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Myself, my setting and my roles and responsibilities
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| Words: 2611 | Submitted: 28-Dec-2011
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DescriptionIn this assignment I will be giving an insight into the role I play within the Early Years setting. I will be discussing my roles, responsibilities and reflecting upon my practice. I hope to show how I have been influenced by different publications, theorists and media and echo this in my work.
Myself, my setting and my roles and responsibilities.
In this assignment I will be giving an insight into the role I play within the Early Years setting. I will be discussing my roles, responsibilities and reflecting upon my practice. I hope to show how I have been influenced by different publications, theorists and media and echo this in my work.
I currently work in a Primary school provision close to the centre of Hull. The school is located in an area with a number of social and economic problems. 75% of the children have English as an additional language (EAL) and many have little or no English. We have 44 children on the register in Foundation 1, these are split into morning or afternoon sessions both of 15 hours per week using government funding for 3-4 year olds.
Children coming into the Foundation Stage come from a diverse ethnic minority. This often throws up an enormous complexity within the setting as there are so many barriers to get across, an example of these include; diverse linguistic backgrounds, communication, religions, diet, beliefs, festivals.
‘Steiner’s principles emphasise the importance of unstructured play and the role of the teacher, who ‘works’ at activities as a model for children’ (E100, Study Topic 3, P56) although we work to The Statutory Framework for the Early Years Foundation Stage I can see the similarities between my setting and the views of Rudolph Steiner. In my provision we celebrate different festivals from all cultures and like to make use of our outdoor area as much as possible like a modern adaptation of Steiner’s principles.
With many different languages being spoken within our setting we seem to break down language barriers by unstructured play. I, as a role model for the children, may carry out an activity like the one shown in the ‘Hospitals’ sequence (E100, DVD1). The practitioner can be seen modelling behaviour and extending learning but it is performed in a way which is not formal.
The team I work with are all cohesive and supportive of one another and I feel at ease bringing forth ideas to weekly team meetings like those in the DVD sequence ‘Lark Children’s Centre’ (E100, DVD 1).
My roles and responsibilities
‘High quality early years provision can have a significant impact on a child’s development, progress at school and ultimately, their future life chances.’ (CWDC) this statement carries so much responsibility for me working in early years. My role is that of a level 2 teaching assistant. My job description (see appendix 1) lays out principal accountabilities for which I am responsible for, although it does not truly reflect what ...
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