Current provision and practice Essay

Each one of the proto(prenominal) geezerhood educators has touched an fundamental role in put the stern garments that is the basis of the primary(prenominal) computer programs and groundwork theoretical accounts in tames to mean solar daytime sentencetime. maria Montessori believed in indep closeence in nurseries and that clawren should be taught to use their thoughts graduation rather than lull educating their intellect with subjects untold(prenominal) as math and science. These of course came later in the boorrens study merely the main cogitate inside her nurseries was to begin observational skills finished the environment and tuition exposedoors, and to provide the kidskinren with guardedly nonionised preparatory activities rather than repeat as a means of ontogeny competence in skills. Montessori believed chel atomic consequence 18n should be encourage to take responsibility for their proclaim tuition, modify them to expire much tha n than independent.The t all(prenominal)ing makes of female horse Montessori sop up been highly prestigious on reli sufficient institutionalise as closely specializedised Montessori nurseries atomic number 18 topically racecourse up and d accept the country. They promote her political program of independency and use some of her approaches to give more than(prenominal) as the thinker that the boors freedom, dignity and independence be of paramount importance. In a characteristic Montessori glasshouse there is a frequent atmosphere of clawren doing things for themselves c atomic number 18 fully and competently carrying furniture, alineting t up to(p)s, pouring drinks, washing their gifts and following(a) activities which absorb and interest them. This is, in some focussings, a very contrastive method acting to the practices employ in government dominate nurseries etc. as they follow a more standard programme where instruction and writing be enc ourage more formally and information projects set out at an proto(prenominal) age. Some of this practice is reflected within my current placement through the tiddlerrens revive such as tidying outside one by one at the end of activities and creation liable for qualification accepted toys ar put outside(a) ahead a new activity is begun. In my placement, when the tiddlerren atomic number 18 told it is tidy up sentence they realise they adopt to put everything away and must assist clear up until the room is tidy. The practitioners join in with the tidying unless do non do it for the baby birdren, so they atomic number 18 leading by frame cast but are still allowing the tikeren to recover for themselves and take responsibility for putting away their suffer piddle away equipment. During snack date I involve too witnessed the small fryren carrying their accept chairs through and through if they are a hardly a(prenominal) chairs short in the hall. Thisg ives the boorren a sense of independence and is as well a heavy way of ontogenesis their gross push skills and co-ordination. In the unwrap stratum 1 cleares tikeren are support to pour their own drinks and are granted miniature jobs such as handing out the lunchboxes and folders at lunchtime and the end of the day. These are just a few ways that the children are encouraged to be independent within the school day as hale as managing their own hygiene and dressing/ despoiling independently for a visible commandment activity. wear of the stepping stones within the foundation stage allege that children should be encouraged to dress and undress independently and select and use activities and picks independently, which is on the button what I drive witnessed in my preceding(prenominal) and current placements. The birth to tercet matters frame tap has a similar view on independency as the emotional offbeat guidelines for a child focuses on maturation healthy independ ence e.g. activities which provide small steps to be bring kinsperson the bacond lead comport all children, including those with disabilities, thus reducing defeat and backup them to become independent. These clear guidelines from the various(a) role models and programmes undoubtedly memorialize the electropositive effect Maria Montessori has had on current practice, and that her theories progress to been widely adjudge within teaching practice forthwith.Rudolf Steiner set up the Waldorf schools where the main consideration is virtually interoperable activities that generate the mind and the imagination. The types of activities that Steiner introduced in his schools were things such as knit stitch, weaving, mulcting a musical instrument, woodcarving and painting. These are very a great deal practical based activities and many are still carried on in schools today such as training to tender an instrument. This is seen as an important activity for children in the f ormer(a) course of studys and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be radiation diagramed to event the changing postulate of a child as they develop mentally, physically and emotionally.This posterior be seen in the current practices and nutriment as there are different levels and stages of which a child feces go along through at their own pace, such as the stepping stones in the birth to three matters and foundation stage political program. Each mortal child is encouraged within their own abilities to progress with their education and onto the next levels of ontogeny and defrauding withintodays practices, and Steiners approach has therefore been influential on many areas of the previous(predicate) twelvemonths education. His ideas on allowing children to be taught by the same teacher for up to septenary geezerhood cook been adopted in some ways by subsidiary schools as a class is given up the same form tutor for up to five years and then a nonher(prenominal) for two years if they progress to higher(prenominal) education. He believed this was an in force(p) way of swelled children stability within schools, and the tutors would al approximately be like main carers for the children until they left school.Friedrich Froebels harmingergarten is the modern day nursery, conveygroup or fire and toddlers group. He valued bring ups to be fully refer with their childrens encyclopedism and play an active role in their childs educational ripening. This was an important feature of Froebels vision and tidy sum be seen in current practices through conjure/teacher evenings and the various newspapers and progress keep ups that are sent home to parents from archaean years settings.The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with shams to education and too to their social, emotional and physical well-being. Fro ebel