The Foundation Stage Forum Community
Welcome to the FSF – a community for early years professionals. Engage in conversations, offer and receive advice and support, make connections. Discover our library of education articles and podcast episodes to enhance your reflective practice. Working together to achieve high-quality early childhood education.
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Posts:472,200
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Members:56,715
What does Reflective Practice look like?
by FSF Rebecca
Mirror, mirror, on the wall, who is the fairest of them all? [Little Snow-White. Grimm. 1812]
Generally, we view reflections as being things personally ‘reflected’ back to us: when we check our ‘look’ in a mirror ready for a night out or when …
Podcast: Advice on opening your own Nursery
Ben and Jules chat with Curtly Ania, nursery owner and mentor for others who are on the journey to opening their own early years setting. Curtly shares practical advice and inspiration, including some of the key things to consider if you are thinking…
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Welcome to the forum. Have a look at some of our resources for educators - all free - see here Our beginners guides will give you lots of info to help you with your own reflective practice - https://education.tapestry.info/beginners-guides/ -
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I think forums such as the Foundation Stage Forum are important for early years practitioners because they give people the opportunity to share their experiences and learn from each other. As someone who works in a nursery, I think it is useful to hear different ideas about working with young children, supporting their development and dealing with different situations. I would be interested in contributing to discussions about play, children’s development, learning and supporting individual children’s needs. I also think that practitioners should reflect on their own practice and be open to learning from other people. Reading different opinions does not mean that you have to agree with everything that is said, but it can help you think about your own ideas and consider whether there are different ways of doing things.- 1
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