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principles, pedagogy and practice in early childhood

How dialogue and a strong relationship between one child, his key person and parents resulted in multiple benefits for all concerned at a setting in Sheffield.

By David Yates (FS1 Teacher at Tinsley Meadows Primary Academy, Sheffield).

Trusting relationships are essential

It’s important that our interactions with children and families are the best they can be as they are crucial in ensuring that positive experiences, both at home and at nursery, are enjoyed by everyone. Parents and practitioners share the same goal – a deep commitment to the support, love, care and education of the child, so working together to achieve this should come naturally. Roberts (2010) refers to the significance of practitioners and young children being tuned into each other as relationships flourish and children’s emotional cues are acknowledged and responded to by their caregivers. The same can be achieved between practitioners and parents through a ‘triangle of trust’ Goldschmied and Selleck (1996). When the key person’s relationship with the parent is as strong as it is with their child, a special connection is made that has long-lasting benefits for children and parents.

There are many aspects that contribute to positive and successful relationships, described by the ‘triangle of trust,’ which is a three-way communication process between the child (Ibrahim), parent (Saddam) and key person (David/Mr Yates). Ibrahim’s settling in story at nursery explains some of the aspects of the ‘triangle of trust’, (shown in the diagram below), and through his home news and Learning Stories.

Ibrahim started nursery at the beginning of September. He had already visited with his dad Saddam in the summer term to meet his new friends and become familiar with the environment whilst Saddam met with me. Saddam and I discussed the nursery ethos, Ibrahim’s likes and dislikes, answered each other’s questions and completed the admission forms. We had never met before but a natural connection between the three of us was made through our conversation.

Making essential connections

Ibrahim initially found it hard to settle but gravitated towards me, staying close, holding my hand, accepting reassurance and affection whilst he explored the provision, so I became his key person. Saddam and I became ‘professional friends’ which reassured Ibrahim and helped him to settle.

Saddam said:

The start of the nursery was very challenging as Ibrahim didn't enjoy it and kept refusing to go. Mr Yates, his teacher, understood this and was able to reassure him. Mr Yates built a strong relationship with Ibrahim from day one, and Ibrahim settled in very quickly.  

Saddam noticed Ibrahim’s attachment, we discussed the significance of the ‘Key Person’ role in “making essential connections” with each child and “…providing reassurance and creating close, supportive, ongoing relationships with families” (Early Years Coalition, 2021, p17; DfE, 2023 a & b).

Saddam explained that when he asked Ibrahim if he wanted to go to nursery, he replied, “No,” but when he asked him if he wanted to go and see Mr Yates he enthusiastically said, “Yes”. He explained in his message the simplicity, depth and security of the relationship between Ibrahim and his teacher:

Ibrahim enjoy a lot seeing his teacher opening the gate and hold his hand when getting into the nursery. 

Happy, settled children

As Ibrahim became more confident to explore the environment alongside me, I took photographs of his play and exploration at nursery and brought these together into short observations as part of his learning journey on his ‘Development Map’. The observations are shared with Saddam, through the home news feed, so that he and Ibrahim’s Mum could see what he was busily involved in, maintaining a dialogue, supporting family wellbeing, and reassuring them that Ibrahim was settled and happy. He said:

Thank you for the update. I am glad to see Ibrahim progressing well at the nursery, he is very much enjoying it.

Strong, meaningful relationships

Saddam could see Ibrahim’s increasing confidence and excitement through his observations from nursery, whilst he himself was abroad in Saudi Arabia:

Thank you very much for all the update and pictures, and your kind messages informing us you missed Ibrahim. Trust me Ibrahim enjoy the nursery with ur presence.

In a subsequent post, he added a photograph, which he had received from Ibrahim’s Uncle, with an accompanying message noting his happiness and Ibrahim’s newfound enthusiasm for nursery, whilst he was away:

Parents of Ibrahim would like to send their special thanks to you Mr Yates and how you managed to influence Ibrahim to enjoy the nursery. Look at him now, he gets his stuff ready and very excited to go to nursery. 

Saddam recognised the importance of receiving regular updates for both him and Ibrahim’s mum. He acknowledged the reciprocal and empowering nature of working together in partnership:

Almost every day we see Ibrahim’s progress through the Development Map website. We found it very useful to see the activities that Ibrahim performed at the nursery and seeing him happy, settled and making good progress at nursery.

Saddam valued and enjoyed these everyday conversations and information-sharing. He noted: 

This helps so much to build strong relationship between parents and the child’s teacher. This relationship is important so that both teacher and parents can work together to bring good practice and support professionally the development of observation skills of the child.

Development Matters (DfE, 2021) highlights this as being fundamental to early years practice:

It is important for parents and early years settings to have a strong and respectful partnership. This sets the scene for children to thrive in the early years (p. 11).

Respect for funds of knowledge and cultural capital

Central to the triangle of trust are genuine, meaningful collaborative partnerships built on every day, natural, conversations about Ibrahim and his experiences. My partnership with Sadam and Ibrahim enabled me to develop my knowledge and use of Arabic, in my conversations with them, whilst Ibrahim developed his understanding of English:

I see your Arabic language has improved. Well done Mr Yates – I think it’s important to keep in contact with the child. We are glad that you are Ibrahim's teacher. 

Ibrahim’s talk was included in the observation-sharing, respecting his voice as an individual within the partnership triangle and acknowledging his interests and fascinations at nursery and home. Saddam’s response to Ibrahim’s first observation from nursery, during which he made pizza, was:

Ibrahim is so happy and excited to see his pics making pizza. Thanks Mr Yates for ur kindness and being so kind to Ibrahim.

In my reply, I shared my thoughts about Ibrahim’s achievements, which Saddam shared with Ibrahim and replied on his behalf, saying:

Ibrahim just said Thank you Ustad [Arabic for teacher]

Confident, empowered parents

Ibrahim’s parents supported his curiosity at home and instinctively followed his interests. On a further occasion he decided he wanted to make a cake, which he was encouraged to do by his mum and dad. They shared photographs via the home news feed, which I quickly turned into a Learning Story:

Saddam instinctively extended Ibrahim’s interests at home, which developed his confidence and self-esteem and motivated him to continue enjoying learning at home and nursery.

Empowering parents and carers to share and celebrate their child’s achievements and experiences at home in this way undoubtedly strengthens the engagement between all partners in the triangle of trust.

Building on learning between home and setting

Ibrahim was making strong meaningful connections between his learning at nursery and home. During the half term break, Saddam shared a photograph of Ibrahim’s new scooter, and was surprised that he could ride it confidently and capably, probably due to his continued practising at nursery, which had led to his well-developed skills:

Attached you a picture of Ibrahim with his new scooter. We got surprised when we saw him riding the scooter with no falls. In my reply I highlighted that he had enjoyed practising and developing his physical skills by riding the scooter every day at nursery, making further links between home and nursery.

