RAISING THE QUALITY OF EARLY
YEAR’S PROVISION THROUGH THE
MA: EDUCATION
Natasha Young
I am currently studying the MA Education, Early Year’s
pathway here at Derby University.
 I was first introduced to Derby University through the
Early Year’s Professional Status which I completed in
2012.
 Gaining the EYPS at Derby University has impacted my
practice as a practitioner within early years and my
continuous professional development hugely.
 I would like to share with you an example of how I have
raised the quality of provision within my settings
through the MA Education.
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MY ROLE
CHILDHOOD AS A SOCIAL-CONSTRUCTION
WITHIN A POST-MODERN SOCIETY
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The first research project I conducted at Level 7 which impacted
practice was within the “Children’s Places” module.
I explored a number of theories of childhood including Maynard
and Thomas’s (2009:39) childhood paradigm which states
“childhood is neither a natural or universal feature of human groups
but appears as a specific and cultural component of many
societies”.
“If childhood is socially constructed then the children themselves must
be active in constructing it, leaving it open for change” (Mayall,
2006:64).
A “Special Book”, a home-made book celebrating each child’s
individuality was established, empowering our own pedagogy within
the setting to reform our understanding of childhood, distinguish
children as contributors to their childhood and develop cultural
relativism within the intimate nursery community.
IMPACT OF CHANGE
The impact of implementing an individual “Special Book”
for each child across both settings was very significant.
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Parents/carers have welcomed the book, supplying photographs
Parents/carers conveyed their importance in becoming part of our
community and playing a part in constructing their child’s childhood
The nursery team embraced the change, ensuring all children in
their practice have been included, and produced ideas for future
development stimulating employee empowerment
The children freely access their books, sharing with peers and
practitioners vital positive early experiences through their own
voices
THE FUTURE
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Life-long self-motivated learners.
Skelton (2007:13) expresses this, conversing children who are
encouraged to participate in their families, schools, communities
and societies are described as being more aware of what is
happening around them.
 As a nursery team we wanted to celebrate individualism further
and develop our multi-listening skills. Through the Mosaic
Approach (Clark and Moss, 2001) we implemented mind maps for
each child, from 2 year to four years, within the nursery
environment.
THANK YOU FOR LISTENING
QUESTIONS?
REFERENCES
Clark, A. and Moss, P. (2001). Listening to Young Children: The Mosaic
Approach, London:The National Children’s Bureau.
Mayall, B. (2006) “Values and assumptions underpinning policy for children
and young people in England”, Children’s Geographies, vol. 4. April, pp. 9-17.
Maynard, T. and Thomas, N. (2009). An Introduction to Early Childhood
Studies, London:Sage.
Skelton, T. (2007). “Children, Young People, UNICEF and Participation”,
Children’s Geographies, vol 5. February-May, pp. 165-181.