Ethical statement Essay

In this end of faculty assignment I abide adhered to the E100 ethical guidance by ensuring that I be possessed of changed every last(predicate) name calling including children, p atomic number 18nts and colleagues. I charter sack uped signed permission from p arnts to say that for the purpose of my larn I toilet observe selected children. I arsehole confirm that I brook all utilize material drawn from the place de depotine indoors the employer permission agreement form. IntroductionIn my end of module assignment I depart be disputeing how I as a practitioner progress to demonstrable throughout the E100 module. I willing too be reviewing parts of my learning piece conceiveing towards an earliest familys degree with The Open University. My assignment will include aras in which I have developed indoors my role including examples of how I have changed my approach pattern overdue to things that I have learnt over the past year. In order to structure my assignm ent I will include the outgrowth paragraph which will be an insight into why I chose to lead the E100 module past I will be using the chapter titles from interpret topic 18 as sub headings, they will be as follows section one Reflective institutionalise thus section twain A company of hold consequently section three doubt based lead and information and finally section four prep passkey attracters and tuition. In each of these sections I will hold forth how the mull topics and course materials have helped me develop my birth practice. alike as an appendix to my assignment I will include a Professional Development Plan and will discuss link up mingled with my development over the last year and the E100 course materials. I currently plough in a mountain that has children between the age of three months and five days. At the moment I am functional with the pre inculcate age range, in that respect ar currently 35 children registered into the pre-school, but we whole have a supreme of 24 children per day and a group of three practitioners one of which is a qualified teacher. E100 The Early geezerhood develop practiceThe E100 module was a good choice for me to begin my adopt with the Open University. I decided to under issue the Honours degree in Early old age C ar to develop my perceptiveness of the way in which children learn and develop and also to develop my own practice and bump off new insights into the e rightfullyday bidof children and young people. Reflective practiceThe term reflective practice is commonly used with in Early long time settings and involves critically analyzing actions in the aim to improve professional practice. When reflecting on practice it is important to identify good and bad practice that end then be used to develop strengths and weaknesses and areas in need of development. In education topic one regarding roles and responsibilities and reflecting on practice it says We live and cogitati on in a period of rapid change in terms of how puerility is thought of and experienced ( miller L., Devereux J and Callan S pg 18) When works within the early years sector it is important that you are able to handwriting with change in a positive way. During this past year speckle studying the E100 module I have had to change the ways in I work on umpteen occasions partly due to my position in the setting and partly because of what I have learnt and how I have developed. A good example of this is when studying for and complementary TMA 02 rough attachment theory I discovered that while children develop they adopt at things more(prenominal) when they sense the support from their key individual. After completing this TMA I decided to do some research into the work of bloody shame Ainsworth and John Bowlby, following my research I thought of a way in which I could improve the way in which my settings key person scheme works.I suggested that when working as three members of st aff with the maximum capacity of 24 children, we should try as close as we can to have our key children with us for example when completing a artifice activity myself and my group of key children could complete the activity then issue it set up for the next practitioner and their key children to complete it and so on. This works well now in my setting as the children shade secure with their key person and have a good take careing of what they will be doing that day and when. It has had a positive reaction on the childrens conduct as the day flows more smoothly and they have a routine in place, the children also know that if they are timid of anything they can ask their key person as they will be the one running the activities for them. Peter Moss in reviewer two chapter cardinal says The education and continuous professional development of this reflective and democratic professional involves deepening sagacity of these values and learning how to give expression to them in e a ctually day practice (Moss P 2008) This is very important and is askill that I think I have profitsed throughout the E100 module. I now nip that I can reflect on my practice good or bad and develop ways in which I can improve myself and the setting I work in. A friendship of practiceA community of practice is a term used to describe a group/sector of people that work unneurotic at one profession but often in some(prenominal) different ways. It is important that when working in Early old age care that the group of professionals can work together in order to raise good quality care for all the children. A good team is able to understand that they can gain knowledge and understanding by listening to opinions and experiences of separate practitioners. It is through the process of sharing information that a team will bond and work together well. In study topic 18 it says As a community of practice evolves, its bleed is to reflect collaboratively and develop shared approaches ( Craft A., reed instrument M., Jones C., Goodliff G and Callan C 2012 pg 153) This links into the work I completed during study topic two and while completing TMA 01 The influence of policy in my early days setting. While studying study topic two I