I am particularly interested in identifying and supporting children with speech and language delay as I recognise how vital it is to embed these early skills for the best learning outcome for each child. T in other YMCA settings. I recognise the benefit of providing varied and stimulating environments in which children can learn and am particularly passionate about the benefits of learning outside. My name is Steph Whitham.
I have been in childcare for over 7 years. I have a particular interest in meeting the needs for vulnerable children and ensuring they receive the best possible start in their early years and reaching their own potential. I hope this role provides a greater source of networking between Early Years providers to ensure children are given the possibly to achieve at their highest standards.
I am a proud mother of four wonderful sons, who set me on my journey in realising what a rewarding role nurturing children is. From this interest, I became a childminder adding a few more children to my brood! Then an opportunity arose to be employed as a teaching assistant in a reception class, followed by becoming a pre-school assistant. Eventually I was appointed the Manager of the preschool setting on site, where I still work.
Over many years, I have embarked on my own learning journey to gain knowledge to better support young children. I was also asked to become a Bristol Standard quality improvement framework validator, a role which I really enjoy. My particular interests and enthusiasms are with ensuring all children have opportunities to develop and learn from their unique starting points, by providing rich learning environments.
I particularly enjoy providing children with many natural play materials that can be used in open ended ways. Get ready for Brexit. All early years providers working with children from birth to 5 years old must follow the regulations on EYFS staff:child ratios. This is the number of qualified staff, at different qualification levels, an early years setting needs to have in order to meet the needs of all children and ensure their safety.
These regulations are set out in the statutory framework for the early years foundation stage EYFS. Providers must make sure staff have the appropriate qualifications to count in the ratios, including the need to have at least 1 staff member trained in paediatric first aid. Providers can use our early years qualifications lists to:. If a person holds a level 2 qualification that meets the level 2 full and relevant criteria see below , you can count them towards the EYFS staff:child ratios at level 2.
If a person holds a qualification at level 3, 4, 5, 6 or 7 that meets the level 3 full and relevant criteria, you can count them towards the EYFS staff:child ratios at level 3. Depending on whether the qualification was started before or after 1 September , you may also need suitable level 2 literacy and numeracy qualifications.
Staff who completed or registered for a qualification before 1 September must hold a qualification that meets the full and relevant criteria for early years qualifications in order to count towards the level 2 or level 3 EYFS staff:child ratios. They do not need to hold level 2 literacy and numeracy qualifications. Search our full list of pre-September early years qualifications. From 1 September until 31 August , all level 2 early years qualifications are full and relevant if they are:. Appropriate to early years practice means that the qualification needs to be relevant to working in an early years setting that covers childcare and child development for the 0 to 5 age range.
A level 2 qualification in babysitting, for example, would not be appropriate to early years practice. From 1 September , all level 2 qualifications must meet the level 2 early years practitioner criteria. Awarding organisations are currently developing these qualifications which will be available from 1 September Search our list of approved early years qualifications that meet the level 2 early years practitioner criteria. We will update this list when new qualifications are added.
From 1 September , all level 3 qualifications must meet the early years educator criteria. This means that all staff who have registered for a qualification since that date can be counted in the EYFS staff:child ratios at level 3 if they hold:. Search our full list of early years qualifications that meet the early years educator criteria. If a person holds a level 3 early years qualification but does not have suitable level 2 literacy and numeracy qualifications, you can only count them at level 2 in the EYFS staff:child ratios.
These are the minimum qualification requirements that we expect staff to have if they want to work in an early years setting. However, employers can set their own requirements when recruiting staff if they wish. We also do not set entry requirements for early years training courses. Training providers set their own entry requirements for entry to courses. Newly qualified staff with a level 2 or level 3 early years qualification, awarded after 30 June , must also have either a full paediatric first aid PFA or an emergency PFA certificate within 3 months of starting work. If they do not have this you cannot count them in the EYFS staff:child ratios at level 2 or level 3.
This is a voluntary quality-mark awarded to settings where all staff have an appropriate PFA qualification. Staff who graduated since 1 September with a degree in early childhood studies ECS , or a related degree, count at level 3 in the staff:child ratios, as long as they:. Staff count towards the EYFS staff:child ratios at level 3 or 6 if they have been awarded:.
