In the dynamic sphere of early childhood education, the ability to influence change and instigate improvement is crucial for fostering children’s positive outcomes. Through my practical experience in a preschool setting, I undertook the significant task of enhancing our early literacy programme, which ultimately led to noticeable advancements in children’s language skills and a more engaging learning environment. This essay will detail how I influenced this change, reflecting on my accountability for the children’s outcomes while evaluating the processes and practices involved. Additionally, I will explore the academic literature that underpinned these strategies and supported the implementation of revised practices.
The impetus for change emerged from our routine assessments which indicated that many children were struggling with basic language skills — a critical component of early learning. Observing this issue, I initiated a discussion with my colleagues to address the literacy programme’s shortcomings. The desire was to develop an inclusive, engaging, and effective approach to literacy that catered to the diverse needs of our children. My identification of this need reflected an accountability for not just improving educational outcomes, but also ensuring that each child had the resources and support necessary to thrive.
To influence the evolution of our literacy programme, I embarked on a comprehensive review of current practices, drawing upon evidence-based strategies from the literature. Research by Anderson and Freebody (1981) outlined the significance of interactive reading and play-based learning in enhancing both children's language acquisition and overall engagement. This literature substantiated my approach and provided a framework for restructuring our programme to incorporate play-based interventions that would stimulate children's interest in literacy.
In collaboration with my team, we devised a new curriculum that integrated storytelling, role-playing, and tactile activities to cultivate a rich literacy environment. Furthermore, I organised professional development workshops that focused on the importance of these methodologies, aimed at equipping staff with the necessary skills to engage children effectively.
The impact of the revised literacy programme became evident within months. Children began demonstrating greater enthusiasm for books, vocabulary usage increased, and assessment outcomes reflected significant improvements in literacy skills. By evaluating our progress through regular feedback from both children and parents, I was able to sustain a cycle of reflection and improvement that kept our practices aligned with the children's needs.
Furthermore, facilitating professional dialogue among staff not only bolstered the group’s collective knowledge but also fostered a sense of ownership over our educational practices. According to Vygotsky's (1978) Social Development Theory, collaborative learning is essential for cognitive development in children, which further validated the interactive methods we were adopting.
The changes I implemented in our early literacy programme were profoundly influenced by a combination of observational insights, staff collaboration, and robust academic literature. The process of initiating, shaping, and supporting these changes reaffirmed my accountability for enhancing children’s outcomes. Through ongoing reflection and commitment to professional development, I was able to facilitate meaningful improvements in our educational setting, leading to a more supportive and effective learning environment. My experience illustrates the importance of proactive involvement and evidence-based strategies in driving change within early childhood education, ultimately making a lasting difference in the lives of the children in our care.
Anderson, R. C., & Freebody, P. (1981). Vocabulary Development among Language Minority Students. Educational Resources Information Center.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Siraj-Blatchford, I., & Sylva, K. (2004). Researching Effective Pedagogy in the Early Years. Department for Education and Skills.
Whitebread, D., & Bingham, S. (2013). School Readiness: A Literature Review. The Foundation Years Trust.
Wood, D. (1998). How Children Think and Learn: The Social Contexts of Cognitive Development. Wiley.
These references and insights remind us that effective teaching is not simply about delivering content, but about creating meaningful interactions that foster growth and learning in our children, ensuring their success now and in the future.