Our Early Years Teacher and ateliersta
At Thames Tiddlers Nursery we have an Early Years Teacher Rachel Robertson.
Personal statement
I have worked at Thames Tiddlers Nursery as an employed member of staff from August 2013, after gaining my degree in Fine Art from Central Saint Martins. I also worked at the setting during my time at University as part of my practice. While at university I was interested in the physical, face to face relationships between all people rather than the fast ongoing progress of virtual communications and relationships. These ideas brought me to working with the children and installing an art gallery space in the setting for the children to use and work with myself. While I researched into these ideas someone introduced me to the Reggio Emilia Approach. Straight away I saw the huge links between this practice and my own. From this point after a lot of discussion with managers and staff I began introducing ideas and themes from this approach into our setting ensuring we believe in our own context and richness of our community and environment. I become more inspired and wanted to inspire others of the essence of the approach. I attended Kingston University to complete my teaching status in Early Years.
I am a strong believer in teachers and practitioners learning and developing with the children and using creativity to achieve this. Being a teacher means to continually investigate, research, explore, learn and develop personal practice focusing on the interests of the individual.
What I am currently contributing and introducing to the setting.
As well as being inspired by the Reggio Approach and supporting some of the key philosophies and ideas around this unique and creative approach I plan and carrying out teaching sessions for the children who will be attending school . My time is split between supporting, working with the children and introducing provocations and enhancements into the environment to the more structured and planned sessions that take place in the pre-school room. I plan sessions for the pre-school focusing more on Communication and Language, literacy - Writing - Reading and mathematics - Numbers - Shape, Space and Measure. Although this is more structured learning I still follow and link the work into the children's interests and fascinations.
At Thames Tiddlers Nursery we have an Early Years Teacher Rachel Robertson.
Personal statement
I have worked at Thames Tiddlers Nursery as an employed member of staff from August 2013, after gaining my degree in Fine Art from Central Saint Martins. I also worked at the setting during my time at University as part of my practice. While at university I was interested in the physical, face to face relationships between all people rather than the fast ongoing progress of virtual communications and relationships. These ideas brought me to working with the children and installing an art gallery space in the setting for the children to use and work with myself. While I researched into these ideas someone introduced me to the Reggio Emilia Approach. Straight away I saw the huge links between this practice and my own. From this point after a lot of discussion with managers and staff I began introducing ideas and themes from this approach into our setting ensuring we believe in our own context and richness of our community and environment. I become more inspired and wanted to inspire others of the essence of the approach. I attended Kingston University to complete my teaching status in Early Years.
I am a strong believer in teachers and practitioners learning and developing with the children and using creativity to achieve this. Being a teacher means to continually investigate, research, explore, learn and develop personal practice focusing on the interests of the individual.
What I am currently contributing and introducing to the setting.
As well as being inspired by the Reggio Approach and supporting some of the key philosophies and ideas around this unique and creative approach I plan and carrying out teaching sessions for the children who will be attending school . My time is split between supporting, working with the children and introducing provocations and enhancements into the environment to the more structured and planned sessions that take place in the pre-school room. I plan sessions for the pre-school focusing more on Communication and Language, literacy - Writing - Reading and mathematics - Numbers - Shape, Space and Measure. Although this is more structured learning I still follow and link the work into the children's interests and fascinations.
