re TB 1 often out 7 sy penn 0100300 he yal moi secven Sitreeas oo ote Oe on ora have ea abo nang so snows of a Understand what 'S required for competence in the learner's own ; work role within ecu ee the sector . order to plan properly an be an effective J jal to qualification. coma Ue jh ewer Is will become yan ‘ae how Function Loo it is clear b your working life. F your work role ind Jean ns «Planning and preparing play a < | ct ce of cea activities to mee ¥ aemlopment and in ine wit the Early Yeu : our IC Foundation Stage ~ your ICT “ to create planning documen years sector can vary « Observing children and he early years sector an V aren poe vente records ~ your writ red to practise effectively, but itis to write up child observa each job role wil have its own demands. to date *, incident ang + written English © Keeping and monitorin risk assessment record will be used to fill out t skills will help you to calculate ‘need to focus on the skils and or your job role. A good starting point € 10 look at either your own job description or, # you are not yet in employment, a sample one which you right obtain from your placement setting * Liaising with parents — your oral English skills wil be essential when liaising with the parents Bet log or carers. Evaluating work role €xpectations in relati on t relevant standa) year, Children anid thew tarndies vill ative wat Ten needs, eAECLALONS ord inlere~ts all lay will be developing as they update Ui and skills. This means that etfechye sett do the sa ng year in and year their energies on improwng The process of reflechve px Laff members and the Practitioners must think at they are linked to routine, curricula oF pokicie overhauling In addition, the national stand Planning t » requirement of the eves {fameworks may also change and this i setting A good y ering 1elp you think In addit bout where yor toed sills, knowhedge he refugee children. P will find that their work yenced by Question why Sie are done Be able to reflect on ae i i and focus practice | oni The term ‘reflective practice’ is used to describe the we way in which professionals continually evaluate their ‘own work and consider ways of improving what they oe are doing. For this learning outcome, you will need to |" trom show that you understand the importance of doing | children this and also that you aresable to reflect accurately on your practice 6 N mportancé of reflective Practice in improving the quality of service Settings that work well and are effective are usually ‘dynamic and changing environments. This is because, Reflecting “Pee canes a on a yout round Othe smooi! 10 fh ag ses, think abou can he Where you feelthatyou have weaknesses, MIME" yale what you need to do in order to improve, Genet Ta , iue systems and ; most weaknesses are down to lack of pavance (A How va an wife your Knonedge Viewed nthese ems YOUN TE A oriances Ci i develop a new personal development plan ( one actice learning outcome) oF adapt your existing OM work pr in childcare and education reflecting 0” ow areas The ways in which you might approach Fe se Thor ae SS ee rer otacice ore setoutin the diagram on page 33. ™® TWN goaragch is ght, To be ate tay ioe ; ‘eep any open mind: only race mean’ thinking abOUL other principle behind them alls 0 k your perfor 1 Poche, even ven hey are unt amii y find approaches, al o do this we ned 1 DECOM AAG ig Question why things are done stems and experience’ hat have shaped guy nat work in Try out new practices or visit settings contrasting ways ey prc The wy CN EYE Cae fg synthesise ideas vcated as crudren can have an effect fOr eam ge Be ready to look at ideas and then adapt them to Work in which we deal huldren’s beh, gg in your setting, Himes or settling in. Stray. YOU have worked orig Observe and learn from children one type of setting, your ¢ rice’ to date have ory Observe the reactions of children closely. They are the aliowed you to see one way of working with child ag main service user and so learn about what they want tO 56 you may not be either av/are of or comfortable yj do and how they react in different situations ‘other approaches. This means that it always good a Be aware of and focus on issues Us to visit other settings and to talk to other practiong Most settings have small ongoing issues such as where so that we can extend our ‘vision’ of how to work wih to store buggies, ora staff rota that is not quite working. children and avoid being narrow-minded, i ‘Children need a good range