Critical Reflection

Critical Reflection on Professional Practitioner Inquiry

I went off on the wrong track for task 4 I thought I had to come up with questionnaires for people to answer, realising this is not what was expected I had to in fact think of questions to then analyse and think how can I make them better. After adapting my questions and really thinking about each individual question I realised how good you can make a question to get great answers. I realised all my questions were related in some way being all about ages that children start school and the settling down process for reception children. From task 4a I knew it was my line of inquiry. From these tasks I did think of something else I could question this being about the effects on summer born children. So it was me exploring certain topics through questions.(Appendix A)(Appendix B)(Appendix C)(Appendix D)

Reader 5 was interesting and explained to me in detail what I needed to learn about this task. It taught me the most and I referred back to this throughout the task. It was the most educational one for me I learnt lots. I never thought about ethics before at work or at home. It really got me thinking about the way I am with professionals and the general public. It made me think ahead for my inquiry and think of how much there is going to be put into the process. It was great to explore and observe peoples ethics. I enjoyed researched into my settings ethics and whether or not people really do follow them. I learnt that everybody has ethics at home and work. I will really think hard about my ethics for my inquiry. (Appendix E)(Appendix F)(Appendix G)(Appendix H)

Task 6 for me was really key to testing certain ways of collecting data. It was the most time consuming task yet. Which I guess was preparation for what’s to come next. After reading through reader 6 I realised what pilot was. I got that it was testing and trying out different ways of getting information. When I read the reader I really carefully picked which rules I’d go by with the methods. It was not only helpful in deciding what tools I will use for my inquiry but all the data I collected from  the answers I have recoded and plan to use them as part of the inquiry. All that kept going through my mind was ‘to make your practise better’. I wanted to make sure I picked something relevant to me. Something I could apply practically in my practise. I also wanted to do something that wasn’t to open and something that no-one has really touched on before. At the start I was going to call it Early years but as I now have learnt it is too broad. I could take months inquiring about it and I need to really particular so I could get quality out of my inquiry. The tasks have helped me to explore certain topics, I look forward to going deep into the subject.(Appendix I)(Appendix J)(Appendix K)

Appendix of all my research

Appendix L

Appendix M

Appendix N

Appendix O

Task 6c

One of the articles I found was written in the Telegraph by their education editor, Graeme Paten. Title being ‘Summer-born children ‘lag behind at school’. This article clearly states that the summer born children struggle to catch up to the others. So surely pro-longing this process more, by having the younger children of the year start later is making this worst to begin their academic journey. It talks about they are more likely to be bullied and have learning difficulties than the older children. By big issue with this fact is where is the justifying in what the government has put in place to ensure this isn’t the case. There is no good in writing these points and not giving solutions. It goes on to talk about the younger ones less likely to get a-levels, join 6^th form or attend university again this is another issue that I want to know is in place to make sure that it isn’t the case. Is it because children fall behind, is it because children have a hard time through-out their school? Is it confidence? It talks about a debate for the best way to educate summer born children. Apparently the discussion was about making children all 4 so it is earlier and they have longer to master the basics but academics warned that children being pushed too early before there ready can be negative. My thoughts on this immediately are yes maybe our children should come to school to learn the basics but surely it has to be basic. Many nurseries and children centres were some children are younger than 4 it isn’t just basics they are being pushed to learn learn learn as setting have to follow the EYFS but this is surely the problem why can’t it be all play and they start to learn and follow routine after a year of ‘play’.

http://www.telegraph.co.uk/education/educationnews/7916918/Summer-born-children-lag-behind-at-school.html#

The next article I like was a BBC News one and it was named ‘is five too soon to start school’? This talks about English children go through a fixed curriculum whilst other European countries their children at the age of 5 are still playing at home. From what I have read I believe that there have been previous studies into if an early start has an advantage but like said before there seems to be no answers.

"The assumption that an early starting age is beneficial for children's later attainment is not well supported in the research and therefore remains open to question," report says.

this quote really makes me excited for my inquiry as it supports my points and views that’ there is not a definite reason as to why the UK do it different to any other country, I go on..

This article interestingly talks about out reason being in our history which a college as mentioned to me once before. It says it was for protection for our children in the Victorian times and if a child started early they could leave early and get a job. This has completely changed now as a child starts so young and can carry on consecutive learning until the age of 21+. So have they really thought about starting later to finish later?

It also discus’s that children have less time with their families than other countries does this affect them long term?

http://news.bbc.co.uk/1/hi/7234578.stm

 

Finally in the same article as above it discusses a lot about other countries. This was a short point I liked. It was about Finnish children starting formal education at the age of 7 yet they have the highest level of standards and the same for Polish children they have the best reading skills. So how can our country justify the starting age being so young? Or is it just a cultural thing that their naturally a more clever country?

