Más contenido relacionado


Creating a positive learning environment

  2. 2
  3. Early Years Foundation Stage “The environment plays a key role in supporting and extending children’s development and learning”
  4. Role of adult ‘The environment is the mechanism by which the early childhood educator brings the child and the different aspects of knowledge together’ (Bruce 2005) Laevers – Adult involvement scale
  5. What does an enabling environment look like? Discuss in groups
  6. An enabling environment is a place where;  individual needs are met and all are included  learning is through play and exploration. independent learning and autonomy are fostered opportunities for children to learn indoors and outdoors are provided.  children feel emotionally and physically safe. Children have a voice • a holistic approach to learning is promoted .
  7. Gammage, P. and Meighan, J. (1993) (eds) ctive – assumes hands-on involvement of child ersonally meaningful – develops children’s interests xperiential – plans for doing, talking, experimenting xploratory – invites possibilities, delights in curiosity evelopmentally appropriate – suited to the ages (stages of children) ro-social – invites appropriate interaction and stresses co-operation rather than competition reative – encourages children to be imaginative and inventive
  8. The environment consists of hat does your placement ‘say’ to you/parents/children/visitors? ntrances how are parents/carers, children, visitors and staff welcomed into your setting?
  9. Physical -appearance isplays - Who are they for? arents information hildren's work ictures that inspire discussion and reflection, motivates, ictures/artefacts which stimulate senses eflect diversity and equality Celebrate and stimulate
  10. Floor space urniture – size appropriate pace for free movement/access uiet spaces essy spaces oes the arrangement support children’s play? oes the arrangement create barriers to communication?
  11. Divide into regions and zones
  12. Lay out activity areas
  13. Continuous provision learly defined areas? ater/sand/malleable raphics ole play onstruction uiet areas eading areas
  14. outdoors ll settings are now required to provide children with access to the outdoors iscuss in your groups hy this is important ow does your placement provide access to the outdoors reeflow?
  15. Outdoor ross motor skills – indoor activities on a larger scale- indoors outside? atural environment- stimulation of senses (Piaget)- Froebel bringing the outdoors in nteractions ellbeing/dispositions isk taking? Physical? rain development ttp://
  16. ttp:// LKZp2Aw&list=PL7914115EB65911A5&index=12&feature=plpp_video reception class) roperties of materials roblem solving coustics hysicality
  17. The Emotional Environment ove and security enables children to; hrive emotionally in an atmosphere of warmth eel self worth through praise and affirmation stablish a locus of control – allowed to make choices
  18. The Emotional Environment hat are the key factors in developing and sustaining an environment which promotes children’s emotional well- being? iscuss in groups.
  19. The Emotional Environment ey features include: elationships of trust redictability through daily routines he rules democratically and consistently applied igh expectations
  20. Relationships •Adult - key Person role – transitions, attachment, home-learning (EPPE) - self esteem •Peers – how are children supported with communication with and empathy for others? ttp:// gb/Resources/Item/102639/sweden-early-years#.T0UPGIGetmw (sweden)
  21. routines llows prolonged periods of uninterrupted play? hildren choose their playmates? re children able to bring resources from outside in? inside, out? s there room for children to negotiate changes to routines? re children allowed to initiate play?- autonomy,
  22. ncludes time for children to meet in groups and share news etc? ncludes time to allow parents/carers to talk with staff when picking up and dropping off? llows staff to reflect, evaluate and plan? llows time for staff to update children’s learning journals?
  23. Quality environment- What does it mean? hat constitutes quality? ow do we ensure it? ow do we measure it?
  24. Children who experience high quality early years provision are well placed to achieve better outcomes in schools and beyond and develop better social, emotional and cognitive abilities necessary for life-long learning. Poor quality provision, however, adds no value in the long term.” DCSF EYQISP p.6)
  25. A contentious term ot all practitioners are comfortable with the processes and services which accompany the idea of quality (Jones, 2010) term that needs to be critically discussed (Dahlberg et al 1999) o you believe it to be necessary? hat may be the problems associated with it?
  26. theory bjectivist elativist
  27. objectivist ccording to Dahlberg et al (1999) is a term embedded in modernist thinking: easurement is possible through, scientific study, objective value-neutral truths are attainable and enable predictions to be made about the world ntervention impacts on outcomes – pupil premium? ducation Endowment Foundation?/Dyson op down model (Walsh and Gardner 1999) rovides a standardised tool with which to compare provision
  28. relativists ostmodernist thinking re all settings same? Addressing the same issues? Values? Communities? (Alexander 2010) ome cultures value social and emotional and spiritual above cognitive, some value cognition and adopt the behaviourist model of instruction (formal). oral and spiritual/ Steiner Quality’ has become synonymous with ‘effective’
  29. herefore current means of measuring e.g. Ofsted are worthless all stakeholders need to be involved (Index) ow desirable/possible would this be? itchell et al (1997) reminds us to reflect upon the power different groups may have in order to voice their opinions. Who has the power?
