Nursery Teacher Report: Resource Perspective and Strategies

This report provides a comprehensive analysis of resources for nursery teachers, examining the purpose and effectiveness of various resources in teaching and learning. It explores principles of resource design, evaluation of sources, and the integration of emerging technologies to engage and meet individual learning needs. The report also delves into inclusive curriculum design, adaptation strategies, and methods for storing and sharing resources. Furthermore, it addresses legal requirements, intellectual property rights, and the evaluation of resource effectiveness, culminating in a five-point action plan for improvement. The document emphasizes visual aids, diverse learning styles, and the importance of technology, games and puzzles, hand painting, and comparing identical objects to enhance the learning experience for nursery students. The report also highlights the significance of color, display, and current content in resource design.

Report from the Perspective in
Relation to Nursery Teacher

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
a) 1.1 Purpose of resources in teaching and learning..................................................................3
b) 1.2 Effectiveness of specific resources in specialist areas for meeting individual learning
needs............................................................................................................................................4
b) 2.6 Employing resources to engage and meet individual needs of learner.............................6
c) 2.1 Principles of resource design.............................................................................................7
d) 2.2 Evaluation of sources that inform resource development in specialist area......................8
d) 2.5 Employing resources including emerging technologies to engage and meet individual
needs of learner............................................................................................................................9
e) 2.3 How principles, theories and models of inclusive curriculum design can be used to
inform resource development......................................................................................................9
f) Analyse ways through which resources could be adapted to enable the inclusive approach 10
g) Review ways through which can be stored and classified and the ways of sharing resources
with other leaning professionals................................................................................................11
h) Review and explain legal requirements and responsibilities relating to development and the
use of resources and analysing implications of the intellectual property rights in the resource
development...............................................................................................................................12
i) Evaluating the effectiveness in design and use of resources and reflecting on the practice.
Identifying areas of strengths in the development and using resources and areas to be
improved in learning..................................................................................................................14
j) Five point action plan for the own improvements in design and the use or resources for
enhanced learning......................................................................................................................16
CONCLUSION..............................................................................................................................17
REFERENCES..............................................................................................................................18

INTRODUCTION
Learning and teaching is a process in which learners accomplish their goals by
incorporating new knowledge, teach by their tutors (Maguire and Delahunt, 2017). This present
study is going to discuss importance of resources in teaching and learning as well. Selection of
resources depends on the area, size of classroom and learning capabilities of children. It will also
discuss principles of resource design that can improve overall quality of learning and teaching.
Further, this study shows ways of storing, sharing and classifying resources for better use of
them and improving learning. Having knowledge of laws related to specific teaching area also
plays a vital role in development of resources. Self-analysis makes teachers and people able in
identifying their own skills and weaknesses and on the basis of such analysis they make use of
appropriate strategies for improvement.
a) 1.1 Purpose of resources in teaching and learning
In regard to resources and tools it can be said that education resources play a vital role in
increasing learning and teaching. It helps teachers in developing conductive learning-teaching
environment and students are more likely to understand learning materials with efficiently. In
regard to teaching nursery students it is important for teachers of making use of resources to the
great extent because students and children can understand better with visual objects and
resources (Mishra, 2017). There are several reasons that shows importance and effectiveness of
making use of resources in teaching and learning such as:
 Visual prompts and visual aids helps students in making relationship between learning
materials and visual objects.
 By making use of diversification of approaches, teachers can increase knowledge of
students. Different resources for nursery students include: cards, objects, braille and
others.
 It increases memory and students are more likely to remember learning materials for the
long run if appropriate IT resources are being used such as: pictures, online videos and
others.
 By engaging different learning styles as per the specific area and as per the age of
students, teachers can increase knowledge and make learning session memorable and fun.

 For disable students, teachers make use hands on opportunities and special tools, teachers
can help them out in skill gain and make learning methods easier.
So, from the above discussed ways and reasons of resources, it can be said that resources in
education are vital for success and career development.
b) 1.2 Effectiveness of specific resources in specialist areas for meeting individual learning needs
It is already stated that resources play a vital role and teachers require making use of specific
resources as per the age and abilities of students of learnings. Some resources and techniques for
nursery students include:
Visual objects: For increasing learning and developing early childhood, teachers require
making use of visual prompts. For example: for making them understand and differentiate
between different colours, teachers require making use of resources in different colours. If
teachers want to make them know about red colour then they can give example of red apple
visually (Behnamnia and et.al., 2020).
Compatible to abilities of learners for making use of resources and visual prompts,
teachers may take use of educational videos with attractive music, blocks and educational toys.
Educational videos are known as one of the best resource and approach for increasing learning in
nursery students. With these resources, students enjoy learning session and it creates images in
their mind and Hence they are more likely to learn with visual prompts and different approaches
of learning.