They do not need separate level 2 literacy and numeracy qualifications. The early years educator qualifications that started on 1 September are for England only. When discussing charisma, we are in the arena of traits and qualities once more: the charismatic leader has particular skills, personality and presence.
However, this is only one side of the notion of charisma and it is equally important to explore the situations or contexts in which charisma manifests itself. In times of distress — personally, within families, organisations and nationally — there is a tendency to seek figures who provide answers and demonstrate strength of purpose. In these examples, the emergence of the charismatic leader is interactional, that is it originates from a collective need for one to lead within a particular context. The role of the charismatic leader, however, can also include heavy dependency.
It can mean the loss of individual autonomy and relinquishing responsibility. It can create a sense of invincibility and power in the leader and a corresponding sense of powerlessness in those who are led. It can also lead to significant conflict when the tide turns against the charismatic leader.
She arrives with extensive experience in Early Years in schools and has also worked in South America as an Early Years teacher in a charity project for street children. She is highly energetic, has huge self-confidence, is striking to look at with her jet-black long curly hair and has a very positive disposition.
Very quickly, the whole nursery staff warms to her; the children love her, the parents engage well with her and she always has lots to share with staff in the weekly staff meetings. Moreover, Adrienne spends as much time as she can in the various base rooms, modelling new approaches to practice to the staff team. Very quickly, there are significant changes to many aspects of practice across the nursery. We have outlined the main theoretical frameworks that inform our understanding of leadership.
Perhaps you have noticed that these insights sit fairly comfortably with the forms of organisation that are common in business, the armed forces, Government and so on.
Reflections | TACTYC
There have also been a number of research studies carried out relating to leadership in school settings Harris et al. Whilst these have had some influence on our understanding of leadership in the Early Years context, there remain distinctive differences to leadership in the Early Years — not least because of the diversity and scale of the sector.
Can you identify any other elements of these standards that apply to your understanding of the role of EYP? As we now move to consider some of the key writers and research studies in the field of leadership in early childhood, we should remind ourselves that these do not yet take full account of this emerging concept. What they do offer, however, are insights into issues that relate specifically to the complex field of leadership in Early Years settings in all their diversity. In particular, drawing on the earlier work of Shea and Bryman , Smith and Langston offer a self-appraisal tool whereby leaders can identify current behaviours within their role and also reflect on what would be preferable behaviours.
Reflect on the way you demonstrate leadership in your setting and illustrate with an example from practice. Table 2. Along with others see for instance Sylva et al. In her early study, Rodd reported that insights from mainstream understanding of leadership were filtering into Early Years practice, although there was little understanding of roles like research, marketing or communication with policy makers as part of the leadership task, and no conception of risk-taking, change management or the creation of professional networks.
In her study of 79 managers of Early Years settings, Rodd found that there was far more emphasis on maintenance i. She has continued to progress academically including achieving an early childhood studies degree and her career has developed to the point that she has been the manager of a place day nursery for the past seven years. Marge is outgoing and confident and competent in her role in maintaining the smooth running of the nursery.
There is a low staff turnover and a healthy waiting list of children to attend. When he was 30 he decided he wanted to work directly with children so completed a NVQ3 Early Years qualification whilst working in a private nursery setting. What other factors might influence their leadership styles and roles? This was developed in response to the lack of training opportunities available to those who lead and manage Early Years settings. Moyles consulted widely with a range of leaders and managers in different Early Years settings to co-investigate the components of effective Early Years leadership and management.
There are notable links here with the classic leadership theories and Moyles identifies skills, qualities, attributes, characteristics and attitudes as all necessary for the overall roles of leadership and management. Are you also able to identify those where there are areas for development? These studies have further strengthened our understanding and expectations of the EYP role. Focus particularly, though not exclusively, on Standards 1—6. Although Rodd, Moyles and Siraj-Blatchford are based mainly in the UK, they have all gained international respect and draw widely on insights and studies from other parts of the world.
The review by Muijs et al. Apart from noting the limited research available, they identify some key themes that need to be explored, and these are outlined below. How important is leadership in the Early Years? Further, they draw on studies which show a link between effective leadership and low staff turnover which in turn relates to a higher quality learning environment Hayden, What are the main roles of leaders in the Early Years?
