About time I posted on my blog, its been a busy time with little ones leaving for school and other's a  larger setting. It seems that when one leaves, another knocks on the door which then begins a cycle of new friends joining to complete our family of little learners.

Saying good bye to a child that I have spent a lot of time getting to know is often an emotional experience. It's the nature of my work and so far, I have been fortunate that I remain in touch with families and follow their lives from a distance, sometimes getting to see them again.

We often talk about the impact of the pandemic, lockdowns and social distancing on our children in the Early Years. The over-arching outcomes of these discussions always tend to lean towards the impact of the pandemic on our children as a negative one; delayed speech, attachment issues, a lack of social skills and countless other noticeable implications on children’s development. 

I have welcomed young children into my setting and found that most families have coped as well as they could with the effects of being locked down. Attending socially distanced outings had become a 'norm'. Children have adapted. For young children, seeing mum and dad wearing a mask is 'normal'.

As we head into a brand new year, with hopefully significantly less disruption,  I continue to support children’s learning and development. I aim to take a more holistic and positive approach on the skills that can’t be measured by the usual assessments as a result of children's life-changing experiences of living through a pandemic. Whilst it’s easy for us to notice the difficulties, it’s our job to ensure we notice the positive aspects of these times too. 

Play is an important part of early childhood

Children of all ages learn a lot through play. 

                                       Stages of play:

•                                    unoccupied.
•                                    playing alone.
•                                    onlooker.
•                                    parallel.
•                                    associative.
•                                   cooperative.
  

I allow time for children to play indoors and outdoors allowing them to use their imagination.

We build a den together, read some books, build a train track,  I try to ensure there are resources (soil/sand/stones/plant pots/branches) in the outdoors,  We build with Lego/duplo. Measure creations with a tape measure to add some maths learning or plan a creation on paper to then create using Lego. (older children)

I plan for role play cafés, shops, vets, doctors using recycled materials or play dough. We create menus using pictures to cut and stick or draw our own.

Each day so that it reaffirms the core principles of child-centered practice and connections with family, communities, cultures and the natural world. I try to consider the whole child: physical, social and emotional well-being, health and learning.

 

Every day is different. That thought freshens my enthusiasm to create an environment that can cope with changes, moods and unexpected moments. Young children need to be listened to. I tune in from the moment they arrive and after goodbye's they often enter the playroom in a mood of discovery and soon become engaged. 

I ask the children what they would like to do, be it read a story, sing the hello song, get ready to make fresh play dough, help arrange the ride on's in the garden, or set up the mud kitchen? Often after we've enjoyed breakfast together, children are content and ready to start the day if they've come in 'out of sorts'.

There are stimulating resources with spaces for rich learning opportunities through play and playful teaching. Risk taking is supported, with active learning and thinking creatively and critically. For example recently after a walk to the woods we returned to find mini beasts in the garden, and examined water drops on a spider's webs that we found, followed by play with mini beasts (pretend) and drawing our own spiders and making spider webs out of play dough, adding flour for snow.

There is always something to do in the playroom. One of the most interesting observations that I make is that young children are innately skilled at juggling the balance between keeping busy and engaged and down tools time. It happens automatically. Same happens when they have had enough nourishing food to eat. They know their bodies. I learn from watching them to follow their gut feelings. 

What I do everyday is not 'work'. Yes they are learning, yes, I am the adult that is the key role model, and yes development of skills is happening. I respond to current issues in society and aim to meet the needs of all children to lay a strong foundation for their futures.

That's the big picture.

 

Connecting families together whilst staying safe during the corona virus lock-down . March 2020

Home bound yet staying connected with our friends- 

a different norm for the moment...

Child E painted a fabulous rainbow to thank the NHS.
Thank you for sharing this.

On Monday 23 March 2020, Prime Minister Boris Johnson announced that Britain would be put into a state of lock-down in response to the corona virus pandemic.  Placing it in line with other countries around the world, there would now be, he explained, 'limits to public gatherings, and people are being advised to stay inside as much as possible'

Like many others',  I decided early on to set up a Whats-App group with all my families so that the young children could see what their friends were doing, and parents could share family events, celebrations, outings and ideas with me and each other.