learnt that in order for the children to develop to their full potential on that point moldiness be team that works really well together to provide senior high quality childcare. This suggests that there must be structure such as daily routine and weekly cooking sheets. From studying this module I and the team in pre-school have held meetings to devise ways in which we can improve the current planning provision. I came up with the approximation of structuring the planning in a simple way to ensure that all practitioners understand what they have to do that week.In contributor two chapter nineteen developed by Alice Paige-Smith and Anna Craft it says In becoming who we are as practitioners then, we fix on layer upon layer of experien ce our own and that of others generated by working with various communities (Paige Smith A and Craft A 2008 pg 192 (a) I feel that this controversy is very much align as it is important to fill to your setting experiences and opinions you have gained from past encounters. This links again into the work I did around attachment theory and how children feel close people in the lives and things they have experienced. In reader two chapter 19 reprehension and growing a community of practice it says Professionals who work with young children in England are required to fulfil a range of policy based expectations within theirprovisions, relating to curriculum, assessment and access to learning opportunities ( Paige-Smith A and Craft A 2008 pg 194 (b) This statement is very much true but in my opinion there is too much planning and paperwork to be through with(p) within settings. I feel that more time should be spent with the children to ensure that they are really enjoying their ea rly learning experiences. While reading chapter 24 of reader one I came across points made by Vicky Hurst and Jenefer Joseph regarding Parents and Practitioners they say that Contacts with the abode should be fulfiln as part of the curriculum, and a part of the practitioners responsibility to provide for childrens learning in ways which causal agency them (Hurst V Joseph J pg 264 1998) I fully agree with this statement and have recently held mini meetings with the parents of my key children to discover where they as the parents feel that their children are in their development progress and explain if I feel other than to their opinions or have any concerns.Mainly I used this time to interact with the parents on a more in formal direct in order to build good relationships and enable them to understand that they can approach me almost any concerns they may have regarding their Childs development process. This then led the other practitioners to follow my lead and arrange meetings for themselves with their key childrens parents this made me feel very proud as they had taken my idea and used it for themselves in order to better the provision of the setting and gain better understanding of the children in their care. When working as a community of practice it is inbred that all members of the team are aware of their position, roles and responsibilities. The setting should run like a well oiled machine. In reader one chapter 4 it says Each team member needs the authority of understanding where the pieces of the saber saw fit (Read M Rees M pg 50 2000 (a) This is very significant when working with the team in pre-school at my setting we are all fully aware of our responsibilities and these are regularly reviewed to ensure that they are still relevant so that the members of the team dont amaze stuck in their ways and non change their thinking as children develop. head based loss leadership and developmentThe word leader or leadership basically is how one p erson or an organisation like a nursery setting can aid others in the accomplishment of tasks or could also mean someone who people follow or the person a team fashion to. Afew examples of this are the agency leaders of settings that manage the day to day planning and over see the running and routines. When working in childcare it is important to have leadership skills because as practitioners we are leading children into school life and ensuring that they are as fully prepared as they can be. While studying this module I have developed immensely and now understand more about the different sectors of childcare for example nannies, childminders and more information about settings. While reading chapter twenty four of reader two I learnt that leadership is really important when running an early years setting. In the chapter it says Practitioners need support if they are to preserve in changing their practice (Anning A Edwards A 2006 pg 236) I believe this statement to be true as a p ractitioner I have witnessed that if you work within a supportive network youre more likely to fall out a immense your chosen career path. There are many skills conglomerate in being a good practitioner, using study topic 18 I have picked out a few that interrelate myself Lead by example this is very important when working with children as well as other adults, children are likely to model behaviour they see while in the setting so it is a must that I act professionally and use correct language at all times.Admit splays if I have made a mistake or even completed a task that I matte up didnt go very well, I always reflect on the situation and think of ways to develop it. We have staff observations that other practitioners complete if they see good or bad practice that we then reflect on in the next staff appraisal. Effectively counterchange information about children and families I feel I am really good at build relationships with the children their parents and other pract itioners. Communication is a puffy part of everyday practice and being able to communicate is a valuable skill. These are just a few examples but there are many more skills that define a person as a good practitioner. In chapter four of reader one regarding functional in teams in early years settings it says Successful team work requires a group of individuals to share the daily working experience in a positive and proactive manner.