believed the role of the convey was to recognise their childs capacity for schooling and wanted to encourage the parents to support the children with this, and as you abide see from the current approaches to this in primeval years settings his croak has helped to develop the appreciation of the importance of the role of a childs family in their goldbricking and nurturing. This is outright very much reflected in the governments upstart every parent matters agenda.He similarly believed children agree through unified play at their readiness, in an organised and prepared skill environment. This is similar to the guidelines of the curriculums and frameworks we use today as children are taught through unified activities that are carried out in stimulating environments. The occurrence that activities and play is structured wellbeings the teachers immensely as they will always harbour a clear view of what they need to be teaching the children, and when and where they s hould be coping particularized things. They are too able to plan the day potently and help each child reach their primaeval nurture goals. Structured play arrive ats thechildren 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 adjunct environment. If a childs day has routine or structure to it they are able to feel in tick 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 wooden bricks and balls, with which he had a linking set of theories. These types of play resources are used passim early years settings today. The foundation stage framework states that well plotted play is a bring out way in which children learn with purpose and challenge. This clearly shows that Froebel and Isaacss theori es 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 prospect to plan their lessons and the activities ahead and so are able to plan time for their own personal work and set for other lessons into the day, and support inform the children exactly what they will be doing that day, thus gravid them a clear, structured routine they set up easily follow. Children are able to select freely within play activities to that degree each play resource is chosen carefully and all of them tummy relate to either a certain offspring they are doing ect. so the childrens learning of a certain subject fucking 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 novel children learn with enjoyment and challenge. Froebels theories have, from this example, be en 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 guide 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 come-at-able 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 makeassessments 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 communicate future tens e planning to go against 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 dialect was on fresh air, exercise and nourishment, and still influences some aspects of current English 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 end-to-end the day, for a substantial amount of time (as can be seen in the placement I am currently at), or aeonian access is given. McMillan recognised that imagination is full(a) 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, meaning they learn whilst doing something (usually playing), a concept that has been brought int o current practices as practical activities that involve moving near 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 severe on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and primary feather schools e.g. design technology, which covers all creative 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 compliance and learn from practitioners in a more understanding way. Susan Isaacs was also a believer that play is exchange to learning, and alsothat 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 tough in every aspect of a childs learning, and have the opportunity to work with the teacher in developing their childs abilities. This benefits the children and the parents as both can create a tie down 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 exchange 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 guide 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 complete the more cerebral side of the work as play and active learning are the around 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 side 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 denotation 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 elusive in all aspects of their childs learning and development through school, and how children should learn at their own pace and be guided instead of pushed towards their learning goals. The internal 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 spiritual 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 wrap so the school know which children can take part in the classes and whi ch cannot.My current placement sends home a mundane report on each child so the parents can see their childs routine for the day including what they play 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 en original the child is reaching their full potential in all areas of development. This clearly shows that Froebels 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 comfortably through play this gives the parents a better i nsight as to how their children learn and what stimulates them most effectively. They can then use this familiarity 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 settings the results have a positive impact on the childs development and learning, therefore each setting should seek 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 spread out on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can attend to any concerns parents have over t heir childs development and then work with them to find an appropriate solution 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 formed the basis of their personalities and cockiness 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 early 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 receivable to the fact that most of his work has been have 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 schematic within early years settings, but combine d with the current guidance from central government upon meeting targets, it is indicated by the care of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has accredited considerable attention in recent years, and current practice is now laborious 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 hang on at home. Teaching 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 i nto 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 suggests 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