These were 3 bits of literature on my inquiry topic that stood out to me and many link to my ideas as discussed before. They are 3 main points which I will use for module 3 and will carry on finding more literature on my topic.

 

Task 6b

I found the interview process the most difficult one in terms of time. I had set in my mind who I wanted to interview and it was really hard to find a time appropriate to get quality out of the interview. After a week went by I managed to sit down with this person and carry out the interview. The interview felt very formal which was how I wanted it to be. I got what I wanted form the interview which was really good data for me to note down. The interviewee stated that they really liked my questions and posed I should put them to other people as well. I feel the important part of this was choosing who to interview, I wouldn’t just pick anyone it really had to be someone who was going to know stuff I was about to ask them. As for the actual questions I was really pleased with them and got exactly what I wanted from them.

The survey I have found really useful. I feel that people don’t mind taking 5 minutes of their time to write an answer, I feel it’s the best way to get across to many different people. There is not a limit as to how many surveys to give out. I think my questions were abit average but I do also feel for my inquiry they are very appreciate, I particularly liked my last question which was about what someone would do if they could make the law up I feel it gave the person real freedom and it means I can really see peoples true views on schooling. I received most of my surveys back and I managed to ask 1 parent, 6 teachers and 2 others who work with children but in different settings. So it really gave me what I wanted with a wide range of answers.

My focus group was another one which was hard to do as getting everyone together was a challenge. But I got there in the end and everyone grabbed coffee and I just had a general ‘chat’ and put in my questions. I found this so useful it really started up a discussion which lead to a mini debate. It gave me all sorts of answers that I can reflect on. It allowed people to talk about their own personal experiences about my topic. I am glad I choose people in my year group as it meant we had a base to relate back to. I only asked 3 questions during this as I wanted the discussions to go into depth. As for the personalities of people this was the challenge. Some people found it hard to chip in as I did have one person who was very over powering so I as the leader had to keep trying to bring it back to everyone which I did find difficult I had to ensure I was listening to everyone.

Lastly the observation was interesting I did feel it made the person feel a bit uncomfortable but I just ensured I made them feel at ease. It was interesting to see different tactics to mine and was odd to watch an adult rather than what I’m used to is to observe a child. I found this the least useful just as I feel I kind of observe the teacher daily so if I was to do this again I would maybe choose a parent and choose a different setting.

So for module 3 I will decently use surveys to find out information and peoples opinions I will also do lots of focus groups. I will try interviews again and try to plan them in advance. I will try my best to make people aware of my inquiry and involve as many people as I can.

Task 6a

For my pilot interview I wanted to research on official data. I will use the interviewee’s answers as evidence. I want to ask why to someone who has experience in my subject of inquiry and who has the correct knowledge. I want to find out others perception on my chosen topic. I can use this all as data. I will do the interview face to face and it will be an individual and it will be structured questions. I want the interview to feel relaxed and be like a conversation between two colleges. I will ensure I use appropriate language and make sure the interviewee knows what the interview is being used for. I will research data on the literature of my inquiry and look into the government’s policies. I have chosen someone who works in my work place and has many years of experience and is currently studying education. I intend to do the interview on neutral ground which will be at the school in her classroom. I will make notes throughout and not record so it won’t intimidate my interviewee.

This is my structure for the interview.

1.       More than half of the late comers are summer born, how can this affect them in their learning?

2.       The age children start school is 4-5 in the UK and is different depending in the countries law. It has never been proven as to why there are any benefits to this. What could be the positives for a child to start later than the age of 5?

3.       89% September, 10% January, 1% April. As shown the majority start in September in reception. To save the minority falling behind others why do you think the government have given this choice in the first place?

4.       Statistics prove that children who enter school earlier than others immediately do better in tests. What methods can teaching staff use to try their best to make this not the case?

For my pilot survey I want people’s opinions and what they think. I will do it in a style of a questionnaire. I want to gather a wide range of answers so I will try to hand it to teachers from different year’s groups. I will try my best to ask parents, staff and other people who work with children in different settings. I will simply hand it to them and they can hand back to me when they wish.

This is my structure for my survey.

1.       Why do you think people feel 4 years old is too young for their child to start school, and therefore wait until their 5^th birthday? Does this affect the child and why>

2.       So some countries in Europe have their pupils attend school first at the age of 7, why do you think the UK has chosen 4-5? If any?

3.       Research tells me that 10,000 summer born children fail to achieve 5a*-c’s at GCSE’s. What are your initial thoughts on this?

4.       4. If you could make up your own laws on public schooling what age would the children start and why?