This is confirmed in later research by Atkinson et al. A key factor in such work is effective leadership. What are the characteristics of effective leaders in the Early Years? Whilst identifying major weaknesses in the research base in this area, Muijs et al. How much professional development and training is there for leaders in the Early Years? Here Muijs et al. They contrast the wide-ranging opportunities offered to leaders in school settings with the dearth of these for early childhood settings.
Working with parents in early years settings
In both the US Bloom, and UK Rodd, studies, leaders of early childhood settings reported that they had received no previous training on leadership and management skills before taking up their roles. The general consensus in all these studies, however, was that training would be more meaningful once they were doing the job. A more promising picture is emerging, according to Muijs et al.
The methodology for this new pathway is itself based on effective leadership principles: a constructivist approach to teaching and learning; establishing links between leadership and learning; focus on task and process; focus on practitioner research; reflective journalling keeping a reflective journal ; and exploring the dynamic between theory and practice and between reflection and action. Although the model for the EYP as leader of practice is distinctively different from that offered through the NPQICL, such principles nonetheless are shared and you may want to reflect on how you apply them to your own role.
We have reviewed much of the recent literature and you have had the opportunity to begin to apply some of the key insights from it to your own role as a leader of practice. There needs to be much more high-quality research on leadership in early childhood. From the research studies that do exist, there is clear evidence about the importance of the leadership role, the complexity of its function and the need for more specific training programmes and professional development.
Since the publication of the review by Muijs et al.
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Clearly, as you seek to identify opportunities in your own practice to demonstrate your competence as a leader of practice, you will be contributing to a wider canvas of understanding of this crucial role. Moving on As EYPs, one of your key roles is to lead others in creating an inclusive and anti-dis- criminatory ethos in your setting.
You will have further opportunity to think of the families represented in your setting and the community in which you work. If you have attended any relevant in-service training or professional development opportunities on equality practice, re-read your notes and reflect especially on your key role in cascading information to colleagues and leading change. Journal of Early Childhood Research, 2: Siraj-Blatchford, I. Definitions are explored and relevant legislation and statutory frameworks are outlined as we consider how the leader of practice should act as a role model in promoting appropriate values and principles — so central to the Early Years Foundation Stage framework.
This chapter focuses particularly on Standards 2, 4, 12, 18, 23 Introduction Good practice for equality is partly a focus on the individual children and families in your setting. But also covers the image of the world that you are giving children: the big picture that extends beyond their own back yard.
Lindon, In the previous chapter, we saw that there was much emphasis on the importance of the situational nature of leadership, particularly in the theories of Fiedler and Garcia and Moyles In carrying out your leadership role as an EYP, it is important that you engage whole- heartedly with the particular context in which you are working as a leader of practice.
This includes knowledge and understanding about the children and their families, the staff in the setting and wider knowledge of the local community. We then focus on current challenges and opportunities and ask questions about how we can best take equality practice forward into the future. You will be encouraged to consider how you can best develop innovative ideas for the individual child and motivate and support others in their practice.
What is your role as leader of practice in this? There are many complex issues relating to equality practice, most of which are beyond the parameters of the present discussion. From the s onwards, legislative changes and increasing social awareness have led to a celebration of diversity.
Initially legislation relating to equality focused on identifying discriminatory actions and making these unlawful. Gradually, there has been a shift in emphasis to placing an active duty on promoting equality. As EYPs, you have a professional responsibility to understand something of our social history, of the key changes in the law and how these have informed and shaped policy and practice in the Early Years. An internet search will enable you to find out more about any of these.
Check early years qualifications
How do these affect your role? Childcare Act, Dickins believes that equality of opportunity has always been given prominence in Early Years practice but the direction of travel of policy and legislation over the past two decades has encouraged and consolidated this. Commitment to meeting the needs of all children and improving outcomes for them is central to the Early Years Foundation Stage framework DCSF, a and enshrined in the Childcare Act EYP Standards 2, 4, 12, 18, 23 remind you that this is a critical part of your role as leader of practice.
