[Ajames]

Really interesting reading, thank you all. Well, I don’t really need an excuse to discuss pedagogical documentation but it looks like it should run through the conversation themes tomorrow, so I’m happy to do that.

Reggio and Mosaic are both excellent examples of this as you have mentioned and potentially incredibly powerful. How can we incorporate this into outdoor learning? How can it be represented/used outdoors? Strategies for child engagement and professional criticality with colleagues?

[Ajames]

Hi all,

Just to ‘touch base’, Nicky and I are in the process of reading through all the interim tasks in order to collate them and provide feedback. If you haven’t uploaded yours yet, please do so by Monday (8th) evening at the latest.

Many thanks!

[Ajames]

It depends if you are interested in a particular approach. For example, the Reggio children website has more information there. The Froebel Trust have some excellent pamphlets outlining activities/resources in relation to Gifts/Occupations – most are written by Helen Tovey.

[Ajames]

All guidelines around assignments and projects are in your trainee handbook.

[Ajames]

Hi all,

I attach a CP that got an outstanding grade. It is over the word limit but should give you an indication of structure etc.

Sascha has kindly given permission to share this when previously asked!

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[Ajames]

I wonder who else is brave enough to pick up that gauntlet….

[Ajames]

I agree with Nicky. If you want to engage in critical review, now is a great time to do that with the current and Early Adopter Frameworks and corresponding Development Matters. This would cover a broad range of standards:

Leadership in terms of roll out and training
Subject knowledge and educational continuum – particularly in relation to the broader age bands and more mastery approach
Assessment – lack of emphasis on observation in new framework; wider age bands in DM; observation checkpoints in DM……

You could do a critical analysis of the framework/DM as a whole or take different elements and annotate with your views and possibly that of your colleagues + how it fits into the ethos of your setting and what sort of arrangements you will need to make to roll out.

That’s a very brief summary but hopefully you get the gist!!

[Ajames]

Absolutely agree. Only things I’d are:

Possibly identifying a child’s preferred scheme and developing this through practice and provision.

Consider how you build progression into your environment offer – we’ll discuss this more at the next CPLD day – in order to widen experience/develop and consolidate skills.

I would also consider what the children can teach each other and how you use this e.g. you observe a child developing skills to manipulate clay with their hands – develop this by engaging with a whole group to teach and develop these skills – the original child is then leading the learning.

[Ajames]

No worries. Good luck!

[Ajames]

You’re both very welcome Lauren and Sarah x

[Ajames]

That’s incredibly helpful Louise, thank you. If you’re able to, some photos (without children) would be great!

[Ajames]

If you want to have a really clear example of the categories in terms of children’s behaviours, look again at the youtube clips for ‘The strange situation'(Ainsworth)

[Ajames]

Some papers attached, including an overview of some. If you’re missing something in particular in terms of focus/perspective, let me know.

• This reply was modified 3 years, 9 months ago by Ajames.

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[Ajames]

That’s a novel way of approaching it, thank you for sharing. Now consider how you would annotate it to show progression of your impact on the learning environment over time – how are you developing it physically?; how are you developing your own practice and that of colleagues in relation to the use of the environment?; are there particular areas that need to be developed in order to meet the emerging needs of the children and improve outcomes?

[Ajames]

That’s a novel way of approaching it, thank you for sharing. Now consider how you would annotate it to show progression of your impact on the learning environment over time – how are you developing it physically?; how are you developing your own practice and that of colleagues in relation to the use of the environment?; are there particular areas that need to be developed in order to meet the emerging needs of the children and improve outcomes?

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