Raising the Quality of Early Year’s Provision through the MA: Education

1. Raising the Quality of Early Year’s Provision through the MA: Education Natasha Young

2. I am currently studying the MA Education, Early Year’s pathway here at Derby University. • I was first introduced to Derby University through the Early Year’s Professional Status which I completed in 2012. • Gaining the EYPS at Derby University has impacted my practice as a practitioner within early years and my continuous professional development hugely. • I would like to share with you an example of how I have raised the quality of provision within my settings through the MA Education.

3. My Role

4. childhood as a social-construction within a post-modern society • The first research project I conducted at Level 7 which impacted practice was within the “Children’s Places” module. • I explored a number of theories of childhood including Maynard and Thomas’s (2009:39) childhood paradigm which states “childhood is neither a natural or universal feature of human groups but appears as a specific and cultural component of many societies”. “If childhood is socially constructed then the children themselves must be active in constructing it, leaving it open for change” (Mayall, 2006:64).

5. A “Special Book”, a home-made book celebrating each child’s individuality was established, empowering our own pedagogy within the setting to reform our understanding of childhood, distinguish children as contributors to their childhood and develop cultural relativism within the intimate nursery community.

6. Impact of Change The impact of implementing an individual “Special Book” for each child across both settings was very significant. • Parents/carers have welcomed the book, supplying photographs • Parents/carers conveyed their importance in becoming part of our community and playing a part in constructing their child’s childhood • The nursery team embraced the change, ensuring all children in their practice have been included, and produced ideas for future development stimulating employee empowerment • The children freely access their books, sharing with peers and practitioners vital positive early experiences through their own voices

7. The Future • Life-long self-motivated learners. • Skelton (2007:13) expresses this, conversing children who are encouraged to participate in their families, schools, communities and societies are described as being more aware of what is happening around them. • As a nursery team we wanted to celebrate individualism further and develop our multi-listening skills. Through the Mosaic Approach (Clark and Moss, 2001) we implemented mind maps for each child, from 2 year to four years, within the nursery environment.

9. Thank you for ListeningQuestions?

10. References Clark, A. and Moss, P. (2001). Listening to Young Children: The Mosaic Approach, London:The National Children’s Bureau. Mayall, B. (2006) “Values and assumptions underpinning policy for children and young people in England”, Children’s Geographies, vol. 4. April, pp. 9-17. Maynard, T. and Thomas, N. (2009). An Introduction to Early Childhood Studies, London:Sage. Skelton, T. (2007). “Children, Young People, UNICEF and Participation”, Children’s Geographies, vol 5. February-May, pp. 165-181.