Ongoing collaboration and a genuine interest and involvement should be at the heart of a setting’s culture and practice where strong relationships such as these are the norm rather than the exception.

The benefits for Ibrahim and every child

The success of the key person approach was crucial for Ibrahim's early experiences at nursery. He felt reassured that someone at nursery knew him very well and genuinely cared about him.

Ibrahim knows that his key person will:

He can:

The benefits for Saddam and every parent/carer

The key person approach is fundamental in reassuring families that their child is safe, happy and cared for at nursery. Saddam knew from the start that Ibrahim had a strong relationship with his key person and that a simple welcoming routine (opening the gate, holding hands, waving goodbye) was essential in helping him to settle every day.

Saddam knows:

The benefits for key persons

The key person is crucial in supporting and promoting each child’s developing identity providing a sensitive warm response to their communication, behaviour and feelings. They know their group of key children well, which supports them in engaging in genuine, responsive interactions with them and their parents. They can:

Valued partners, enduring partnerships

Our partnership endures and Ibrahim continues to be a confident and participatory member of nursery. Ibrahim’s enjoyment of his nursery experience is evident in the way in which he arrives confidently and waves goodbye to his Dad every day, for which, Saddam’s gratitude continues, beyond the care of his own child, in his closing words:

Thank you, Mr Yates, for all your cares to all the children and for giving them beautiful inspiration about the nursery. 

Appreciation and sincerity, such as this, continues to make working with and supporting families and their children’s learning in the early years truly rewarding. It shows the power that genuine partnerships have in maintaining real, authentic and respectful dialogue with children and families; ensuring that children and their parents feel reassured and valued. This is central to the work of all early years practitioners and teachers.

References:

Department for Education (2023a) Development Matters: Non-statutory curriculum guidance for the Early Years Foundation Stage.

Department for Education (2023b) Statutory framework for the Early Years Foundation Stage.

The Development Map

Early Years Coalition (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage.

Goldschmied, E. and Selleck, D. (1996) Communication Between Babies in Their First Year. London: NCB.

Roberts, R. (2010) Wellbeing from Birth. London: Sage.

Whiteboards at one setting in northwest London have become a collaborative focal point for planning activities and documenting children’s thoughts and practitioners’ responses in a visible way, explain Chevone Newman and Di Chilvers.

Our children at South Acton Nursery School and Children's Centre in northwest London are brimming with ideas, interests and fascinations. Their child-led play and interests inform our curriculum in inspiring, creative and meaningful ways, as Ofsted saw in its recent visit, reporting that adults ‘are responsive to children’s interests. They use these as a springboard to create activities that hook children in and instil in them a sense of wonder. Careful curriculum thinking together with close attention to each child’s needs and interests, ensure that they develop deep knowledge, skills ... and understanding’ (Ofsted report, May 2023).

It is commendable that Ofsted has acknowledged the value and impact of following children’s interests and how they inform our curriculum through co-constructive, collaborative partnerships which also include parents. Interests are the connection between home and setting as children bring their ‘funds of knowledge-based interests’ which we see and hear in their child-led play.

As a team we developed an approach which recognises, follows, supports and extends interests through using whiteboards to document everyday observations and look for the themes and patterns in their play. The whiteboards support observation- in-action, assessment-in-action and planning-in-action (see Birth to 5 Matters, 2021) and tell the story of children’s individual and collaborative interests.

One of South Acton’s whiteboards showing, among other things, children’s questions and adults’ provocations

Using Whiteboards - The Beginning

We began using whiteboards as a quick way of documenting children’s interests from our observations and conversations with them. It is hard to remember everything when you are in the thick of play, so the large whiteboards (indoors and outdoors) became our observation-in-action hubs of interests, jotting down brief notes of what we saw (key words), who was involved, recording any talk, children’s questions, our questions and thoughts and ideas for what might happen next.

The notes that have been added are discussed together, usually at the end of the session/day, and the children’s play, interests and learning become clear; we see the themes, connections and relationships. Who is leading the play? What interests are the children following? Who is involved? How can we support and add to their interests?

The whiteboards act as visual focal point for professional discussions about children’s interests as we notice these patterns and links in their play. For example, Xavier’s favourite story Handa’s Surprise tuned into his love of fruit; he brought a special bag of fruit from home for his birthday which he shared with all the children. He also told us about his grandfather’s apple orchard in Portugal! Observations and whiteboard notes over the next week showed his deeper fascination with the taste and textures of fruit and where they came from. We saw from the whiteboard notes that the interest was snowballing across the nursery as more children became involved in moving the play from individual interest to a collaborative interest.

Extending and deepening the interest involved ‘responsive adults tuning into their play, interactions and thinking’ and then ‘listening, guiding, explaining and asking appropriate questions’ (Birth to 5 Matters) to help the children understand more complex concepts; this is all about learning together, sharing and building understanding through creating and thinking critically, what Helen Hedges (2022) refers to as cognitive enquiry.

For example, Xavier and his friends wanted to see what happened when the fruit was combined in the blender, and the scientific experiments began with plenty of discussion about taste, smell and texture.

Our professional discussions arising from this cognitive enquiry helped us to make informed shared assessments about children’s development and learning and what we needed to do next to support them – what Ofsted described as ‘careful curriculum thinking’.

Digging Deeper into interests

Over time, reflecting on the use of the whiteboards, we have tweaked and refined our practice. However, after a training day with Di Chilvers we began to look at Hedges’ research on children’s interests, enquiries and identities, where she calls for deeper, rather than superficial, interpretations of children’s interests. She describes children’s interests as ‘working theories’, which are defined as ‘the evolving ideas and understandings that children develop as they use their existing knowledge to try and make sense of new experiences’ (Hedges, 2022).

In our whiteboard journey we wanted to ensure that children’s interests (working theories) were developing learning beyond superficial responses (for example, giving children even more cars if they have shown an interest) rather than being more analytical and looking deeper into the interest, which may turn out to be an interest in wheels turning (could it be a rotation schema?) or an interest in number plates and badging.

Hedges explains this as going beyond children’s ‘activity-based interests’ which can become superficial and repetitive and looking for ‘continuing interests’ which evolve over a period of time and involve children in deeper, more ‘conceptual’ learning, with the adults responding in reflexive ways to their exploration and investigations.

We liked her idea of ‘interests-in- motion’, where interests are ‘developed over time and in multiple directions through both organised and chance encounters with ‘critical moments, materials and collaborators’ (Hedges, 2022).

This is when we created our learning-in-action board as we:

We decided to use a colour code for this on the whiteboard – Interest (blue), What next (Green), Dig deeper (Red) – so we could see at a glance how children’s learning was being extended as well as the progression of learning over a period of time. The whiteboards help us to continuously reflect on the effectiveness of our observations and assessments and how we implement personalised, progressive planning for our children.

