Name: Caitlin Jones
Placement Setting: Sherwood Playgroup
Course Level: Transitioning into Year 2

Goal 1: Strengthen Knowledge of Child Development
Why: A deeper understanding of child development theories will support planning and assessment.
Actions:

• Engage with academic texts (e.g., Piaget, Vygotsky, Bowlby).

• Attend university seminars and take detailed notes.

• Observe and reflect on child behaviour during placement.
  Review Date: End of Term 1, Year 2

Goal 2: Improve Confidence in Communication with Families
Why: Effective communication is essential for building trust and supporting children’s well-being.
Actions:

• Role-play scenarios in class to practise professional conversations.

• Ask to shadow key workers during parent interactions at placement.

• Reflect on personal communication in a journal.
  Review Date: Mid-Year 2

Goal 3: Develop ICT Skills for Recording and Planning
Why: ICT is increasingly used for observations, planning, and communication.
Actions:

• Practise using platforms like Tapestry or Famly if available in placement.

• Complete a short online course in digital safeguarding or data protection.

• Use digital tools for assignments to improve tech confidence.
  Review Date: End of Year 2

Goal 4: Gain Broader Setting Experience
Why: Exposure to different age groups and settings will enhance adaptability.
Actions:

• Volunteer in different types of settings (e.g., nursery, school, after-school club).

• Take notes comparing routines, policies, and child needs.

• Use experiences in assignments to link theory to varied practice.
  Review Date: End of Year 2

Goal 5: Prepare for Employment in the Children’s Sector
Why: Planning ahead will support a smooth transition into work.
Actions:

• Update CV with placement and new skills.

• Research job roles and attend careers workshops.

• Begin building a professional portfolio of evidence.
  Review Date: Ongoing through Year 2

Physically, painting on a vertical surface helps develop fine and gross motor skills. The uneven texture of the tree adds a sensory element that improves coordination and grip (Case-Smith, 2005). It also encourages movement and spatial awareness as children move around the tree to paint.

Cognitively, this open-ended activity promotes creativity and problem-solving. Children must adapt their techniques to a new surface, which supports flexible thinking and active learning (Bruce, 2011; Piaget, 1951). Socially, it fosters cooperation, as children share space and materials, learning to negotiate and work alongside one another.

Emotionally, the freedom and novelty of painting outdoors can boost confidence and self-expression. Using a tree as the canvas connects children with nature, encouraging curiosity and environmental awareness. Nature-based learning is shown to reduce stress and improve focus (Louv, 2008), aligning with EYFS guidance on outdoor play and enabling environments (DfE, 2021).

In summary, this activity offers a rich, holistic learning experience that supports key developmental areas while using the outdoor environment in an imaginative and meaningful way.

Physically, mixing ingredients in a bowl promotes fine motor development and hand–eye coordination. Stirring, pouring, and scooping strengthen small muscles in the hands and arms, which are essential for tasks like writing and self-care (Case-Smith, 2005).

Cognitively, children use early mathematical skills by measuring ingredients and counting spoonfuls. They also begin to understand sequences, cause and effect, and basic science concepts such as changes in matter—observing how dough transforms in the oven. This aligns with Piaget’s (1951) theory of concrete operational thinking, where children begin to learn through practical, hands-on experiences.

Socially, baking provides opportunities for turn-taking, sharing, and cooperative work. Children negotiate roles (e.g., who stirs, who pours), developing social skills and a sense of teamwork. These experiences support the EYFS goal of personal, social, and emotional development through shared activity.

Emotionally, cookie making can build confidence and a sense of achievement. Being involved in real-life tasks gives children a feeling of responsibility and pride in contributing to the group, especially when they see the final product. According to Bruce (2011), meaningful, real-world tasks are powerful tools for learning and self-esteem building in early years settings.

Watching the cookies go into the oven also supports the development of patience and anticipation. This delayed gratification, although subtle, is a valuable skill in self-regulation and emotional control.

In summary, cookie-making supports physical, cognitive, emotional, and social development while offering children a fun, real-world experience. It encourages active learning and provides a meaningful context in which to practice key skills, supporting the holistic approach outlined in the EYFS framework.

1. Respect and Dignity
One of the key ethical principles I apply is treating every child and family with respect and dignity. This includes respecting cultural differences, beliefs, and values. I ensure that my communication is inclusive and that all families feel welcomed and valued in the setting. This principle aligns with the Early Years Foundation Stage (EYFS) framework (DfE, 2021), which highlights the importance of providing an inclusive environment where all children can thrive regardless of background. It also reflects the UN Convention on the Rights of the Child (UNCRC, 1989), which states that every child has the right to be treated with respect and without discrimination.

