Leadership and Management in Early Years

Topics: Learning styles, Education, Learning Pages: 10 (2017 words) Published: May 5, 2013
Summative Assessment


• 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 an environment where I can study without disturbance of my demanding family.

• I need to develop an understanding of my professional skills, my strengths and weaknesses, therefore, using the knowledge to enable me to increase my development and progress as an individual.

• To make my study life as smooth as possible, I need to identify my study style. According to Kolb (1984), people learn in different ways and have different learning styles. It is important for students to identify their learning styles at the beginning of the study program. The best way to approach for a student is to gain a secure knowledge of a variety of learning styles.


• At the beginning of my study program, there were a number of things that needed to be done. According to Macleod-Brundell and Kay (2008), my time at work and home needed to be better organised so that I could use my available time as best as possible. This can be accomplished by avoiding substitute activities and make a ‘to do and not to do list’. Also my family needed to understand that I would need some private time to study and concentrate on my work to be able to successfully complete a degree course.

• This can be achieved by using and evaluating the information around me, to understand how I work as an individual. Using feedback from colleagues has stimulated me to think more deeply about me and my thoughts. It gave me a clear idea of how I am perceived by others. According to Reed& Canning (2010), knowing our learning journey and important changes in our thoughts, values and attitudes help us to identify who we are. • Reading different experimental learning approaches to study skills, was a great help for me in identifying these skills. Helping others out of my areas of expertise will help me to gain knowledge of subjects I do not discovered yet. Also, working effectively as a member of a team will give me a chance to share ideas within the team and learn...

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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