In regard to nursery students some principles of resource design can help teachers in
increasing learning such as: colour generate interest, texture as it adds depts, elements as it
heightens ambiance etc.
Different learning styles: There are special books are being developed for nursery
students in order to make them understand about basic things like colours, shapes, animals,
plants, numbers and others (Aycan, 2021). Teachers require making uses of resources to the
great extent for increasing knowledge. For teaching about numbers they make use of objects with
different numbers (Valentino and et.al., 2019).
Challenging activities like making pyramid with different shapes in a systematic
manner, is linked with desired learning outcomes. Music, watching online stories, videos are
different ways of increasing skills in nursery students.
Illustration 2: Challenging activities
Illustration 1: Colours identification

Technology also playing a vital role specially for nursery students as by making use of
appropriate technology like videos and others, students can better learn about basic things. It
helps in implementing successful blended learning.
b) 2.6 Employing resources to engage and meet individual needs of learner
Teachers require having knowledge and ability of making use of appropriate resources as
per their specific teaching area. Selection of resources is the main key of success of learning. So,
in the context of nursery students and specific are of teaching some resources can be suggested.
Some resources that can help teachers in increasing skills among nursery students include:
Videos: For making learn to nursery students about poems and others, videos play a vital
role. In videos, by seeing or viewing cartoons, children get attracted and it increases their
interest. With videos, they can focus on the lyrics of music and by enjoying attractive objects
seen in videos, teachers can engage students (Behnamnia and et.al., 2020).
Games and puzzles: There are several games and puzzles are available such as preparing
different shapes with available blocks in different sizes is other effective way and resource for
engaging children. It can help teachers in making them aware about odd one same one etc.
Hand painting: Hand painting is an interesting way of engaging children of nursery
class. By selecting a specific topic like animals and others, teachers can increase interest with
hand painting and drawings (Behnamnia and et.al., 2020).
Comparing identical objects: It is other effective ways of increasing knowledge and
engaging children. In this type of way, teachers can make use of different objects such as red
ball, green ball and different colours of ball.
Illustration 3: Unique game plan puzzle

c) 2.1 Principles of resource design
There are several principles of making use of specific resources and resources designs
such as:
Meets learning needs: Resource design helps students in increasing their knowledge and
meeting their learning needs (Awidi and Paynter, 2019). In regard to nursery students it can be
said that the main aim is to make them aware about basic things like colour and size
differentiation. So, resource design can accomplish goals.
Fit for purpose: Other main purpose of resource design is it should be fit for purpose and
can help in accomplishing the main aim of learning. It should also be linked to students learning
styles (Voigt, 2020).
Quality resources: As per the principle of resource design, teachers require making use
of qualitative resources by considering the size of classroom and other factors of demand.
Colour generate interest: In regard to nursery teaching and learning it can be said that
colour of objects play a vital role. As per this principle it can be said that, colours of objects
attracts and grab attention of children. It improves their learning.
Displays increases environment: Displays of something and things whatever is being
seen to children also attracts children. It improves overall environment and teaching culture.
Current content: Teachers should be made themselves aware about changing needs of
students and they should make themselves updated about technologies and accordingly they can
make use of resources. Having knowledge of current needs of market and all details about
selected resources like ways of using and other is other main principle.
In regard to nursery students some principles of resource design can help teachers in
increasing learning such as: colour generate interest, texture as it adds depts, elements as it
heightens ambiance etc.
d) 2.2 Evaluation of sources that inform resource development in specialist area
There are different types of sources are available such as formal and informal. Selection
of types of sources and evaluation mainly depends on the speciality area of learning and
teaching. Some informal sources that can help in increasing knowledge among nursery children
are: experience, existing good practice with peers, internet resources related to specific area etc.

