A report on how current provision Essay Example for Free

A report on how ongoing provision undertakeEach one of the former(a) old age educators has act uponed an important social occasion in garnishting the prats that is the arse of the main curriculums and foundation frame lay downs in schools immediately. Maria Montessori believed in independence in nurseries and that pincerren should be taught to use their senses offset rather than just educating their intellect with subjects such as maths and science.These of course came later in the small fryrens breeding but the main focus within her nurseries was to develop observational skills done and by means of the environment and settleing outdoors, and to fork up the children with cargon richly coordinate preparatory activities rather than repetition as a means of developing competency in skills. Montessori believed children should be advance to take responsibility for their deliver study, enabling them to de leave more(prenominal) free-living.The teaching method drills of Maria Montessori sop up been highly influential on current practice as some croak Montessori nurseries argon currently running up and down the country. They promote her curriculum of independency and use legion(predicate) of her approaches to practice such as the idea that the childs freedom, dignity and independence be of paramount grandeur. In a typical Montessori nursery in that respect is a general atmosphere of children doing things for themselves c atomic number 18fully and competently carrying furniture, setting t up to(p)s, burbly drinks, washing their hands and following activities which absorb and interest them.This is, in some offices, a very variant method to the practices used in government run nurseries etc. as they follow a more standard curriculum where reading and typography be support more form onlyy and tuition plans set out at an advance(prenominal) age. Some of this practice is reflected within my current placement by means of the childrens scam such as nigh(a)lying forward separately at the end of activities and being responsible for making received toys are put away before a new activity is begun.In my placement, when the children are told it is tidy up time they know they need to put every(prenominal)thing away and must help clear up until the room is tidy. The practitioners join in with the tidying but do non do it for the children, so they are tip by example but are calm down allowing the children to think for themselves and take responsibility for putting away their own play equipment. During snack time I rescue also witnessed the children carrying their own chairs through if they are a few chairs short in the hall.This collapses the children a sense of independence and is also a good way of developing their gross motor skills and co-ordination. In the key arrange 1 classes children are promote to pour their own drinks and are given wee jobs such as handing out the lunchboxes and folders a t lunchtime and the end of the twenty-four hours. These are just a few ways that the children are encouraged to be independent within the school daytime as well as managing their own hygiene and dressing/undressing independently for a physical schooling activity.Part of the stepping stones within the foundation stage state that children should be encouraged to dress and undress independently and select and use activities and choicefulnesss independently, which is exactly what I present witnessed in my old and current placements. The birth to three matters framework has a similar view on independency as the turned on(p) well-being guidelines for a child focuses on developing healthy independence e. g.activities which provide small steps to be achieved will support all children, including those with disabilities, thus reducing frustration and supporting them to become independent. These clear guidelines from the various frameworks and curriculums undoubtedly show the positive effect Maria Montessori has had on current practice, and that her theories occupy been widely acknowledged within teaching practice today. Rudolf Steiner set up the Waldorf schools where the main consideration is some practical activities that develop the mind and the imagination.The types of activities that Steiner introduced in his schools were things such as knitting, weaving, playing a symphonyal instrument, woodcarving and painting. These are very overmuch practical based activities and many are still carried on in schools today such as nurture to play an instrument. This is seen as an important activity for children in the aboriginal old age and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be designed to suit the changing needs of a child as they develop mentally, physically and emotionally.This potbelly be seen in the current practices and purvey as there are different levels and stages of which a child can prog ress through at their own pace, such as the stepping stones in the birth to three matters and foundation stage curriculum. Each individual child is encouraged within their own abilities to progress with their education and onto the next levels of development and learning within todays practices, and Steiners approach has thus been influential on many areas of the untimely age education.His ideas on allowing children to be taught by the same instructor for up to seven historic period have been adopted in some ways by petty(a) schools as a class is given the same form tutor for up to five days and then another for two years if they progress to higher education. He believed this was an effective way of fine-looking children stability within schools, and the tutors would al approximately be like main carers for the children until they left school. Friedrich Froebels kindergarten is the modern day nursery, playgroup or parent and tots group.He wanted parents to be fully involve d with their childrens learning and play an active role in their childs educational development. This was an important feature of Froebels vision and can be seen in current practices through parent/teacher evenings and the various reports and progress write ups that are sent home to parents from primeval years settings. The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with regards to education and also to their social, emotional and physical well-being.Froebel believed the role of the mother was to recognise their childs capacity for learning and wanted to encourage the parents to support the children with this, and as you can see from the current approaches to this in early years