(Read M Rees M 2000 pg 47 (b) It is essential to be part of a good team that can rig any situation and work together effectively. I recently started in my current setting and fitted in quickly within the team I felt obtaind and was told my roles and responsibilities in a clear simple way. Now Im settled in and the team feels like a little(a) family.I have really developeda clear understanding of what I need to do on a daily flat coat and often act as path leader when she is on spend or sick etc I feel that I am very good at stepping up to the plat e and taking charge. An example of this would be on a week where I was acting as the room lead a new apprentice started working with us I remembered how I felt on my first day and the things the team did to welcome me and then made sure that the apprentice felt the same way. I also ensured that the children felt safe around the new apprentice and that they all new why she was there and her name. In chapter four is a paraphrase I feel fits well into the subject of inclusion within a team, Each team member needs the confidence of the understanding where the pieces of the jigsaw fit.(Read M and Rees M 2000 pg 50 (c) A team will work more effectively if everyone knows what they have to do. Planning professional leadership and developmentIn this last paragraph I am going to discuss my PDP (professional development plan) and how the E100 module has helped me towards reaching the goals of my PDP I will also discuss what attributes I feel make a good professional leader. deep down my PDP I have stated that I would like to eventually informal up my very own preschool after studying this module I have learnt a lot about what needs to be done to do this and researched more towards actually completing this goal. There are many different attributes that I feel make a good leader a few of which are Enthusiasm a good leader is very enthusiastic about their job and the role as a leader. Committed to excellence a good leader is all about excellence, being second best should not be an option. Confident a good leader should be confident within their role and supercharge confidence from other team members. In study topic eighteen it says,Leadership the capacity to motivate and encourage others, for example to access raising or implement a new way of working and to take on responsibility. (Craft A., Reed M., Jones C., Goodliff G and Callan C 2012 pg 168 2012) When trying to improve yourself and besides your career it is important to be able to give yourself short, medium and long term goals in my professional development plan I have included that eventually I would like to open up my own pre school setting in which I plan to have a goodstrong team that is professional and fully focused on the children and helping them reach their full potential. To full fill my dream I am going to have to work hard to complete the placidity of my degree and use the new knowledge and understanding I gain to start my business with the childcare sector. ConclusionIn conclusion I feel that my development while studying the E100 module has come on in leaps and bounds. Through studying with The Open University I feel I have gained a lot more confidence towards working with children and their families and building strong relationships. It has helped me develop my understanding of the profession and made me want to upgrade my knowledge and develop my career goal of owning a pre-school. I look forward to beginning the next year of study with The Open University which wil l be the E105 module. This module has enabled me to reflect on my practice not only the good aspects but also things that I have done not so well being able to do this has made me feel a lot more professional in my role and has habituated me the confidence to apply for more supervisory roles within my community. Completing this EMA has influenced me greatly towards enrolling for future courses and developing my skills. Over the summer break I specialise to complete online training courses to progress my own skills and knowledge.ReferencesAnning a Edwards A. (2006) Creating contexts for professional development Miller L., crease C and Goodliff G. Supporting childrens learning in the early years second Edition. Oxon David Fulton/Milton Keynes the Open University. Craft A., Reed M., Jones C., Goodliff G. And Callan S. (2012) study topic eighteen Professional learning, leadership and development E100 the Early Years Developing practice, Milton Keynes the Open University. Hurst V and Joseph J (1998) Parents and practitioners, sharing education origin C., Miller L and Goodliff G. working with children in the Early Years second Edition. Oxon David Fulton/Milton Keynes The Open University. Miller L., Devereux J. & Callan S. (2012) study topic one Roles and Responsibilities E100 The Early Years Developing practice, Milton Keynes The Open University. Moss P (2008) The democratic and reflective professional Miller L., Cable C. And Goodliff G. Supporting childrens learning in the early years 2nd Edition. Oxon David Fulton/ Milton KeynesThe Open University. Paige-Smith A and Craft A. (2008) Reflection and developing a community of practice Cable C., Miller L and Goodliff G. working with children in the Early Years 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) Paige-Smith A and Craft A. (2008) Reflection and developing a community of practice Cable C., Miller L and Goodliff G. working with children in the Early Years 2nd Edition. Oxon David Fulto n/Milton Keynes The Open University.(b) Reed M and Rees M. (2000) Working in teams in early years settings Cable C., Miller L and Goodliff G. working with children in the Early Years 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (a) page 50 Reed M and Rees M. (2000) Working in teams in early years settings Cable C., Miller L and Goodliff G. working with children in the Early Years 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (b) page 47 Reed M and Rees M. (2000) Working in teams in early years settings Cable C., Miller L and Goodliff G. working with children in the Early Years 2nd Edition. Oxon David Fulton/Milton Keynes The Open University. (c) Page 50