In regard to increase knowledge of nursery student, some special books with images,
graphics can be used as informal sources. Internet can also be used for searching out better ways
of increasing knowledge as informal sources (Sam and et.al., 2020). Internet resources and
different online videos can also be used in specialist area of nursery students.
Other main informal source is past experience of teaching to nursery students. Teacher
learn their own knowledge and learn different things by teaching. So, by making use of
experience as a formal source, teachers can better teach and increase learning among nursery
students.
In regards to improved teaching styles, it can be said that formal sources can help
teachers in gathering information and knowing appropriate ways of teaching. Guidance from
national awarding organization can also help in better communication and interaction with
nursery children as communication engage children in learning session. It can also help teachers
in making children comfortable and this comfortless can make learning and teaching successful.
It also improves knowledge of teachers as they learn different attractive as well as effective ways
of teaching to children (Rhodes and et.al., 2020).
d) 2.5 Employing resources including emerging technologies to engage and meet individual
needs of learner
Advanced technology plays a vital role in resource development and this resource
development helps in improving teaching-learning methods. New and emerging technologies
that may be used in increasing learning among nursery students include: video, active board
materials. For making children engaged in learning session and for teaching them in fun way,
videos can help teachers. It grabs attention of children and by focusing on music with images
shown in videos, learning can be improved.
There are several users guides that are available on internet and related to specific topic
they tell several attractive and easier ways of learning to nursery class of students (Ma, 2017).
User guides and directions are mainly used for improving this teaching learning process specially
for nursery students. It also increases knowledge of teachers as they learn different and easier
ways of teaching to children and ways of engaging them.
So, from the above discussed ways, resources can be developed that teachers can use for
improving overall learning and making children of nursery class able to learn about basic things.

e) 2.3 How principles, theories and models of inclusive curriculum design can be used to inform
resource development
There are several theories and models are available of inclusive curriculum that can help
in developing resources and improving learning-teaching process. In regards to teach things to
nursery children, blended resources for extended learning opportunities can be developed.
Internet resources may also be used for accomplishing goals (Al-Samarraie and Saeed, 2018).
One of the reasons of selecting this model is to support resources and making complexity of
learning easier. Inclusive design is the main principle and theory that helps children or educator
to design their curriculum in a manner that can promote success. Inclusive curriculum design
approach takes children's educational background into consideration.
Challenging activities with visual objects can also makes learners able to increase their
knowledge. Virtual learning environment or making use of internet like online videos, music
for poems and rhythm can help nursery students in increasing learning (Arghode, Brieger and
McLean, 2017).
Other model of inclusive curriculum design states that teachers require identifying ways
of addressing learning domains and it can be done by Bloom's taxonomy. This model is
effective as it helps students in increasing memory and learning tips regarding learning materials.
It can also help teachers in sharpening their minds and selecting appropriate ways of increasing
skills in nursery students. In addition, it can also be said that for reinforcing learning,
engagement of students with teacher is must. It makes them feel valued and comfortable. It helps
teachers in improving learning among students.
Kolb learning cycle is other effective model that can help tutors in accomplishing goals
of teaching nursery students and making them aware about basic things. By making use of all
stages of this model such as: preparation, absorption, capturing and review can improve process
of teaching and learning.
f) Analyse ways through which resources could be adapted to enable the inclusive approach
Inclusive approach of teaching could through development of the communication skills,
management of the class effectively and to manage the behaviour more actively and positively
benefits the children in classroom study. Inclusive approach enables the teacher to make the
students understand in better way. There are number of resources that could be adapted to make
the students understand. Nursery is the primary class in which the students get the basic

knowledge about the colours and things that develops their knowledge. Teachers play a great
role in this by making effective use of the resources. Teachers could adapt several resources for
the inclusive approach. The paper based resources create the interest of students in learning
things in better way. For example, they could make the students draw shapes on papers to
increase their understanding drawing lines (Wiegerová and Deutscherová, 2019). Language to
purpose could also be adopted as tool to enhance the understanding which requires teachers to
teach the students in easy and simple language. It has proved effective tool for the teachers to
assess the abilities of students so that they could be taught in right manner. Students at such
primary stage have to be dealt very carefully and politely to develop their knowledge. It
enhances the educational environment and to promote learning and confidence among students.
Teachers can make time tables using symbols, photographs or pictures and label equipment’s to
display the current activities and topics to the students. The distractions of students could be
minimised by making them busy in group or pair activities it will also reduce the noise levels.
SMOG test is another tool that could be used by the teachers to measure readability level
of the written materials. It states that if students are able to read the alphabets at the primary level
like A, B, C etc. to understand the names starting with these letters. Teachers have to make based
on their SMOG test could determine the method through which their learning and readability
could be improved. Adapting colour of the papers for facilitating reading would enable the
students to recognise different colours with practical knowledge. Students will face issues at this
stage as they are familiar with white paper only and recognise that colour only (Kalitowski,
2018). They face difficulty in reading as they are not able to identify which paper is of what
colour. Teachers have to first make the people understand about colours by making them
identify these colours through regular practice and learning.
At the nursery level students are not familiar and capable of using the IT related resources. They
have to be taught more using hardware resources. They could display the images and actual
things using posters or other means to enable them to understand the things.
g) Review ways through which can be stored and classified and the ways of sharing resources
with other leaning professionals.
It is essential for the educational institutions to ensure there is proper management of the
information, records, resources and materials for speeding up the process, reducing pressures and
maintaining appropriate level of work for facilitating the fast and effective communication

