Our candidates are embarking on their learning journeys and I wanted to give you a flavour of what they are currently experiencing in the first month of the EYPS. All candidates have attended an induction event and have become members of the University community. This induction covered what their relevant pathway entails, how the assessment is structured, information on mentor requirements and safeguarding plus a University familiarisation session.
During this month our candidates across the different pathways have been reflecting on a number of key areas:
Professionalism
How do we define a professional within the early years sector? We have covered the concept of reflective practice and the cyclical approach of Kolb where reflection brings a chance to refocus on learning from events. Candidates are encouraged to keep a reflective journal and to use reflection for personal growth and development (Reed and Canning 2010). There has been a chance to critically evaluate professionalism both in the early years and the wider world and consider the growth of professionalism within the early childhood sector. Candidates have started to reflect on what it means to be a leader and what their own leadership style may be.
Quality
What is quality in the early years? This is a question asked of candidates and it can be quite hard to agree a definition of this! Candidates reflect on the EPPE research (Sylva et al 2004), ECERS and its counterparts and the concept of Leuven Involvement and Wellbeing scales (Bertram & Pascal) when considering a quality environment. They also consider what occurs within their settings and how this may be influenced by regulatory bodies such as Ofsted.
Child development
There has been a focus on working with the youngest age group (birth to three). This is partially in response to Mathers et al (2011) who state that EYPs are not always practising with the youngest children and partially, as this area is generally identified as a learning need for our candidates. We feel the focus on babies and toddlers is key to understanding how to work with young children and these sessions help candidates to understand the differing needs of this age range.
All our sessions support the linkage of theory to practice and encourage candidates to critically evaluate themselves and their settings/placements. We also ask candidates to make the link with the relevant EYPS Professional Standards and to consider the ways they can evidence their growing knowledge against these. Some of our candidates are arranging a placement with an age range they need additional experience of. In many cases this is in the younger age range, we will visit them during this placement to support them with an observation of their practice.
Nikki Fairchild is EYP programme co-ordinator at the University of Chichester
References
Bertram, T. and Pascal, C. Effective Early Learning Programme Child Involvement Scale. Birmingam: CREC
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J. and Siraj-Blatchford, I. (2011) Evaluation of the Graduate Leader Fund – Final Report. London: Department for Education.
Reed, M. and Canning, N. (2010) Reflective practice in the early years. London: Sage
Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Nottingham: DfES.
Professionalism
How do we define a professional within the early years sector? We have covered the concept of reflective practice and the cyclical approach of Kolb where reflection brings a chance to refocus on learning from events. Candidates are encouraged to keep a reflective journal and to use reflection for personal growth and development (Reed and Canning 2010). There has been a chance to critically evaluate professionalism both in the early years and the wider world and consider the growth of professionalism within the early childhood sector. Candidates have started to reflect on what it means to be a leader and what their own leadership style may be.
Quality
What is quality in the early years? This is a question asked of candidates and it can be quite hard to agree a definition of this! Candidates reflect on the EPPE research (Sylva et al 2004), ECERS and its counterparts and the concept of Leuven Involvement and Wellbeing scales (Bertram & Pascal) when considering a quality environment. They also consider what occurs within their settings and how this may be influenced by regulatory bodies such as Ofsted.
Child development
There has been a focus on working with the youngest age group (birth to three). This is partially in response to Mathers et al (2011) who state that EYPs are not always practising with the youngest children and partially, as this area is generally identified as a learning need for our candidates. We feel the focus on babies and toddlers is key to understanding how to work with young children and these sessions help candidates to understand the differing needs of this age range.
All our sessions support the linkage of theory to practice and encourage candidates to critically evaluate themselves and their settings/placements. We also ask candidates to make the link with the relevant EYPS Professional Standards and to consider the ways they can evidence their growing knowledge against these. Some of our candidates are arranging a placement with an age range they need additional experience of. In many cases this is in the younger age range, we will visit them during this placement to support them with an observation of their practice.
Nikki Fairchild is EYP programme co-ordinator at the University of Chichester
References
Bertram, T. and Pascal, C. Effective Early Learning Programme Child Involvement Scale. Birmingam: CREC
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J. and Siraj-Blatchford, I. (2011) Evaluation of the Graduate Leader Fund – Final Report. London: Department for Education.
Reed, M. and Canning, N. (2010) Reflective practice in the early years. London: Sage
Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report. Nottingham: DfES.
