Forrest, M., (2008). On becoming a critically reflective practitioner. Health Information & Libraries Journal, 25(3), pp.229-232.

Hallet, E., (2013). The Reflective Early Years Practitioner. Los Angeles: SAGE.

Happykids-childcare.co.uk. (n.d). Job Description for Early Years Practitioner. [online] Available at: <http://www.happykids-childcare.co.uk/content/uploads/2014/08/Early-Years-Practitioner-job-role.pdf> [Accessed  8 January 2020].

Prospects (2019) Health play therapist (online) available at https://www.prospects.ac.uk/job-profiles/health-play-specialist (Accessed 29/11/2019)

Toolshero (ND) Gibbs Reflective Cycle by Graham Gibbs (online) Available at https://www.toolshero.com/management/gibbs-reflective-cycle-graham-gibbs/ (Accessed 13/01/2019)

Helyer, R., (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), pp.15-27.

 Moyles, J., (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), pp.81-95

Mountain, V., (2016). Play Therapy – respecting the spirit of the child. International Journal of Children's Spirituality, 21(3-4), pp.191-200.

 Murray, J., (2018). The play’s the thing. 26(4), pp.335-339.

 Nalavany, B., Ryan, S., Gomory, T. and Lacasse, J., (2005). Mapping the Characteristics of a 'Good' Play Therapist. International Journal of Play Therapy, 14(1), pp.27-50.

Ogbeiwi, O., (2017). Why written objectives need to be SMART. British Journal of Healthcare Management, 23(7), pp.324-336.

Prichard, J. and Stanton, N., (1999). Testing Belbin’s team role theory of effective groups. Journal of Management Development, 18(8), pp.652-665.

Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press 

 Sinha, A., (2020). The Role of Team Effectiveness in Quality of Health Care. Integrative Journal of Global Health, 1(1).

Wilson, C., (2010). BRUCE TUCKMAN’S FORMING, STORMING, NORMING & PERFORMING TEAM DEVELOPMENT MODEL. [ebook] Culture at Work. Available at: <http://sst7.org/media/BruceTuckman_Team_Development_Model.pdf> [Accessed 10 May 2020].

Plants are very imaginative and excellent at resolving unusual problems in unconventional methods. The Plant is a visionary pioneer who has come up with new concepts and solutions. They flourish on recognition, but scrutiny is particularly difficult for them to cope with. Plants are mostly self absorbed and tend to work outside the group. Since their proposals are so new, they can often be unrealistic. They can also be bad communicators and can appear to disregard other criteria and limitations. 

The Resource Investigators have inside information of the opponents and make sure the team's idea goes to the outside world of the team. Resource investigators are imaginative and ambitious. They discuss the options applicable, develop contacts and allocate services on behalf of the team. They are committed team leaders who define and collaborate with various parties to help the team achieve its target. They are friendly and often enthusiastic, which means that people are often open to them and their proposals.On the drawback, they can easily lose their excitement and are sometimes excessively optimistic. 

Coordinators are required to concentrate on the goals of the project, train members of the team and divide the task accordingly when the team is at risk of being too much inward-looking and alienated. Coordinators are those that have taken on the common position of team leader and have often been alluded to as chairpersons. They 're guiding the team to what they consider as the goals. They are sometimes great listeners, and they are generally able to see the benefits that each team member brings to the table. They are pleasant and good-natured, and they are very successful in assigning responsibility. Their potential drawbacks are that they can assign too much individual responsibility and may appear to be deceptive. 

The Shapers, are providing the adequate drive to guarantee that the team keeps running and doesn't lose focus or dynamism. Shapers are people who question the group to make improvements. They are charismatic and typically gregarious individuals who like to inspire others, throw into questioning expectations and come up with solutions to situations. The Shaper is also the one who moves things so the team does not get to content and takes into account all choices. Shapers also view barriers as thrilling challenges and seem to have the confidence to move on while some want to leave. Their possible disadvantages can be arguing and hurting people's feelings. 

The Monitor Evaluator is expected to provide a critical eye, to make objective decisions where appropriate, and to evaluate the team's choices in an impartial manner. Monitor-Evaluators are best at interpreting and assessing the concepts that most other people (often Plants) have come up with. These individuals are clever and factual, and carefully consider the consequences of all possibilities before they reach a verdict. Monitor-Evaluators are problem solvers and are very pragmatic in their method. They are also viewed as distant or sentimental. Often they are weak motivators who respond to situations rather than instigate them. 