When a whiteboard is full, we photograph everything and save this in a floor book or file, so we see the progression of interests over time and importantly reflect on previous documentation.

This is a great opportunity to talk with and involve the children in thinking about their past, present and future ideas and learning. Reflections like this add to the deepening of their understanding, encourage critical thinking, and help them make connections within their learning – a process called meta-cognition. It also acts as a building block for practitioners to extend their own understanding of children’s development including how interests (working theories) can lead to sustained shared thinking.

How one child’s interest in fruit developed into a collaborative, wider enquiry

The whiteboard in action

Using whiteboards for planning-in- action acts as a central hub for observation, assessment and curriculum planning; taking a holistic approach and weaving together many aspects of children’s lives and learning. For example, the whiteboard may include:

The whiteboard becomes the focal point of planning, documenting the children’s voices and the adults’ responses, making development and learning visible. Everyone is involved; children can see how their interests and ‘funds of knowledge’ are recognised and valued, parents and families have started to read the board and add contributions from home, and Ofsted has recognised what it called a ‘hybrid approach’ to the curriculum.

Our hybrid approach has evolved over time as we have experimented with different methods – the best place to begin is to get the biggest whiteboard you can and start jotting!

References

Early Years Coalition (2021) Birth to 5 Matters, https://bit. ly/46rp1Kq

Hedges H (2022) Children’s Interests, Inquiries and Identities. Curriculum, Pedagogy, Learning and Outcomes in the Early Years. Routledge

‘101 Ways and reasons for using a white board’: https://bit. ly/46pB3nI

Further Information

South Acton Nursery School and Children’s Centre workshop ‘Following children’s interests using whiteboards’ on 21 March 2024 (4-6pm). Email admin@southactoncc.com for more information.

Sally Carlton: Early Years Outreach Worker, supporting families and children at South Acton Nursery School and Children’s Centre

Hugh and Hamish, twin brothers, and their Mum, Sinead, arrived at South Acton Nursery School and Children’s Centre (SACC) when they were just 8 months old joining the Baby Hour group which I lead. My first encounter with the boys and their mum was the start of a longer relationship through which I observed and documented their development, learning and progress as it gathered momentum in quite different and unique ways.  The boys were born just minutes apart, but my observations of their development showed their unique personalities, interests and the special relationship they had with each other.

Observing Hugh and Hamish as they develop and grow 

Observation is woven throughout our practice at South Acton, a professionally informed skill which helps us to tune into our children’s development, play, language and interests. The Baby Hour Groups and Stay and Play sessions are an invaluable opportunity to observe the children’s play alongside their parents and talk together about what we see them doing and saying. Observing Hugh and Hamish at Stay and Play with their Mum, we would ‘watch, wait and wonder’ (Fisher, 2016) as their play unfolded, often taking photographs, and adding a short narrative, which became a learning story, explaining what the boys were doing and the meaning behind it. A learning story called “Trike and garden fun at Stay and Play!” captured Hugh and Hamish’s curiosity, play and exploration as they collaborated to find out more about the trike!

As the boys played Sinead and I watched, I took some photographs to capture their involvement and interactions and turned them into a short learning story which we shared with them. These narrative observations of the boys, at 16 months old, showed how they stuck very closely to one another, interacting between themselves and mum but as they felt more comfortable in their surroundings, they began to interact with other children more, even forming close friendships with two children, who they mixed with outside of the nursery.  They explored together, and ‘allowed’ the two other children ‘in’, whilst sticking close to mum or dad.

The learning stories were invaluable as they show how intentional their playing and exploring is and make this much easier for parents to see, it’s not ‘just play’, it has a purpose showing their curiosity and interests. They enable us to talk about the children’s development in positive and reassuring ways (see Hugh’s Sandpit Investigation) especially when the boys needed help or wanted to do everything at once.  Hugh and Hamish’s parents began to feel more confident and empowered as their knowledge and understanding of how the boys were developing and learning grew. I added their voices to the learning story,

Hugh and Hamish love coming to stay and play and it is wonderful to have a safe outdoor area where they can explore and develop new and emerging skills. They are so confident in the environment, which is amazing to see and testament to Sally, Elsa and all the staff that they encourage an atmosphere that is safe, nurturing and supportive to all parents, carers and children.

Thank you.

Parent's Voice

Hugh’s Sandpit Investigations

At a later stay and play session, when Hugh and Hamish were 26 months old, they were busy in the outside sandpit investigating a large bucket balance scale. Hamish was the instigator at the beginning of this exploration, but it was Hugh’s curiosity that led to some highly creative and critical thinking, as I observed with their Dad, we took a sequence of photographs to capture their investigations.

In my reflections of Hugh’s learning story I wrote the following,

In this story Hugh is focused on his investigation, I love how he tries to get the black bucket to rise up high again – not realising the only reason it was ever high was because Hamish held the other bucket down!  It was a joy to watch Hugh investigate and try to find ways to make the bucket stay up, he had some big ideas, digging out the sand and holding it up. These are great theories to which we will return.  

Hugh is motivated, inquisitive, impulsive and curious he always thinks outside of the box; he observes and investigates things that his peers don’t always, and although it keeps Mum and Dad on their toes, it really shows his level of understanding. I always know when you all appear that it will be an action-packed morning – and it always is.

The boys never stay still for long!

Sharing Hugh’s learning story with his Dad was quite emotional as he saw what Hugh was actually doing and how complex and deep his thinking was for a 26-month-old.  Having worried about the boys lively, boisterous play ‘causing mayhem’ and ‘never focusing on anything or learning’ he said “he hadn’t seen that there was so much learning going on and the level of critical thinking, concentration, motivation and understanding involved! Everyone needs a Learning Story about their children, so they can see just how much they were learning through their play”.

I use the learning stories and my observations of Hugh and Hamish and talking with their Mum and Dad, to inform their Development Maps; as well as drawing on many other perspectives such as watching them play with their friends, seeing their different interests and listening to their communication and language. 

Seeing Hugh and Hamish’s development and progress over time

The Development Maps show a unique holistic picture of the boys progress over a period of time, where we can see the relationship of one aspect of learning on another; where the boys are focusing their energies and importantly identify where they may need extra support. It gives parents a wonderfully clear overview of their child’s progress which is easy to understand as we talk through them together. Hugh and Hamish’s Mum and Dad really enjoyed seeing the boys development; they knew the boys were different, but they liked that it showed in their learning styles too, and reflected their ability at different ages, and that it allowed their personalities to shine through.   

Looking at Hugh and Hamish’s Development Map it is helpful to keep in mind that they were not premature, Hugh is slightly older by 13 minutes. Also, that it is the ‘story’ underneath the map that brings it all to life for example being able to explain, to parents, why changes have occurred; perhaps speech has suddenly improved, so now we can see imaginative play developing too. Maybe the child’s confidence has grown, as they begin to walk and their world opens up, and they have been able to make friendships – as these often go hand in hand.  We can see this in Hugh and Hamish’s Development Maps, particularly related to their physical development, being such avid explorers and problem solvers; also their interest in books, stories and singing at 16 mths old which has continued as their Mum described,

They both love reading and being read to, often seeing and commenting on different things. I remember when we read ‘Not Now Bernard’ and the ending when Hamish was adamant there was a monster, but Hugh said that it was just Bernard!

