Improving Children’s Experiences: Through Developing a More Confident Workforce.

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Presentation transcript:

Improving Children’s Experiences: Through Developing a More Confident Workforce

Making a Difference in Early Years Anne Farr, Head of Early Years

A vision, a journey, and challenges for all.

A vision Professional development and career opportunities for early years workers Opportunities for students from non- traditional backgrounds and under- represented routes Establishment of a part-time work based learning award

Provide routes for early years workers to gain qualified teacher status Involve employers in the development of work based learning Encourage a commitment to lifelong learning

Laying the Foundations Key issues Work-focused and non-work focused modules Learning and teaching strategies Assessment strategies Supporting students Engaging employers Developing life long learning

A Journey of discovery Anxieties, experiences and expectations Knowledge, practice and reflection “ I can’t do – I can do!”

Reflections on Vygotsky Competence model – recognition of experience, expertise and skills Social interaction for exploration and a shared experience Importance of communication Zone of actual development Zone of proximal development

Challenges for students The role of being a student Challenges as experienced professionals Implications for policy and practice Professional development and status Development of generic and key skills Conflicts, communication and creativity

Challenges for settings Supporting practitioners at work and to study on a long term basis Engaging the setting/organisation in professional development Capturing the expertise, experience and enthusiasm of the practitioners Addressing the changes for policy and practice

Challenges for us Evaluation of course content, including work focused and research-based modules at all levels Addressing national legislation, policy and initiatives Supporting students personal and professional development Dissemination of ‘good practice’ and research projects to wider audiences Development of MA in Early Years

Reflective practitioners – practitioner researchers Engaging students in research Evaluating policy and practice Developing a ‘research community’ Personal and professional development

Three case studies The Secrets of the Sofa – an action research project Professional development for early years practitioners in the non-LEA sector – an evaluative report Research in the student’s setting – a case study

‘Now I can identify issues that we need to develop…I can get staff to work together to look how we can improve our practice and change policy …. I can do and will!’ Alison (graduate)

Practitioner research – changing practice, policy and professional development And so………

‘At the heart of the programme lies commitment to improving learning for young children through enhancing the knowledge, skills, understanding, critical thinking and reflective perspectives of Early Years workers.’ Definitive Programme June 1999

Making a Difference in Early Years Anne Farr, Head of Early Years