E105 - Tma02

E105 - TMA02

Part 1 My setting is a private day nursery which serves parents from the local community catering for children from six weeks to eleven years. I currently hold the position of Room Supervisor in the after-school room but also cover as a room assistant in the other rooms during morning sessions. Working as part of a team I undertake a variety of roles within the after-school room also supporting other room supervisors in maintaining their rooms. The pre-school room implements the Curricular Guidance for Pre-School Education (DENI/DHSSPS, 1997) and I participate actively in all aspects to assist the room supervisor. (Words 102)

Part 2 I have awarded myself number 3 on the Self-Assessment Profile form for PP6 Leadership and change. I feel after reading the PPA and guidance information found on the OU site that I have a reasonable amount of experience and understanding and can draw on a variety of experiences of a similar vain to those illustrated. I have attended an ‘Introduction to leadership and management’ course and also worked in a variety of roles within the private day care sector up to the position of assistant manager. This award also allows room to develop and expand my learning. Reading through the course material I felt that the ‘three-layer model’ (E105, Block 1, pg.21) helped me to explore and gain a greater understanding of knowledge in action within my practice. For activity 1.2 in block 1 I discussed with my manager about her role in dealing with a child who after a disagreement with another child, had become extremely distressed and who also became physically aggressive towards a staff member. In talking about her role during this episode she outlined that although we, as part of a team, have a duty of care towards the children, management also have a duty of care towards staff and once she felt this line had been crossed she intervened to defuse the situation. This alleviated undue stress to both parties and by removing

Cited: Robson 2009, pg.221) and in taking this on board I meet with an advisor from ‘Early Years’ who helped me to finalise my planning. By discussing my planned changes and helping to refine them she also offered suggestions to improve and maximise other areas. She is also organising a visit for me to an established after-school setting which will allow me to see first-hand activities with successful routines and procedures in action. This will hopefully extend my own learning experience and benefit my current setting. As outlined in block 1 (E105, 2010) it is this participation through active dialogue and sharing of information that enables us to reflect with others in a community of practice which can only lead to better understanding and interpretation of the developing world offered to our children. (words 850) Part 3 Aspects of my practice that I would like to improve for PP6 would be to incorporate written accounts, documented into a ledger regarding the success or failure of the previous month’s activities and theme. At present planned room meetings are used to organise future monthly themes and activities. But after reading ‘Frameworks for reflective practice’ (E105, block 1, pg.18) I feel I have a better understanding of how utilising my own experience’s and those of other staff members at these monthly meetings will help shape and enrich future activities and maximise the children’s learning experience. I feel confident knowing that on successful completion of this E105 course it will help to mould me into a competent reflective practitioner. Aspects of my practice that I would like to improve for PP4 would be to research suitable activities that may be utilised into regular play activities and would allow the children the opportunity to highlight their thoughts, fears or concerns through play in dealing with issues they might find difficult to comprehend or struggle to deal with emotionally. Although staff members who work in childcare within Northern Ireland currently have to attend a course on ‘Child Protection’ I feel extra training would be of great benefit in helping staff within my setting to achieve the goals outlined in the Curricular Guidance for Pre-School Education (DENI/DHSSPS, 1997) for the section on Personal, Social and Emotional, in helping them to recognise the subtle changes arising from various difficulties that children may encounter from home or parents. Examples could be dealing with the death of a relative, exclusion issues or dealing with the birth of a sibling. As we are due to relocate within the coming weeks I would like to take the opportunity to build stronger parental links and this would improve my practice in regards to PP5. As part of the run up to the move my setting will hold three open evenings, similar to the clip on the DVD (DVD 1, ‘Parents’ evening’) were parents can view the layout of the new premises, meet with staff informally, make suggestions, air comments and offer general feedback in regards to the supervision of their child. I feel it will be important to gauge and record parental feedback from this visit and have proposed a feedback sheet which the parents will be able to complete if so desired. This questionnaire will focus on activities, equipment and other improvements that they would like to see added to the new environment. Although this is a new venture built on a wealth of experience, legislation and guidelines until the children are actively involved in playing in the new environment will we be unable to gauge its success. This leads us to consider what Robson (2010) suggests in respects to the continued reappraisal of the environment, its appropriateness for the children, their interests and needs. (Words 480) (Total Words 1435)