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RP1: 3&4 Becoming a reflective practitioner

The Park task: an example of levels of reflection

Submission Dates:

EY - 23 Oct & 13 Nov

ECS - 13 Nov & 27 Nov

Note for EY: You do not have me next week. Get started on reading for the assignment

REMEMBER:

  • Choose the areas you wish to particularly reflect upon.
  • E-books, Bath Spa library, Amazon & ebay for reasonable books, journal articles, EYFS.
  • on 16/10 M Follett lecture and we will be looking particularly at outdoor spaces.
  • Note for ECS .

Assignment Focus -

The Learning Environment

Definitions

Sourcing reading for your portfolio.

  • Minimum of 6 sources.
  • Balance between reading on reflection in EY in general, your specific areas (e.g. the creative area and the outdoor area), and general learning environment reading.
  • EYFS, EPPE, BS

Feeling

Critical Questions:

Lecture 4: Reflection workshop

What do children under 3 growing up in the early 21st century need from their learning experiences?

1.What sorts of things might be good for them?

2. What kinds of adults might be best fitted to work with them?

3. What might their daily planned experiences be like?

4. What kinds of environments would be best suited to their needs & the ways in which they spend their time?

Nutbrown,C:2001: in Experiencing Reggio Emilia: OUP: p.112

‘Learning through experience’

(Amulya in Nahmad-Williams, 2009)

http://www.educationscotland.gov.uk/media/1dd995bd-3d02-4472-b960-85adf9c679d2/CfeSupportingTheEarlyLevelImplementationEnvironmentsForLearning-360.mp4

  • 'an outlook... in which you are ready to think as well as act' (Lindon, 2005

As reflective practitioners, we need to:

  • ask ourselves about how we develop our practices so as to offer the most accessible and equitable care and education possible

  • deepen our understanding of how children learn and develop at this time of rapid change

  • develop our practices alongside other services so as to appropriately support lifelong learning and life-wide citizenship

Craft & Paige Smith (2008)

  • Recognizing your emotion

  • Acknowledge feelings of other adults and the children

‘the ability to evaluate critical incidents within daily work, using this evaluation as a means of improving practice and knowledge about work with young children. To reflect effectively, practitioners must not see themselves as the ‘repository of objects of knowledge’, but rather, must engage in a process that allows them to construct new epistemological understandings that are informed by theory, research and practice. Such a process enables practitioners to examine possibilities so that they are unconstrained by their own beliefs and value systems, and by grand narratives that exist as part of their subjectivity’ (Noble, 2004)

Reflective practice is…’ the process whereby knowledge is created through transformation of experience’ (Kolb, 1984)

The irresistible classroom.

Look at aspects of the learning environment.

Aistear framework - planning learning environment - in groups.

Thinking

What is reflective practice?

  • Willing to consider current and new ideas

  • Be open-minded

  • Tune in to children

Developing my own reflective practice

Reviewing

Why is it important?

A little bit of history

Dewey ( 1897) – talked about education as a ‘continuing reconstruction of experience’

We will do this as part of gathering and compiling evidence for this portfolio.

  • Considering what and how

  • Accept feedback

  • Look, listen and learn
  • Definitions
  • Examples of Reflective Practice

'Its all very well in theory, but what about here in nursery, what use is that here in the real world'

We must examine the relationship between theory and practice.

  • Society is moving very quickly – we need to adapt and change much quicker

  • Some people are marginalized – gender, race etc, and particularly class; and reflective practice is a way of increasing skills for those people
  • Sylva et al. (2004) documented, in Effective provision of Pre-School Education (EPPE) Project that Early Years settings run by critically reflective, well qualified staff were more effectively run, more reflective and more open to change and challenge. The evidence for the importance of reflective practice is so compelling that it cannot be ignored anymore (Hayes et al., 2013)

  • The practitioner becomes a social constructivist – an active social agent. The leads to subjective practice – the practitioner sets what is good practice, unlike Ofsted etc who have a tightly defined set of standards

If we teach today's students as we taught yesterday's, we rob them of tomorrow

Planning ahead

Dewey(1933) talked of reflection, which was later developed by Schon(1983) into a process called reflective practice.

  • What will you try?

  • Providing resources, experiences and opportunities (the next lecture)

Doing

Reflective Practice and Early Years

  • Put ideas into practice

  • Get involved

  • Observe
  • In time of change, EY needs to be shifting from accepting what is historically 'good practice' to a more inquisitive approach where we ask ourselves 'in what ways can we create effective learning environments?' (Yelland and Kilderry, 2005)

  • How do you think you engage in RP every day.

  • This course, reading, engaging with others on an academic level in the industry designed to take you by the hand and give you better understanding, 'develop your confidence and resiliance and encourage your reflection upon events, critical incidents and experiences past, present and future (Hayes et al., 2013).

  • Engaging in RP ultimately raises your levels of confidence and your image as an advanced practitioner.
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