CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE EARLY YEARS
We support early years training and development through workshops, on line support and a recently sponsored UK visit by our Indian partners.
OUR PRINCIPLES – OUR APPROACH
The education cultures and practices in India and the UK are very different and our project partners have not always known what they wanted. In practice his has not been a problem, as trustees and associates respect the starting points of each organization and customize each project and programme to suit their needs.
We are nonetheless committed to a training curriculum that models an interactive pedagogy and an interactive creativity and this has always been embraced as relevant. Teachers told us they valued the practical ideas and activities offered (most of which were low or no cost) and the opportunity to share experience with each other.
We concur with the following quote:
Children develop the healthiest when they are provided environments in which they can explore the world around them, play with others, and learn to speak and listen to others. To ensure the future success of a child, it is important to provide a strong start by providing experiences which are based on sound theoretical foundations and are developmentally appropriate. National Council of Educational Research and Training, Early years curriculum (April 2018) New Delhi.
WHAT OUR OFFER HAS INCLUDED
1 Short CPD courses by request with an early years focus.
Usually a one day a week course delivered across 5 weeks – designed to re-acquaint qualified teachers with approaches to teaching and learning and offer new ideas to be trialled in their own classrooms. Taught by UK volunteers always working in a pair.
See Courses section for more detail.
THE CURRENT EY CONTEXT IN INDIA
Approaches to teaching in the early years are changing in India. A major new document NCF for Foundational Stage 2022 aims to change practice to become more creative and interactive.
WHAT INDIAN PARTNERS HAVE ASKED FOR
All our Indian partners have wanted an introduction to a more interactive pedagogy than their teachers were and are used to.
Key topics were also
- The characteristics of effective learning in the early years
- What neuroscience and educational theorists tell us about the significance of play, movement, communication
- The kinds of learning environment, resources and materials best suited to promote learning and development for this age group
- How to support personal, social and emotional development, communication and language, and physical development
Practical activities and approaches to encourage children to engage across all areas of the curriculum including mathematics, literacy, expressive arts and knowledge and understanding of the word.
RESPONSES AND IMPACT
Teachers told us they valued the practical ideas and activities offered and the opportunity to share experience with each other.
HTTEF LEARNED
More information to follow.