Team workers help the team to bond, to define the job by their flexibility to pinpoint the duties needed and completed the on behalf of the team. Team workers are the people who provide assistance to ensure that members of the team work collaboratively. They fulfil the role of group members and are versatile, sensitive and perspicacious. They seem to be popular people who are very competent on their own, but who give priority to group unity and help people get along. We may have a propensity to be impatient and to hold undecided roles during debates and decision-making. 

Implementers are required to prepare and execute a concrete, strategic plan and carry it out as efficiently as possible. Implementers are the people who do things. o They turn the ideas and strategies of the group into formal structures and proposals. They are generally traditionalist, diligent people who work efficient and systematic and are well organised. These would be the people you can depend on to get the project completed. On the drawback, Implementers may be unyielding and could be slightly opposed to change. 

Completer Finishers are most constructive used to 'polish' at the end of a task and scrutinise the work for inconsistencies, exposing it to the highest standards of quality assurance. Completer-Finishers are the individuals who see that the tasks have been finished adequately. They guarantee that there are no mistakes or inaccuracies and pay heed to the slightest details. They are very worried about time constraints but will propel the plan to achieve that the projects are finished on time. They are described as perfectionists, organised, attentive and nervous. That being said, the Completer-Finisher may needlessly fret, but may make it challenging to allocate. 

The Specialist has an in-depth understanding of the key field. Specialists are people with specialised knowledge that is needed to get the task done. They value themselves in their talents and abilities and strive to retain their professional qualifications. Their role within the group is to be an expert on the subject and to dedicate themselves entirely to their area of interest. This can restrict their participation and contribute to a concern for technical details at the cost of the broader picture. 

By measurable it means  your targets need to be accessible and significant  

By achievable it means the targets you are setting yourself need to be Acknowledged, attainable  

By relevant it means when you are setting yourself targets make sure they are Rational, practical and resourceful 

By time bound it means that every target needs a time limit, so you have to concentrate on a time limit and strive towards it to be able to achieve it. 

Your target should be simple and precise, otherwise you're not going to be able to increase your productivity or even feel inspired to accomplish that. Seek to address the five "W" questions while drafting your target: What do I want to achieve, Why is that target significant, Who participates, Where is it from and Which facilities are implicated, or what restrictions are there. Measurable targets are valuable to have, because you can monitor your progress and remain focused. Assessing progress helps you stay focused, reach your goals and experience the joy of moving closer to your target.A realistic goal would respond to questions like: How much, How many people and How do I know when this is fulfilled. To be effective your target also needs to be practical and achievable. In other words, it is supposed to elongate your skills but still remain  possible. According to Ogbeiwi (2017) you may be able to recognise previously wasted opportunities or tools that can get you nearer to it when you set an attainable target.An achievable target normally responds to questions like: How can I achieve this target, How reasonable is the target based on other limitations like economic position. This phase is to ensure your target appeals to you, and to connect it to other related goals as well. We all need help and guidance in fulfilling our targets but retaining control towards them is crucial. So, make sure your dreams move everybody forward, but you also have a duty to accomplish your own target. To these questions a valid target should answer "yes": Does this seem worthwhile, Is that the right moment, Does that match in with our other attempts / requires, Am I the appropriate individual to achieve that aim and Does this matter in the present socio-economic environment. Any target needs a completion date, so you have to concentrate on a timetable and work towards it. This part of the SMART target criteria helps avoid daily tasks from taking precedence over your longer-term targets.Typically, a time-bound target would address this issue what can I do six weeks from now, what can I do six months from now and what is it I will do today.

helps people to consciously think through their experiences in a specific circumstance, experience or operation( Toolshero n.d). According to Forrest,(2008) she says that his process is there to make people think about an experience that they have had, what they feel and what they can do to build the next time.Gibbs cycle is composed of six separate cycles. Those include explanation, thoughts, appraisal, review, conclusion and plan of action.  This includes the explanation of the situation in detail in the overview section of the cycle. So the questions that you might ask oneself is what occurred, when it took place, where it transpired and who was included. Ensure you don't miss crucial pieces of evidence out. Phase 2 is about emotions that you experienced during the experience, so you can respond to questions about what you experienced prior to the actual event and afterwards.You should also ask oneself how the other people were feeling during and after the case. Helyer (2015) sates that the next phase in the reflective process of Gibbs is assessment throughout this phase you ask yourself about your event performance, so you can ask yourself questions like what went very well that you wish you could do again and did something incorrect that you will not be trying again or would to try and do it in another way. Toolshero (ND) agrees with everything said as they say that you could ask yourself the following points: did anything work well during the experience why did you think it went well , what did not go too well and why do you think this was, what was your commitment to the experience / task and did anyone else that you work with contribute to it. It's good you are reviewing your experiences because you can learn something about your errors and play with various approaches before it's correct.Next stage to the process is evaluating what you've already learned about the scenario throughout this phase of the process, mostly because of your experience, you are already going to learn what to do when the scenario was to arise later. You will speak about the positives and negatives you've encountered in this segment.  This is usually achieved at section three. The penultimate step is to compose a little bit of a thesis because you're going to step back a bit and reflect back at the event again and see what you might do in that circumstance. So the details you wrote previously will enable you to conclude this cycle segment. So in this section it talks about what you're going to do better in the section if the incident, circumstance or occurrence were to occur again in the future and what skills have you learn  to be able to put into place in a similar incident, circumstance or occurrence. The last step of the process is to do an action plan when you get to this point, it's about writing down what you're going to do to change, so if it went well, next time you'd do it the same. But make sure you don't make the same mistakes again in the parts where it didn't go well, by making it more useful and successful.