We quickly recognised the areas where the boys needed support. Speaking was progressing slowly though their understanding was well ahead, always a good sign. It had been difficult to engage a speech therapist, as the family were told it was often the case than twins were delayed in their speech, and that boys were often behind! But when we could evidence in such a striking yet simple way, through their maps, that some intervention was needed (especially as we could see what impact this was having on other aspects of their development) support was quickly put in place, though their language took some time to catch up.

Explaining Hugh and Hamish’s development and progress over time

Hamish's Development Map

Explaining Hamish’s Development

16 mths: Hamish is still settling into Stay and Play and Movers and Groovers getting used to the routines. He plays alongside others, using a familiar adult (his mum or dad) as a secure base from which to explore independently in new environments. Hamish is on the move now, which has helped his confidence and his exploration skills. His understanding and listening skills are growing too - he loves singing time which will help with his spoken language.

20 mths: Hamish's confidence is growing, as are his listening skills and understanding especially as he engages with stories and books – we can see this clearly in his Development Map; along with his interests in shape, space and measures and his creative play. Whilst Hamish’s communication is good his spoken language is slower than we would expect but the Talk and Play sessions will help to encourage conversations, especially with his brother.

24 mths: Although Hamish's development of spoken language has remained the same, he is communicating so well through his role play where he cooks dinner and tea; and through playing with small world scenarios especially the farm. Other areas of development have leapt over the last four months, and it's been a joy to see! He has developed a love of water play especially experimenting with capacity and becomes deeply involved in cooking activities and playdough maths.  

28 mths: Hamish's speech is starting to take off and gather momentum after all the support and opportunities to listen to conversations he is now starting to be part of the conversation. He loves the Gruffalo, a recent Learning Story showed how well he concentrates and engages with the story, wanting to hear more, initiating his own ideas and enthusiastically following them. He has made a strong friendship with Adam and Hugh, they collaborate well together in their play, taking turns, being leaders and exploring together, this will all help to build his spoken language and conversational talk.

Hugh’s Development Map

Explaining Hugh’s Development

16 mths: Hugh enjoys singing and story time and gets excited by both – he listens really well. He is beginning to understand and follow simple sentence instructions and can let you know what he wants through pointing and eye gaze, though not yet through speech. He plays happily with his brother and likes mum to be close and he is beginning to show an interest in what other children are doing. His play shows real purpose and energy, especially when he is in the garden.

20 mths: Hugh’s physical development is really on the move now, this has helped his confidence and taken his exploration to a new level!  Singing and story time are still a huge hit, and on occasion, Hugh will leave his mum or dad and join me at the front to sign – he loves sign of the week! Practicing Makaton at home is helping his communication – particularly listening and attention.Hugh's speech is still much slower than we would expect. We have spoken with a speech and language therapist who is arranging for him to join a Talk and Play course. I think this is having an impact on Hugh's imaginative play, we’re not seeing him in role play/pretend play, however his relationships with other children are consistent and strong.

24mths: Hugh's speech is beginning to develop now, as is his imaginative play. In the last four months, Hugh's brain has been busily developing he has leapt through so many stages here! The Talk and Play course has really supported his development. He is very interested in puzzles, blocks and weight particularly in his sand explorations.

28 mths: Hugh’s speech is steadily developing especially through his friendships with Hamish and Adam. His exploratory play where he is motivated, curious and always seeking a challenge shows how resilient he is.  This is having an impact on his imaginative and collaborative play as well as many other aspects of his development, as we see his holistic development becoming more rounded. The focus is still on his language development, but I am sure we will see a rapid growth here in the months ahead.

Final thoughts

The combination of using learning stories and shared observations (our formative assessment) and the Development Map (our summative assessment) is now an integral part of our Outreach Sessions and are used throughout the Nursery School and Children’s Centre.  They have enabled our parents to see how their children’s involvement in play and exploration, underpins their learning and development, communication and language, making friendships and learning to co-operate, share and collaborate together. Significantly, as they observe and follow their children’s interests, they could see how big a part they played in their development and learning by becoming involved or by standing back and watching, taking some photographs and perhaps creating a learning story.

Hamish and Hugh moved to a new nursery which was closer to home, but their learning stories and Development Maps went with them, supporting their transition they gave the staff at the new nursery a greater insight into the boys development and progress, especially in speech and language which was just beginning to ‘’take off’. They could also see the boy’s unique personalities, interests, motivation and collaborative relationships.   At home, Hugh and Hamish’s learning stories are still on the bookshelf with all their other books; they read them often along with their older sister it is a real family affair!

References:

Fisher. J (2016) Interacting or Interfering? Improving interactions in the early years, Open University Press

The Development Map https://developmentmap.co.uk/    and https://www.facebook.com/Thedevelopmentmap

Understanding children’s development and learning depends on our observations, how we make sense of what we have seen and how we use everything we know to make professionally informed decisions about their progress.  The Early Years Foundation Stage Statutory Framework (2021) states that practitioners/teachers must ‘respond to day-to-day observations about children’s progress’ as ‘an integral part of the learning and development process’ and ‘know about children’s level of achievement and interests to shape teaching & learning’ through ‘drawing on (their) their knowledge of child – using own expert professional judgement’ (p.18).  

The Birth to Five Matters Guidance (2021, p.51) helps practitioners/teachers to make these important ‘professional judgements’ about children’s learning and progress by using the 6 Ranges and the overlapping age spans as a continuum of development. This developmental continuum (see diagram Developmental Continuum below) becomes a guide or map to show a child’s unique learning journey from birth.

The Developmental Continuum model.
The Developmental Continuum – showing the Ranges and Typical age spans

What is a developmental continuum?  

Children’s development, outside the womb, starts from the minute they are born. All children have a natural, innate developmental momentum, primed and ready to play and explore and be active learners, to make progress in the best ways that they can. If we think of this development as a continuum, we can more easily identify their unique starting points, and see the progress they make from one position to another in all areas and aspects of their learning.

Using the Developmental Continuum to map children’s progress in the Areas of Learning

The Birth to Five Matters Guidance (2021, pages 55-117) includes, under the heading A Unique Child: what a child might be doing, a broad outline for each Area of learning which describes ‘typical progression in development and learning’ that children may follow, for example in physical development.  None of this is intended to be a checklist or a tick-list to be highlighted, children’s development is far more complex than this. It is a guide, a point of reference to support practitioners/teachers’ knowledge and understanding of children’s development, learning and progress.  

