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Category : Articles

Articles

Nature – and speech and language development

Speech and language development in young children is crucial for their overall cognitive and social development, and what better way to develop it than through natural materials in our settings?

Natural materials, such as wooden blocks, shells, leaves, sticks and pebbles, provide a wealth of opportunities for children to explore and engage with the world around them. These materials have a number of benefits for speech and language development, including:

Encouraging Vocabulary Development: Natural materials have unique textures, shapes, sizes and weights, which can help children learn new words and concepts. For example, children can learn the names of different types of leaves; descriptive words for tactile materials such as spiky, cold, heavy; smells and tastes all unique to natural materials.

Facilitating Communication: Children often use natural materials as props in their play, which can help them to communicate their ideas and thoughts to others. For example, a child might use a rock to represent a character in a story they are telling.

Enhancing Social Interaction: Natural materials often encourage children to work together and collaborate, which can help them to develop social skills and improve their communication. For example, children might work together to build a tower with wooden blocks, which requires them to take turns and communicate with each other. They may have to work together to carry a large stick.

Improving Attention and concentration: Natural materials often have unique characteristics that capture children’s attention and interest, which can help them to focus and concentrate on an activity. For example, children might spend a long time examining a particular leaf, which helps them to develop their attention and concentration skills.

Overall, natural materials provide a rich and varied learning environment for young children, which can help to promote their speech and language development.

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Articles

Children’s Multicultural Books

I had the enormous pleasure of interviewing TEDx speaker and author Dr Brynn Welch on the last Early Years Summit. Dr Welch’s particular research interest is diversity in young children’s literature and having books where children can ‘see themselves’. It’s something she cares passionately about – so much so that she wrote her own book for her son, Ben, called ‘Bennie Goes Up, Up, Up‘.

The interview really made me think about the books that we provide for children and how it is so easy to choose books without thinking about the messages we are sending children subliminally. For example, you don’t have to be a star athlete or President – you can just be you enjoying regular activities. It also reminded me of something that Carmen Powell said in October 2019 when talking about her book ‘Matthew and the Magic Goat‘, that the main character in her story has a prosthetic limb, but this isn’t mentioned or play a part in the story. It’s simply part of his life.

Having books that reflect children’s own race, ethnicity, disabilities, family structures and every other facet of their lives is so important because it helps them to relate to the story and the messages about making friends, being kind or just reflecting their own experiences. Belonging and being part of the wider community is an essential part of self-esteem, self-worth, empathy, understanding, Theory of Mind and so much more – but is incredibly difficult if you can’t relate to the stories that are being told.

It is also important that children appreciate and value families that are different from their own, with different cultures, heritages, traditions and artefacts, especially if they are unlikely to experience this in their immediate environment. Books may be their only window onto the wider, multicultural world.

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Articles

The Aquatic Classroom – 3 opportunities for transferable learning

When Jo Wilson from AquaSensory first contacted me, I was a little bemused as to how swimming lessons could be relevant to an Early Years setting. However, once I got talking to Jo, I realised there are lots of things we can transfer from the way AquaSensory is taught and the way we use resources in a setting.

I’ve chosen my 3 favourite ‘transferable learning’ moments, but there are plenty more!

  1. ‘Bubble of Joy’. This is the way that Jo explains to parents how to be ‘in the moment’ with their child in the pool. It is all about shutting out external distractions and really focusing on being together in the water.This has so many parallels with good Early Years practice. Being able to focus together with a child on something, whether that is an activity or a toy, is the bedrock for Sustained Shared Thinking (those lovely in-depth conversations you share with children).Describing this as a moment of ‘Joy’ explains the pleasure of spending time with children. I would suggest this may be a precursor to Professional Love, as described by Dr Jools Page.
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What is the best thing we can give teachers?

I had the great pleasure of interviewing Chanie Wilschanski again last week. This time we were discussing the sorts of things that headteachers, managers and administrators need to think about before the start of a new school year.

One of the many things that I love about talking with Chanie is that she has actually been in practice, so really understands the pressures and frustrations (and joys!) of working with young children, whilst also keeping an effective and motivated team.

She commented last time that, as leaders and managers, ‘the best thing we can give teachers is each other’.

I asked Chanie to expand on that in this interview, so she explained that by getting teachers to help each other, to acknowledge each other’s strengths and to set up a culture of mutual support and trust really pays dividends – for both the teachers and the children.

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Articles

Managing our own discomfort

Babies are fascinating.

They learn so much, so quickly and absorb their surrounding environment with all their senses.

As parents, practitioners or educators, one of our responsibilities is to ensure the environment is suitable, stimulating and accessible for children. However, this can mean very different things to different people.

For example, a stimulating environment may be considered to be somewhere full of toys, colour, noise and moving objects. Although this may stimulate all the senses, it may not necessarily be a suitable environment for babies or children. Deborah Carlisle Solomon reminds us of this during her Early Years TV interview, where she explains that a rattle may be over-stimulating for a baby because the baby can’t let go of the rattle.

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Articles

Mixed age grouping in Early Years settings

I really love the idea of family grouping or mixed age groups in a setting.

It happens naturally in settings where there is limited space for segregation, such as in a community centre or in a church hall. I have been lucky enough to see this in several settings and seen some great advantages.

For example, social interactions take on a whole new level, with more experienced (not necessarily older) children leading the way with organising games, sharing, turn-taking, ‘they learn to be both leaders and followers’.

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Articles

Quantity Time vs Quality Time with Kim Hunter

I first interviewed Kim Hunter for the Summit on Leading Practitioners. At her inspirational setting, children spend their time outdoors in mixed-age groups, enjoying a beautiful natural setting.

In this interview for Early Years TV, I wanted to explore some concepts that Kim has been researching since the Summit, namely the ‘Fear and Love Spectrum’. This is the idea that children’s contemporary childhood is changing and the world that children are growing up in has the increased potential to be fearful or isolating – from Stranger Danger to excessive screen time and violent games on smartphones.

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Explaining kindness to children

One of the things that young children need to learn as they grow up is the concept of ‘Theory of Mind’. This is understanding that other people or children will have different opinions, thoughts, experiences, beliefs, imagination and perceptions than our own. Robert Seyfarth explains a classic ‘Theory of Mind’ experiment in this Youtube video here.

By about 4 years old, children will start to realise that not everyone thinks the same way they do, or that they have the same ideas or motivations. They will be able to understand that they may be hungry, but their friend isn’t. Or that their friends all have different favourite colours.

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Articles

Challenge and Risk in the Early Years – 2019 Spring Summit

What do you think of when someone mentions ‘risky play’?

Maybe it’s “We used to go out to play by ourselves and had to be back by tea-time”.

Or maybe you think about the rope swing in the big tree or the time you went so fast down the slope on your bike that you landed in the stinging nettles at the bottom.

All of these types of play can be considered ‘risky’. Indeed, Professor Ellen Sandseter has researched this and identified 6 different types of risky play:

  1. Play at height
    2. Play at high speed
    3. Play with dangerous tools, including ropes
    4. Play near dangerous elements, such water or fire (or stinging nettles!)
    5. Rough and tumble play
    6. Play where you get ‘lost’ or out of adult’s sight

On the 2019 Spring Early Years Summit, I have 15 Early Years specialists and experts from around the world – including Professor Ellen Sandseter – sharing their expertise and knowledge about risky play. Everyone offers their top tips, advice and strategies for risky play, no matter where you are on the risky play spectrum.

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