Critical Reflection: Professional and context-bound learning Cand No: 167843
A reflection on the ways my own autobiography might
have shaped my ideas of early year education and care
Introduction
I have always believed my overall schooling was above average for public
schools in the area I grew up in, mainly because that’s what I was told
when I was younger. Both my parents came from low socioeconomic
backgrounds and didn’t have the best educations themselves, so have
often told me how happy they were that me and my siblings could attend
schools ‘in a good area with nice neighbours’. Neither of my parents had
much of an insight into the way in which education can change a person’s
life because of the way they were brought up to believe that school is a
tool to educate children to an average level to get them into a basic job
and start earning money as soon as possible. Because of this I used to
have a similar view of education until I started my undergraduate degree
in education and childhood studies and started to learn about the
underlying philosophies and theories that curriculum is based on, and how
Education can positively enhance a person’s life.
In this essay, I will discuss my past schooling and how it might have
shaped my view on early years education. I will do this by looking back at
parts of my own education starting from play school through to secondary
school, and commenting on how different important events may have
affected my educational attainment and therefore shaped my ideas of
schooling today. The first significant part of my education I will write about
is my short time in play school and how the way my parents viewed it as
extra childcare instead of a learning environment may have impacted my
early development. This then leads onto the second part of my childhood
that I believe may have affected my attainment; which is my social
background and how my parent’s sometimes unavailability to be a part of
my schooling may have negatively impacted my final few years in
compulsory education. I will relate both significant parts of my upbringing
1|Page
, Critical Reflection: Professional and context-bound learning Cand No: 167843
to statutory framework and any theories or studies that may support my
case studies. Finally I will bring the essay to a conclusion and reflect on
the way my own experiences may have shaped my idea of early years
education and how the courses I chose for further education may have
changed any views I did previously have.
My first learning environment
As I didn’t attend a formal nursery I can’t comment on much from my
early years education, I stayed with my nan a lot when I was younger and
my mum didn’t think it was necessary to send me to nursery as she saw it
as somewhere to send your children if you needed extra child care. I did
however attend a local play school for a few months before starting
reception class ‘to get me used to being away from home’. It was in our
local community centre based in one hall with a cloak room and toilets
outside the main area. There were a few tables set up with materials such
as playdough or crayons and a small mat area where the children would
gather together for adult led activities. I remember the group times
always felt very forced and were usually based on a random game or song
that nobody was interested in, until we could move onto the next table or
activity. Looking back, I don’t feel this was the best way to get young
children to participate as it didn’t cater to individual interest or needs and
wasn’t well planned. I don’t remember there being any pictures on the
walls or many decorations – maybe because it was based in a community
centre that could be rented out during the weekends, so they needed to
be able to set up and pack away as easily as possible. I do distinctly
remember that there wasn’t any outdoor area as it was surrounded by car
parks for the local shops.
The Early Years Foundation Stage (Department for Education, 2012)
states that children who have the opportunity to independently explore
their surroundings and have physical stimulation within their learning
environments are able learn the best. ‘Enabling environments’ are used
within early years education and care settings to support children’s
2|Page
A reflection on the ways my own autobiography might
have shaped my ideas of early year education and care
Introduction
I have always believed my overall schooling was above average for public
schools in the area I grew up in, mainly because that’s what I was told
when I was younger. Both my parents came from low socioeconomic
backgrounds and didn’t have the best educations themselves, so have
often told me how happy they were that me and my siblings could attend
schools ‘in a good area with nice neighbours’. Neither of my parents had
much of an insight into the way in which education can change a person’s
life because of the way they were brought up to believe that school is a
tool to educate children to an average level to get them into a basic job
and start earning money as soon as possible. Because of this I used to
have a similar view of education until I started my undergraduate degree
in education and childhood studies and started to learn about the
underlying philosophies and theories that curriculum is based on, and how
Education can positively enhance a person’s life.
In this essay, I will discuss my past schooling and how it might have
shaped my view on early years education. I will do this by looking back at
parts of my own education starting from play school through to secondary
school, and commenting on how different important events may have
affected my educational attainment and therefore shaped my ideas of
schooling today. The first significant part of my education I will write about
is my short time in play school and how the way my parents viewed it as
extra childcare instead of a learning environment may have impacted my
early development. This then leads onto the second part of my childhood
that I believe may have affected my attainment; which is my social
background and how my parent’s sometimes unavailability to be a part of
my schooling may have negatively impacted my final few years in
compulsory education. I will relate both significant parts of my upbringing
1|Page
, Critical Reflection: Professional and context-bound learning Cand No: 167843
to statutory framework and any theories or studies that may support my
case studies. Finally I will bring the essay to a conclusion and reflect on
the way my own experiences may have shaped my idea of early years
education and how the courses I chose for further education may have
changed any views I did previously have.
My first learning environment
As I didn’t attend a formal nursery I can’t comment on much from my
early years education, I stayed with my nan a lot when I was younger and
my mum didn’t think it was necessary to send me to nursery as she saw it
as somewhere to send your children if you needed extra child care. I did
however attend a local play school for a few months before starting
reception class ‘to get me used to being away from home’. It was in our
local community centre based in one hall with a cloak room and toilets
outside the main area. There were a few tables set up with materials such
as playdough or crayons and a small mat area where the children would
gather together for adult led activities. I remember the group times
always felt very forced and were usually based on a random game or song
that nobody was interested in, until we could move onto the next table or
activity. Looking back, I don’t feel this was the best way to get young
children to participate as it didn’t cater to individual interest or needs and
wasn’t well planned. I don’t remember there being any pictures on the
walls or many decorations – maybe because it was based in a community
centre that could be rented out during the weekends, so they needed to
be able to set up and pack away as easily as possible. I do distinctly
remember that there wasn’t any outdoor area as it was surrounded by car
parks for the local shops.
The Early Years Foundation Stage (Department for Education, 2012)
states that children who have the opportunity to independently explore
their surroundings and have physical stimulation within their learning
environments are able learn the best. ‘Enabling environments’ are used
within early years education and care settings to support children’s
2|Page
