Early Years Passion

When your passion for the early years makes someone else on your course change pathways is it right or wrong to see this as a positive thing?

I am doing the Early Years School Direct PGCE. Listening to my fellow student describe how the reception children were struggling with tidying up I wanted to help, so I was quick to suggest she try singing… something to a tune like Frere Jacque “are you tidying, are you tidying, let me see, let me see, put it in the box, put it in the box, nice neat work, nice neat work”… just make it up as you go along. I don’t think she was convinced. But she was going to give it a go.

Then at lunch time she questioned whether water play was necessary and what the children were getting out of playing.
At this point I got on my soap box and listed lots of different learning opportunities from a child playing with lego. Someone else suggested how the children could take ownership by being provided with a mop and bucket in the water area. Usually this kind of response reassures people that it’s all ok.

Less than half an hour later she was on the phone to our programme leader and had transfered to the primary programme!
She realised she would be happier teaching children at desks, teaching in the more traditional sense of the word.

I am glad she came to this conclusion now and not 6 months on. I do wonder whether I could have supported her down the early years pathway but deep down I have worked in early years long enough to know you either love the approach or you hate it.

She is a going to make a fantastic teacher so I am sure she will have the passion for primary teaching that I have for early years.

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2 thoughts on “Early Years Passion

  1. This is interesting, as we just had a seminar on the importance of play. Our lecturer also commented on how children have been ‘deskilled’ in taking ownership of things as they go up the years – reception children being very sensible and helping out and Year 9 leaving classrooms a mess…

    I like the early years though as there can be more room for some innovative teaching through play!

    I like the singing idea – if you don’t mind I’ll possibly use it with KS1 children too should I have this opportunity. Where I volunteered in the last school the reception teacher played some cheerful music during tidying up time. I think music is a great signal, even the EAL students with limited English can grasp what is required quite quickly.

    Keep it up!

    Like

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