  30. EPPE The Effective Provision of Pre-school Education Investigated effects of pre-school education for 3 and 4 yr olds Collected information on more than 3000 children, their parents, their home environments and the pre-school setting they attended Drawn from 141 settings: LA day nurseries, combined centres, playgroups, private day nurseries, maintained nursery schools and maintained nursery classes. (included a sample of ‘home’ children
  31. Key findings:  Pre-school experience, compared to none, enhances all-round development in children. Duration of attendance (in months) is important; an earlier start (under age 3 years) is related to better intellectual development. ( cortisol levels of fulltime day care?) Full time attendance led to no better gains for children than part- time provision. Disadvantaged children benefit significantly from good quality pre-school experiences, especially where they are with a mixture of children from different social backgrounds. Good quality can be found across all types of early years settings; however quality was higher overall in settings integrating care and education and in nursery schools. Importance of quality home learning environment (HLE)
  32. What quality looks like Settings – what are the key elements of high quality provision? Content & Environment Workforce Practice Clear educational goals Sustained shared thinking Meeting every individual child’s needs Warm responsive relationships between adults/children Parents supported in involvement in children’s learning Safe & stimulating physical environmentEYFS challenging & play- based content EYFS staff : children ratios Graduate leading practice, setting vision, leading learning cultureLevel 3 as standard for group care & basis for progression to higher levels CPD – opportunities for staff to gain higher qualifications & improve skills 32 Back/Themes Next/Conclusion
  33. Measurement of quality cales hecklists ook at the ECERS scales ram siraj-blatchford – diversity/inclusive setting scales hat is inclusion? Discuss with your neighbour
  34. Diversity, equalities and inclusion
  35. PCS Analysis (Thompson, 2003) • Discrimination and oppression operate at different levels • These levels are interrelated • Some elements are overt and visible – other features of oppression can be more invisible or covert • Effective action to promote equality and diversity relies on thinking and action at all levels Structural CulturalCultural PersonalPersonal
  36. Index for Inclusion ProducinginclusivePOLICIES ProducinginclusivePOLICIES EvolvinginclusivePRACTICES EvolvinginclusivePRACTICES Creating inclusive CULTURESCreating inclusive CULTURES
  37. Bart Struggles at School
  38. Teachers’ Standard 5 dapt teaching to respond to the strengths and needs of all pupils •know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively •have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these •demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
  39. Learning Objectives Setting suitable learning challengesAccess Overcoming potential barriers to learning Teaching styles Responding to children’s diverse needs Inclusion
  40. New National Curriculum Inclusion statement etting suitable challenges .1 Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious. esponding to pupils’ needs and overcoming potential barriers for individuals and groups of pupils .2 Teachers should take account of their duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.
  41. Early Years Foundation Stage (2012) “Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.” (Development Matters, 2012, p1)
  42. Creating an Enabling Environment earning objective – what do we want the child to learn? ccess – how is the child going to access this learning? (child’s next steps) eaching style – how can I adapt my
  43. Differentiation ompensatory or complementary wo underpinning principles: • grounded in the child’s skills and aptitudes, not ability • the learning process, not the product is the teaching focus types (in Eaude, 2011, p148) • task • outcome • support • questioning
  44. P scales rovide a map of attainment below level 1 in the National Curriculum rovide a way of assessing pupils’ achievement below level 1 of the National Curriculum sed once or twice a year to decide on a pupil’s next steps in learning ttp:// smaths.pdf
  45. SEN Code of Practice School Action School Action Plus School Action Plus is the next stage in the SEN support and assessment process, when external services are involved. At this stage, the school SENCo will become more involved, arranging meetings, external involvement and assessment, and will write the IEP •If you as teacher identify a child with SEN, and you have to provide intervention additional to or different from those provided as part of the school's usual differentiated curriculum then the child should move to School Action. Provision will include the writing of an IEP (Individual Education Plan) for the pupil. Pre-SEN:
  46. ‘We will remove the bias towards  inclusion and propose to strengthen  parental choice by improving the  range and diversity of schools from  which parents can choose, making  sure they are aware of the options  available to them and by changing  statutory guidance for local  authorities’.   ‘We will remove the bias towards  inclusion and propose to strengthen  parental choice by improving the  range and diversity of schools from  which parents can choose, making  sure they are aware of the options  available to them and by changing  statutory guidance for local  authorities’.   Source: DfE (2011) Support and aspiration: A new approach to special educational needs and disability, [Online] Address: Source: DfE (2011) Support and aspiration: A new approach to special educational needs and disability, [Online] Address: •Single category of SEN •Single assessment process •Education, Health and Care plan (statutory protection) •More transparency for parents •Personal budgets for parents (2014) •Improve the range and diversity of schools from which parents can choose
  47. The new Education and Health Care Plan • replaces the statement It looks like it will be more of an education plan as there is a question mark over the statutory responsibility of health professionals to be involved. • No time frame for when the EHCP should be completed as there was with the statement. • Applies only to children with SEN not to children with disabilities! • What is stated in the EHCP is not legally binding! • There will be no equivalent of School Action or School Action Plus
  48. Chapter 8 Alexander reading hat does Alexander mean by the “incompatibility” of fairness, inclusion and effectiveness? (p110) hat are your thoughts on statistics being like a mirror reflecting the level of inclusiveness in society? (p117) differences are never neutral”; does ‘different’ have to mean disadvantaged? (p115/p124)
  49. Transitions to KS1
  50. references ammage, P. & Meighan, J. (Eds) (1993) Early Childhood education: Taking stock undred Languages of Children, edited by C. Edwards, L. Gandini, and G. Forman, Ablex Publishing Corporation, London, 1998 ruce ,T, (1987) Early childhood education, London: Hodder Stoughton urther reading: odkinson, A. (2010) ‘Inclusive and special education in the English educational system’ in British Journal of Special education Vol. 37, no.2 NASEN

Notas del editor

  1. After each point ask students to think pair share about how they feel this is met in their setting
  2. class discussion – how might we achieve this in settings? Score each one out of 10 as to the extent you feel this takes place in your setting – this is not for you to share but to identify an area you would like to develop
  3. Mounted chidlren’s
  4. Depending on location of the sink, decide where the wet and dry regions will be. You will probably want the quiet zone furthest from the entry door.
