Creating a culture of collaborative and cooperative working between colleagues
Liz Ludden is an associate tutor and EYP assessor at Edge Hill Univeristy. An EYP and a teacher, Liz owns and runs two nurseries in Liverpool and mentors EYP candidates within settings. Here she explains how Lisa Fryer, who is on the full-time pathway at Edge Hill, demonstrated leadership and personal practice to support Standard 33.
Using experience as a play development worker
Lindsay McGregor, who is on secondment at Edge Hill University, explains how, while studying for her own EYP status in 2007, she worked towards gathering evidence for standards 8, 12 and 29 - which all linked with her previous role as a play development worker.
Children's language and communication
Delyth Mathieson, early years project manager at Edge Hill University, Lancashire, explains how one EYPS short pathway student worked towards evidencing Standard 15: Support the development of children's language and communication skills.
High-quality provision; Recognising the contribution of families
Joanne Ryan is the head of assessment for the Early Years Professional Status programme at Edge Hill University. She gained EYPS herself through the Validation pilot scheme in 2006. Here she describes how one student met Standard 24: Be accountable for the delivery of high quality provision and Standard 29: Recognise and respect the influential and enduring contribution that families and parents can make to children's development, well-being and learning.
Sustained shared thinking
Jackie Basquill, Edge Hill University lecturer, describes how a full-time pathway EYP student found evidence for Standard 16: Engage in sustained shared thinking with children.
Your approach towards innovation
Colette Bentley, head of training for EYPS at Edge Hill University in Lancashire describes how students on the full training pathway for EYPS are supported to evidence Standard 39: Take a creative and constructively critical approach towards innovation and adapt practice if benefits are identified.
Sharing information with families; Use literacy, numeracy and ICT skills
Babs Anderson, associate lecturer in the Edge Hill Early Years team, describes how one student on the full training pathway, Joanne Gemmell, made excellent use of her previous learning to achieve Standard 32: Provide formal and informal opportunities through which information about children's well-being, development and learning can be shared between the setting and families and parents/carers; and Standard 37: Develop and use skills in literacy, numeracy and information and communication technology to support their work with children and wider professional activities (Standard 37).
Planning safe and appropriate experiences
Denise Corfield (pictured), early years programme leader (foundation degree) at Edge Hill University, Lancashire, explains how one EYPS student worked towards evidencing Standard 11: Plan and provide safe and appropriate child-led and adult-initiated experiences, activities and play opportunities in indoor, outdoor and out-of-setting contexts, which enable children to develop and learn.
How children are affected by change
Delyth Mathieson, Early Years Project Manager at Edge Hill University (pictured), explains how Karen Matthews, an EYPS validation student, worked towards evidencing standard 3: How children's well-being, development, learning and behaviour can be affected by a range of influences and transitions from inside and outside the setting.
Observation, reflection and evaluation
EYP student Martina Cooper focused on outdoor play to evidence Standard 10: Use close, informed observation and other strategies to monitor children's activity, development and progress systematically and carefully, and use this information to inform, plan and improve practice and provision; and Standard 38: Reflect on and evaluate the impact of practice, modifying approaches where necessary, and take responsibility for identifying and meeting their professional development needs. Marjorie Jack, an EYP and tutor with Edge Hill University, explains how.
Establish a welcoming and stimulating environment
Linda Griffiths, head of EYPS assessment at Edge Hill University, tells how a candidate on the short pathway gave evidence of Standard 8: Establish and sustain a safe, welcoming, purposeful, stimulating and encouraging environment where children feel confident and secure and are able to develop and learn, while working in a forest school.
Improving ICT practice
Colette Bentley, head of training for EYPS at Edge Hill University in Lancashire (left), describes how EYPS student Nisha Patel led her colleagues through a process of reflection and evaluation in order to evidence Standard 37: Develop and use skills in literacy, numeracy and information and communication technology to support their work with children and professional activities.
The contribution of other professionals
Delyth Mathieson, early years project manager at Edge Hill University, Lancashire, explains how one EYPS student worked towards evidencing Standard 6: The contribution that other professionals within the setting and beyond can make to children's physical and emotional well-being, development and learning.
Anti-discriminatory practice and listening to children
Senior early years lecturer Jo Albin-Clark from Edge Hill University in Lancaster explains how an EYPS student tuned in to children's thinking to evidence Standard 18: Promote children's rights, equality, inclusion and anti-discriminatory practice; and Standard 27: Listen to children, pay attention to what they say and value and respect their views.
Partnership with families and carers
EYPS trainer Colette Bentley, head of EYPS training at Edge Hill University, Lancaster, gives the lowdown on how one of her students has met Standard 30: Communicating and working in partnership with families and carers.
Shaping policy and practice; working with others
Sue Roberts from Edge Hill explains how one student worked towards meeting Standard 35: Influence and shape the policies and practices of the setting and share in collective responsibility for their implementation; and Standard 36: Contribute to the work of a multi-professional team and co-ordinate and implement agreed programmes and interventions on a day-to-day basis.
The EYP support case studies from Edge Hill University are part of EYP Update.
