An E-Learning Degree?

Just a quick post tonight, I'm interested in this way of studying..... thought I'd put it out there for others that hadn't heard about it to look at too!

There is an article in Nursery World about it here.

And a link to the course information here.

Creative conversations in the Early Years

I have recently read a book entitled 'Supporting Children's Creativity Through Music, Dance, Drama and Art' edited by Fleur Griffiths and I want to tell you about it!

Before I start I should tell you about me and books; everyone has to have a treat or something they look forwards to and my treat is a book.  I love a crisp new book and the possibilities of the ideas inside!  I especially love the journeys they take me on from one book to another! I know within the first few pages, or just by flicking through whether I am going to like it or not, and pictures are important to me!  I often pick books that are on a topic I know a little of and want to learn more about, but sometimes I make a leap in the dark based on a reccommendation or a hunch and I am rarely disaapointed when I do!!  I thought it would be nice to review the books that I read to help you decide whether you are interested in reading them too!

I am sometimes wary of books that are by a number of contributors and edited to make one volume but this book really works becuase it reads in a very conversational way.  So much of what we do and learn is based upon discussion and it is a refreshing way to read about the contributors ideas.  the anecdotes and interviews convey the enthusiasm and passion of the practitioners involved.

I found it a book to dip in and out of, pencil at the ready to mark passages and topics that I wanted to come back to!  There is so much to gain from this book; just one interview offered inspiration whether you were\looking for ideas for including children in planning, pondering on the nature of wall displays to put up or considering how you use the space that you have.

The practitioners are clearly very knowledgeable and experienced but they openly state that it takes time to build that up; the whole tone of the book makes you feel like a colleague rather than an underling!!  For me, that boosted my confidence to follow the children more closely than I do now, rather than trying to tick all the EYFS boxes at once!

It challenged my current practice on a couple of areas in particular, such as making the room look 'pretty' at the expense of what the children actually WANT in there, and my reliance on books and resources for 'activity ideas' (ahem, guilty as charged!!) and I'm sure that next time I dip into it, it will spark off some more reflection in other areas too!

All in all, a thoroughly worthwhile read and one I will come back to regularly!

Emotionally and Socially Capable Children

I have been looking into aspects of social and emotional development and how best to support it as part of my February planning, and I read an article that talked about helping children who were experiencing domestic violence at home, and how to help them develop resilience to cope with it.  It occurred to me that being resilient was important for all children as they all face challenges at different times.  The main points from the article were:

• Maintain a strong one-to-one relationship with each child.
• Provide safe ways to communicate worries other than by talking about them.  This could be through mark-making, puppetry or making up stories.
• Model a rich 'feelings' vocabulary; anxious, afraid, confused, embarrassed. Putting them with facial expressions helps children to learn that everyone has feelings.
• Encourage toddlers to empathise by 'translating' the body language and feelings of other children.
• Ensure that children see both men and women engaging in caring and helping roles and getting along well.
• Be a good role model and always show the behaviour that you expect.
• Identify unique and special traits in each child and tell them about it. (see the 'I love you the purplest' activity in Febraury planning.)
• Display delight and wonder at the little things in life, like a sunny day.
• Provide sensory actvities indoors and out to aid stress relief.
• Connect children to nature whenever possible - resarch has shown that experiencing the natural rythms build a sense of attachment and security in children.
• Have a pet - they provide unconditional love for children!
• Make plenty of time for free play - children use play to make sense of he world around them.
• Give children choices to provide them with a sense of control.
• Let children help with preparing food, serving drinks, watering plants etc - this makes them realise that they do make a positive difference.
• Maintain a predictable routine - this doesn't mean always having lunch bang on twelve o clock, but does mean always setting the same table and serving in the same way; recognisbale routines help children to feel safe and secure.
• Provide an uncluttered learning space to help children concentrate.
• Provide fewer resoures at any one time by rotating them, to avoid over-stimulating children.
• Create small cosy spaces indoors and out.
• Use postitive discipline; work on resolving conflicts with the children.

Adapted from Nursery World Article, Feb 11 2010

There are many elements that I do already, but some that I would like to introduce and some I am tussling a little with to think of ways that I could incorporate the ideas into a home-setting. 

One thing that I do well already is: delight and wonder at little things.
One thing to start tomorrow is: provide fewer resources out at one time.
One thing to think and plan for is: making cosy spaces indoors and out.

Being Self-reflective

Like risk assessment, this is something that we all do during the day as we work, it is as simple as wondering why the children aren't interested in the playdough this time when usually they really enjoy it - is it old and hard? Are they fed-up of the same old tools to use with it? Are they uncomfortable using it at an adult sized table? Then we try something new - make a new batch, put out a tub of pebbles to use with it, or set it out on a tray on the floor for a change.  Then we observe to see the effect, and we have learned something! Self reflective practice is just this, but writing it down can be important.  it can help to focus our mind on exactly what needs to be done, and is also paper evidence that we are striving to provide the best standard of care that we can.  It will help to complete the SEF (Self Evaluation Form) when you come to do it.


This link from the NCMA is a really useful booklet to work through to start you off with reflective practice. 

Another way to go about it is by auditing each area of your provision systematically.  Our childminding group (called Little Foxes!) has begun this process and we have decided to work through each of the 16 sections of the EYFS.  We are beginning with section 1.2 of 'A Unique Child', looking at Inclsuive Practice.  After looking at all areas carefully, write an action plan detailing what changes you want to make, how you will make them, by when and then sign and date them when completed.

Whichever option you use, or a combination of both, I would recommend attaching copies of evidence to the sheets you write on; evidence could be a list of policies you have, a photocopy of an observation made, a copy of a planning sheet, photographs of an event, e-mails between you and other organisations, copies of training certificates, articles/information you have read that have informed your practice, questionnaires from parents.... there are many many examples!