The words and language we use are of enormous importance in any consideration of equality practice. First of all there is the need for precision of language, as there are a number of terms relating to equality practice and definitions are not always firmly agreed. Secondly, the EYP has a responsibility to observe reactions to spoken and non-verbal language and, where necessary, adjust these in the light of these reactions even if there is no deliberate intention of excluding any individual or being impolite. These terms, and also the concept of social inclusion, are now generally applied to practice about equality.
In essence, it means an active effort to address ways in which children or adults may be excluded — intentionally or unintentionally — from services or experiences. From your own role, identify three examples of proactive practice work related to equality practice you have undertaken and show how you have supported others in equality practice.
Providers have a responsibility to ensure positive attitudes to diversity and difference — not only so that every child is included and not disadvantaged, but also so that they can learn from the earliest age to value diversity in others and grow up making a positive contribution to society. DSCF, a: 1. These policies need revision and rethinking on a regular basis.
The challenge for us all lies in translating the above into everyday good, reflective practice which demonstrates total commitment to the underpinning ethos and meaning of them. Effective policy making is an active and dynamic process that ideally involves all the stakeholder groups including parents and children at some level. Dickins, 19 Prescriptive or ready-made policies have their place but the most effective policies are ones where there is shared ownership and understanding of the contents.
Only then can they be applied effectively. Dickins suggests that policy-making is an active and dynamic process which should involve all stakeholders, including parents and children, at some level. Skills in developing policies should be viewed as fundamental to the role of the EYP. A policy is a statement of intentions for your setting and should draw on the key principles and values that inform and guide your work and then identify a strategy of how these are put into practice.
Your role as leader of practice may well include writing policy docu- ments. Based on Dickins, ; Lindon, Almost certainly you will have at least one written policy statement relating to equality practice in your setting. Use the following questions to appraise the effectiveness of this at the present time.
What evidence do you have to support this? What measures do you have in place to ensure policies are accessible to all families? Do systems exist to regularly review how policy information is shared with all families? How have you personally accessed and used opportunities for recent professional development in this area? What are your information systems for ensuring that you are up to date with any changes in local or national guidance or how the law could affect your practice and setting?
In what ways have you led and supported others in your setting in equality practice? Based on Lindon, Personal value stance One of the most important ways you will demonstrate leadership of equality practice is through your personal value stance. If you are able to lead by example with a genuinely positive attitude to equality practice and a willingness to learn more and to reflect regularly on your understanding, this will make a vital difference to the ethos of your setting.
Again, this is a complex area but as a reflective EYP, you need to be aware of your own personal and professional journey and particularly of the way you may have internalised stereotypes which affect the way you view and, consequently, have particular expectations of children and families. Such internalised layers operate on both a conscious and subconscious level.
Reflect on the significance of these in shaping who you are and what you believe. The Alliance for Inclusive Education offers nine core principles as indicative of commitment to inclusive practice. Before we move on to think about particular strategies that support inclusive practice, it is important to conclude this section by focusing on the values that children themselves are developing. The EYFS framework reminds us that: The attitudes of young children towards diversity are affected by the behaviour of adults around them and by whether all children and families using the setting are valued and welcomed.
DCSF, c: 1 Rodd reminds us that many of the subjective and enduring attitudes we use to interpret messages we receive from others are formed by the age of five. From our understanding of child development, we know that young children from around the age of two are visually curious about the people and places around them. They take note of physical characteristics: height, weight, skin colour, hair style, clothing, etc; of gender; and of some characteristics of disability — hearing aids, glasses, walking sticks etc.
Dickins, 17 What are the implications of this for the EYP in modelling and leading equality practice? How do you support your colleagues to recognise, monitor and challenge, if inappro- priate, subtle messages are being conveyed within the setting? Devising and implementing appropriate ways to challenge such comments when necessary is an important aspect of the EYP role.
However, it is important to register your valuable role in modelling to children the application of fair approaches and how you treat everyone with equal concern; this includes children, staff, parents, other pro- fessionals and any visitors. You will need to make sure that you understand the underpinning principles driving the new legislation and, within your role as EYP, seek to empower those in your setting in their roles as key persons. Whilst the crucial roles of key person and significant other cannot be overemphasised, it is important to create appropriate means for sharing vital information with all relevant staff about each child — especially linked to their individual learning journeys and stories Carr, and how these connect into wider organisational matters such as planning and monitoring the programme and partnership with families.
