ABSTRACT
K. Wickett and P. Selbie suggest the following: Developing a genuinely enabling environment in the early years is not an easy task. Developing practitioners may be familiar in a different context with the ‘learning spiral’ advocated by Vygotsky and developed by Bruner into the theory of ‘scaffolding’. The spiral model may be hugely useful to the developing practitioner because it not only allows this same level of freedom to revise and revisit but also suggests that a mentor or critical friend can help the reflective practitioner to new levels of understanding. The chapter suggests that to be a developing practitioner is to begin to acknowledge and experience practice on many different levels; in placement, in academic study and in reflection. It recognizes that the student practitioner needs support to manage their placement effectively and offers simple but effective strategies to help the student advance their skills base, both in placement and in study.
