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Posted by
Kathy Brodie on November 1, 2017.
It is now well and truly autumn in the UK.
The nights are drawing in and there is a definite chill to the air. Over the weekend I started to ‘put the garden to bed’ – clearing up the leaves, cutting back the raspberry canes and picking the last of the dahlia.
By the time I came indoors it was beginning to go dark and the solar lights had winked on.
I felt tired and ached, but also felt incredibly peaceful and calm, satisfied with a good day’s work shared with an inquisitive robin.
Coincidentally, I have had cause to think about mindfulness and calm over the last week, and how critically important this is if you are a practitioner or educator in the Early Years.
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Posted byKathy Brodie on June 18, 2014.
I’m thoroughly enjoying the new series from Critical Publishing books. The latest one, Developing as a Reflective Early Years Professional, deals with the highly elusive and complicated concepts of reflective practice and reflection.
Chapter 1 is by Carol Hayes and is all about reflective practice. There are some great examples of a range a reflective models and how these link to early years. One of Carol’s thoughts struck me particularly – the use of the word practitioner suggest ‘doing’. We all know settings (whether Nursery, childminder, nanny or teacher) are all about doing, but maybe there should be times when we consider ourselves thinkers, reflectors or researchers.
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Posted byKathy Brodie on April 23, 2014.
I have written a couple of posts already about the excellent Linda Pound books – How Children Learn Book 1 and Book 2. I am frequently asked if there are any more, so I’m very pleased to say that there are also 2 further books in this excellent series:
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Kathy Brodie on November 1, 2017.