But, as Shafiq attends the day nursery full-time from 8am until 6pm, Chloe has been appointed as co-key person for Shafiq. In this way, the nursery ensures that for most of the time that Shafiq is in nursery, either Liam or Chloe — or both of them — are also present and take lead responsibility for his well-being. What oppor- tunities does this present for the EYP to demonstrate equality practice? It is important to take a holistic view of identity and the individual child and understand that the formation of identity is a complex and dynamic process which, though central to childhood, may be modified throughout adult life Dickins, Staff development opportunities EYP S38 reminds you of the importance of identifying and accessing relevant professional development for yourself and of supporting others in their continuing professional development we discuss this further in the final chapter of the book.
There are many workshops and training programmes available both within local authority provision and nationally. Do make sure you access this superb resource to the full. Current inequalities Despite the priority and financial investment given over the past decade, in particular, to quality provision in the Early Years, to early intervention and to raising the status and professionalism within Early Years practice, there remain undoubted inequalities see, for instance, Antoniou, ; Sure Start Keighley, ; Hirsch, and these should be of concern to all reflective EYPs. In particular, we know that families from minority ethnic groups are not always accessing the Early Years provision and services to which they are entitled Sure Start Keighley, ; Antoniou, and this is often because the diverse cultural and linguistic requirements of such families are not always taken fully into account by providers.
Remember what we learned in Chapter 3 about the situational—contextual aspects of leadership? Further, families of children with special educational needs are not always able to access Early Years services and many of the recent evaluations of Sure Start projects such as Sure Start Keighley, highlight the need for provision to be more inclusive, with further emphasis on identifying families affected by additional needs and closer liaison with health professionals in this.
A report from the Pre-school Learning Alliance Antoniou, paints a similar picture relating to children with special educational needs within voluntary pre-schools, highlighting some regional inequalities. Edgington offers a useful checklist for awareness-raising in matters relating to equality practice. The majority of these cater for the needs of white British children and families and the nursery environments and programmes reflect this. However, the neighbourhood of two of them is much more multicultural. How might Val lead practice to be more inclusive?
Historically, the setting has not catered for children with additional needs as such families had not registered for places. However, recently two families have requested places for their children: one has a significant medical condition and the other has mobility challenges.
How might Juan and Penny best prepare themselves as leaders to create an inclusive setting for such children?
What action will they need to take in leading the staff to feel ready and skilled to manage inclusion on a daily basis? How do we take best equality practice forward? The setting stories and reflective tasks that follow offer you an opportunity to consider innovative ways of moving equality practice forward in your own setting and in so doing demonstrate more effective anti-discriminatory practice. Where might you start in the development of more effective and innovative practice in your setting?
You are now encouraged to use this series of setting stories. These are not exhaustive but are intended to be a reflective tool as you consider the potential breadth of equality practice and focus on its application to your own role and setting, especially as you think about gathering evidence for S2, 4, 12, 18, 23 and reflect on the ways you challenge discrimination.
Some of the case studies here may well describe experiences you have not encountered so far in your role but it is important that you engage with these, particularly reflecting on the value stance and attitudes of staff, children and families portrayed in them, as well as on possible action. Cassie has provided hard hats, fluorescent sleeveless jackets and other artefacts to support the children in their fantasy play which takes place mainly in the garden. Cassie responds with an expression of positive regard for Mandy and encourages her to express the core of her concern.
Over some weeks, Cassie works with Adela and Mandy to reassure Mandy that gender roles are not fixed or determined by role or fantasy play and that any attempts to stop Adela playing in her own way with her friend, Damien, would be virtually impossible and not helpful to her development. Cassie also introduced a wider range of dressing up clothes and fantasy play over time. She provided torches and boxes so they could develop the play. The Early Years represent a significant opportunity for this to be addressed. Connolly, foreword In what ways do you ensure that the needs of girls and boys are identified and met in your setting?
How do you help lead everyone involved with the setting to understand an ethos that avoids stereotypes and challenges discrimination? The leaders and staff team have built up a strong reputation and the setting is popular with local families. A new family moved into the locality and their three-year-old daughter, Bayo, is registered to start at the pre-school. The family is Nigerian in origin and Bayo wears her hair in beautiful intricate braids.