The 6 Ranges help practitioners/teachers to identify a range that most closely describes the child’s development and learning, and then consider the suggestions for adults within that range (or earlier ranges) to plan to support continued progress.  The typical age spans help us to refine children’s progress and see if they are roughly where we would expect them to be or if they are progressing more slowly or quickly (2021, p.51).

So how does this all work in practice?

Imagine you are about to make a summative assessment of one of your key children, in this example it is Riley who attends The Meadows Nursery in Sheffield (see case study). Georgina, his key person, has taken a step back to gather her thoughts about Riley’s development and make a progress summary.  Where was he a few weeks/months ago?  Where is he now?? What progress has Riley made in that time?

To help find the answers to these questions Georgina gathers everything she knows about Riley and what he has been doing. For example, her observations some of which are documented (Learning Stories and short observations) whilst others will be in her head (the Observation Tool Kit; See the April issue for more details), thinking about HOW he is learning (the Characteristics of Effective Learning) as well as WHAT he is learning (the areas of learning); conversations with Riley’s parents/family and other reports or reviews etc.

Georgina then follows these steps;

Step 1: Using the Developmental Continuum think through Riley’s progress in each of the Areas of learning starting with Personal, Social and Emotional Development – PSED. Prime Areas and then the Specific Areas

Step 2: Look at the Developmental Continuum and ask this question about each aspect of learning e.g., Which Range do I think best describes Riley’s development and learning in making relationships?  This means that you are not directly thinking of the age of the child, as development may be ahead for the age or slower for their age. Remember - child development is not an exact science!

Step 3 a: Now make a professionally informed evaluation of everything you know about Riley to help make your decision.  This may feel quite challenging at first, as tick lists have been an easy option, however, remember that you know your children, have built a relationship with them, observed them, talked, played and taught them; you have watched them grow. Also;  

Step 4: Now reflect on Riley’s development in the other Areas and aspects of learning in the same way and build the whole picture of his progress.  This way of working brings back professional trust for practitioners/teachers and importantly recognition and respect for children’s developmental potential; we see and value so much more.

Step 5: Having used the Developmental Continuum to map Riley’s progress it is important to see an overall holistic picture of his development and the relationship between the Areas and aspects of learning, then you can review his progress over time. Georgina, Riley’s key person has done exactly this with the Development Map having made three progress summaries, on entry at 27 mths old: at 29 mths after he had settled in; and a Review for parents at 30 mths.

Diagram showing Riley’s Development Map
Riley’s Development Map at 27 mths, 29 mths and 30 mths old

Having, reflected on Riley’s Development Map, Georgina documents the key points to share with his parents and to consider where he needed further support to extend his learning. Here is her review for Communication and language,

Riley has made fantastic progress... His listening and attention has moved from Range 3 into 4, he responds to his name and pays attention to environmental sounds such as an ambulance or aeroplane. He enjoys simple stories and rhymes, bringing his favourite books and car magazines to discuss. His speech has become clearer since giving up his dummy, he uses some single words which are important to him, ‘Cars’, ‘Layla’, ‘Mummy’ and repeats back simple phrases, ‘All gone’ etc. His speech has made the biggest jump, Range 2 when he first started to Range 4 which is appropriate for his age. He has good understanding following simple instructions and questions.  We will be using simple narratives with Riley alongside his play to extend his vocabulary. 

Georgina’s reflections on using her professionally informed knowledge and experience to map Riley’s progress are empowering,

Tick lists don’t allow me to use my own knowledge of the child; moving away from them has made me a more confident practitioner. The developmental continuum has allowed me to use my own judgement about where a child is, based on what I know about that child; I have more freedom to trust myself.

How The Meadows Nursery worked together to change their practice from tick-lists to using the Developmental Continuum

The Meadows Community Nursery is partnered with the Sheffield Hallam University (SHU) Early Years Research Centre. They are involved in research projects including Supporting two-year-olds and their families (Save the Children); Children’s early language development (SHU Linguistics Team); Relationship Mapping (SHU Dr Sally Pearse) and Using the Development Map to see children’s progress (Di Chilvers).  

The Development Map project connects with the EYFS Statutory Framework and Birth to Five Matters to support the gradual move away from using tick lists to,

Using the Observation Tool Kit self-evaluation to further practitioners’ knowledge of child development; observation and Learning Stories to document children’s play, interests and language; and professional dialogue to deepen thinking and build confidence. The team have engaged in regular, reflective discussions with each other, and an external mentor to talk about what they see children doing, communicating and saying in their play and what that tells them about their development. A process which helps them to make connections, deepen understanding and fine tune their knowledge of development and progress.   

Leanna Clark, Manager of The Meadows Nursery has seen at first-hand how her team have grown in confidence in just 5 months practitioners,  

Speak more confidently and have a breadth of knowledge about the children, seeing the whole child and capturing their voices especially those with SEND. They also feel more professionally respected by parents and others because of the decisions they are making about their children’s development, learning and progress

If others are worried about moving away from using tick lists, I would advise them to trust yourselves as professionals, be confident, be brave to question yourselves and others. Challenge and support each other as professionals because you know your children.

References:

Birth to Five Matters: Non- Statutory guidance for the Early Years Foundation Stage, 2021, Early Education  https://birthto5matters.org.uk/download-or-buy-a-copy/

Birth to Five Matters Child Development – An Overview

https://www.birthto5matters.org.uk/wp-content/uploads/2021/03/CD-overview-1.pdf

Ranges and overlapping ovals: young children’s development and progress as a continuum – A Video Resource from the Birth to Five Matters Website https://birthto5matters.org.uk/videos/

Chilvers. D (2019) The Observation Tool Kit – A pedagogical tool to support good practice in observation, assessment and mapping children’s progress, WatchMeGrow – https://watchmegrow.uk/

The Development Map https://watchmegrow.uk/development-map/

Find out more about The Meadows Nursery and the Sheffield Hallam University Research Centre;

https://www.shu.ac.uk/news/all-articles/latest-news/early-years-research-centre-opening

In 1978, as part of my NNEB training I wrote about Aiden who was at Nursery School, he would have been about 54 months old and was the focus of my observational child study. This is what I observed about him:

Aiden's interest in woodwork.

Aiden has developed an interest in woodwork and is very good at it; he can hammer nails in very well without any assistance. Aiden tries to do things before he will ask anyone to help him and he found that he didn’t really need any help doing woodwork.

I was also fascinated by the way he wrote his name, “I asked him to write his name for me recently and he did it without any assistance which he couldn’t do before, but for some reason he wrote it backwards which is quite unusual. He is left handed and he started from the left-hand side of the paper and worked inwards.”

Aidan's name, as written by him.

Aiden was showing me what a competent, capable and independent thinker and learner he was; following his ideas and interests as he persisted and deepened his skills in woodwork and writing. I was involved in what we would now call ‘Responsible Pedagogy’ (EYFSP, 2017, p. 11) observing Aiden in a context where he is able to “demonstrate his understanding, learning and development”.  These are the observations we need to undertake as they are “the most reliable way of building up an accurate picture of children’s development and learning” (EYFSP, 2017, p. 11).

