The GEPs and UPPs are moving into the final stages of their pathway. This includes preparation of written assignments and completion of a document portfolio in readiness for their setting visits. We have scheduled sessions with them to allow them to understand the requirements of the setting visit and the documentation they need to complete. There will be a chance to break out into smaller groups to discuss their portfolios and the tour of the setting and observation of practice. Our UPPs are due to start their last credit-bearing module and will need to have this finalised before any setting visits can be arranged.
In respect of our new pathways we are pleased to welcome candidates to all four pathways – graduate entry pathway, graduate practitioner pathway, undergraduate entry pathway and undergraduate practitioner pathway. These new candidates will be assessed on the new EYPS standards and we have spent time updating our teaching material and documents in readiness for this. We have the inductions during the first week of September which will give candidates time to meet each other and their lecturer, and understand the requirements of the pathways.
I have been reflecting on the UEP pathway, where students in the final year of their BA (Hons) Early Childhood Studies complete EYPS as part of their final year. We have 12 students who have taking this option. At interview all were highly motivated in their desire to be able to support children following their graduation and accreditation.
When thinking of their journey I am mindful of the work of Lave and Wenger (1991) where they talk of the ‘communities of practice’ which can provide support to other members of the community. Here the community of practice can provide both positive and negative support to ‘newcomers’ to the setting. Our UEPs are in this situation where they gain their experiential learning from the settings they are in. These settings form the candidate’s community of practice and help them to link the theory they have learning to the practice element of the role. By offering candidates such as these a placement, settings are supporting them on their journey to become pedagogical leaders of the future. It is important to remember that these candidates may not have the years of practice experience but they still have something valuable to offer and the support a setting gives them will allow them to grow both during the pathway and later on in their future employment.
- Nikki Fairchild is EYP programme co-ordinator at the University of Chichester
- References: Lave, J. and Wenger, E. (1991) Situated learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press