Tessa selected this story for purchase and used it with the children two or three times before Bayo arrived. Bayo appeared to be irritated or embarrassed by this and usually moved away when children touched her. The staff monitored this closely and normally used distraction strategies though these were only effective in the short-term.
At the end of the first week, Sally, with Tessa present, asked to speak to Sade, to ask her how she felt Bayo had settled. Sade reported that Bayo did not say much about pre-school but was quite happy at home. In the pre-school room, for three- to five-year-olds, there is a team of four staff working with 18 children, led by Gill who is a level-5 with a Sector Endorsed Foundation Degree Early Years qualified practitioner.
Gill is a committed and conscientious reflective practitioner who seeks to lead by example in all areas of practice and provision in the toddler room. Recently a family has moved into the neighbourhood and their four-year-old boy, Rory, has joined the group. This is the first time that some of the staff in the room have experienced a child with same- sex parents and one of them, Rosie, makes hostile and insulting comments to Gill about such families.
Would you have done anything differently in your setting? Does your setting cater for the needs of the diverse range of family structures that you might encounter? Best practice for religious beliefs Scenario 4: Sameena will shortly be returning to work as an accountant after the birth of her daughter, Sufia, who is 14 months old, and has registered her at Hey Diddle Diddle private nursery, near to her place of work.
Kath and Tim respond sensitively but explain the way the key person system is organised in the nursery and that all practitioners share the same role. Kath goes on to outline the alternative of childminding provision as a way that Sameena can guarantee that Sufia has exclusively female care. How well informed do you consider yourself to be about these?
How might you have dealt with the situation above? In what way was Kath demonstrating skills as a leader of practice here? The children have not been away from their families before. Whilst the children are slow to relate socially to the other children, they do gravitate towards each other during play and early observations are that they are using play purposefully and developmentally appropriately. By week three, Meg, Jack and Adem are still showing signs of restlessness and anxiety at lunchtime and staff notice that they are eating very little. Lunchtimes are developed to allow all of the children to play outside in small groups and Meg, Jack and Adem are then chosen to eat at the end of the lunchtime with the centre teacher at their table.
Once the children are more confident in eating, a staged approach to their inclusion in the usual lunchtime arrangements will then be negotiated. What do such phrases imply? Your own value stance is important here, especially in the way you lead practice. How do you cater for the needs of children with allergies or medical conditions affecting their diet?
Their two older children were minded by Carol, a registered childminder, before they went to school and Estelle wishes to return to work part-time though is anxious about the additional needs that Jonni has. For the month before Estelle starts at work, she and Carol spend half a day a week together to jointly mind Jonni so that Estelle can supervise Carol in feeding procedures. Consider how you have supported colleagues to work in partnership with other agencies and the challenges and developments this has created. Best practice for more able children Scenario 7: In Tree Tops Pre-School, Archie, aged three-and-a-half, is able to read fairly fluently, recognises numbers to and can do simple mental calculations involving addition and subtraction.
Sam arranges a one-to-one meeting with Sandra to discuss the situation. She aims to get Sandra to understand the impact of her approach not only on Archie but on the other children. Sam strongly believes that it is and that Archie needs to learn socially and collaboratively with others, whilst being offered appropriate developmental challenges through play-based activities suitable to his learning ability.
Sometimes these children have additional needs, such as some diagnosed on the autistic spectrum. In what ways has Sam exercised effective leadership of practice here? How does this link to S1? Best practice in respect of different forms of communication Scenario 8: Jean-Paul is two-and-a-half and has been in the UK for six months. His parents, Emilie and Raoul, came into the country as asylum seekers from a French- speaking country in Africa and the family now has refugee status. Emilie and Raoul are learning English but at home they speak mainly French to Jean-Paul who is not using much spoken language at all at the moment.
Emilie has joined a local parent and toddler group so that she and Jean-Paul can develop friendships with other local families. Shazia, the coordinator of the parent and toddler group, is herself bilingual, with English as her second language, but does not speak French. One of the other parents, Kenny, is fairly fluent in French. Practitioners should value linguistic diversity. They should model this themselves by. How is this balanced with planning appropriate opportunities for all children to develop English? What are the challenges for the leader of practice here?
