Leadership and Management in Early Years

Topics: Learning styles, Education, Learning / Pages: 9 (2017 words) / Published: May 5th, 2013
Summative Assessment

Contents page

• Introduction 2

• Aims 2

• Objectives 3

• Personal Skills 4

• Questionnaires 4

• Learning Styles 5

• Time management 5-6

• Presentation 7

• Feedbacks 7

• Area for developments 8

• Action plan 8

• conclusion 8

• Bibliography 9

• App. 1. Belbin’s table of nine team role 10

• App.2. Feedback from colleagues questionnaire 11-20

• App.3. Learning style questionnaire 21- 23

• App.4. Organisation & time management 24-25

• App.5. Mine tools Questionnaire 26-29

• App.6. Tutor feedback 30-31

• App.7. Peers feedbacks 32-42

Report Title

Reflective report on your progress in development of skills for the course, (including information from formative assessment); using feedback from tutors, peers and colleagues.


Deciding to go back to university was a big decision for me and it has had a big impact on my life. It involved changes to my routine, and it means that my time cannot be devoted to family and friend, or to other things that I really like doing. But I really want to achieve something and this involves some changes and sacrifices, and I am ready for the challenges that await them.

According to Cottrell (2011), students should developed critical thinking skills. That improves their attention and observation and help them to priorities their goals and manage their time efficiently.


• My most important aim is to identify how to manage my time so I can succeed my work, and study and manage my family demands efficiently. According to O’Hara (1998), I’ll need to identify how to study and to allocate

Bibliography: Belbin R (1993), Team Roles at Work, 1st Ed, Oxford. Butterworth Heinemann. Belbin R (2010), Team Roles at Work, 2nd Ed, Oxford. Butterworth Heinemann. Carol M. (1992), Understanding Different Learning Styles. Carver, C. A., Howard, R. A., & Lane, W. D (1999). Enhancing student learning through hypermedia courseware and incorporation of student learning styles Cottrell S (2008). The Study Skills Hand book. 3rd Ed. Hampshire, Palgrave Macmillan. Cottrell S (2011). Critical Thinking Skills. 2nd Ed. Hampshire, Palgrave Macmillan. Directorate of learning resources (2010). Harvard Referencing Student style guide. 2nd ed. Sunderland: City of Sunderland College. Griggs, S. A. (1984). Selected case studies at preferences of gifted students. Gifted Quarterly, 28(3), 115–119. Judge B, Jones P & Mc Creery E (2009), Critical Thinking Skill for Education Students. Exeter. Learning Matters Kolb D (1984) Experimental Learning: Experience as the Source of Learning and Development Macleod-Brudenell I & Kay J (2008) Advanced Early Years. Harlow. Heinemann. Moyles J (2006), Effective Leadership and Management in the Early Years. Berkshire. Open University Press. Paige-Smith A & Craft A (2008), Developing Reflective Practice in the Early Years. Berkshire. Open University Press. Paige- Smith, Alice and Craft, Anna eds. (2011). Developing Reflective Practice in the Early Years (2nd Ed).Berkshire: McGraw Hill, Open University Press. Pears, R. & Shields, G.J. 2010, Cite them right: the essential referencing guide, Palgrave Macmillan, Basingstoke. Reed M & Canning N (2010), Reflective Practice in early Years, London, Sage Publication Ltd. Stellwagen, J. B. (2001). A challenge to the learning style advocates. Clearing House, 74(5), (5), 265-268.

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