Work Matters: A day in the life .. Lee Williams, early years pre-school assistant

Age: 19

Role: Early years pre-school assistant

Qualifications: Health & Social Care Diploma, Children's Care, Learning and Development Level 3 (in training) I work as a pre-school assistant but I am in training at a local college, studying Children's Care, Learning and Development Level 3. I work at a medium-sized setting in the Midlands, where my role includes providing high-quality care and education for children between two and five years. I also attend various courses to further my knowledge of childcare. I am first-aider and have represented my setting at various cluster and forum meetings.

8.30: Sign in. On arrival I liaise with other members of staff and start to organise the morning's activities.

8.50: Greet parents and children.

9.15: This is when 'Circle Time' takes place. I take the register, and talk to the children about our weekly theme, what the weather is doing today and what sort of clothes we might need to wear. I read a story of the children's choice and one that is relevant to our weekly theme.

10.00: Outside playtime.

10.30: I help children washing their hands and prepare a choice of fruits.

10.45: Children have a choice of activities, from crafts, construction toys and role play. I spend the time flowing from each activity, playing with children, and noting any observations for filing in planning sheets.

11.30: I collect children from two other settings. We have a good relationship with these settings. We share home link books and have an ongoing dialogue where we share any relevant information.

11.50: Tidy up time! I supervise children putting the toys back in their places. I then collect the children in the 'circle' reading a story or singing some songs and taking the register. I help put lunch boxes on the tables, making sure any children with food allergies are kept away from any problem foods.

12.40: I take children to the local education authority setting, talk to staff and report any information.

1pm: I set up activities for the afternoon using our pre-school planning sheets. (Children are in 'circle' at this time).

1.30pm: I check the outside play area, and the children then play outside.

2pm: I prepare the snack fruit and drinks.

2.15pm: Children have free play and I flow between activities.

3pm: I answer the door to parents/carers who have come to collect the children, pass on any letters, or ask them to sign the accident book.

3.15pm: I clear the setting and check all is safe and sign the cleaning record book. I check for any children's property that has been left and put it in lost property. I check all heating is off and all doors safe.

3.30/3.45pm: Check with staff for any ideas about the next day and finish up.

TINA JEFFERIES: WHAT IT TAKES

The work of a pre-school assistant can be both challenging and rewarding, engaging with children at a time when they are most open to learning, while supporting them through some of the first experiences of separation from parental attachments. Providing the necessary play, learning and care environments demands a full understanding of developmental stages that govern a child's needs.

Knowledge of how to create richly nurturing and stimulating experiences for children in these very early years and how this will help make the transition to school an easier one, is essential. A necessary skill is the ability to work collaboratively and develop positive relationships with the pre-school leader and other staff, as well as communicating respectfully and co-operatively with parents and carers.

Responsibilities are usually the planning and implementing of play, learning and routine care activities for the day, which provide the children with the right level of challenge and enjoyment.

Patience, understanding and sensitivity to the individual needs of children are vital, along with the confidence to initiate action to support children when they are upset, feeling unsure or requiring additional practical support. Being able to use your own initiative is therefore essential.

It is preferred that you have at least a level 2 qualification in early years care, learning and development, and advisable to acquire further qualifications and training in the Early Years Foundation Stage.

Progression from this role could be to pre-school leader/supervisor, which would require at least a level 3 qualification. With plenty of experience and training, other employment opportunities could be as a day nursery manager, family support worker or pre-school development worker.

By Tina Jefferies, managing director of training provider The Red Space Company, www.redspacecompany.com