I am sure none of us ever thought it would happen. But Lock down arrived on 23 March and we have had to adapt: Me to not opening my front door to receive happy children and parents to staying home and finding ways to keep their children happy, entertained and still learning skills. It is going to be weeks, if not months before I am able to open my door to my families. Staying connected is a  crucial part of a positive mental state. Staying connected to family and friends and organising video calls for our children to hang out with their friends and catch up with grandma and grandpa will help them feel less affected.

As we try to get to grips with this new, isolated way of life, education for our youngest children has also changed dramatically. 

“These are strange times” is a sentence we’ve been hearing a lot this week. And while we aren’t sure if, or when, we’ll be coming out of lockdown, the question on every parent’s mind is how they’ll be keeping their children busy during this time.
I am sharing a few pictures sent to me by doting parents of what they and their family have been enjoying in the last few weeks.

This is child G who is leading a
walk in the beautiful sunshine, with her dad.

E is enjoying pushing her scooter
and showing how strong she is!

Our well-being is a concern at this trying time – both physically and psychologically – and we often find that these come hand in hand. However, maintaining both is something easier said than done right now. When we don’t get as much exercise as we’re used to, we’re affected negatively, so it’s important to keep active with the children.

Keeping physically active is crucial to boosting mood. “Frustration and boredom can come when kids are not getting the opportunities to be physically active.”

So how are we coping? No school, no child settings, no face-to-face contact with family or friends, no workplace, no shopping, no clubs and societies.

So we try and make a new normal – get up in the morning, have breakfast, get washed and dressed, make your bed, and decide what to do today.

We need to talk and be honest with our children. Some children are scared right now and it’s fine for us to be worried too but we should share this carefully with our children. Tell them how we feel and that we know that our health service will do their best and help as many people as they possibly can, explain social distancing and the new rules for staying at home. 

Child G is engaging with the play dough and
 enjoying creating and just playing.

Young children (and adults) will need time to process the changes in routine, stress and anxiety that the lockdown brings. What young children need now, possibly more than ever before, is the opportunity to engage in playful ideas and explorations that interest and fascinate them.
The families that make up my setting have been great at sharing posts and pics of what they have been doing. Some activities include sensory play (using play dough) and baking bread or cakes together.

Family G have baked bread and shared
 this photograph of the great result (thanks for sharing!)

Child G is helping to knead the dough before
forming it into a bread roll that she will eat later.
Great hands on activity.

I too have been experimenting and have learned to make plain yogurt, which i make every week now, as well as baking banana loaf and soda bread for my family.

The same family G have been
very busy indeed. This is the Easter
cake they baked. Looks really delicious.

Cowan banana loaf which
didn't hang around very long!

My attempt at soda bread: I have to
 keep perfecting this recipe, as
it wasn't much of a success

I have been making our own
yogurt since the supermarkets
 have been so busy during lock down.
I will be making yogurt to share with the
children when they return

Baking

Baking is a relaxing hobby to get into. Even better, it’s an important life skill and an opportunity to learn about maths. 

There’s lots of maths involved in baking: measuring, weighing and telling the time as families enjoy finding recipes and have a go at baking and cooking. 

Child E has been baking with mum.
 I have to say, they look fantastic and very tasty.

Child E using recycled materials to
make an elephant. Looks great.

Child E has been busy with her parents
making Easter crafts, Very professional !

Child E went on a woodland walk.
 Beautiful blue bells.

Child E's family was set a challenge to create
something out of recycled materials.
Meet Rosie Robot. I think this is a real
work of art and deserves to win the prize.

Learning a new skill is a great way for children (in fact anyone) to pass the time. It’s an opportunity for them to grow, equip themselves with new knowledge and become a more rounded person. 

It’s also something they can choose to learn outside of the curriculum, which gives them more independence. With the hustle and bustle of daily life, it’s not something we always make time for.  

As a parent or teacher, it’s hard to juggle everything at once!

