Category : Viewpoint

Viewpoint

EYPs – what’s next for Continued Professional Development?

CPD Beyond the EYP: What are the Options?

I achieved my EYP status in 2008 and since then the nature of my work has changed completely. I am now much more focused on training and coaching other practitioners and so recently I was prompted to think about the next steps in my continued professional development. From talking with other EYPs and from discussions at our Cheshire EYP network, it seems I’m not the only one doing so.

Most people fall into one of two camps: those who have an interest in broadening and deepening their knowledge and those who now find their new job roles as EYPs are calling for new skills.

New Skills for a New Role

Depending on their role and the size and organisation of their setting, EYPs may need a variety of new skills.

Leadership and management. These courses are particularly relevant for EYPs who have taken on management responsibilities within their setting as part of the EYP role.

Train the trainer and Presentation skills. Many EYPs are now finding that they are taking a training and development role for their staff, having never been taught to train adults. In house training can be a particularly valuable and cost effective tool for raising the standard of practice within a setting.

Recruitment and selection. Some EYPS will already be familiar with recruitment of other staff, but others, particularly those who have been employed for the first time as an EYP, may find this a particularly daunting part of the job.

Innovation, change, creativity and reflective practice. This is a core set of skills for the EYP who is a leading change agent in their setting. Reflective practice is a good place to start innovation and change. It is also vital that new ideas and practice needs to be coupled with sustainability.

Mentoring and coaching skills. The best settings will always be encouraging practitioners with their own CPD. By involving the EYP as mentor and/or coach within the setting there are mutual benefits. It’s great CPD for the EYP and the practitioners being mentored will benefit.

Assessing, mentoring and moderating. Some Universities approach their EYPs to come back and assess on the EYP course. This has the benefit of the assessor having firsthand experience of the amount of time and work which goes into achieving the Status.

Broadening and Deepening Your Knowledge

Some EYPs may want to become an expert on specific subjects such as schemas or see a future career as trainers, lecturers or researchers. For them, more advanced qualifications, such as the DTLLS, may be appropriate.

Masters degree. Some EYPs find that they have developed specific interests and would like to pursue these in more depth. The setting will benefit from having a highly knowledgeable practitioner who can lead practice in that area.

Research. Research studies are invaluable to moving our knowledge forward about children’s learning and development. Universities and institutes such as the Max Planck institute may have research opportunities for EYPs to investigate an area of interest or particular relevance to their work.

How to Decide What to do Next

But how do you decide your CPD route?

First you have to consider the needs of your current role. Are there any skills gaps, what are you being expected to do? If you find that your role has changed, but you have received no training, then the skills route would be most suitable.

Next you need should consider how your future career may develop and how your CPD could lay the foundations for this. Would you like to move into a management role or possibly become a mentor and coach for other EYPs? This may need a combination of skills updating as well as some more academic qualifications.

Finally you should have an interest in the subject area. We all know that children learn best when they are doing something they are interested in and in my experience, it’s even more true of adults.

Note

There have been a number of updates to the Standards, requirements and Government policy.  The Early Years Professional Status has been replaced with a new Status – Early Years Teacher Status – which still has 8 Standards, but you now have to hold GCSE maths, English and science to do the course.

In addition, you have to pass the professional skills tests. You can find out more information from the Government website here

* Image courtesy of Lumax Art

 

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Viewpoint

Speech and Language and TV – What is the Evidence?

Jean Gross, Communication Champion, has announced information which seems to show that having the TV on for a significant proportion of the day is having an effect on the speech and language of our youngest children (up to 7 years of age).

This would seem to make sense. Distinguishing between two conversations can be difficult. As adults we know how hard it is to have a phone conversation and have someone else talking to us at the same time.

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Viewpoint

Sustained Shared Thinking – How Important is It?

Sustained Shared Thinking
My new online course on Sustained Shared Thinking is now available. You can get it at a special price here…
>> The Sustained Shared Thinking Online Course < <

 
Sustained shared thinking has been defined as

” an episode in which two or more individuals ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend” Siraj-Blatchford et al (2002) Researching Effective Pedagogy in the Early Years (REPEY), Dfes.

This is not a new concept, just a new name. Most early years theorist value the adult/child interaction, from Vygotsky’s social interaction and more knowledgeable other; Bruner’s discovery learning; Piaget constructivism right through to Lave’s situated learning.

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Viewpoint

Are you a Sparkly Thinker?

At a recent conference about children’s thinking the presenter, the acclaimed author Marion Dowling, made a comment about why it is so important that we should understand children’s thinking processes and how we can then use this in our work. As she stated – “we can’t compel children to engage”. I’m sure every practitioner can empathise with this, having sat in front of a group of children with a book and knowing that not every child is listening!

Marion then went on to describe a situation she had observed in a reception class, who had been learning about Goldilocks and the three bears. When it was time to review their learning the teacher didn’t fire questions at the children but chose to dress up as ‘Mrs Locks’ who had lost her daughter ‘Goldie’.

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Viewpoint

What is the Purpose of an EYP Network?

As more and more practitioners achieve Early Years Professional (EYP) Status it will be essential for newly registered EYPs to continue to expand professional expertise. The EYP network can be an excellent way to achieve this.

In Cheshire there is a thriving and growing network, led by Alex Sefton and Kim Kellock, where EYPs have already reaped the benefits of meeting and discussing issues with other professionals. The monthly, full day meetings are held at children’s centres around Cheshire and are normally organised around specific training requirements, suggested by members of the group. These have included schema, learning journeys, Masters degrees and the Early Years Foundation Stage. The day is concludes with a guided tour around the children’s centre.

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Viewpoint

Letters and Sounds

Are you able to fit ‘Letters and Sounds’ into your daily routine?

The Rose review of early reading was completed in 2006 by Sir Jim Rose and one of the recommendations was for high quality phonics work. ‘Letters and sounds’ is part of the government’s response to this. Essentially it is a series of activities which meet the criteria identified in the review as being essential to reading phonically as opposed to other methods – picture clues, for example.

The myth is that nurseries have to use ‘Letters and Sounds’. The DFES standards website is categorically clear about this – you do not have to use it if you already have a high quality phonics programme operating successfully. The question then becomes – what would Ofsted call a high quality phonics programme in lieu of Letters and Sounds?

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