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The pre-school aims to extend its opening hours from 9am to 12:30pm to a full day operations from 8am to 6:30pm. The planned change will include introducing extracurricular activities and children being provided with meals, rest and sleep periods. The extending of hours will involve substantial change in the way the pre-school operates. New division will be created for food catering and more teachers will be required for the full day pre-school. The changes will affect all the people involved and some may feel insecure or threatened in facing the change. It is natural to feel stressed by the challenge and may resist change. To enable the pre-school to continue to survive and grow the changes are necessary and has to be communicated to the staff in a way that they feel involved, secured and become part of the change process. Change has to be promoted as a positive activity, to be embraced in our post-modernist society (Robins & Callan, 2009). This essay aims to give an in-depth analysis of strategies by applying Kotter’s Eight Stage process framework on how change can be implemented successfully. It will further discuss reactions and resistance to the planned changes that one may encounter from staff and parents. Kotter’s 8- Step Change model (Kotter, 1996) 1. Establish a Sense of Urgency Kotter’s first step is to establish a sense of urgency for the change. This will be done by presenting the current situation of the pre-school, the demand and needs of full time working parents, and the consequences which may occur if the change is not implemented. This presentation would include a snap shot of current revenue and expenses and the effect of increasing cost of operations, on the profit of the pre-school, and show that if the p... ... middle of paper ... ...sion to ensure alignment and the change would be embedded in everyday practice. 1548 – 24 = 1524 Bibliography Aubrey, C. (2011). Leading and Managing in Early Years Settings. London: Sage. Daly, M. Byers, E. and Taylor, W. (2004). Early Years Management in Practice. Oxford: Heinemann. Gill, R. (2011). Theory and Practice of Leadership. London: Sage. Kotter, J.P. (1996). Leading Change. USA: Harvard Business School Press. Kotter, J.P. and Schlesinger, A. (1979) Choosing Strategies for Change. USA: Harvard Business Publishing. Pugh, G. and Duffy, B. (2009). Contemporary Issues in the Early Years. (5th ed). London: Sage. Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage. Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
Early years frameworks have an emphasis on a personal approach to learning and development as due to socio-economic changes children are having to spend longer periods away from their carers and therefore need extra care to support their emotional well being. There is also an emphasis on the needs of individual children. This is because children all develop at different rates, are unique and come from a range of backgrounds. All of this means that they will have different needs and will be interested in different things so in order to thrive will need a range of different
However, reputation and the amount of learning goals put strains on early year’s practitioners when assessing the areas of development. This became one of the significant changes in the new reform in 2012 lowering the amount to make it clearer to follow and to have a clear understanding of what adds value to their work with children (Tickell, 2011).
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
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.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
... to deal with changes. Moreover, preschool teachers also can recommend and visit potential kindergarten with that service to look an opportunities and experiences of the staff. They should go for open day to get information and procedures of the kindergartens to be compared.
The Waldorf Approach Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper.
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
...pmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd Ed.). Washington, Dc: NAEYC.
Veale, F. (2013). Early years for Level 4 & 5 and the Foundation Degree. London: Hodder Education.
Robert-Holmes, G. (2011). It’s the bread and butter of our practice’: experiencing the Early Years Foundation Stage, International Journal, 20(1), pp. 30-42.
Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall.
On-going training and development within my setting has supported practitioners to enable them to demonstrate an effective practice by using their knowledge and skills to guarantee the principles are met and the families are supported for their individual needs. Raising the profile of children and recognising how important the early year’s are within our setting has shown outstanding qualities throughout the team, this has been shown through the children outcomes in which we have been praised from all of our parents over the years.
Programme planning is a vital sector in diverse early childhood education (ECE) service to provide quality education and care for young children. There are many ways we could plan things. The planning will link to the document of desirable of objectives (DOPs), Te Whariki and the licensing criteria which provide by the government. Planning in ECE cycle has no beginning and no end; it is a continued cycle day after day, week after week and year after year. Play is basic element to learn and develop in child’s life.