2. Confidentiality
Maintaining confidentiality is central to building trust with families. I follow our setting’s confidentiality policy by ensuring that personal information is only shared with relevant staff and professionals when necessary and in line with data protection laws. This practice is supported by the General Data Protection Regulation (GDPR) and the Early Years Code of Practice for Information Sharing (DfE, 2015), which stress the importance of safeguarding privacy while recognising when sharing information is vital for child welfare.

3. Safeguarding and Child Protection
Upholding the safety and welfare of children is a fundamental ethical responsibility. I am vigilant in observing children’s behaviour and physical well-being, and I follow safeguarding procedures if I have concerns. Our setting follows the statutory Working Together to Safeguard Children guidance (HM Government, 2018), and I complete regular safeguarding training to stay up to date. My role includes creating a secure environment where children feel safe to express themselves and seek help when needed.

4. Professional Integrity and Accountability
I strive to act with honesty, integrity, and professionalism at all times. This includes reflecting on my own practice, seeking feedback, and being open to learning. It also involves recognising the limits of my role and knowing when to refer concerns to more senior staff or outside agencies. This aligns with the Early Years Educator Level 3 Criteria (DfE, 2013), which outlines the importance of professionalism, ethical conduct, and working collaboratively with others in the child’s best interest.

5. Promoting Children’s Voice
An ethical aspect of my role is supporting children’s rights to express their views and make choices where appropriate. I encourage children to participate in decisions about their play and routines. This principle is supported by Article 12 of the UNCRC (1989), which emphasises the child’s right to be heard in matters affecting them.

Reflection
Applying these principles has strengthened my relationships with both children and families and reinforced my role as a trusted, ethical practitioner. It requires constant reflection and a commitment to uphold professional standards not only in policy but also in everyday practice.

Professional Responsibilities
I followed setting policies and national guidance such as Working Together to Safeguard Children (HM Government, 2018) to ensure children’s welfare. I supported planned activities, observed children’s learning, and contributed to assessments, all of which reflect the expectations set out in the Early Years Educator Criteria (DfE, 2013).

Transferable Skills
My placement helped me develop key skills essential to early years work:

• Communication: I used clear, supportive language with children and maintained open communication with colleagues and families.

• Teamwork: Collaborating with staff helped ensure consistent care and learning.

• Observation and Adaptability: I adapted activities based on children’s engagement and needs, supporting their individual learning paths.

• Organisation: I supported routines and prepared activities, helping the day run smoothly.

Promoting Learning and Development
I used play-based learning to support children’s social, physical, and cognitive growth. Asking open-ended questions, encouraging exploration, and scaffolding learning helped me support holistic development, which is central to effective early years practice (Bruce, 2011).

Reflection
This experience showed me the importance of professionalism, flexibility, and ongoing reflection. I’ve built a strong foundation and aim to keep developing my skills to better support children’s learning and well-being.

Managing Self and Responsibilities
I learned to take responsibility for my daily tasks, such as preparing activities, supporting children’s routines, and maintaining health and safety procedures. Time management, organisation, and reliability were essential to meet the setting’s expectations. I followed daily plans and routines, prioritised tasks, and remained flexible when changes were needed. These skills support the Early Years Educator standards (DfE, 2013), which emphasise responsibility, initiative, and effective time use.

Using ICT Appropriately
I used ICT to complete observations and update children's learning journeys. This involved using digital systems securely and professionally to record evidence of progress. I also used ICT for research and planning activities, ensuring resources were age-appropriate and aligned with EYFS outcomes. Using technology responsibly links to expectations outlined by both my university and professional frameworks, such as the Professional Standards for Teaching Assistants (DfE, 2016), which highlight the importance of supporting learning through appropriate technology use.

Skills Developed in Placement
My placement helped me strengthen several key skills, including:

• Communication and teamwork: I worked collaboratively with staff and built positive relationships with children and families.

• Observation and assessment: I used structured observation methods to support individual learning, helping track development against EYFS goals.

• Adaptability: I learned to be flexible, responding calmly and appropriately to the dynamic environment of early years settings.

• Professionalism: I demonstrated a responsible attitude, respected confidentiality, and followed safeguarding protocols.

Expectations of the Setting and University
Both the setting and my university expect me to show commitment, professionalism, and reflective practice. The setting values reliability, active participation, and a willingness to learn. My university expects me to apply theory to practice, reflect critically on experiences, and gather evidence of my development.

Transferring Skills to Other Settings
The skills I’ve gained are highly transferable across other early years environments, primary schools, and care-based roles. Effective communication, safeguarding awareness, ICT use, and time management are essential in all settings that work with children and families.

Reflection
This placement has shown me the importance of balancing multiple responsibilities while staying professional and organised. I’ve built a strong foundation in applying ICT, managing tasks, and working within expectations—skills I will continue to develop throughout my career in the children’s sector.