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S  6dJ  7PU  J  X*   6J  7 U J  Z* H  0޽h ? 3380___PPT10.J2f  0 0(  Z  c $J  ,  J  Improving Children s Experiences: Through Developing a More Confident Workforce4P66;6H  0޽h ? T3f3f___PPT10i.v*+D=' L = @B +  0 `z(  r  S ;    ;  r  S h;  P ;  N  c &A ? Zs H  0޽h ? T3f3f___PPT10i.v+D=' L = @B +  0 Z(    c $eJ    J  `,A vision, a journey, and challenges for all.--,N  c &A ?H  0޽h ? T3f3f___PPT10i.J(+D=' L = @B +  0L0 x$(  xr x S ;     ;  r x S ;   ;  H x 0޽h ? T3f3f___PPT10i.Jpy+D=' L = @B +  0 (  K  c $J  ` J  Provide routes for early years workers to gain qualified teacher status Involve employers in the development of work based learning Encourage a commitment to lifelong learningH  0޽h ? T3f3f___PPT10i.Jf+D=' L = @B +}  0 `$(  r  S @b;     ;  r  S c;   ;  H  0޽h ? T3f3f___PPT10i.J`+D=' L = @B +}  0 $(  r  S $;     ;  r  S ;   ;  H  0޽h ? T3f3f___PPT10i.J`+D=' L = @B +}   0 $(  r  S i;     ;  r  S <2;   ;  H  0޽h ? T3f3f___PPT10i.w!+D=' L = @B +}  0 0$(  r  S ;     ;  r  S ;   ;  H  0޽h ? T3f3f___PPT10i.J`)%+D=' L = @B +}  0 P$(  r  S  ;     ;  r  S ;   ;  H  0޽h ? T3f3f___PPT10i.JА!+D=' L = @B +j 0 yp(    c $>J   `  J  EChallenges for us   c $lJ  ` J  zEvaluation of course content, including work focused and research-based modules at all levels Addressing national legislation, policy and initiatives Supporting students personal and professional development Dissemination of  good practice and research projects to wider audiences Development of MA in Early Years =>H  0޽h ? T3f3f___PPT10i.J+D=' L = @B +}  0 $(  r  S 9     9  r  S 9   9  H  0޽h ? T3f3f___PPT10i.J@+D=' L = @B +}  0 $(  r  S أ9     9  r  S 9   9  H  0޽h ? T3f3f___PPT10i.J1`+D=' L = @B + 0 <(    0J I l Now I can identify issues that we need to develop& I can get staff to work together to look how we can improve our practice and change policy & . I can do and will! Alison (graduate) 2,H  0޽h ? T3f3f___PPT10i.Jp+D=' L = @B +  0 ` d^(  dr d S 9  t   9    d S <9  ` 9  F And so& & &   H d 0޽h ? T3f3f___PPT10i.J u̧+D=' L = @B ++ 0 B: (    0$J G :  At the heart of the programme lies commitment to improving learning for young children through enhancing the knowledge, skills, understanding, critical thinking and reflective perspectives of Early Years workers. Definitive Programme June 19990 2(2 H  0޽h ? T3f3f___PPT10i.J +D=' L = @B +  0  8z(  8r 8 S dJ     J  r 8 S  J   f  J  N 8 c &A ?  ) H 8 0޽h ? T3f3f___PPT10i. >+D=' L = @B + 0 tl(  ^  S    9 f  c $9  0  9  So when we look back at the aim of our course  have we achieved what we set out to do? I think so!eeH  0޽h ? 3380___PPT10.Jj 0 >6(  ^  S    9 0  c $t*K  0`  9 H@___PPT9" t Application and Interview process, and Induction and learning and teaching Development of students knowledge, sharing practice and engaging in reflection on policy and practice in their own settings  through work focused modules they were able to involve others  discussion and debate, through directed activities and assessments. Reference to issues in EY  an introduction to research 6" H  0޽h ? 3380___PPT10.J@  0 &(  ^  S    ;   c $;K  0  ;  Specific modules  provide students with the knowledge, skills and understanding to carry out a small scale research projects Evaluation of practice and policy in their settings and wider Involving others  within and out of settings Development of generic and key skills  professional development  for others e.g. Staff, other phases, Parents, communities, LA groups etcvvH  0޽h ? 3380___PPT10.J-\  0  (  ^  S    9   c $89  0  9  \Janet  mature student. Laura  advisory teacher working on modules at Masters level Hannah  nursery nurse  case study in an early years centre  Boys in the Brick room! H  0޽h ? 