settings his work has helped to develop the understanding of the importance of the role of a childs family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda.He also beli eved children learn through structured play at their readiness, in an organised and prepared learning environment. This is similar to the guidelines of the curriculums and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments. The occurrence that activities and play is structured services the teachers immensely as they will unendingly have a clear view of what they need to be teaching the children, and when and where they should be learning ad hoc things.They are also able to plan the day effectively and help each child kick the bucket their early learning goals. Structured play benefits the children as they need routine so they know what their day will consist of, and are also able to develop their independent learning skills within a structured, focused and supportive environment. If a childs day has routine or structure to it they are able to notion in control of themselves as they will always know what they are going to be doing, and how much time they have for certain activities.The special materials that Froebel developed to assist his activities were things such as shaped woody bricks and balls, with which he had a linking set of theories. These types of play resources are used end-to-end early years settings today. The foundation stage framework states that well planned play is a key way in which children learn with enjoyment and challenge. This clearly shows that Froebel and Isaacss theories have been influential towards current practice and benefit children and teachers through the education policies.I have seen these benefits first hand within my placement. The teachers have the opportunity to plan their lessons and the activities ahead and so are able to plan time for their own individualised work and preparation for other lessons into the day, and can claim the children exactly what they will be doing that day, thus giving them a clear, structured routine they can so ft follow. Children are able to choose freely within play activities yet each play resource is chosen carefully and all of them can relate to either a certain topic they are doing ect.so the childrens learning of a certain subject can be carried on through their play.The foundation stage curriculum states that well planned play, both indoors and outdoors, is a key way in which unripe children learn with enjoyment and challenge. Froebels theories have, from this example, been the basis of many of the curriculums ideas on play, and making it structured also allows the teachers to plan and resource a challenging environment that will extend the childrens learning.The curriculum also states that practitioners should be supporting childrens learning through planned play activities, extending and supporting childrens spontaneous play and extending and developing childrens language and communication in their play. Many of these requirements would not be possible if play was not planned or structured, as practitioners would not know what resources the children would be using during the day, and so would not be able to make assessments effectively or develop and extend the childrens learning to their full potential.Froebels theories and early years work mean practitioners and children can benefit from play immensely. Children in all areas of their development, and practitioners as it enables them to focus their assessments thus informing future planning to better(p) meet the needs of the children. Margaret McMillan was another early years educator who has inspired and influenced many of the current provisions and practices used today. Her main emphasis was on fresh air, exercise and nourishment, and still influences some constructions of current position nursery practice.Many early years settings regard outdoor play as an important aspect of a childs learning, and gardens and play areas are available for the children at either frequent intervals throughout the da y, for a solid amount of time (as can be seen in the placement I am currently at), or constant access is given. McMillan recognised that imagination is good for society as a whole, an idea that is seen in the educational reforms of the 20th century, and can be clearly seen in the practices within her nurseries today.She believed that children are active learners, heart they learn whilst doing something (usually playing), a concept that has been brought into current practices as practical activities that involve moving close or using some kind of resource, and especially general play, is now much more emphasised in early years settings than it previously was. Rudolph Steiner also believed that practical play activities were a good developer of the imagination.His Waldorf schools concentrated on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and immemorial schools e. g. design technology, which covers all crea tive areas, and music. Children can develop their creativity, imagination and emotional development through music as well as many other areas of personal learning. Teachers are able to apply their own skills in these creative areas and demonstrate to the children how they can achieve what they are aiming for.By seeing their teachers own personal skill first hand the children will be able to respect and learn from practitioners in a more understanding way. Susan Isaacs was also a believer that play is central to learning, and also that parents/carers are seen as partners, working with teachers and their child to develop and support their childs abilities. This is similar to Froebels theories on parent/teacher relationships in the way that he saw parents as the main educators of young children.This concept is still clearly seen in the practices of early years settings as parents are encouraged to be involved in every aspect of a childs learning, and have the opportunity to work with t he teacher in developing their childs abilities. This benefits the children and the parents as both can induce a bond with each other through the education of the child, and the parent will be able to understand more fully how their child learns best and how to encourage and support them if they are struggling.Play is still seen as central to learning and parents/carers are seen as partners in helping their child progress through the stepping stones. In my current placement children are given ample time throughout the day to have free play and choose to do whatever interests them. The day is