Fresh views from abroad

An essential part of the learning process on the EYPS pathways is to be able to compare and contrast different approaches to early learning. Our EYPs have come back from their study trips abroad with fresh new insight into the learning of young children between the ages of birth and three-years-old, enabling them to reflect in greater depth on different approaches within their own early years settings.

Recent trips to Gambia, Denmark and Sweden have given EYPs in Oxfordshire the opportunity to discover new approaches to their work with young children. One such group of Oxford Brookes EYP students took a study trip to visit pre-schools in Gambia. There, they joined African pre-school teachers to teach classes and visited a wide range of settings, to explore issues on early years learning and the environment.

They were given opportunities to see the Gambian education system at first-hand, and joined in lively discussions with Gambian colleagues.

'All of the schools I visited are aware that they need to provide their children with natural and local resources and relevant experiences,' commented EYP Sarah Hanley. 'They also talked about how a child will learn more by doing and experiencing than by being told or shown pictures about it. This was a resounding similarity to our practices and it was encouraging to see that there is a real movement away from rote-teaching.

'The Gambian children appeared to have a more limited access to different ways of learning,' she continued. 'However, they were much more capable of self-care. Our children now have less opportunity for real and practical experience and it is our challenge to provide it for them in the setting.'

Another group of Oxfordshire EYPs made a trip to Denmark to visit early years centres. One EYP commented: 'Having never been to Denmark before and not knowing anything about the early years care system there, I went with an entirely open mind. I discovered that there are many similarities.

'I also found a highly qualified and professional workforce committed to the wellbeing and social development of the younger child. This professionalism was evident in all areas of their early years care, from daycare settings and daycare mothers (childminders), to special educational needs and, indeed, the training of the childcare professionals themselves. Childcare ratios were 12 children to three adults and at least two of these had to be graduates (pedagogues).

'The prime focus appeared to be about the child's wellbeing, social development and interaction. Full use is made of the outdoor, natural environment and children appear to have very much more freedom to explore and discover in this area at a very young age. Children also play and sleep outside in all weathers; with appropriate clothes and shelter.

'The overall ethos is about learning through play and this appears to be fully embraced, with childcarers appearing more relaxed and confident in their work and their abilities. This could be attributed to their training and professionalism, which is what I believe we are striving for with the introduction of the EYPS.' Now back in Oxford, the professionals are keen to put their learning into practice. 'We've been motivated through these foreign visits to implement new changes in our nurseries, but also to gain in confidence in our own practice.

'EYPS really is the way forward in revolutionising our childcare system. It encourages us to open our minds and to continue to strive for the best possible education for children at the most crucial time of their lives.

'EYPS ensures that standards are high and that early years workers feel inspired to lead our youngest children to reach their potential. Going abroad has only sought to strengthen our dedication to make sure that childcare in Oxfordshire is world-class.'

EYE Volume 11, No 6, October 2009

Reproduced with permission. Early Years Educator (c)2009 MA Education Limited.

EYE is available through subscription or from selected newsagents and bookstands. It features a broad range of professional articles for practitioners who are serious about developing their career including information for those working, or wanting to work, in early years and attain the Early Years Professional Status (EYPS).