of resources a ‘n order for them to enjoy playing and le - Reflecting on how well an activity has Individuals and groups of children can he} lan for the future. Using the questions Feflective account of an activity that you at ies which demonstrates th/ aluate your knowledge and eee ees ee RO Cit | crits important to think about what you can do already Bea has been a pre-school lealer fortwenty years. © 2d which areas you need to develop further. To do ‘The pre-school has an excellent reputation and this you can ask for feedback from colleagues, adwsers, strong community links She began at the pre assessors oF your line manager. You also need to find school as a parent helper andovertime has gained §—§— 23 of evaluating yourself. The skills analysis table (Table ithe qualifications secessarytoleadandmanagethe §©— |. 29¢ 37) will help you begin this process. as never worked in another setting or re-school. onding eed of staff have been making One of the ways in which we can evaluate our current state of knowledge and performance is by asking others for feedback. This is important because it can be hard to bbe objective about your own performance, also you may lack the skill or knowledge to be aware of what else you should be doing or other ways in which you might work. Feedback may come from a variety of sources, including parents and colleagues as well as early years advisers and line managers. For this qualification, you may also be given feedback from a tutor or an assessor. Feedback works best f you trust the people it comes from and if they feel that they can give you an honest view. It isa skin tse to be able to listen to feedback carefully on. Tae es without becoming defensive. itis often easy to begin to, of many asp ae defend the reasons why you do things, but the key is to time, and has made suggestions about how the , made Suge remember thatthe focus is on improving performance setting can make improvements. Bea is furious and a Ne ais ae believes that the inspector is wrong. 1, How are Bea's value systems and experiences Be able to ea influencing her work? 2. Why might it be helpful for Bea to visit other pre- ‘schools? = ‘Why is it important to reflect on your own value ‘systems and experiences? tor was critical Be able to evaluate own performance Once you have analysed the demands and expectations of your job role, the next step is to consider what you an already do and which areas you may further need to ‘evelop. This learning outcome looks at how you might evaluate your own performance and how you might use feedback to inform you. “Case study: Bea's Ofsted inspection ea has The p en A pre chaol leader for twenty ye pre-school has an-excetlem reputation and Mong community Yinks. She began at the pre Ob § schoo! as @ parent helper and over time has (ined, 6 3 z the Hone Wecessary to lead and manage the 9 e he has Hever worked in another setting or her pre-school carried pection. The inspector was critical of many aspects of the provision, including snack lime, and has made suggestions about how the Setting can make improvements, Bea is furious and believes that the inspector is wrong. 1, How are Bea's value systems and experiences influencing her work? 2. Why might it be helpful for Bea to visit other pre- schools? 3. Why is it important to reflect on your own value systems and experiences? Be able to evaluate own performance Once you have analysed the demands and expectations j of wae role, rss Step is to Consider what you Sources Bn already do and which areas you may further need 2 hal) y develop. This learning outcome looks at how you might evaluate your own performance and how you might use feedback to inform you LItis important to be open to suggestions from other staff about the outset can help you dete give you feedback ar you are an employ support you. This can sometim: an appraisal process during which you will gain feedback from your line manager, and will aiso tease out areas for further development. Other sources of support may include your tutor or assessor (if you are working towards, th a training provider), a colleague who has experience of your job role or an appointment mentor who can give you advice. It's also helpful to look for sources of support that can assist you with the practicalities of implementing your plan, such as careers guidance, admissions tutor or training co-ordinator. some priorities for your plan a reyou. f ay also motiv jour line mana be carried out as. you may ask