The first task my team and I were given was to identify and agree with the early years sector what were the core competencies needed by early years practitioners to deliver the Foundation Stage. We think we've done this, but now want your views.
We began with some important principles. These were was not about duplicating or undermining current quali- fications and needed to recognise the diversity of the sector. And as with everything else we do, it had to build on and reflect the principles of the Foundation Stage set out in the Curriculum Guidance for the Foundation Stage.
We asked ourselves why we were doing it, and we became convinced that it was important to have an agreed view across the sector about the knowledge, skills, understanding and attitudes that practitioners needed to support young children's learning. Only then could practitioners help children make progress towards the early learning goals through a play-based curriculum that built on their diverse needs, interests and preferred ways of learning.
Once we have agreed these, they will provide a benchmark against which practitioners and settings can assess their training needs, and local authorities can evaluate the training and professional development opportunities that they plan and deliver.
Tuning in
From the beginning it was apparent that we were talking about more than competencies. People said that working with children was not simply skills based. As one local authority adviser so rightly said, 'You can have all the skills you need, but if you can't tune into children you're in the wrong job.'
So we are calling them 'Key Elements of Effective Practice' (KEEP). They are drawn from and reflect the principles of the Foundation Stage:
* the importance of relationships that ensure children feel secure and parents are respected as partners in supporting their children's learning
* the need to understand how children develop and learn
* the need to know about the curriculum - the 'subject knowledge' that is as important in the Foundation Stage as in later stages.
* the need to know about and be able to use the range of teaching strategies appropriate to this distinct stage, and
* how to do all of that within the context of close partnership with parents and the community, working alongside professional colleagues coming together to deliver the truly integrated approach to services for children that is at the heart of Sure Start.
Each of these is 'key' to effective practice and each is an 'element' - interdependent and each contributing to the whole.
Right to reply
The aspiration to deliver 'effective practice' will continue to challenge all of us. That commitment to their own individual 'learning journey' and reflective approach to their work with children are characteristic of practitioners that I meet as I visit early years settings. KEEP will be an important step forward in ensuring they are given the support that they need.
We expect to publish KEEP by the end of the year. We have talked extensively with local authority advisers and early years organisations.
But we want to hear practitioners' views. So, please e-mail us on foundationstage@ cfbt.com. We look forward to hearing your thoughts.
Lesley Staggs is national director of the Foundation Stage.
KEY ELEMENTS OF EFFECTIVE PRACTICE
Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding.
Effective practitioners use their own learning to improve their work with young children and their families in ways that are sensitive, positive and non-judgemental.
Therefore through initial and on-going training and development practitioners need to develop, demonstrate and continuously improve their:
* relationships with both children and adults
* understanding of the individual and diverse ways that children learn and develop
* knowledge and understanding to actively support and extend children's learning in and across all areas and aspects of learning
* practice in meeting all children's needs, learning styles and interests
* work with parents, carers and the wider community
* work with other professionals within and beyond the setting.
