graded unit action plan

Action Plan
The importance of Playgroups for children and the impact the SSSC qualification requirements may have on them.

My aim is to investigate and show the benefits that playgroups have for under fives in Scotland and I would like to analyse the impact that the SSSC qualifications requirements may have on practitioners and how it may affect the service they provide to children and stakeholders. I will aim to link my research to the following Units F56Y 35 Childhood Practice and Social Services: Developing Leadership DN1H 35 Managing Quality in Early Education and Childcare Settings F56B 35 Developing Professional Childhood Practice

F56A 35 Integrated Working and Collaborative Practice
The basis for this research is down to the amount of changes that we as child practitioners have gone through when it comes to qualifications. I am on the PDA Childhood Practice Course and on starting the course was informed that the regulations had changed and all managers were required to go on and achieve a Degree. In my mind as well as other managers I have spoken to, they felt that this would bring about a change in the future of playgroups. This in turn has led me to research the importance that playgroups hold in communities for children and their families, and to try and establish exactly how managers and practitioners feel the changes will affect playgroups . What I would like to find out from my research is 1. how playgroups help our children to develop

2. What influences parents on choosing playgroups
3. Current thoughts of practitioners and managers on the new qualification requirements 4. the levels of qualifications held by managers and practitioners 5. Once qualified, whether managers and practitioners leave of stay in their setting. In collecting the above evidence I will have to set out questionnaires for parents and send them out to as many playgroups in the Lothian region and Edinburgh as well as gather some personal views from managers and their practitioners in the playgroups.

I aim to do this by interviewing them and some will have an email sent out to them. This will help me to get a general feeling from practitioners regarding the qualifications and using qualitative measures will give me a better insight with regards to this. I feel that to convey exactly how people feel having opinions, experiences and understandings of managers and practitioners will provide a better view than figures will. Some of the theorists that I will integrate into my research will include Vygotsky, Bowlby, Bandura – Social Child Development

Piaget – Cognitive Child Development
Pavlov and Skinner – Behavioural Child Development
The different theories that they produced with regard to development all work well together in playgroups. There is no need to use one theorist over another and I will be able to show this when I am discussing the importance of playgroups in child development. Action Plan – Timescale

Week of
Discuss Graded Unit and timetable
Complete the 14 questions from handbook
Individual tutorial on 14 questions @ 7pm
Individual tutorials
In College to hand in Case Study
Begin literature research
Continue research for articles
Research questionnaire building sites
Gather information from SSSC site
Devise questionnaire to parents
Devise questions to ask practitioners/managers
Contact Early Years Dept at East Lothian Council
Type up action Plan
Submit Action Plan
Await questionnaire results
Collate as much information as possible
Chase up outstanding information
Individual Tutorial
Start writing up investigative report
Continue writing report
Evaluation Report
Go over report
Submit Graded Unit

The literature that I will use for my research will give
Brophy J, Statham J(1991) Early Child Development and Care, Taylor & Francis

Bruce, T and Meggitt, C (1996) Child Care and Education. London: Hodder & Stoughton Condie, Rae and Seagraves, Liz and Fee, J. and Henry, Jacqueline (2009) Continuing professional development of early years managers and practitioners working with children under 3 years of age: technical report. [Report]

Devereux J, Cable C, Miller L (2005) Developing Early Years Practice, David Fulton Publishers

Isles-Buck, E. and Newstead S., (2005) 3rd ed. Essential Skills for Managers of Child-Centred Settings. Manchester: David Fulton Publishers

Learning Teaching Scotland (2010) Pre-Birth to Three – Positive Outcomes for Scotlands Children and Families. Glasgow Lindon, J. (2010) Reflective Practice and Early Years Professionalism: linking theory and practice. London: Hodder Education

The Scottish Executive, (2009) National Care Standards. 2nd ed. Edinburgh: RR Donnelley

East Lothian Council (2008) Guidelines for working with Children Under Three. Haddington. QAA Scotland (2007) Scottish subject benchmark statement – The Standard for Childhood Practice. Mansfield: Linney Direct

Murphy L. (2010) Meet the Masters (retrieved 15 July 2013)

McLeod, S. A. (2007). Vygotsky. Retrieved from [ August 2013]

SPPA, First Five Publication, Issue 65;Autumn 2012, pg9
SPPA, First Five Publication, Issue 67; Spring 2013, pgs 8-11,16-18

Scottish Government; The Framework for Continuous Learning in Social Services; Dundee

"Looking for a Similar Assignment? Order now and Get a Discount!

Place this order or similar order and get an amazing discount. USE Discount “GET12” for 12%

Calculate the price of your order

Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support