The school worked well as part of the LDP building relationships with a wide range of professionals. Engaging with this pilot programme was by choice, which was reforming my identity through a culture change for the school whilst keeping my educational beliefs intact. (see page 97) This identity change, although singular and individual to myself was also changing the identity of the school.
To ensure working in this more integrated way was sustainable I began to change and develop the skills and knowledge of the pastoral team. This inclusion into school life supported my core values with concern for the welfare and broad educational outcomes of all pupils but particularly those coming from disadvantaged homes. Slowly we gained parental
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confidence. It was not someone else’s problem, we all shared and understood, and could therefore contribute to the solution and help to manage the needs of the child. There was a perception that immediate help was at hand, rather than referring problems on with no-one taking responsibility. Through information sharing this new relationship began to make a difference also to the confidence of children in the classroom. Noticeably, especially where there were good teachers with extremely challenging children, there were measureable improvements in attainment. These teachers had access to valuable information that helped to take away some of the barriers from learning and had somewhere to go for help. The need to consider permanent exclusions became virtually un-necessary. Unfortunately in 2010 a change of government substantially cut local authority budgets and the ‘Every child matters’ policy became less of a priority.
The work of the LDP representing locally supported integrated services, was not rolled out across the county. It was still maintained in the practice of those professionals involved in the pilot but not a focus of the local authority. Disappointingly the pilot changed direction and integrated services moved away from the day-to-day school business. I believe this is yet another example of Foucault’s description of governmentality, changing the minds of people of the time. My trained support staff continued the early identification process through the use of the CAF but they were no longer invited in the same way to join the multi agency meetings. I consider that this was a backward step for the children and parents of School B. I believe the traditionally accepted role of the head teacher had the potential to become wider in time with a significant positive effect on the achievement of the child. The effect of this change of direction was that I lost the links to children’s services and consequently as a group of leaders (working rather like ‘the team around the child’ at a strategic level) we were unable to influence each other’s thinking. We no longer had alternative opportunities to help the child who may be ‘at risk’ of exclusion. I conclude that, as part of a partnership leading services for children, we were stronger and had a more consequential effect on child development. Together we had a chance of supporting the challenges of deprivation rather than relying on education
alone. In the background and before the demise of the LDP the government launched a new initiative called the National Challenge (NC) with an aim of ensuring all schools were good schools. I read the framework with great interest and thought perhaps there was another opportunity of supporting the true attainment of the individual child.
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
• Applies to all schools, local authorities and organisations that commission or provide services for children and families.
Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.
In this assignment I am going to cover the aspects of my learner identity by referencing to relevant texts and ideas. A learner identity is the way in which an individual processes and makes sense of educational information and here are my thoughts on my learner identity.
This essay will discuss the Key Person approach and its impact on children and their families. It will critically analyse some of the benefits, challenges and barriers that the key person system may have on an early years setting, its provision, the children and their families. It will discuss transitions that children may experience, and how practitioners can help to support them and their families during this process. This will have reference to appropriate theorists such as John Bowlby and Mary Ainsworth. Supporting references will be shown throughout this essay to support the writing.
In this essay, I am going to reflect on my learning and the way it has informed my practice in developing a positive learning environment. I am going to demonstrate my understanding of the need of promoting enabling environment in early years and the changes in my practice since attending university. I will critically evaluate on my own reflective and evaluative skills and I will offer examples of implementing these skills into my practice. I will explain why I decided to nurture the areas from the action plan and how I can achieve the recommended proposals. I am going to evaluate other modules and I will identify the areas I found interesting and would like to study in more depth. At the end of this essay, I will reflect on the learning journey and the way it helped to shape my personal and professional life. I will include references, which review related issues, where eligible.
Identity can be described as the way we view ourselves; the way that we distinguish ourselves from others while also comparing our similarities. In other words identity is what makes someone unique and average at the same time. To start off with I was born and raised in Jamaica for 6 years with my parents, but due to the fact that my parents were offered an opportunity to attend school in America they dove for a chance of a better life. My first home was in Jefferson, Missouri where it seemed like it snowed every day. White sheets of snow would cover every inch of the city, no stone or rock was left without an inch of snow. The city was so beautiful to me because it would always light up in front of my eyes. The people there was so nice that
United States of America: Worth Publishers. Click, P. M., & Parker, J. (2002). The 'Secondary' of the 'Secondary Caring for School-Age Children (Third Edition). United States of America: Delmar. Edwards, Lynda.