Reflecting back on these observations from 40 years ago I still get excited by observing children and seeing their development, thinking and learning unfolding in front of me. I didn’t realise at the time just how important it was to tune into children’s ideas and interests and question why and how they did certain things in their play and activities. I was learning to become an observer of children and an under-stander of child development as that was at the root of my role working with young children in schools and nurseries. I was using “observational assessment to understand children’s learning” (EYFSP, 2017, p.11).

In 2018 observation is still fundamental to those who work with young children (0-7yrs). Effective teachers/practitioners tune into children’s development, language and thinking through their observations and then use this to extend their understanding and learning.  The EYFS Statutory Framework (2017, 2.1) states observation is an ‘integral part of learning and development’ (p. 13) and the Ofsted Early years inspection handbook, Good grade descriptor for teaching, learning and assessment, describes the process as adults…

Observe carefully, question skilfully and listen perceptively to children during activities in order to re-shape activities and give children explanations that improve their learning (2015, 150068, p. 39).

Observation is a statutory duty

Despite becoming a Statutory Duty, the use of skilled observation as part of the assessment process in the Early Years Foundation Stage (EYFS) has become politicised and misunderstood by many including teachers, head teachers and policy makers who seek to reduce a critical professional and pedagogical approach to quick, superficial binary tests which tell us little about young children’s deeper levels of thinking and learning (Whitebread, 2012; Siraj-Blatchford, 2002).  Not only does this undervalue the potential of children’s development it lowers adults’ aspirations for children and depresses the progress and achievement children can potentially make.

The Tickell Review of the EYFS (2010) recognised the value of observation   and its fundamental role in exemplary early years practice:

Observational assessment is integral to effective early years provision. The evidence clearly shows this type of assessment lies at the heart of providing a supporting and stimulating environment for every child (p. 30)

And made a recommendation that:

…guidance simply sets out that assessment should be based primarily on the observation of daily activities that illustrate children’s embedded learning (p.35)

At the same time Tickell (2010) made a strong recommendation for initial training and continuing professional development to ensure an ‘up to date knowledge of child development’ and a ‘defining standard and status for expert practitioners’ with an ‘emphasis on practical application, theoretical understanding and reflective practice’ (p. 46). Since then several other reviews (Nutbrown, 2012, Early Years Workforce Strategy 2017; SEED, 2017) have expressed similar research-based views.

The Study of Early Education and Development: Good Practice in Early Education (SEED, 2017) a study commissioned by the DfE, identified observational approaches as central to exemplary early years practice in all sectors (including schools) and as an indicator of high quality which has underpinned children’s progress.  Other indicators include:

Observation – A professional approach

Observation, knowing when to observe and describing what we see (verbally and in documentation) and then interpreting what we have seen, is a professional skill which is fundamental to teaching and learning. Just as doctors need to diagnose their patients, teachers/practitioners need to look at the evidence and make decisions about how to support children’s development. Mary Jane Drummond articulates this in a respectful child-centred way in the following:

When we work with young children, when we play and talk with them, when we watch them and everything they do, we are witnessing a fascinating and inspiring process: we are seeing young children learn. As we think about what we see, and try to understand it, we have embarked on the process that I call ‘assessment’. I am using the term to describe the ways in which, in our everyday practice, we observe children’s learning, strive to understand it, and then put our understanding to good use. (Drummond, M.J., 1993, p. 13)

It was from Drummond’s description of the observation process that the exceptional assessment practices in New Zealand were developed, using narrative Learning Stories and looking deeply into children’s development and how they learn. I saw this first hand during a study visit to New Zealand early years centres in 2014 and wrote in my BLOG ‘What strikes me is the level of knowledge and understanding of the practitioners – they know their child development and can articulate what they see children doing very well’ (See ‘Happy Children’ at https://watchmegrow.uk/2014/02/happy-children/). 

Grenier (2018) talks about ‘keen observation’ as practitioners get to know their children and ‘notice what is important about their development and learning’.  He also makes a crucial point here about ensuring that there is a ‘rich learning environment and a rich curriculum’ to ensure that there is much for practitioners to notice about ‘what children know and can do, how they think and develop their ideas, and what sort of misconceptions and barriers to learning they may have’ (p. 14).

The National Strategies (2004-2011) saw observation at the heart of professional practice and documented this in many of their publications including Progress Matters – Reviewing and enhancing young children’s development (2009) where they stated that:

Observation is an integral part of professional interactions with children and is identified in the EYFS as a key to effective practice. Early years practitioners need to know their children well and record, where appropriate, their observations in quick notes or lively narratives (p. 6)

Alison Peacock (Chief Executive of the Chartered College of Teaching) at a recent conference (January 2018) spoke about ‘Professional learning without Limits’ and the importance of teachers and practitioners having ‘pedagogical conversations’ about their children.

Peacock called this ‘research-based pedagogy’ where teachers/practitioners make opportunities to ’really deeply’ look at what is ‘going on’ in their settings including ‘observation of children and talking about their thinking’.  The observation process or cycle actually follows a research based approach through gathering the qualitative evidence of children’s engagement in their play and activities, interpreting or analysing the evidence and then drawing conclusions about what might happen as a result.  This is research that is grounded in practice with the whole experience of observation actually deepening teacher/practitioner knowledge and skills in a cycle of continual professional development. Observing children is one of the best ways to fine tune your knowledge of child development and how they think and learn.

A professional approach – the challenges

Observation is not without its challenges, which have been many, including a reductionist view of children’s development through simplistic and superficial proposals for baseline assessment at the start of the Reception year. These types of assessment, which do not involve observing children in the context they are most familiar with and acknowledging them as experts in their own field of play, are often quick fixes for Government accountability and are increasingly taking over professionally informed insights of what young children are actually capable of thinking about and learning. 

Ofsted have also contributed to the undermining of professional observation practices in their recent ‘Bold Beginnings’ Report (2017) by contradicting the Standards and Testing Agency’s Early Years Foundation Stage Profile handbook (2017) which states, “Practitioners need to observe learning which children have initiated rather than only focusing on what children do when prompted” (p. 17).  Ofsted has suggested that:

The majority of teachers did not agree that observational assessment was the most reliable form of assessment as stated in the EYFSP handbook. They felt that statements such as the one above lessened the importance of assessment as part of teaching (Ofsted, 2017, p. 26)

This statement also contradicts the EYFS Statutory Framework (2.1) and findings from major reviews and research quoted at the beginning of this paper.