a quaification v routines how to 019: Before you can create a plan, you need to anal c kills, People often possess more skils thant lise. While some skills are job specific and canbe used only in certain situations, such as feeding aba others are more transferable, such as being abletoit 2 computer. It can therefore be helpful to rateyard so that you know which ones should be prioritsedBelow is a table that wilt tei The first (Wo rows have been filled in as an Note that its not a compre child care and education se eNeNsIve List of shill, looks mainly at Vansterable skills acro will need to add in the skils equi Job role that you analysed as part of the fst lo outcome in this chapter The table |b YOu t begin this proce LOT IS a Wide ated. The table 09 the sector by your curtent ay the for your fu ‘vided into five columns, Column ang on it Thi shows some of the key competencies that are useful Inter on, in the ch and education sector. Column two i whe ‘Tablet y Know xperience of ’ Worked in a nursery for work sven of different 4 years with children aged ages, w eeds and in 3~5 years. Worked os 9 difteren Observation, planning and record 4 keeping Building positive relationships with parents Knowledge of the curriculum’ framework Working in, Partnership with parents: People and leadership skills Managing a budget 'nformation technology skils Writing sil (e.g, letters, reports, newsletters) Health and safety Knowledge of legislation affecting ‘the sector Multagency working ‘midday supervisor for 1 year with children aged S11 years. Now working in day care with ctvldven Jeyears ‘fll in activity sheets and checklists, but amy ot responsible for the planning, fiwed 19 Wor you you provide evidenve of having wed Hh 1 FUE To where you indicate hiya Pusch yey Wray UF kill You should also shink about what th » colunn thal you Mig 10 that you can talk i thveugh with the pergan supporting you njoy working wath children wo have particular needs, | definitely want 10 work with children for mast ff the day | will not he Interested In becoming a manager quite enjoy this and rill need iL for other jobs bill N you de where you give yourselt a rauing. | yviuldl Mean Mal wonnd vem Diab slurnn five is for writing down de 10 foes Learn more about child learning and behanour Have fesponsibiity for # ld vath Particular needs Ash Sandie to show me how she dows it Ask 1 can do moreFunctional Skills ICT Developing, prosenting and communicating inf mn; and ler By Lable in Word you oan refer back wit to reflect on your skills Remem portant to save this document ew 5 myputer where you will be able to find also with an appropriate name, Maybe you could create a new folder and then any electronic feedback you receive could be saved to the same place ee ning needs, you mu just. A good starting hould you Once you have reviewed your learn then prioritise what you should tackle f ‘about your current job, What point isto think do to develop and become more competent in your role? You also have to try to think ahead. Are you likely to want to stay in the same role or are you interested in moving con? Remember that moving on does not necessarily mean taking on more responsibility, but can mean simply working with a different age group or ina different setting. if you are not sure what job opportunities are available in the sector, look at some of the vacancies that are advertised locally and also in the specialist press, This will also give you an idea of the type of skills that ‘are involved. Focus on what you want to achieve rather than on any limitations, such as your age or farily circumstances, Usually itis possible to find a balance between these limitations and what you want to do. Specific Try to make sure in your planning that you have thought clearly about what you reed to learn, experience or develop, ‘Thinking about how long ‘each part of the plan wil take i essential. Many people need a start and an end time to help them work effectively. ‘Working out realistic timescale vl lp you to remain motivated Ona plar once you hi od the BU 10 Vie, re piace, yor SIG TTI AOA yy Conn mn Sp DTOACE incid wn responsi Of shadowing ga might your objective wsking to take rer should wud a ue orth ih yetves, which ight alec DOW aig core 0 college CoN (TY et) RUC ory ar, and 0 while Waiting LO 6nON OU nh agg iden 1 to under areas of development can be broken ms This will have a bearing on the timescale yourself 1 ensure that your plan works. The term ‘SMART: used when