By listening to what families, children and young people perceive their needs to be and working to adapt their services in order to cater or counteract some of the problems that arise when the wellbeing of the individual is being affected is what practitioners aim to achieve. Several agencies in UK worked together to improve children and young adults welfare such as Teachers, Social workers, Foster carers, Children safeguarding team, etc…Using Activity 2.9 ( Open University 2014 ) as an illustration, the narrator explained about Connors story, a young boy who has been place into foster caring. As a young child, Connor had probably experienced ambivalent, avoidant and disorganised patterns of attachments before his current placement which might have an impact on his behaviour. The foster family had concern that if Connor had to leave them, this could lead to further problems. Agencies working within Connors welfare such as Children social workers should adapt the fact of Connors relationship with the foster family does not impact on his wellbeing. Practitioners need to work in accordance of children and youth people diversity as well. Diversity can help to begin to overcome inequalities in society, which be might be a positive outcome or a negative outcome. Practitioners must firstly identify the assumptions they make about people so that they can make sure that they treat everyone with respect.
Early Childhood Education Journal, 36, 513-518. Preston, B. (1993) The 'Standard' of the 'Standard'. Teacher Professionalism – implications for teachers, teacher educators, and democratic schooling. Independent Education, 23, 4-12.
The fifth stage, according to Erik Erikson psychoanalytic theory of development is the Identity Vs Identity confusion. The stage occurs during adolescence in the ages between 12 to 18 years. At this stage, the adolescents try to find a sense of personal and self-identity by intensely exploring their personal goals, beliefs, and values (McLeod, 2017). Notably, the adolescence is between childhood and adulthood. Thus, their mind is between the morality learned during childhood and the ethics they are trying to develop into adulthood. The transitioning from childhood to adulthood is the most important development for a person because the individual is becoming independent and is focusing on the future regarding career, relationships, families
When it comes to schooling each child takes a different approach. The reason for this, each child's mind is only capable of handling so much. As well, each child learns their own way at their own pace. Due to the school system wishing to have a more uniformed style in teaching and testing the amount of stress imposed on an individual has increased greatly in the years. The schooling system needs to understand and promote individuality in student's in order to achieve a higher student success rate.
Every student is unique and has its own identity. I personally believe it is important for teachers to treat each student as an individual, and always remember that no student’s situation is the same. Anne Shirley from the story, “teapot and the tempest” which is written by Lucy Maud Montgomery and Jean Louise, from “Jean Louise’s dilemma” by Harper Lee both the characters education level is higher than rest of the students, which made them stuck in their classroom, however they both ended up in a conflict with their teachers, yet both of them reacted in a different way. This shows us the similarities and differences between both the characters.
The philosophical problem of personal identity pertains to questions that arise about ourselves by virtue of our being persons. There is no single question that will sum up the problem, but rather a multitude of questions that are loosely connected to each other. Within this essay, the four most prominent problems will be explained and addressed. One of the most familiar is the question of “Who am I?” This regards to what makes one a unique individual. Another familiar question is, “What is it to be a person?” This concerns the necessary criteria for something to count as a person as opposed to a non-person. There is also the problem of persistence, relating to personal identity over time. An example of this would be to glance upon an old photograph of a childhood class, point and say, “That's me.” The questions arises of, “What makes you that one instead of one of the others?” The last problem to be explained is the one of evidence. How do we find out who is who? There are two separate sources of evidence used often in philosophy: first-person memory, pertaining to one remembering an action or event and therefore being the person who did such, and physical continuity, where if the one who performed the action or witnessed the event looks like you, then it is you.
Do I have the identical students? Are students identical? What influences student’s identity? In order to solve some doubts, the author reviewed some literature: “Identity: who a person is, or the qualities of a person or group that make them different from others” (Cambridge, s.f.) According to this definition, students have individual differences and each one is a world, everyone has a different reality, living in a different time, and place. “You have to make that social and emotional connection with kids in order to get inside their heads. The fact that you care makes them see you differently”. (Douglas, 2000) Therefore, student’s identity is an important aspect to identify why our students have difficulties in the teaching-learning process (academic dimension) ; with other words, teachers with a wide expectation of teaching- learning process use effective – strategies (student’s identity )to create a good environment inside a classroom that helps their students becoming a self- directed learner, but without forgetting that inside this process should mediate four fundamental axes: students, teachers, parents, and community members in order to solve difficulties in teaching learning