between the stakeholders. It makes it vital for classifying for producing and maintaining
appropriate catalogue for enabling users to track whatever they look for whether over
organisational website, E- library or the staff responsible to maintain the records (Dos Santos,
2020). The services could be run on intranet system for the organisation to have strict control,
monitoring and for imposing restrictions.
Next step involves implementation of the logical and clear classification system for the
retrieval through classification of files in the orderly manner creating the folders and including a
search box for users to type content based or full text index for retrieving the materials or
resources. For bigger educational organisations distributed control refers to equal responsibility
of every branch for success of organisation as whole. The students of nursery could be taught
using similar resources and senior teachers could monitor that students are gaining out of the
learning processes.
Creating system for managing the inventory for maintaining optimum levels for meeting
demand for avoiding shortage on shelves of the resources such as books and students learning
materials. It will achieve systematic filing and the implementation of effective resource
management system for the organisation. Standards could be framed using which students should
be taught and their knowledge be enhanced (Boland, 2019). If teachers are not available with the
required resources such as books and practical things to make students understand they will not
be give knowledge to them. For example, there should be sufficient books for every students and
things that are used for alphabets like apple, bat, posters or such other things.
When there are identical common resources, institutions have to share similar or same resources
like staff by functions, staff resources, grades, qualification, experience, remuneration and also
offering training for improving outcomes.
Sharing resources with the other learning professionals
They could also link with the third parties to provide access to the members of public or
company. Information is shared when the parties are having common interests. The educational
institutions for the nursery students can share same resources for the different sections of nursery
group. Also it could use same professionals to teach different classes for sharing of information
and resources. Organisations could also provide access to third parties to teach the students in
case existing staff is not enough (Huu Nghia and Tai, 2019). The books and resources used for
one class could be used by teachers of other classes also. It is described as the sharing of

resources among different parties. The intranet for the common user storage are shared in
organisation by different professionals. For example, the internal email services that only allows
communication between members of organisation. Intranet of institution could be used for
teaching the students of different classes using shared resources. It is effectively done enabling
everyone to communicate and work with each other in safe and effective manner.
h) Review and explain legal requirements and responsibilities relating to development and the
use of resources and analysing implications of the intellectual property rights in the
resource development
Government of UK has reinforced laws on usage of the work of author by
implementation of set of rights including literary works like books and writings, paintings,
computer programs and sculptures. Protected Intellectual rights including design rights, copy
rights, patents and trademarks. These could be found in government legislations that regulates
the copyright recognised as Design, Copyright and Patent Act, 1988. It provides free protection
to the authors without any registration and cover for minimum 50 years after death of author.
The institution has Turnitin verification system for preventing the plagiarism and with motive to
promote the critical thinking, improving writing and to ensure the academic integrity. Software
helps in detecting the matching texts and check originality of the content (Dobson and Douglas,
2020). This is generally used for students at higher levels. At nursery level the software is less
useful as they are at very basic stage and do not have writing skills. However, teachers have to
ensure that do not use work of other as their own.
Institutions are available with information of students and their parents and it is essential
for them to protect their information. Organisation has to comply with Data Protection Act which
takes place through Data protection policy ensuring that information of students is used lawfully
and fairly (Worth and Van den Brande, 2019). The use is made only for limited and specific
purpose and handled accurately. All the information about students and parents should be kept
secure and safe and should not be revealed to strangers and only authorised staff should be
provided access to such information. It also has to ensure legal protection and complying with
Equality Act 2010
Equality Act 2010 treating every student fairly and properly without any discrimination
on the basis of their race, colour, religion or background. It ensures that all the students are
treated equally and also equal opportunities have been provided to them on the m. Example: The