Tuesday, February 26, 2013

Being A Reflective Early Years Practitioner

Why my role is important

I keep children safe
I understand the National standards be met
I ensure ofsted’s standards are met

Ensure lag attends all statuary courses
Ensure staff child ratios are ok
Organise staff rotas.

Write/ utilise comprehensive figurening for the Pre School Curriculum
Include planning for gestate to three and foundation stage.

I complete regular observations on the children, with parents consent evaluate them and decide on next travel to be taken I meet the needs of the children by planning the activities, taking into consideration previous observations, and ensuring that the activities are thin made for the children.

I treat all parents, children, staff and visitors, with measure and as equals.

I explain the planning to parents by displace a simplified version up on the reflection board each half term.

My practice is child conduct – children are given a limited choice of unornamented toys each session, as an addition to the toys/activities that have been put protrude (from the planning).

We have a board with photographs of different toys, attached with fix; children know that they can make a choice from this board.

We admit play to suit the children taking into consideration supernumerary likes/dislikes and special needs of the children.

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Each day I look at the setting before the children arrive and I put myself in their shoes, and imagine if they would like what they see, does it look exciting? Are on that point plenty of different things to do? Do the activities on ecstasy cover all the areas of learning? Is the role play provoke?

If an area is not being visited by children we add something to it, or change the activity for an early(a) one.

I encourage other members of staff to think of new ideas and give suggestions which we try break through if they are feasible

We have fortnightly staff meetings, which I plan with my Co-Leader; we talk through any issues and discuss ideas for planning.

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