Now we're in lock down, children may have a bit more time on their hands. Or, if you're still teaching in school, you might be looking for some activities to fill the day. 

This is the perfect time to get started! 

Don’t stress about filling every moment of their day. And don’t stress if they do end up watching a bit more television or playing computer games. This is a tricky time for all of us, and it’s all about balance.

To end this blog post, I am posting a few photographs taken today of the freshly painted playroom, and the garden. I am still working on constructing the mud kitchen and getting a vegetable growing trough ready for the return of the children. It is very rewarding to see the finished product of tasks undertaken during unprecedented 'free time!'
I do miss my little family of little ones though and can't wait to open my doors to welcome each of them in again.

Stay safe everyone, see you soon.

play room and
 natural resources 

Prompts to help children
become independent learners.

A new shop/
cafe for role play

Free choice toy stack

The play house 

Mud kitchen
during construction.

2020- Reflection on the past few months and the start of the new year.

Someone asked me recently what were the most important qualities of my work with young children in my home?

Friends making little books to take home.

I didn't take long to think about the answers, which included my commitment to observing how the children under my watch grow and develop, whilst enjoying themselves and having fun.

In terms of personal qualities, the ones that stand out for me are the the art of  being gentle, patient and thoughtful. These qualities are modeled by me, and passed on to the children, I hope.

The children who spend time with me benefit hugely from being in a smaller home environment, and experiencing a consistent routine. Because of the smaller set up, they go out and about regularly and each activity is tailored for their abilities.

One of my parents explained that her child settling here had helped to make  a difficult experience of returning to work easier. I have no doubt that my homely setting was the right choice for her children.

Child B making Xmas cakes etc for friends and her family

There are so many emotions wrapped up in finding someone else to care for your children.  Most children who meet me and attend, seem to transition smoothly and soon become an extension of my family.
My recent Ofsted inspector commented on how well I know each child. As I read the inspection report and reflected on its findings, I agreed with its highlighting of the importance of personal relationships and trust. That includes the relationships with my parents and the trust they have in my practice and care. That was a good moment to tell myself that I have been achieving my aim of 'making a difference' every day. The children adopt that same trust as they build their own relationships with each other, and with me. 

I am also often asked if I feel isolated, as there is limited adult interaction in my day. The short answer is no. I interact with many adults each day. The parents of the children who attend spend time chatting about important things - about their child. 

Local animal sanctuary visit to see the wildlife.

Add to that the mix of groups that I attend where other professionals gather, and other parents meet with us, there is an abundance of conversation and comparing and sharing of ideas and hints. And whenever that happens, I realise that despite my many years experience of working closely with young children, I too, learn from others, just by listening and observing. 

Our view each day: the beautiful church and the start of many conversations with the children

Everyday, when we are out and about, there is always a friendly adult who asks how I am, and comments on  how full my hands are.  I take it all in my stride and enjoy the challenge of keeping every little child happy, safe and cared for. 

We saw this beautiful donkey at the animal sanctuary recently.

I have to remind myself at times, especially when I am in woods or in open spaces, that when you are a two or three year old, your world is small yet imagination and vision expand horizons in an exciting way. 
I am reminded at these moments that (safe) risk taking must be built into each activity in order to allow children to explore, discover and investigate. I make a point of only saying 'no' on the rare occasion, and use other strategies to guide and support their curiosity. 
That is how I link their learning to the curriculum and how I successfully complete the comprehensive recording and assessment of their learning. 

Child B made a boat from  recycled materials.

I am really looking forward to welcoming all the happy faces next week. I don't have a set plan but instead am inspired by what children say, what the children do and how they behave. 

New beginnings...

I have been welcoming many new faces to my setting as we have spent a few months becoming friends and getting used to different routines and expectations.

I have been open for three months now and am enjoying each day.

The children I have been caring for have responded well to both me and members of my family who are often around to say hello. My little group of early learners has grown in numbers and I am now full in my setting which pleases me because it has taken less than three months to become established in what I love doing every day- teaching little learners to become independent, strong and confident as they continue to grow into the next happy stage of their lives.
It is also rewarding to work with such responsive parents as we strengthen our partnership and share and celebrate their  special child's achievements. 