setting goals. The aim of SMART targets is to help people focus clearly on what want to achieve and to avoid unrealistic Large There are no set formats for a personal d plan, but any plan should show when and: intend to implement it. You should show intend 9Functional Skills Be able to reflect ’ on how learning ' opportunities contribute to personal development ae have begun your There are many different about implementing your 4s to gain knowledge, ex 3 below provides you with have tried out different Ie to think about how you you have gained. Its also} type of learning you have example some people lik to learn by being taught 6 ww ~s ""shelpful to aiscuss your plan with other peopleof waning Table 3: 1ypes of earning activities is Ve ae it ™ ledge eee in Courses, Many practitioners attend training that does not lead to qualifications waate ye Ke ae es conferences and lasts only a few hours. But itis valuable, as it can give you a taster Of UPFcyses O” Oy, can mee’ workshops you already have a qualification A good example of this wainind IMU hecavse curriculum oF child protection training. This type of training is also use" eople ‘other practitioners in your area. pow othe! Fig, but itis. ett. ‘Observing the it will help you to reflect on the way in which you work f you are able oot own a way other hhandle situations, plan activites and relate to children, Ths can be d0%* V"WatchiNd © perspective, professionals also useful to watch others in similar jobs who work in a different aiffe a work (shadowing) ths way s sometimes known as ‘shadowing itcan help youse® Noe be sui E tat Fulltime and While short bursts of training can be very motivating and interest. EX, or accred partstime courses themselves Fulltime and part-time courses can lead to @ whole a2 leading to a single unit qualification tne local area are able rom ! Meeting other arly years teams organise ‘luster groups in which practitione’sitzerent ideas “0 a to professionals Meeting other professionals in this way can help You tO XFIT ay pave brought in & ce. Sometimes other people wil tell you BOUT ore your OWN 1SERS: jupmentandtherexpenences can REP YON TT sosional Internet. artic you with new information/and ideas, MASS dea toll and book ew developments within the sector and rorefi Socks con offer new ideas and act Surce is reliable, fu simportant 10 be SU Ise DVD recorded Training prepared training pie aes g anne materials p tobe motivated, but also t Evaluate the effectiveness of learning opportunities ‘Once you have completed some professional development, such as training, it is important to consider how you can integrate your new information 0 that it is reflected in your practice. This may mean looking again at the welfare requirements and the early years curriculum that you are working with and thinking about how you need to change your practice IF you are leading a team, or have responsibilty for specific areas of a curriculum, it may mean devising an action plan or sharing your information with colleagues. In some cases, small adjustments to the way you work or plan activities might be required, such as changing the layout, while in others it can mean ¢ significant overhaul of polices and procedures. A good example ofthis child protection, wher, over the past ten years, there have been significant changes to th procedures adopted in settings Ee Think about a training course that you have recently attendedwaining &8 IMPOFLAME When you apply for jobs, av it shows how YOU have kept up to dat ional knowledge f He 50 that ye (oes Peat a Briofly outline the responsibilities and duties that you undertake in order to fulfil your job role Kixplain why practitioners should reflect on their practice Give two reasons why it may be hard to refleet on practice Why is it helpful to have feedback when reflecting on practice? 5, What is a personal development plan? 6, Explain the process of drawing, up a development plan 7, Why is it important to identify priorities when agreeing a plan? 8. Identify three different learning opportunities. 