structured (as Froebel believed it should be) so they still have time set aside for number work and writing activities, but are not pushed to discharge the more intellectual side of the work as play and active learning are the almost emphasised activities throughout the childrens day.This benefits the child in the way that they will have a break from concentrating on the more intellectual sid e of things and be able to relax, whilst still learning through structured play and various activities. Having the ability to choose will keep them interested in learning about writing and reading as they will feel they are not being forced to learn about them. Friedrich Froebel introduced the idea of structured play and fully involving parents with their childrens learning.His work has been extensively influential on current practice in early years settings today as the basic framework and curriculums that guide children through their learning are based around his ideas about how children should be working with their parents and how carers should be involved in all aspects of their childs learning and development through school, and how children should learn at their own pace and be guided sooner of pushed towards their learning goals.The national curriculum states that teachers are required to reportannually to parents on pupils progress through their learning goals. Parents also have a say in whether their children are included in phantasmal education classes and sex education, and are given the right to withdraw their children from it or go to the classes with their children to guide them through it. Secondary and primary schools send home letters to parents informing them when classes such as these will be taking place, and permission slips are enclosed so the school know which children can take part in the classes and which cannot.My current placement sends home a daily report on each child so the parents can see their childs routine for the day including what they played with, how long they slept for, what and how much they ate during the day and generally how they got on. This gives the parents a clear understanding of how their child is getting on in the nursery and allows them to give feedback to the practitioners so they can work together to ensure the child is reaching their full potential in all areas of development.This clearly shows that Froeb els ideology of parents being involved in childrens learning has been taken into early years settings today and has had a positive effect on current learning and the guidelines in the curriculum. Parent and toddler groups are also a popular class for parents to attend when their children are young. They allow parents to be fully involved with their childs play, and as children learn most substantially through play this gives the parents a better appreciation as to how their children learn and what stimulates them most effectively. They can then use this knowledge to help progress their childs learning at home.The foundation stage has the same principles as the national curriculum in the way that parents are encouraged to become involved with their childs learning throughout and to work with the practitioners to extend the childrens learning both in the classroom and at home. According to the foundation stage curriculum, when parents and practitioners work together in early years se ttings the results have a positive impact on the childs development and learning, therefore each setting should examine to develop an effective partnership with parents.This was one of Froebels main theorieswithin early years and so current practice has clearly been influenced by this and has expanded on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can listen to any concerns parents have over their childs development and then work with them to find an appropriate final result to the problem. Froebel also recognised the importance of specific training for early childhood teachers. He believed that early years teachers needed more focused training as the early stages of a childs development and education create the basis of their personalities and eagerness to learn in the future.This may have some contribution to the fact that early years practitioners must undergo specific training in order to become qualified to work in earl y years settings, such as NNEBs, NVQs and BTECs. My opinion of Froebels work and the research I have done on his theories is that his work has been the most influential on current practice due to the fact that most of his work has been combined with, and been the main basis for many of the guidelines in the curriculums and frameworks used in early years today.The emphasis on active learning is well established within early years settings, but combined with the current guidance from central government upon meeting targets, it is indicated by the inspection of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has received considerable attention in recent years, and current practice is now trying to catch up with the ideas Froebel proposed.The role of the mother in childrens learning is not as Froebel expounded due to mothers of young children being encouraged to work rather than bear at home. T eaching and nurturing children in the home is regarded as less effective or desirable than education in more formal, out of home settings, though the parents as partners scheme initiated by the government throughout the curriculums gives parents and practitioners a way of communicating and working together to help the child, so in this way I think his ideas on parents being involved in childrens learning has been responsible for this being put into practice.Friedrich Froebels theories have, in my opinion, been the most influential on early years practitioners, and their approach to practice is guided by many of his ideas and concepts on how children should be learning.His work surrounding the kindergarten (the first form of modern day nursery) produced the framework and theories that practitioners work with and expand on in current practice and so in my opinion his work has had the most effective influence on todays early years educators and their practice, and this evidence suggest s his work will continue to be explored and expanded on within the curriculums and frameworks for years to come.BibliographyBruce T learning through play babies, toddlers and the foundation years, (2201), Hoddler and StoughtonTassoni P, BTEC early years (2nd edition), (2006) HeinemannBruce T, Time to play in early childhood education (1991), Hoddler and Stoughton.