Early years workers benefit from fresh view abroad
“An essential part of the learning process on the Early Years Professional Status (EYPS) pathways is to be able to compare and contrast different approaches to early learning. Our Early Years Professionals (EYPs) have come back from their study trips abroad with fresh new insights into the learning of young children between the ages of birth and three years, enabling them to reflect in greater depth on different approaches within their own early years settings.”
Recent trips to Gambia, Denmark and Sweden are giving Oxfordshire EYPs the opportunity to discover new approaches to their work with young children.
One such group of Oxford Brookes EYP students went on a study trip to visit pre-schools in Gambia. There, they joined African pre-school teachers to teach classes and visited a wide range of pre-schools, to explore issues on early years learning and the environment. They were given opportunities to see the Gambian education system at first hand, and joined in lively discussions with Gambian colleagues.
EYP, Sarah Hanley (pictured above) commented:
“All of the schools I visited are aware that they need to provide their children with natural and local resources and relevant experiences. They also talked about how a child will learn more by doing and experiencing than by being told or shown pictures about it. This was a resounding similarity to our practices and encouraging to see that there is a real movement away from rote teaching”.
“The Gambian children appeared to have a more limited access to different ways of learning. However, they were much more capable of self-care. Our children now have less opportunity for real and practical experience and it is our challenge to provide it for them in the setting”.
Another group of Oxfordshire EYPs made a trip to Denmark to visit early years centres.
An EYP commented on the trip:
“Having never been to Denmark before and not knowing anything about the early years care system there, I went with an entirely open mind”.
“I discovered that there are many similarities. What I also found was a highly qualified and professional workforce committed to the wellbeing and social development of the younger child. This professionalism was evident in all areas of their early years care from daycare settings and daycare mothers (Child Minders); to special educational needs and indeed the training of the child care professionals themselves. Childcare ratios were twelve children to three adults and at least two of these had to be graduates (or Pedagogues)“.
“The prime focus appeared to be about the child’s wellbeing, social development and interaction. Full use is made of the outdoor, natural environment and children appear to have very much more freedom to explore and discover in this area at a very young age. Children also play and sleep outside in all weathers; with appropriate clothes and shelter”.
“The overall ethos is about learning through play and this appears to be fully embraced, with child carers appearing more relaxed and confident in their work and their abilities. This could be attributed to their training and professionalism which is what I believe we are striving for with the introduction of the EYPS”.
Back in Oxford, these Early Years Professionals are keen to put their learning into practice.
“We’ve been motivated through these foreign visits to implement new changes in our nurseries, but also to gain in confidence in our own practice. Early Years Professional Status really is the way forward in revolutionalising our childcare system. It encourages us to open our minds and to continue to strive for the best possible education for children at the most crucial time of their lives”.
“EYPS ensures that standards are high and that early years workers feel inspired to lead our youngest children to reach their potential. Going abroad has only sought to strengthen our dedication to make sure that childcare in Oxfordshire is world-class.”
Are you looking to further your career in early years? Or a graduate looking for a career change?
Early Years Professional Status is the new graduate status for those working with or wanting to work with the under fives. To achieve EYPS, you will need to complete one of the four pathways offered by Oxford Brookes.
Pathways offered are: Validation (part-time for 4 months), Short Extended (part-time for 6 months), Long Extended (part-time for 15 months) or Full Training (full-time for 12 months)
You will need to hold, a degree and be working towards Maths and English GCSE or equivalent. The pathway you take will depend on your degree subject and your experience of working with young children, specifically the ages birth to 3. The training is funded, including a £5000 bursary for full time pathway.
For further information on EYPS at Oxford Brookes University, please contact:
Fiona Thompson
Oxford Brookes University
01865 488617
Email: eyps@brookes.ac.uk
Or fill in the self assessment form at www.brookes.ac.uk/schools/education/eyps.html
For more information on EYPS funding and support in Oxford visit www.oxfordshire.gov.uk/earlyyearsprofessionalstatus or contact: helen.evans2@oxfordshire.gov.uk
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