Pedagogical Documenation Approach Unit 3

Early Learning Associates Limited Grangemouth Scotland offers pedagogy, supporting development and learning, facilitating change, consultancy, promoting network opportunities, pedagogical documentation, continuing professional development, a curriculum for excellence, supporting active learning, learning and teaching interactions, organising learning and teaching, continuity and progression, play an approach to learning,children's own play, values and beliefs, pedagogical base, using CfE four capacities and principles, working with young children within birth to three, working with children three to eight

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A Pedagogical Documentation Approach to Early Learning Introduction

Unit Three - Facilitation: Theory, Process and Practice

Preface
As lead facilitators within early years teams, teachers are engaging in professional development of self and others.

Rinaldi (2006: 141–142) sees professional development as

‘simply learning: our job is to learn why we are teachers. It means keeping our distance from an overriding sense of balance, from that which has already been decided or is considered to be certain. It means staying close to the interweaving of objects and thoughts, of doing and reflecting, theory and practice, emotions and knowledge. Perhaps the only way is to constantly search for — without ever finding — a balance between rules and limitations (some of which are obviously indispensable) and the real emotion and passion of learning.’

This final unit in this professional development module, is about to take pedagogues further on their personal and professional journey towards feeling more confident about their understandings of pedagogical documentation.

Purpose
The purpose of this unit which consists of two interrelated encounters, is to look in more depth at their role as facilitators – of children and adults.

This unit will focus on:

facilitation as a process
our understandings of what constitutes the facilitation process within teams of early years’ educators working with children from birth to six, and
the subsequent and specific role of the pedagogue who
— takes on the role of facilitation in many different ways
— may be in an early years’ setting for a set period of time.