In the process of reviewing some of the key issues relating to equality and inclusive policy and practice, and the weight of law behind these, you have also been encouraged to grow in self-awareness about your own personal beliefs and value stance and to reflect on how these influence and impact on the children, families and staff in your setting as part of your leadership role.
Throughout the case studies and reflective tasks there has been an implicit motif: that of challenging discriminatory practice in all its forms by modelling a positive approach to diversity. Moving on Having defined the new concept of leadership of practice, explored the existing literature and research studies on leadership in the Early Years and established the core element of equality practice for the role of EYP, we now turn to consider some of the essential qualities, skills and competencies required for the role.
In some ways, this will build on the understanding of classic trait theories but we will argue that any of these qualities can be developed and nurtured both through training and practice. Self-assessment questions Siraj-Blatchford and Clark offer a very useful framework for self-assessment which you will find helpful in your appraisal of your own equality practice as you prepare your evidence for EYP validation.
In what ways has the position of our wider society in relation to diversity changed over the past 50 years or so? What has been the impact of this change on Early Years practice? Answer: pages 32—33 2. Why is the language and terminology relating to diversity so important? Answer: page 33 3. What do we need to think about when writing or reviewing policy statements? Answer: page 35 4. Why is the relationship between key person and individual child so crucial in equality practice?
What conclusions are being drawn about current inequalities in Early Years service provision from recent Sure Start evaluations and from the Pre-School Learning Alliance? Answer: pages 40—44 7. Highlight three of the key messages about equality practice that are emerging from the EYFS framework Answer: pages 41— Lindon, J. London: Sage Chapter 1. As our focus, we take the three generic skills required for the EYP role as identified by CWDC a : decision-making based on sound judgement; attributes of leadership; and communication skills. You will have an opportunity to use case studies and reflective exercises to support your thinking and to complete an audit of your own strengths and areas for development in these aspects of the role.
This chapter is wide-ranging and will help you in your preparation of evidence against many of the Standards but focuses particularly on Standards 17, 18, 22, 24, 25, 28, 30, 33, 38 and But in this chapter we focus specifically on the attributes of the leader of practice. Your role in leading the EYFS DfES, is explored more fully in the next chapter but some of the other attributes of leadership included in our definition are addressed here, including those relating to decision-making based on sound judgement, effective communication, a clear grasp of the pedagogical role, and visionary leadership as an agent of change.
Our discussion begins with consideration of the EYP as a skilled reflective and reflexive practitioner. The reflective practitioner: key to decision- making based on sound judgement You may like to look back to Chapter 2 and the work of Boddy et al. We have identified that we can draw helpful parallels between the characteristics and attributes of the European model of pedagogy and those required for the role of the EYP. One of the key characteristics of the social pedagogue, highlighted by Boddy et al. Whalley a refers to this as a key aspect of pedagogical leadership. For you, then, skilled reflection as part of decision-making based on sound judgement is of crucial importance in preparing evidence to meet the EYP Standards.
Indeed, the final two Standards S38 and S39 focus specifically on these aspects and the strongest evidence is that which identifies your skills in the context of your role in leading practice. How do you show yourself to be a competent reflective practitioner and how do you then enable others to become more reflective in their practice? In particular, how do you demonstrate that you are able to analyse both strengths and areas for development within a setting or particular aspect of practice?
She modelled the staff role in supporting and observing the babies with the baskets and provided the team with ongoing guidance and practical help. Note how Maura concludes her written report here: 1. When I first heard this, I was very dismissive of her attitude and expressed my frustration. Almost immediately, however, I regretted this and realised that my approach was totally inappropriate and quite unprofessional.
I apologised to the staff member concerned and invited her to share her concerns in more detail. In the end, she became one of the most enthusiastic team members and really applied herself to creating a basket for one of her key babies. She wrote some beautiful observations of the baby exploring an egg whisk. In future, I would spend more time before introducing a new idea or aspect of practice trying to analyse and predict some of the negatives as well as the positives. This includes taking personal responsibility for the way we work with children, families and colleagues, the capacity to work autonomously and to manage change thoughtfully.
Related Working With Parents in Early Years Settings (Achieving Eyps)
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