Be able to practice as a reflective Early Years Practitioner
This video, produced by Laser Learning, looks at feedback in a role, and how it can be used for personal and professional development.
Click on the right hand arrow to watch a second video on this topic.
Table of Contents
- Tutorial Video
- Reading Materials
- ‘The Role of the Early Years SENCo (Special Educational Needs Coordinator)’ by CACHE
- ‘Reflective practice: Part 2’ by Melanie Pilcher on the Teach Early Years website
- ‘Sources of income for early years providers’ on the Gov UK website
- ‘SEND fund kicks in’ by Katy Morton, published by Nursery World
- Presentation
- Click to launch this lesson’s first presentation ‘How to conduct a skills gap analysis’.
- Click to launch this lesson's second presentation on ‘Personal performance and development’.
- Good Practice Example
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- Laser Learning reading text ‘Why undertake Continuous Professional Development?’ Click to read this text.
- Look at the Common Core of Skills and Knowledge for the Children’s Workforce. Identify where your professional knowledge or practice could be improved.
- Click to read a Laser Learning reading text about evaluating objectively and target setting.
- Click to launch a presentation on ‘Self-evaluation'.
- Think And Challenge
- Think about a time when you have been asked to prepare and carry out an outdoor art activity with a group of young children of mixed abilities. Two children in the group have English as an Additional Language, one child has a moderate visual impairment, and one child has a club foot (talipes).
Either in a discussion or in writing, explain the process from start to finish.
- How did you plan?
- What did you do?
- Did it go according to your plan?
- Did the children enjoy it?
- How did you end the session?
Once have explained this, think about (often we use the term ‘reflect on’) how the activity or planning for it could have been improved. - Maybe you had too many children at a time
- Maybe you didn’t make the activity as inclusion as you could have
- Maybe some of the children enjoyed it more than others
- Maybe you had not thought about how to calmly and appropriately end the session
- Maybe you had not thought about how to clean up the space in the time you had available ready for the next activity to take place?
- It is rare that there is just one way to respond to a scenario or situation, so do not consider that the responses you have to the above scenario will be judged as right or wrong. Share your scenario with a work colleague or friend and ask them to tell you whether they think you have responded appropriately. Ask them to challenge your response if necessary. You do not need to submit this task for assessment unless asked to do so by your assessor.
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