of the childminders network from which I get lots of support. The local authorities also keep me informed about any training opportunities and courses available and to which to attend in the future. In practice I have seen how these multi-agencies have helped some children and their families such as a mum and dad who were struggling to cope with their 3 year old son’s behaviour. I have called the early year’s team at the local authority describing to them how he behaved in the setting and highlighting how the parents were feeling. The early year’s team made an appointment to come in and observe the boy and talk to the parents. The outcome was that the boy got one to one support and his mum and dad got support in their home from a childcare professional who showed them how to organise, play and manage their son at home. I can agree with Harrison et al. (2003) who considered the potential benefits of multi-agency working suggesting that â€Å"it centres energy and resources on a common problem, enabling a coherent and holistic approach to services for children† (Jones and Pound, 2010, pg. 66). I feel the service that this family received was invaluable as they were crying out for help and just did not know where to turn. It was the multi-agency way of working that knitted together various professionals to support the family in a holistic way. I am continuing my studies with the Open University having enrolled on U212, which is a required module of The Foundation Degree in Early Years. I will continue to work through the required modules in order to fulfil and reach my long term goal within early years. Reed (2008) in Study Topic 18 looked at the qualities of a good leader, I feel as a result of studying this course my qualities are: 1I feel confident when it comes to taking the initiative I am a reflective practitioner able to work through processes and develop effective strategies. 3I fully embrace multi-agency working as I feel it is vital when working with children. 4I engage in training in order to further my knowledge See appendix 3 for my full PDP I chose to study with the Open University as I felt I lacked the knowledge to know how to support children fully but was also able to work with child ren in practice gaining the valuable experience needed in order to meet the expectations of the required elements for the TMA’s. To conclude, I have enjoyed the challenge of studying E100 and I feel I have already developed my role as a practitioner by, for example, the way on a daily basis I ensure the children’s well-being is protected at all times by things like doing risk assessments, behaviour management and health and safety checks which was highlighted for me during some of the activities in Block 1 I feel I have built up a vast amount of knowledge surrounding early years practice and my understanding of how children learning has developed and with the support from other childminders, and the research I did at home, I had lots of information to use in my TMA’s. I found the feedback I received from my tutor very helpful as it was constructive and straightforward to follow and it was reassuring knowing that I could email my tutor at any time to clarify any points of the TMA I was unsure about. The only trouble I had was trying to achieve the correct word count, frequently going over the allo wed count. My next course with the Open University stars in October 2012 which will help me to achieve my goal of completing the Early Years Foundation Degree. I firmly believe this course has made me look at why I do things the way I do and will enable me to move on to higher professional roles in the future. References Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF. Department for Children, Schools and Families (DCSF) (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham: DCSF. Draper, L. and Duffy, B (2010) ‘Working with parents’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. DVD 1 (2009) Lark Children’s Centre. Gifford, S. (2010) ‘Problem solving’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. Holland, R. (2010) ‘What’s it all about? – how introducing heuristic play has affected provision for the under-threes in one day nursey’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Irimia, L ,2011 (TMA 01) My self, My setting and My roles and responsibilities Jones, C. and Pound, L (2010) ‘The roles and responsibilities of leaders’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Jones, C. and Pound, L (2010) ‘Leadership in a multi-agency context’ in Cable, C. Miller,L. nd Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Pound, L. (2010) ‘Born mathematical’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. -9- Wood, E. (2010) ‘Liste ning to young children: multiple voices, meanings and understandings’ in Cable, C. Miller,L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Appendix 1 Ethical statement Title of course: The early years: developing practice I am undertaking a _________________ course at __________________ that involves the study of children operating at, or within, the 0–7 year old age range. I will be studying a wide range of topics around early years practice and conducting small-scale research projects concerned with enhancing my own professional practice. I would be grateful if you would allow me to include my observations and assessment of your child in my work, and could confirm this by signing the slip below. The following statements provide professional and ethical guidance for my work.  § The findings will be incorporated into my assignments, which will form part of my degree portfolio. Once the study has been assessed, a copy of my work will be kept for reference purposes only.  § The setting’s/school’s and participant’s anonymity will be safeguarded. For the purpose of my studies, pseudonyms will be used throughout. All transcriptions of conversations will be signed by the participants to indicate their approval of the transcripts’ used and to confirm that they are a true record of the conversation.  § Any records, questionnair es and other evidence will be kept in a secure environment and will not be made available to other persons apart from tutors connected with the course.  § The head teacher/setting manager has given permission for me to follow this course, and is aware that I will be using data collected from children in my care  § I am being supported by tutors throughout the duration of the course and they will guide me in the appropriate collection and use of my findings. After the final assessment of my course, the archived material will be destroyed. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Student: please tear off this strip after the parent/carer has signed and dated it and keep it in a safe place. ) I give permission for data relevant to my son/daughter to be used in the purposes of your studies. I may withdraw my permission at any time. Child’s name †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ || Signed parent/carer: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | Manager/head teacher’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | -10- Appendix 2- Observation 2 Time and date: 09:57am 10/01/2012 Area of play: The sand tray area which has a large rectangle sand tray with different scoops, containers, natural objects and vehicles in it. Observation: Amelia is stood between two children at the sand tray still wearing her nurse’s outfit from the role play area. She has the baby doll she was making better in the pram behind her and she has one leg firmly wrapped around the pram front wheel. Amelia is trying to fill a small bottle container with sand using a large green spade. Each time she turns the spade over with the sand, which is quite damp, falls off. She relentlessly carries on until there is some sand in the bottle. Amelia begins to shake the bottle holding it above her head and trying to peer inside the small bottle. I asked her what is she looking for inside the bottle and she replies: ‘my sand castle’. Then I asked her if she will like help with building a sand castle. She replies ‘yes, but can I have it? ’. I said ‘of course’. Amelia beams with delight. She helps me fill a large castle shaped bucket using the large green spade. I slowly count each load and I ask Amelia how many did we put inside. Amelia replies ‘eleventyfour’, I tell her ‘six’, which Amelia repeats and continues counting. When the bucket was half full I asked Amelia if we need more sand inside. She replies ‘yes lots more, lots more!! ’. When the bucket is full I asked Amelia to help me turn it over telling her that it’s really heavy. She tries to help me holding on to the bottom of the bucket. Then I asked Amelia to tap the bucket 3 times with her spade. Amelia counts ‘1 2 3’ heavy taps then we both lift the bucket. She smiles with delight as the sand castle appears. Immediately she bangs it down with her spade and says ‘again, again’. The process is repeated again a few times, ith the other children joining in with us, then Amelia turns over to her pram and leaves the sand tray. Time ended: 10:05am Links to EYFS: Problem solving, Reasoning and Numeracy. Numbers as labels and for counting. 22-36 months. ‘Use some number language suc h as ‘more’ and ‘a lot’. Knowledge and understanding of the world. 22-36 months. ‘Use others as sources of information and learning’. -11 Next steps: To continue to provide more role activities for Amelia. To provide more opportunities at counting activities and counting during play such as counting wheels on the prams, steps, rhymes and songs, further developing problem solving, reasoning and numeracy as well as communication, language and literacy development. My future goals (for me and my setting)|Ho I will achieve them | Short-term goals:To study the requirements for the NEW EYFSTo research and further my knowledge and understanding of Heuristic play. |To Complete and pass E100To research, after completing this course, heuristic play via various media sources. | Medium-term goals:Complete U212 (which I will start in October 2012)Complete Early Years Foundation Degree with the Open University. |Complete and pass U212Enrol, complete and pass the required modules| Long-term goals:Open my own nursery|Research about requirements and founding. | Appendix 3 Personal Development Plan and how I will achieve them How to cite EMA- Extending Professional Learning Part 1, Essay examples