For my pilot focus group I want to do a group interview with people with the same interests so in my case I will choose my fellow colleges in my year group. As Bell comments “focus groups are more likely to include members who either have similar characteristics or experience… or are known to have a professional concern about and knowledge of the issues involved.” I feel it is important that the other people are just as keen and knowledgeable about the topic as am I. I want the group to feel comfortable and will do it casually on a lunch break in our staffroom and jot notes down. I will use as the spokes person who will trigger the questions. To manage it I will ensure were in a circle and everyone can be heard and seen. String personalities can be an issue so I will therefore direct some questions at certain people. I want to develop my inquiry and make people think of my topic. I want to make it relevant to others practise.

This is my structure for the focus group.

1.       How can we help the younger ones settle in?

2.       If we have children who start in January or April what do we do to get their learning up to the standards of others?

3.       Does having a long process to settle the summer/winter baby’s help or not?

For the pilot observation I will observe my class teacher. I will ensure I do a framework and show the teacher. They can be time consuming so I will do it when the time is best for the teacher. I will make sure I have permission and reassure that it will be confidential. I have chosen to observe the teacher when they’re doing what we call a plod activity. The teacher will sit with a child observe them and move the child’s learning on there and then. The child will be a summer born baby and the child would have been a child who settled in last and had the longer process. I will see the techniques of the teacher.

This is my stature for the observation.

1.       What does the teacher do to boost the child’s confidence and to help the child?

2.       How does the teacher adapt it for that child?

3.       What language does the teacher use?

 

 

A Brief Blog

I am in the process of doing my pilot tasks. I have read through reader 6 jotted down some notes and will be carrying out these questions as soon as. I also did some research to get some facts for my questions and have logged it all for my final inquiry.
Wish me luck.. On i go......

Task 5d

During my inquiry I will plan to be ethical by ensuring my colleges or any pupils I involve know that any information they give me or any answers given will always be blogged but it will always remain anonymous. I will never force them to answer anything they don’t want to. I will make sure that there aren’t any children’s names or faces mentioned. I will ensure the name of my workplace is never mentioned. When I carry out the inquiry and when it is being used in my practise I will make sure I never let it take over the quality of the teaching or the children’s learning time. I will never presume or make up any facts and make sure I do my research if facts are involved. The first thing I would do is to inform anyone that would need to know what my inquiry was all about and what it was for.               

Task 5c

Personal ethics

I have never thought about my personal ethics ever before this module came up. Having had a thought about it I would say from a young age, a baby to a teen my family and close ones taught me my personal ethics subconsciously. They taught me right from wrong. They taught me my manners and to respect each individual and to love those close to me. From a teen I guess my friends and me myself followed the same ethics due to being in the same circle of friends it was what I knew. I always thought being there for a friend or family member was a rule in life and that is a must and still is. Naturally growing up I have always treated others how I would like to be treated but I have learnt that every individual is different but needs to be treated the same. My opinion on personal ethics is that everyone’s ethics are different from one person to the next depending on their beliefs, lifestyle and personality.

Organisation ethics

From the start of this question I have looked into many of my organisations ethics. I have learnt that there are so many ethics people have to follow in an organisation. Everyone would follow the same dress code, contract and all would need to treat one another with equal amount of respect. Like I said above people have very different personal ethics but coming together in an organisation people have to adapt and follow the same ethics. In my own organisation I have come across many ethics I wouldn’t have ever thought I was applying but interestingly I am, I am sure many people would agree in theirs it’s the same.

Professional ethics

My first thoughts on professional ethics was that surely it’s about the individual and if you’ve learnt your own personal ethics throughout your life it would of taught you to be a professional in any situation therefore giving you professional ethics. Learning to respect others and yourself and following rules of life and meeting standards you need to would make you professional.

Consequentialist

If I had a child that came into reception in September fighting and shouting everyone and genuinely being inappropriate. And then January comes and the child had made great progress and had many friends and was pleasant to everyone around. This was due to the teachers completely ignoring the negative behaviour, when the child was being distracting. The tactics the teachers used was to praise the child when done the littlest thing. I feel being a consequentialist could work in certain scenarios. Surely it is wrong to go against such an ethic of being treated equally and to me every child has different needs and you need to use different approaches on them.

Deontologist

Having just right from wrong in my profession is nearly impossible. Especially when a child has answered a question and they are so close to the correct answer or you know they have tried so hard telling them their wrong would completely shatter their confidence and again not remembering that they all have different needs. Surely it’s an achievement so that to me is not wrong even if the answer isn’t right. Being a deontologist maybe would work in some organisations but definitely not all of them.

Virtue ethicist

Working at a school with children from all different walks of life with many different needs I immediately have to get to know what they are capable of and get to know their characteristics to know their actions. To be this means to be inclusive and to treat everyone the same and this has become part of my personal, organisation and professional ethics.