Countdown to Christmas....

Like the children, I love the magic of Christmas. In the middle of the darkness there is something bright and shiny, something that brings us together - not only as families but as friends and all those that are around us.

For many days we have baked, sung Christmas songs in silly voices and danced and pranced and laughed.
I am very in touch with my inner child - but at Christmas time I drag as many others into childhood with me.

I placed a real tree in the play room and got the children involved in decorating the tree -  the young ones enjoy the thrill of opening the box of decorations and discovering the baubles, lights and glitter. Every afternoon as the sun goes down and darkness descends, the play room is transformed into a twinkling and magical space. 


I have allowed children to make choices as they decide if they want to play alongside others or solo play. I am able to watch them carefully and encourage interactions without making children feel their play is prescribed. This is what I love about my work. Being there, being on hand and not having other things to do but really listening and supporting learning. The children are beginning to really trust that I am there for them. We have so much fun, and sometimes when after a long day, we don't feel like doing much, we read, paint, draw, or just play freely and 'be' ourselves. I am seeing children flourish being able to do just what children do. 

We have painted our hands and made prints and patterns using different combination of colour and exploring textures by adding glitter and glue. Little learners were excited to take their work home at the end of the day to share with family.

B and G are enjoying mixing colours and making magic potions before using them as 'fairy paints'!

On this day, the children loved the garden and exploring pouring leaves from one area to another and transporting it in the wagon which my own kids played with when they were very young. The pic shows the side of the play room and part of the garden just on the side of our much loved mud kitchen.

Play and learning 
As an educators I know the need to start with the children, of enabling them to communicate with each other and to really listen and respect each other... because then the play and learning will happen on a deeper and richer level. Because my group is small and I am organised, I am able to 'tune in' to each child, whatever their age, and really listen to them and respond. It is rewarding to do so because the trust is building up and the children see me as a friend that they can come to when things 'go wrong'. Getting children to explore and play and learn to trust that they are allowed to take risks help them move towards the next mile stone.

The young learners helped me make play dough using paint to colour it their choice of blue.

This pic taken in the play room shows the children making choices and using different measures to explore the balls of dough which they made themselves.

The malleable properties of play dough make it fun for investigation and exploration as well as secretly building up strength in all the tiny hand muscles and tendons,  making them ready for pencil and scissor control later on. 

• Poking in objects and pulling them out of play dough strengthens hand muscles and co-ordination.

• As part of simple, tactile play it can be squashed, squeezed, rolled,flattened,chopped, cut, scored, raked, punctured, poked and shredded! Each one of these different actions aids fine motor development in a different way, and hand-eye co ordination and general concentration. And as soon as I add another element to it, the list of benefits and creative play possibilities continues to grow! My reward is seeing the children's faces as they are concentrating and achieving as they learn through play. These moments make my day!

Poking in objects and pulling them out of play dough strengthens hand muscles and co-ordination. 

Here, B (2 years old) is exploring mixing paint and glue.

Painting with young children not only helps their creative development but it also stimulates their brain. Stimulating children’s brain can also help other areas of their development. When setting up a painting activity for young learners, I  stop and think about what areas of children’s development it may be helping.

In this photo, G (3 years old) enjoys mixing colours independently.

Most children enjoy a good messy painting experience, this will allow them to freely express themselves and develop their creativity. Young children will use their bodies to move around exploring as they go, whereas non mobile children will need further support in making sure they can access all the resources. Painting can provide children with vast amounts of learning, this may be developing their fine pincer grip or learning about colour mixing. 

Baking and making 

Cooking is a messy, delicious, sometimes time-consuming activity, especially when done with a little one or two (or more!) helping you along the way. It is easy to send the child off to play while you make a meal, knowing you can get it done in minutes. But with a little prep and forethought, it is just as easy to incorporate a child into the meal-making process. Yes, you may be adding a few more minutes into your cooking routine, but what the child will get out of the experience is very rewarding for all.. As you prepare a recipe with our little learners, I am talking about what we are adding.

