When I was deciding on my topic for my graded unit it was not a difficult decision to make as I have an immense enthusiasm for the outdoor environment and the benefits that it can provide. However there were a number of challenges that I met along the way, when I started researching this topic I found there to be an overwhelming amount of information available online and in books. I found that everything that I read to be of relevance and I was excited about how I could be a better facilitator to children’s learning outdoors. Breaking down what I was researching was a real challenge and I found it difficult staying on track in relation to my objectives, as I continued my investigation I found this becoming easier I found that I work better …show more content…
The knowledge and skills that I have learned has been life long learning skills. I have a real passion and enthusiasm for early education and this course has provided me with the knowledge of how to facilitate this within a setting. The course along with my placement has provided me with the knowledge of procedures in relation to current guidelines and legislation. I now have a extended knowledge of a child centred approach, a skill that I did not fully understand last year on placement, this skill allows me to be a good facilitator of their learning. My observational skills have been developed as I now know what I am observing in relation to the child’s learning and can truly value the importance of their play. I can appreciate the importance of age and stage, something that I really had to revisit this year working in the under three’s room, I looked back into theoretical approaches which was invaluable to me. This gave me information as too why they might be behaving in a certain way. There are many skills that I now take for granted and will just do in stetting on a daily basis, I have a good understanding of children’s rights and entitlements which I always adhere to within setting. As I began my HNC year I did not know how to reference a piece of work and had never heard of primary and secondary research methods let alone what an abstract was. If I had not had the knowledge on protocol from college then I would not of been able to carry out my primary research with regards to interviewing staff. The graded unit reinforced the importance of time management and feel I can now pin point and extract the correct information that I need without time
However, reputation and the amount of learning goals put strains on early year’s practitioners when assessing the areas of development. This became one of the significant changes in the new reform in 2012 lowering the amount to make it clearer to follow and to have a clear understanding of what adds value to their work with children (Tickell, 2011).
I am currently an English 160 student who is hoping to move on to the next course, which is English 161. I understand the requirements for English 161. It require students to explore a topic in some depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture, posing questions about important issues and developing an argument in response to what others have said. It expected students to learn the most valuable skill in college, which is critical thinking. Students have to be able to read challenging readings. Although I still have problems with English, I think I’m qualified to move on.
As a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others.
...earn key skills and working as part of the team to achieve the required competencies needed in my clinical cluster.The continuous learning education workshops in which we achieved in school gave us enough confidence and skills as a mental health students.My confidence level are improved. The attainment of clinical skills helps to build my proficiency in delivering care to patients and able to visualize on the next placement.
Daly, M. Byers, E. and Taylor, W. (2004). Early Years Management in Practice. Oxford: Heinemann.
From taking part in a community theatre group since a young age and continuing this passion into my a-level study, I feel that I have gained much confidence as a person as well as developing my teamwork skills as we had to work in small groups to devise our exam pieces, these are very transferable skills into dentistry. Whilst in y12 I was also selected to take on the role of house captain. During this role I had to conduct many fundraising events both for charity and for the school as well as organising the school’s sports day and leading the younger years during this event which has allowed me to work on my leadership skills. On top of this during the summer of Y11 I took part in the 4 week summer phase of NCS. Whilst on this scheme I took part in many teamwork activities such as problem solving and helping people across the high ropes, as well as spending 5 days independently living in university and cooking for ourselves. This gave me a real insight in what it would be like to live away from home for university and the challenges that this may provide, however the independence I will gain from this is a key skill. In the last 2 weeks of this scheme we organised a fundraising event for the charity ‘Forget me Not’ at Rotherham
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
English 111 was different from what I expected a college English course to be. I was expecting to have to read books and analyze the meaning of the themes. I found it challenging to have to analyze different websites and design our own. This was different from what I experienced in high school English classes. This course required that I expand beyond my comfort zone when writing essays. This required that I put more time and dedication into projects. It allowed me to learn valuable skills to use in other courses in college and I learned what abilities I need to concentrate on. I carry with me the abilities to use rhetoric devices to analyze websites, research techniques to polish the ethos of my papers, and the knowledge that I need to refine using other sources of media (i.e. websites, PowerPoints, etc.) to present an argument from English 111.
This class added to my knowledge of working with children such as I usually pay attention and have active listening when children talk to me that also help me to meet children’s needs. I also feel more confident to speak up at
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work in see what areas I lacked in and where I succeeded. Some of the skills I had shocked me as I didn’t think I had those capabilities in me.
When I arrived at Yale during the fall of 2009 for my freshman year, I started my undergraduate career wanting to practice medicine. Also, I wanted to receive a well-rounded education in an array of subjects. To this day, the education I received at Yale inspires me to delve deeper into pressing issues within our society and utilize the information that comes from a diverse knowledge capital to create strategies and make informed decisions.
Our main customers were the other employees that work in the organization, especially outside of the Information Services department. Whenever they would call in or submit a ticket electronically, we had to ensure that if we were permitted to fulfill their request, that it would be done in a prompt and friendly manner. After hours, when level one or two tickets were submitted, they were assigned and handled as soon as possible. My team rotates who has the pager on a weekly basis for these requests submitted after hours. As for suppliers, we had many vendors for software and hardware such as Cisco, Dell, Symantec, and Microsoft. We relied on them for functional hardware and reliable software.
Care and education have become a part of children’s daily lives in Ireland and England outside the home in childcare services. The Early Years Foundation Stage (EYFS) is the statutory curriculum framework for children up to the age of five in England. It was first introduced in 2008 and on the 1st of September 2012 a new revised document was published. Aistear, published in 2009, is Ireland’s first early year’s curriculum framework for children from birth to six years of age. A curriculum framework is a scaffold or support for the development of a curriculum that can be used in childcare settings. A curriculum framework can also be used in partnership with parents when developing a curriculum. This paper will compare and contrast these two curriculum frameworks in relation to philosophy, content, pedagogical practices and expected/targeted outcomes for children. Due to the limits of this paper, it will only be possible to develop an overview of the similarities and differences.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and
Much like Benjamin Franklin believed, I feel that a person should take advantage of the time the person has in life with activities a person wants to do or needs to do. A person should not spend much time on activities the person does not want to do. Life is way too short to concern oneself with work or other activities one wants nothing to do with all the time. When possible, I try to forget about my responsibility and just let go of the ‘things’ that do not matter to me. I think a person should try to occupy oneself with something productive, worthwhile, or necessary at all times. Even though a person’s life is left up to a person to live, I cannot imagine thinking that I owe my time to society through working a job that I simply despise. I am a compassionate person, but I do not owe anyone anything regarding my time.