  5. Now you are ready to consider where to locate each activity area. Templates of your furniture can be arranged and rearranged until you are satisfied. Keep your grid for future reference, so that when it’s time to change the room, you can do it on paper first.
  6. Who may this be? Childminders are not happy about focus on education they want to care for children – previous govt brought care and education together arguing they were inseparable likewise Steiner schools do not adhere to the same values around what constitues quality care and education
  7. From your knowledge of other disciplines what do you feel these definitions mean
  8. Dyson Longer term interventions which address whole class and whole school cultures and approaches ‘proven’ to have more longer lasting impact, short term interventions work in the immediate but long term lose their effectiveness.
  9. Funding staffing health, risk etc
  10. This is one model we explore on this module to develop an understanding of discrimination and oppression – structural inequality – cultural and personal Have to remember Power and inequality throughout this model – Draw this on a piece of paper and annotate with thoughts as we speak.
  11. Definition of these on paper. What does that mean to you? In our heads (what we write and say) in our hands what we do and in our hearts our attitudes values and beliefs. Would these be the ame for youth settings?
  12. Inclusion is also a term that is used with regard to learners so linked with attainment. This includes children with SEND What question does this raise for you regarding inclusion? What do you think are the key messages coming from the clip?
  13. From the NC (1999) Inclusion Statement
  14. Reflected in POLICY - We have a new NATIONAL CURRICULUM INCLUSION STATEMENT - reflecting expectations. GOVERNMENT - high up on the government agenda - for instance including children with SEND and EAL are National priorities in teacher training. Good to see high expectations… Unfortunately, there are other areas signalled by the government , such as improving standards and academic achievement (i.e. like setting) which can directly conflict with promoting inclusive practices. Possible challenges - Individual needs versus whole class needs. Educational versus social inclusion. Low expectations
  15. Non-discrimination (Article 2): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any basis.
  16. Explain that the P scales are just like national curriculum levels, except that they are for pupils working towards level 1 of the National Curriculum. They are designed to assess pupils with SEN who are working significantly below the expected attainment for their age. Emphasise that they are not designed to assess pupils who have English as an additional language (EAL) and who are attaining below level 1 of the National Curriculum, unless they also have SEN. Explain about the P scales: There are P scales for all national curriculum subjects. They are eight-level, best-fit assessment criteria. They run from level P1, at the very early stages of development, to level P8 for those nearing level 1 of the National Curriculum (or ‘entry level’ for students taking qualifications at key stage 4). Judgements are made at the end of long periods of time, e.g. a year or a key stage. P scales should not be used as a curriculum because they capture only some aspects of the programmes of study and account for progress made by many but not all pupils with SEN who are working at this level. Teaching to the assessment criteria in this way would lead to a very narrow curriculum that would ignore many other areas that pupils with SEN and/or disabilities need to develop. P scale assessment criteria should be used to assess some aspects of a wider curriculum that is planned around pupils’ strengths, motivation and needs. Because P scales are assessment criteria to be used over a whole key stage, or annually for pupils making very rapid progress, they are not suitable for setting short- or medium-term targets for pupils. They are also not very helpful for teachers in giving feedback to pupils.
  17. New SEND system (The Children’s and Families Bill) and new National Curriculum Inclusion Statement The legislation will draw on lessons learnt from the pathfinders. Building on the reforms to the health services and drawing on the recommendations of the Children and Young People’s Health Outcomes Forum; It will include provision to ensure that services for disabled children and young people and those with special educational needs are planned and commissioned jointly and that there are clear duties on all of the agencies involved; Lessons learned from the pathfinders and the evaluation will inform how the reforms are implemented, subject of course to legislation securing Parliamentary approval.