Often recipes include fractions, with some recipes calling for ingredients measured in weight and others in wet or dry volume. The exposure to these ideas, plus seeing maths in the context of real life, helps to lay a basic maths foundation.

C is interested in touching the spoon and putting his hands into the mixture.

We are all having a turn to mix the cookie dough. It is very difficult not to 'taste' a little!

After baking, we have a play with the flour and added pasta to give it texture, and later water to make it 'gooey'. 

  

 Numeracy and learning

Often recipes include fractions, with some recipes calling for ingredients measured in weight and others in wet or dry volume. The exposure to these ideas, plus seeing math in the context of real life, helps to lay a basic maths foundation.

Sieving in the flour whilst G waits to mix it in to blend the mixture.

E who is 18months old, enjoys a story read by two older children, F and A.

Young children need to be able to experience books; they need to be able to understand and enjoy stories, books, rhymes and songs and listen and respond to them with curiosity and enjoyment.

8-20 months- A child should have an interest in holding and looking at books by this age. It is important they can hold books so they can see what is going on whilst listening to you read the stories. They can learn what books are and play with pages.

16-26 months- By this age most children can identify their favourite books and stories they want to see and hear. They can recognise and mimic actions from their favourite songs and stories. Encourage this by always letting them join in with storytelling and songs, let them point to things they can recognise or make the sounds of things in the book.

22-36 months- By the age of three, children should be able to fill in missing gaps in stories and songs that they have heard repetitively. They have their favourite books and songs and they can help to tell the tale. By pausing during a story they know well you give them the opportunity to fill in the gaps and add more words to their vocabulary.

30-50 months - By four, children should be able to recognise the story being read to them, they can help with telling the story and can anticipate the end of the story. They should be able to join in with rhymes and be able to recognise words that start with the same sound such as ‘big boat’. They should also be able to recognise words that mean something to them, such as their own name or mummy, favourite shops and places.

Lets Read together

Enjoying books and reading stories from a very early age is crucial in the development of children. It helps with their ability to understand words, use their imagination and develop their speech, as well as being something they really enjoy.

They can sit and listen for longer and can hold the book correctly and turn pages by themselves. In this picture, E is being read a story by F and A, who are enjoying the idea of sharing their reading skills to a younger child. Wonderful to witness the happy children enjoying each other's company.
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• Teaching the child how to brush. 
• 
  
• In this pic, B is brushing her teeth after breakfast, We had a conversation about staying healthy and keeping our teeth clean. I break the process into small steps that the child can understand and practice.  Another way is to place a hand over the child’s hand to guide the toothbrush as the child brushes. 

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The children aged 2 and 3 take turns, learn to be tolerant and patient with each other as they wait for each other to go up the steps on slide in the play room.

Learning Through Physical Play

Children enjoy physical play, indoors and outdoors. They revel in freedom of movement and in play that is inventive, adventurous and stimulating. Children also learn social skills as they cooperate with one another and show consideration for one another.

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Outings to the local pond and children's play area

Most days, we go out. Getting breaths of fresh air and getting our bodies to move is fun. During our visits to the children's play area I have been observing the young ones take risks such as climb up slippery slide slopes and go down fireman poles, with me close by to assist, encourage and praise. Children feel empowered when they manage 'do something' such as climb up a slide or go down a slide, alone.

The pond on the green near home. We watched the ducks and their ducklings

 G is climbing and was very proud of getting to the top all on his own.

 big breaths of excitement!

C is enjoying being swung as he gurgles and makes happy sounds while taking big breaths of excitement!


I can.....

In order to accomplish physical tasks, children need lots of help and practice in using the fine muscles of hands, arms and fingers. We can provide many play activities to help stimulate this development. 

In this pic, E (18 months) is climbing and exploring and investigating her own abilities.

Children develop in a holistic manner. Physical development should be seen as being important in young children’s development as intellectual development. Research has shown that physical activity in young children can enhance concentration, motivation, learning and well-being.