Feelings -  I was feeling very nervous when i first got asked to do it as i didn't know what to do as i had come across them before, but i was curious to find out how they worked and the background behind them. As I was getting use to them I felt happy that I was getting them right.  

Evaluation - When the child started climbing up on the furniture to get the PEC'S book so I got it down for him and started to turn the pages untill the child saw what they wanted which was good, but what i think wasn't very good about it was about this experience was that i didn't know what to do next as i wasn't familiar with PECS as i never used them before so didn't understand what they was all about. 

Analysis - I can ask other members of staff around me to help me so i can watch what they do so i can do it right next time.  

Conclusion - I could of gone up to my supervisor and asked her to help me and explain it to me in more detail as i don't quite understand. 

Action Plan -  If it rose again then i would go home and do some research around them. this will benefit the children as i will know what i'm doing so i will be able to help them with their interests and individual needs.

Reflective Observation -  To reflect on this experience i will need to learn more makaton in order to communicate more effectively. 

Abstract Conceptualisation -  I have been learning more signs for different things in order to help the children. 

Active Experimentation -  After i have look up and learnt more signs i can them try them out the next time the child is at the setting.

By doing this continuing professional development it is going to benefit the child as we will be able to communicate more effectively with each other. 

Measurable: By the time of my next review I should be able to produce pieces of writing that that incorporates my journals and books to receive a better mark on my work.  

Achievable: I can set time aside every week to read journals and books to be able to think analytical to be able to produce work that takes a more analytical approach. Enhancing my analytical skills is integral in progressing further in my profession and in obtaining higher marks in my assignments. I can look up different way and techniques I can use to be able to take a more analytical approach  

Relevant: Improving my analytical skills is very important for me to be able to progress further towards my goal . 

Time Bound:  In six months, I should be proficient in thinking analytical and writing analytical as well.  

 

Step 1: Forming: Team members are trying to decide their place in the team. At this stage, the team, together with the procedures and rules of the Team.The most crucial thing about this phase is to make the group 's objectives very understandable and the standards to be promised upon by all participants. 

Phase 2: Storming: The group at this point has a higher level of representative tolerance. This is the phase at which the question of the priorities, obstacle mechanisms and direction of the project starts. There may be some tension between members, but integrity and transparency can be introduced at this stage with the ability to lead and handle diverse opinions and disputes, and to create trust among its members. 

Phase 3: Norming: The team is finding new ways to do this at this point.Work together and set expectations, promote unity and positive cooperation among members. Conflicts get in this stage Determined when members are permitted to share their views and the opinions of the community are open. 

Step 4: Performance: the team gains productivity in achieving the goals and in seeing the performance of the joint work. The members of the team are more versatile and relaxed with each other. Daily updates and discussions at this point should make the team more proactive and concentrated on achieving the objectives.  

Step 5: After another phase of study, Wilson (2010) highlighted that Tuckman had created a fifth stage labelled 'adjournment.' This final phase includes the separation of the collaboration between the members of the group and a brief moment of appreciation for the accomplishments of the group. The conclusion of team operations is often unsettling for members, particularly if they have collaborated together for a lengthy amount of time.  

The stages listed above have been described by Tuckman in his theory is not easy to accomplish and the group will not comply to the sequence as described above. Some of them will steadily go back and have back and forth movement  and even it doesn't always happen in this process and it's tricky to do, but the concept is that the team is going through the life cycle of various phases of, in reality, the team really isn't formed in a day. 

Implications: 

Tuckman highlighted a number of significant findings from his studies on teamwork and collaboration that are still have a poignancy today. The group will not be completely successful until it enters the stage of performance / interconnectedness. Many groups accept storming as a normal way of operating, while a number of teams may never get beyond forming until the normalisation process is normally accomplished, teams can degenerate into storming. The amount of time taken to complete the process can vary significantly between the groups.