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Improving Children’s Experiences: Through Developing a More Confident Workforce

Improving Children’s Experiences: Through Developing a More Confident Workforce. Making a Difference in Early Years. Anne Farr, Head of Early Years. A vision, a journey, and challenges for all. A vision. Professional development and career opportunities for early years workers

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Improving Children’s Experiences: Through Developing a More Confident Workforce

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  1. Improving Children’sExperiences: Through Developing a More Confident Workforce

  2. Making a Difference in Early Years Anne Farr, Head of Early Years

  3. A vision, a journey, and challengesfor all.

  4. A vision • Professional development and career opportunities for early years workers • Opportunities for students from non-traditional backgrounds and under-represented routes • Establishment of a part-time work based learning award

  5. Provide routes for early years workers to gain qualified teacher status Involve employers in the development of work based learning Encourage a commitment to lifelong learning

  6. Laying the FoundationsKey issues • Work-focused and non-work focused modules • Learning and teaching strategies • Assessment strategies • Supporting students • Engaging employers • Developing life long learning

  7. A Journey of discovery • Anxieties, experiences and expectations • Knowledge, practice and reflection • “ I can’t do – I can do!”

  8. Reflections on Vygotsky • Competence model – recognition of experience, expertise and skills • Social interaction for exploration and a shared experience • Importance of communication • Zone of actual development • Zone of proximal development

  9. Challenges for students • The role of being a student • Challenges as experienced professionals • Implications for policy and practice • Professional development and status • Development of generic and key skills • Conflicts, communication and creativity

  10. Challenges for settings • Supporting practitioners at work and to study on a long term basis • Engaging the setting/organisation in professional development • Capturing the expertise, experience and enthusiasm of the practitioners • Addressing the changes for policy and practice

  11. Challenges for us Evaluation of course content, including work focused and research-based modules at all levels Addressing national legislation, policy and initiatives Supporting students personal and professional development Dissemination of ‘good practice’ and research projects to wider audiences Development of MA in Early Years

  12. Reflective practitioners – practitioner researchers • Engaging students in research • Evaluating policy and practice • Developing a ‘research community’ • Personal and professional development

  13. Three case studies • The Secrets of the Sofa – an action research project • Professional development for early years practitioners in the non-LEA sector – an evaluative report • Research in the student’s setting – a case study

  14. ‘Now I can identify issues that we need to develop…I can get staff to work together to look how we can improve our practice and change policy …. I can do and will!’ Alison (graduate)

  15. And so……… Practitioner research – changing practice, policy and professional development

  16. ‘At the heart of the programme lies commitment to improving learning for young children through enhancing the knowledge, skills, understanding, critical thinking and reflective perspectives of Early Years workers.’ Definitive Programme June 1999

  17. Making a Difference in Early Years Anne Farr, Head of Early Years

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