The work placement aspect of the Early Years Professional course is where the real nitty gritty training goes on, and many candidates say this is what keeps them focused on their goal to achieve EYP status.
Rachel Wilshaw is now just over half way through the full 12-month training pathway. She feels that the experience of her work placement at Ashbrow Infants School and Children's Centre in Huddersfield has been hugely inspiring.
'It is hard work when you are trying to combine 12 hours of study a week with a full-time work placement, but the support and feedback I've received from the other staff has made me feel this really is the right career for me,' she says.
Rachel has a degree in electronic imaging and she worked in advertising before taking time out of the workplace after her son was born. 'Although I've been a school governor and set up a playgroup, I'd had no formal experience of childcare, so it really was a case of being thrown in at the deep end,' she recalls.
What has made all the difference to Rachel is having the acting deputy head as her mentor. 'She really has taken me under her wing and has treated me as a respected member of staff from the word go. She has encouraged me to sit in on all the staff meetings and has listened to my suggestions.'
Observation and objectivity
Staff collaboration has been equally important for Paul Wetton (pictured), who is based at the Finchley Reform Synagogue Kindergarten in north London, working from 8.30am to around 1pm five days a week.
'I like my colleagues' openness,' he says. 'As a bunch of people they are not at all cynical, and it is so nice to work with them.'
Paul has a degree in sound design and has worked for companies specialising in film and theatre. After being made redundant on more than one occasion, he became interested in a career in education and was hooked by the EYP marketing material. Now armed with some solid work experience, he feels that his decision to embark on the course was the right one.
'I started off just making friends with the children so they would trust me,' he says. 'Now I am getting more involved in skills such as observation.
'There is a lot to learn. When it comes to observation, I find it very hard not to make my own interpretation of behaviour. To be able to record this objectively and sensitively is a real skill that has to be learned.'
Nursery environments can be very hectic and Paul admits that sometimes he finds it distracting. 'You have to be focused on observing a child even if someone else is talking to you, which is quite hard.'
Despite the challenges, Paul is relishing his new role. 'It is so different to what I am used to doing,' he says. 'I enjoy watching the children and trying to grasp the elements of what they are trying to learn.
'The psychology element is fascinating, and I am getting to grips with all the various aspects of planning activities.'
Both Rachel and Paul feel that at this mid-point in the course they are still a way from having honed their leadership skills.
Rachel says, 'My mentor is giving me lots of insights into leading and I feel that being able to deal with parents, and other professionals as well as children, is an important part of what leadership is about.'
Paul confesses that in many ways he still feels like an amateur. 'I know that I need to work on my authority techniques for when the children get a bit rowdy.
'On balance I think this is a great setting to start in, because all of the children are enthusiastic about being here and we have very few traumas. In an inner city school, for example, it might have been a lot more hard work.'
When it comes to fulfilling the EYP remit of leading a setting, Paul says that he still has a lot to learn.
'I am quite in awe of the professionals I have met, but I am confident I will come up to their standard in the end.'
FURTHER INFORMATION
- www.cwdcouncil.org.