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. (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 “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. 12) 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 “look, listen and note” section to help me “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 01“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...
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