Interestingly the Bold Beginnings report also states, “Many teachers commented that assessment, undertaken as they were teaching, allowed them to adjust their activity in the moment” (Ofsted 2017, p. 26), however, in order to do this ‘adjusting in the moment’ teachers/practitioners will be intuitively ‘observing in the moment’ and making informed decisions about how to support and extend children’s development and learning.  It’s called good teaching and is responding to child-led thinking and learning which frequently leads to episodes of sustained shared thinking (Siraj – Blatchford, 2002).  This is sophisticated observation at a skilled professional level – it is hard to teach effectively without it. It develops with experience, practice and a good knowledge of child development which forms part of teachers and practitioner’s observation tool kits.

The Observation Tool Kit[1]

The Observation Tool Kit is a virtual representation of the knowledge, skills and experience needed to make accurate, objective and insightful observations of children. It is a metaphor for all the inherent professional skills that are used when we observe children, strive to understand what we seen and put that understanding to good use.

As the Tool Kit develops the more skilful teachers and practitioners will become at making informed professional judgements about children’s development and progress.  It is a crucial part of early years professional practice and should begin in initial training on the complex development of young children and How they learn. It develops further through observing children and documenting what you see; supported by reflective practice, opportunities to share and discuss what has been seen and keeping an open-mind;  it strengthens (triangulates) the judgements you make about children’s progress.

The Tool Kit includes:

A good knowledge of child development - the more you know and understand about children’s development the more informed your evaluation and decisions about progress and next steps

The characteristics of effective learning – understanding HOW children learn helps you to see WHAT they are learning and HOW they are thinking. They include many dispositions and skills which underpin life-long learning. Recognising these as you observe children reveals their attitudes to learning, including personal, social and emotional development

Development of Speech, language and communication – having a good understanding of language development and its relationship to cognitive and social/emotional development

Levels of Involvement and Well-Being – the Leuven Involvement and Well-being Scales give practitioners/teachers crucial insights into children’s development, learning and progress

Sustained Shared Thinking – is mainly observed in child-initiated/led play between children and with adults. As we observe SST we can see many aspects of children’s deeper levels of thinking, communication and talking. It is made up of many aspects of children’s development including cognitive self-regulation.

Children’s Schema; threads of thinking – understanding children’s schematic development from birth will support the interpretation of children’s play, thinking and development; including the links between schematic development and early concept formation

Child-led Play: knowing children’s interests and fascinations – child-led play, activities and interests are the window into children’s thinking, development and learning. The more we observe and understand the clearer our insight into the child’s world, development and progress

SEND – developing an understanding of SEND and early intervention.  Supporting the child and family through being informed, aware and documenting progress – taking small steps 

Working together with parents and other partners - Having a broader insight of the child’s world, their family, culture, home and community will help you to see the child’s development in context.

Using the Observation Tool Kit means that practitioners/teachers draw on and think about many other aspects of children’s development, not just Development Matters, which only gives the thinnest slice of children’s developmental potential.  As Nancy Stewart (2016) points out, “The statements in Development Matters are common examples of how children might develop and give a general picture of progression, but they are by no means the whole story”.  She goes on to say, “We need to be thinking for ourselves as we decide what is important in a situation, and in deciding what comes next. It requires both judgement and creativity, and is not as simple as following a set of instructions”.

Building a professional Tool Kit takes time but the more practitioners/teachers know about children’s development and learning the stronger their practice will become.  In developing these observation and assessment skills they will be more informed, confident and accurate in articulating the holistic developmental progress of young children.  Above all we need to make assessment for learning work for children and bring the joy back into observing them as they play, talk, think and learn.

References:

Callanan, M. et al (Jan 2017) Study of Early Education and Development: Good Practice in Early Education (SEED), Research Report, DfE

Chilvers, D. (2014) Happy Children, accessed via the WatchMeGrow Blog at https://watchmegrow.uk/2014/02/happy-children/

DCFS (2009) Progress Matters – Reviewing and enhancing young children’s development, https://www.foundationyears.org.uk/wp-content/uploads/2012/05/progress-matters.pdf

Department for Education (March 2017) Early Years Workforce Strategy  

https://www.gov.uk/government/publications/early-years-workforce-strategy

Drummond, M. J. (1993) Assessing Children’s Learning, David Fulton

Grenier, J, Finch, S, and Vollans, C. (2018) Celebrating Children’s Learning, David Fulton

Ofsted (August 2015, 150068), Early Years Inspection Handbook

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015

Nutbrown, C. (June 2012) FOUNDATIONS FOR QUALITY The independent review of early education and childcare qualifications Final Report (Nutbrown Review), DFE

Siraj-Blatchford, I. et al (2002) Researching Effective Pedagogy in the Early Years (REPEY), DFES and the Institute of Education. Research Report 356

Standards and Testing Agency (2016) EYFSP Handbook 2017. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/564249/2017_EYFSP_handbook_v1.1.pdf

Stewart, N. (May 2016) Development Matters: A landscape of possibilities, not a roadmap, https://eyfs.info/articles.html/teaching-and-learning/development-matters-a-landscape-of-possibilities-not-a-roadmap-r205/

Whitebread, D. (2012) Developmental Psychology on Early Childhood Education, Sage


[1] The Observation and Assessment Tool Kit© self-assessment is being developed by Di Chilvers as part of the Development Map. More information can be found  at https://watchmegrow.uk/2016/07/decide-progress-child-made/

Thank you for deciding to use the Development Map to document your children’s progress and record their learning journey.

The Development Map will probably be very familiar to you as it follows the cycle of good practice starting with OBSERVATION then moving into ASSESSMENT then into PLANNING as outlined on page 4 of Development Matters (this is a really helpful summary of the process).  2.1 in the EYFS Statutory Framework (2014) is a much 'wordier' version of this process but very important as it makes the whole cycle a Statutory Duty which means we have to observe children in order to assess their progress.

I like the way that Development Matters says START HERE at observation. It seems an obvious place to start but pressures to assess children often take you away from the very thing you need to do...observe.  Not only that if you really want to find out what children know and can do observe them in their child-led play and activities!

The philosophy and processes of the Development Map support you to do just this...observe as part of your role as a practitioner/teacher;  then analyse your observations in order to make an assessment; then think about and plan possibilities for next steps which support children's learning and development.

I am hoping that the Development Map will bring back the joy of working with young children, observing how they develop, grow, think and learn and at the same time nurture and support your own professional development as you become informed experts in child development.

There are many aspects to the Development Map it is not just an assessment tool.  Let us know how you are getting on and tell us how we can improve. This is just Phase 1 in Phase 2 we will be including the following;

All the best

Di Chilvers

 

Out early this morning to join the children at Te Puna as they go out for  a day on the mountain - 'Maunga'!  There are quite a few of these in Auckland and NZ as they are all created from many, many dormant volcanos - this one was a 'pa' or village/town for a Maori community hundreds of years ago - so its a special place.
We spent a great time with the children - from 2years old, all with their waterproof dungarees on and shletering under the huge trees in the rain.  The 2 year olds keep up with the older children and tramp their way in wellies through the long grass - resilience is strong and they keep up. Everyone knows to keep in sight of the adults (those who don't only get told once and they are taken back to Te Puna!) and the children make their own decsions about what to do in the spaces - it involves a lot of rolling down hills and then discovering that you can slide down them really well in the nylon wet weather gear.