9, Why is it important to review practice as a result of attending training or other learning 10. a ee : ‘ ‘the personal dev be kept, ee undertaken some learning activities. You may therefore be able to show prog Itis a good idea to keep a record of the training that you have undertakenTables WOM ON Neer ri0g nto Courses, s Cortoronces ang (LMNY xtRiners tend ring tr 1 a eames ch ete ye (GOW 9 oor seh boa nn vontne, wk cn ot Yn) BO ET en Yo rash om o quam, got enna of i OAD Se On cibuen oF is protector trenung, Tis type of wena © #00 OS 1 On trae (en een 0 ee w0e N08 hp yous to tate on oe way vo 0h YS hawte hertor, it actos ond nda to nites ra (0 Rah to watch chars. wera hs whit Weare 2 CE hunny is Gametime onion ms sradoctng, cantly yoUP02 OW ONO Witte tion bunsts of ening can be very motscatng and WAAceSD. HY OY OR be thernsines (tune son parvome courses cat seat 10 2 WoO ‘quaidiczuon 0 accrediation af, wenge une ate early years tenes cxganice ‘center groups’ 10 which SroCmOness Sto She lO sate ip you to enghore CATER eas and wos now they have 0 €XGIO2€ YOu One tem Yo meek Meeting other rchesacats ts may ce Pe eliect On yous pracice Sermatirae, cites eee WB VE Os Pew 9p OF race A ecasigiriesh 200 the CXRTIENCES CBP MED YO Aides an teak can print yoxs with rien whorBticn 20 WeBs. MAGEBOES 208 8 JOT ls Con rake ys aiate re Geveiopmerts (ecle 26 46 2 9008 find the tne to lock though them Bork can He new iBe2s 2nd acinives 200 hela ial On practice The itera Can Hn be sed, be sure that the source i Wp to date a0 maxne Some learning Can tee under ang materiais eg prograrnenes be with 2 att 6 ob ed, but — MHINA Ses1160 “aa Evaluate the ¢ learning opportur ; Once you have completed some profes development, such as traning, 1s gt te consider how you can integrate your new ilorma 90 that it 1s reflected in your practice looking again at the welfare requirement: early years cusricdlum that you are worteng thinking about how you need to change you Ifyou are leading a team, oF have responsto. speci areas of a curmcahum, i ay ean deve ‘an action plan oF sharing your information with coheacyses. n sore Cases, mal adutents vay yoru work or plan BCINES MPR Be ester, sch ‘as changing te layout, whe 1 oflers i can means gta regtned A DOCS 8 Poxecxes, 4A good Sarre oh tis OND PNECLON, WIE, OF the cane there have been sigrdicant changes to tne runes otopies IeFable 3: Types of tearning actvitie y learning actwviti = —" Much OF TDI HYPE OF Honing your bnowledge workshops YoU already have a qualification A ote a Courses, Mi ; lany practitioners attend tra Conferences and lasts only.a few hours. But it wit an sat Fc4ses AN ONE Area KL y bane YOU 40 FHweL Curncutum or child protection waining. TW Pe ‘other practitioners in your area - gee How Ot! people Observing the tv hepatoma nay eT AER ao tn ‘Way other ans hee eee ee tg Wa Peapie wy Professionals useful to watch others in similar Jobs vin Unisiae jn HeAeHE PH jvc work (shadowing) ths way someturas nnn 8 Shadow Hea aR MTN OA # AH Pe Fulltime and Whe shor busts of waning can be vey mang ana resting ate Part-time courses themselves. Fulltime and part-time courses can lead 10 & —* oa leading toa single unit qualification Internet, articles Articles and books can provide you with new information and ideas. Magazines an ; a and books journals can make you ware of new developments win the sector ond $0 Sage find the time to look through them. Books can offer new ideas and activities ancl hes: feo ‘on practice. The internet can also be used, but it s important t0.be sure that the so. ble vp to date and accurate. Training ‘Some learning can be undertaken using specially prepared training materials e.g DV. ued materials ‘programmes. As with al self-study, it important to be motivated. but also to supple wh Professional discussion, Evaluate the effectiveness of learning opportunities Once you have completed some professional ‘ development, such as training, it is important to ‘Think about a trai ee consider how you can integrate your new information Teeeatlyamended 50 that itis reflected in your practice. This may mean pled Jooking again at the welfare requirements and the Now Git pou use the inioc ‘early years curriculum that you are working with and thinking about how you need to change your practice ' ss If you are leading a team, or have responsibility for Fpedic anatof scuiasum, t maymenn tieding Recording progress ‘an action plan or sharing your information with 1s god idea to e colleagues. In some cases, small adjustments to the youhae MMAmadeitermen Fi way you work or plan activities might De requied., such You wit he Byrne are tang 2 are ‘as changing the layout, while n others it can mean a able WO ack your pragiess LS significant overhaul of policies and procedures. A goog nr ‘example of this is child protection, where, over the past ten years, there have been significant changes to the procedures adopted in settings