3380___PPT10.Jp>:4  0 >6@(  ^  S    K 0  c $DK  0  K  xStudent challenges Undertaking study at degree level Being challenged to reflect on own knowledge, understanding and skills Active encouragement to reflect on policy and practice in the setting and wider! Gaining professional development and recognition of status OR NOT! Generic and key skills  crucial aspects 0)=H  0޽h ? 3380___PPT10.J_  0 h``(  ^  S    9 Z  c $(wK  0  9  Challenges for Settings/organisations Practitioner support  work and study (critical friend, resources, study time) Students providing professional development for others  setting, LA, workshops, courses and conferences. Expertise and enthusiasm  sometimes an issue! Identifying the need for change and making changes! J&&H  0޽h ? 3380___PPT10.J[J 0 Z(  ^  S    K   c $ K  0  K  PFinal quotation from studentH  0޽h ? 3380___PPT10.J@HX 0 p h(   ^   S    K    c $0K  4  K  ^,Welcome to my presentation. Introduce myself--H   0޽h ? 3380___PPT10.wd 0 t(  ^  S    K   c $;  0  K  j8The aim of my presentation is to portray through a case study approach how the BA (Hons) Early years Education studies programme developed at Newman College of Education, established in 1999 has enabled part time students to develop their knowledge and understanding of early years, and further develop their skills as early years practitioners  enabling them to critically evaluate education, provision and care in their settings and enable changes to practice, policy and professional development - making a difference in early years. H  0޽h ? 3380___PPT10.{PVM 0  ](   ^   S    J    c $8H  0  J  STitle of symposium $H   0޽h ? 3380___PPT10.}ܳ' 0 rj$(  $^ $ S    J d $ c $$K  0  J  DHeard a great deal about Lev Vygotsky over the last week and the significance of his work. So these are some aspects of Vygotsky s work that are embedded in our Early Years programme. Competence model  Identifying the strengths, expertise and experiences of our students and evaluating how we can develop these further. Social interaction  importance of group cohesion, valued in learning and teaching and assessment strategies and for staff/student and student /student support. Communication  key generic skill  integrated as part of the modules and assessment outcomes. Zone of actual development  starting with the student  Zone of proximal development  the provision of positive conditions for learning within this zone but also recognising the importance of others to  scaffold learning. #y RH $ 0޽h ? 3380___PPT10.}0) 0 \T,(  ,^ , S    9 N , c $K  0  9  It was envisaged that many of the students would want to progress to routes to gain qualified teacher status  many have taken this route but the changing focus and opportunities in early years have seen students pursue other career paths  GIVE EXAMPLES. Involve employers at different levels  Local Authorities, organisations and settings.XZXH , 0޽h ? 3380___PPT10.u1 0 0*(  0^ 0 S    J  0 c $R;  0  J  The course was specifically aimed at students from non-traditional backgrounds and under represented groups. It was important to offer a part time route enabling students to continue in employment and also to provide a  family friendly course. H 0 0޽h ? 3380___PPT10.0< 0  4(  4^ 4 S    K  4 c $;  0  K  eWanted to integrate work-focused modules into the programme to enable students to undertake activities, professional discussion and debate and research that would encourage them to explore, examine and evaluate policy and practice in their settings. It also required others, including senior management to engage with the students learning and development.ffH 4 0޽h ? 3380___PPT10.?b  0 PDr(  D^ D S    K  D c $;  0  K  h(Challenges for us Quality assurance and revision of modules  to address needs of students and changes in legislation e.g.. Every Child Matters, Children Act. Workforce Reform. 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