I watched Te Awhiorangi at 2 years old looking very serious as he kept up with the older children - he watched them rolling down the hill and joined in. As he pulled his way back up he lost his grip and went rolling down again laughing and smiling - his serious face lit up and he got up and climbed the hill again!  We stopped for 'morning tea' and he ploughed his way through crisps and a jelly chew and then followed the others as they ran and jumped on Hugh who was one of the teachers.  He was annoyed when he had to stop for a nappy change but let Lovely his teacher do that and put a friendly arm around her neck afterwards - she said that he needed to be patient with her as she changed his nappy - which I thought was a great perspective to share with him - we usually say that the children have to be patient!

The teachers and parents are all speaking to the children in Maori, they sing their greetings, songs (one of the children showed me how to do the movements) and thank-yous for food together and then sing me the Maori anthem!

Needless to say that the two little ones in the car with Lovely and I fell asleep on the way back!

Will put some pictures of the Maunga on the Blog in a bit - my battery is running low so have to plug in!!

Aroha mean 'love' in Maori - along with Tumanako which is 'hope' and Matauranga which is 'knowledge'.

Have been at two inspirational centres over the last couple of days - Kids Domain and Tots Corner both in Auckland and both weaving the principles of Reggio Emilia pedagogy into the rhythms and flow of their philosophy...they really have captured the essence of listening to children following and supporting their creative thinking - its a joy to see.

The teachers (everyone is called teacher) have been asking some deep and tricky questions about 'love' and how this is translated through practice to the children. The teachers call this a 'big concept' and it is..they initially think together about how they can communicate and support this with the children - from the babies to the older ones.  They aim to explore this 'big concept' with the children by asking questions like ;

Q. What is Aroha to us here?

The teachers start by thinking about their own thinking...and talking together about how 'love' is communicated by the children and the adults.They document "Our infants are so loved by each other and by our toddlers. They look out for and look after each other with such care and compassion. The toddlers love taking care of the infants, taking them their bottles, giving gentle hugs and always greeting them when they are around"

This happens because the teachers completely trust the younger children, they have given them a great deal of independence and autonomy and they know what they should do and they do it in a caring and reciprocal way.  These children are not completely dependent on the adults to show them or 'tell' them what to do - they respond to others in ways that are friendly, supportive and sometimes challenging..but they work it out. Adults are there observing, listening and interacting as they need to but above all taking the lead from the children.

Its an empowering way of working both for the children, whose ideas, emotions and actions lead the way and the adults who have to think hard about what is happening and how to support and extend what the children are doing.

As a result children's thinking travels to new and knew depths.....

Here's what Charlotte had to say about 'love'  "It's all about my family. I love my family'

What I have noticed is how well the teachers understand the children and how to support them in extremely thoughtful and deep ways - in turn the children's level of thinking and their    well being is truly nurtured.  These children are confident, happy and at  ease with themsleves and their environments - for them anything is possible.  The adults are as well - its the perfect mix!

This week has been inspirational -  visiting New Shoots centres that have carefully (meticulously) thought through what it is like to be a child in the space both indoors and outdoors.  The care and respect for children is obvious in environments which are high quality, beautiful and engage all the senses.  For example,

The smells! :  As soon as you walk into these Centres  you are met by drifting smells of scented candles and  home cooked food!  The kitchens are placed right at the front - often close to the entrance, they are the first things you see, looking homely and welcoming. They are usually a hive of activity as children's morning and afternoon tea is being created as well as some yummy recipes for dinner.  I had some with the children who all tucked in with great pleasure......eating together is celebrated and a special time with the staff sitting alongside the children. For the babies....they sit on adults knees or lie  cosy cushions to have their bottles - supporting their independence.

Entrances: Are bright and welcoming, often with sliding glass doors and always with inviting    reception areas - all low level and with welcoming hosts who really want to know how you are (they always ask).  Comfy sofas or chairs with plants create a homely feel and just invite you to sit and take a moment.  Often the entrances..lead your eyes to the children's rooms which are visible through glass walls so that you can imediately see what is happening inside..and the children can see you.

Connections to the outdoors: The fundamental philosophy here is about children's (and adults) afinity and connection to the outdoors....there are sliding glass doors which open out onto a decked veranda....very reminiscent of Margaret MacMillans model of nurseries.  The doors are always open and children are invariably outside in the sand, water streams or busy playing together.  All the Centres have the most amazing outdoors..not overly planned but carefully devised to tune into the interests and ideas that children have. I loved the centre at Tauranga which had various water channels, a fire pit and a tree house - the children were very busy in there.  Another centre had a maze...the first I have ever seen.

Imaginative materials: The philosophy is based on children having high quality, imaginative spaces and materials which support their ideas and imagination.  Materials are open ended and there are plenty...rather than having lots of different materials to play with (lego, Duplo, mobilo, stickle bricks etc etc) there are plentiful amounts of wooden bricks (small and large), train track (lots of it so that you can make really long, collaborative creations), spades, barrows and buckets.....  This really encourges children to work together  and play collaboratively.  When I looked around everyone was involved in something either together or independently...children taking time to become absorbed in books, eagerly looking at their learning journals or having a story with an adult.

All underpinned by observation and learning stories:  adults observe children whilst they are playing with them..they all know their children well, really enjoy creating learning stories and interpreting the moments that children have as they play..all based on their interests and a real celebration of what they are busily doing at the centre....more on that later....

Will add some pictures of the environment in the next blog..hopefully you have managed to plough your way through this one...I am on a roll!!!!!

Well it had to happen and I couldn't think of a better place than being in such a wonderful centre - New Shoots at Papamoa!

I have been surprised by how the children have welcomed me on my visits as I do worry that a 'strange visitor'  can upset the balance especially with babies and toddlers.  However, on a visit to another New Shoots Centre I sat down on the bright orange soft rug and found myself being used as a climbing frame for the babies who were pulling themsleves up..they were happy to bring me into their world and positively beaming when we talked and smiled.

This tells me something about the Centre and the people who work in it.  Mainly that they have created a nurturing, safe and settled environment where the children feel accepted, safe and they belong.  The relationships between adults and children is strong, friendly and happy..so much so that children feel able to check out any adults who come into their space. Like they did with me!!!

So here is the Seminal Moment....the moment that I knew would always happen!!  On my visits to centres and settings at home and in New Zealand I would be identified by the children as a 'mummy'  (because of my age)...now I passed the threshold as Josh saw me and asked his teacher "Whose the Nana!!!!".  I couldn't think of a better place to move from being a 'mummy' figure to a 'Nana' figure - but I better look for the wrinkle cream now!