EYPS Support: Your approach towards innovation
Colette Bentley, head of training for EYPS at Edge Hill University in Lancashire describes how students on the full training pathway for EYPS are supported to evidence Standard 39: Take a creative and constructively critical approach towards innovation and adapt practice if benefits are identified.
For students on the full training pathway, evidencing standard 39 can present a real challenge. It requires practitioners to lead and support others in a process of review, evaluation and development, and initiate changes where improvements are needed.
As visitors to settings it is difficult for the students to demonstrate this type of leadership within established teams.
At Edge Hill University the programme incorporates a placement development task involving the initiation and management of an aspect of change, as a requirement for each one of three placements.
The development task enables the students to observe current practice and engage in discussions with leadership teams, mentors and setting staff and children, to identify possible areas for development they can take the lead on.
In order to become effective agents of change in settings, students are supported through academic modules in early years leadership and management. The link between theory and practice made in the development task enables students to gain a deep understanding of essential elements of positive leadership such as reflective practice, effective communication, consultation and emotional intelligence.
Development tasks may evolve from projects that settings have planned to action but have not had the time or staff available for.
One of the many advantages of the innovative development tasks is that they enable students to utilise their knowledge and expertise gained in former roles and training. In this way students on the full training pathway have used their degree level expertise - for example, in ICT to facilitate training, develop ICT provision and resources for staff and children. Alternatively they may have used experience in the arts to develop inclusive, setting-wide creative projects.
