Reflection with Guidance: a Froebelian tool for practice development and transformation aims to provide a ‘rich resource’ of observational material and documented practice in the form of videos, photos and narratives, taken at Guildford Nursery School and Family Centre in Surrey and Seven Stars Kindergarten in New Zealand.
It was developed over a three-year period following the success of a Froebel Trust-funded project exploring the relevance of Froebel's Philosophy to contemporary life.
A full rollout of the CPD package – for Froebelian and non-Froebelian settings – is planned in October, and the
Froebel Partnership is looking to work with six early years settings over the coming six months to pilot the programme.
Professor Chris Pascal from the Centre for Research in Early Childhood (CREC), one of the leads on the Froebel Partnership team, says that the beauty of the programme is that it is practitioner-led.
‘It’s not another CPD programme that’s handed to practitioners and they’re told what they should be doing. It allows them to generate their own ideas in a framed and supported way. It’s a tool for practitioners and researchers to use to analyse and reflect upon their practice and how effectively it supports children and practitioners' flourishing and wellbeing,’ she adds.
The narratives, videos and training seminars encourage practitioners to observe and critically reflect on ‘real-life practice’ involving children, practitioners and families. It looks at how the mud kitchen, for example, or the Froebelian occupations, such as weaving or clay, develop over time.
‘Practitioners can look at the project practice clips and then their own practice and reflect with a critical eye on what they currently do, what works, and how to develop their practice so that young children can flourish,’ Pascal says.
An initial trial to test out its robustness and application for both research analysis and practice analysis and development has been carried out with educators at Guildford Nursery School, Seven Stars Kindergarten and early childhood degree students at CREC.
Sally Cave, headteacher at Guildford Nursery School and Partnership lead, says, ‘Feedback has been extremely positive. We believe this tool has the capacity to transform and deepen reflective analysis of both research and practice – Froebelian or non-Froebelian.
‘Froebel’s principles are relevant for all settings: they are about best practice; skilful practitioners and working with families,’ she adds.
Enhanced wellbeing
During the research phase, the Partnership also looked at practitioner wellbeing. It found that the collaborative nature of the programme resulted in increased confidence, higher levels of motivation and a sense of belonging.
‘Over the past three years, there has not been one incidence of stress-related sickness at Guildford Nursery School. Practitioners feel that they are at the heart of the magic that’s happening, and it’s empowering,’ Pascal says.
‘Reflection with Guidance is a professional development package that can inspire people who are looking for something positive and optimistic in today's climate. It's decent, ethical professional development that gives educators dignity, hope and a sense of their ability to shape the future,’ she adds.
The Partnership will be piloting its tool with six ‘diverse early years settings’ over the next six months, before its official launch in October. Maintained, private, voluntary and independent settings that take part will need to commit to documenting evidence and engaging in reflective dialogue with the Froebel Partnership.
Interested settings and schools should email Guildford Nursery School (pa@guildfordnscc.surrey.sch.uk) with expressions of interest.
