I Didn 't How Much Work

On their first day with the nursery staff receive an induction, which makes them fully aware of the nursery policies and procedures and outlines their role and responsibilities and what is expected of them as an employee of the nursery. The induction also covers the emergency exits and evacuations procedures, safeguarding and child protection, inclusion and equality policy and the general health and safety for the nursery as a whole.

At the end of my first day, although exhausted, I felt amazing. I felt as if I had really given these young children a memorable learning experience. Not only did I teach them, but they taught me. They taught me patience, understanding, and

Nurseries are all about child centred practice which means that every decision that is made has to be thought about how it will affect each child as an individual as each child is different. Each child’s views, opinions and thoughts have to be taken into consideration as it will affect them the most as it is their education that will be disturbed. Preschool education is a way of children learning to be social and making new friends and being able to explore new senses and the outside world around them. Child A loves being at nursery and being with her friends, being able to play with whatever she wants whenever she wants. She loves exploring and discovering new things. Child A is able to count by herself on her fingers as she cannot communicate via verbal communication and it enables her to gain more knowledge and get a better understanding of how important friendship and the environment

I have worked with infants and toddlers for four years now. Working with infants and toddlers has been fascinating. It has been fascinating witnessing how much these young individual can do, besides eat and sleep. When infants first start the program it seems like that is all they do, eat and sleep, but in reality they are learning to recognize the environment, voices, and faces. Working with this age group is a combination of care and education. As their primary caregiver, it is my responsibility to care for them and meet their individual needs. I plan individualized activities to help them enhance their skills and expand their curiosity. I learned that I am more patient than what I thought. It is important to stay calm when working

Working with children is an amazing and fun job to have, however there could be some drawback to it too just like any other job. I had no idea what I was getting into when I signed up for this class especially the lab. The only experience I 've had with children before this class was watching my nephew and nieces for a few hours. This class gave me the opportunity to get the experience in a classroom full of children. I got to experience children in their best days and children in their worst days and of course what it was like to work in a classroom full of children. But I also learned a lot about how every child may has had different experiences in life, and the way they behave may be because of those experiences the’ve had and the environment they grew up in.

I enjoy working with children and watching them improve over time; it gives me a great feeling knowing that I helped them improve. I have previously undertaken a placement at Coundon Court Early Years nursery, with children aged from six months to five years, I worked with the children aged three to five. From my placement I gained many skills such as patience, a good sense of humour and enthusiasm. I feel that patience is necessary as working with young children can be challenging, and also because all children have their own learning pace. For example, the children aged four and five had written their name starting from right to left. On the other hand the children below this age group included the correct letters that appeared in the name, but all in the incorrect order. Teachers need to be aware of each child’s individual needs and work to help them reach full potential within their capabilities. Patience is also necessary as children are not always going to be familiar with what is being taught to them, I believe that teachers always need to be willing to see things from other people's perspectives too.

However, I still felt uncomfortable during the session and feel that I could have done many things differently. In response to the session in general, I feel that my pitch was a bit high throughout the session and sounded like I was using the “sing-song” voice that we discuss so often in class. Due to this tone, a number of my responses sounded like questions as my pitch increased at the end of the comment. Further, in response to the child’s thoughts of behaviors, I said “wow” or was responding in a surprised manner. ADD THAT I EVEN SAID A QUESTIONS A FEW TIMES> I found these issues to be common throughout the session and even at one point in the play recognized it myself and tried to correct it toward the end. The pitch and the surprised tone were absolutely my natural response when talking to young children. Although conscious of wanting to speak to the child as a person, I could not contain the tone of voice that so many adults default to. Upon reflection, I feel that is is mostly because of my feelings of wanting the child to be comfortable and praise his actions. I want to be more conscious of this moving

Chalk covered clothes, a missing flip-flop, children latched on to my legs, and a whole new perspective towards life was never expected, when I walked through the doors of a children’s day care for the first time in my life. Thinking it was just one of the many volunteering jobs I had to partake in, I only wanted to do my job right and efficiently. But from these two short days volunteering here, I learned new aspects about myself and the type of life I wanted to live.

I can still remember this past summer. I was chosen as an intern for a summer program called Horizons at Colorado Academy. My task was to educate and enrich children in six short weeks. I was prepared, knowing that I had taken various leadership roles over my lifetime. Yet I was still nervous at the task of working with a group of small children. My first day was perfect; it was a crisp, warm summer day. I met the teacher I would be working with, Ms. Kim, and anxiously waited for the buses filled with new faces. I met all of my new kids, and I connected with them instantly. We would have a long day ahead, starting with breakfast. We all walked to collect our breakfast for the day and headed down to the classroom when we were finished. This

The nursery is a room where you can think about any environment and it will appear in the room. The environment is real and tangible world where you could actually be affected. It has a “brainwashing” effect on people who use it to much.

A well-known nursery has bright colorful and designed walls, drawers are filled with little onesies that make up the planned attire for the new born, and have wooden cribs with toys hanging from above. But, mine had plain, pasty white walls, I wasn’t wearing onesies, and my heating cubical had wires above my head instead of musical toys. This was my nursery and I couldn’t have been happier, despite being in and out of a hospital for the first four years of my life.

During my observation hours, I was placed with the younger group of children. My job was to help the teacher in anyway possible, and also to help the students. Whether this meant helping them open their ketchup packets at lunch, or helping them understand the activity we are doing in the classroom, I was there for them. Two of the days that I was there we went on fieldtrips. One day we went to the humane society and the other day we went to the movie theatre. Traveling with about 50 children altogether can be a little stressful because you don’t want to lose any kids.

'My first job in early years 15 years ago was the complete opposite to the setting I work at now. There was no leading, staff were completely managed and so were the children. Practitioners were not expected to involve themselves in any day- to- day running of the playgroup nor use any initiative. There was no 'key people ' and interests of children were not followed. Planning was set for each week of the year and did not change or deviate from the pre-planned week ' (Reflective journal, 11th May 2014).

Furthermore, Lindon and Lindon (2012) suggest a reason for practitioners disliking management aspects of their job is that it does not involve interactions with children. As early years practitioners, the most important aspect of the job is working with the children.

This course has opened my eyes to some things I would not have considered when working with families in an early childhood setting. Living in a rural community, that is not very big, you don’t realize how much diversity you deal with on a regular basis, as well as, what it entails for a larger population. You learn in other early childhood courses and even on the job that you need to have some form of communication, but it’s not always emphasized to include their individuality. I was able to see parents in a different light, to take their thoughts into account and what is happening in their lives. We all have a story to our lives and it is important to not just have communication with a family for the purposes of activities and resources.