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principles, pedagogy and practice in early childhood

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

An Editorial for the Autumn 22 Early Education Journal – Di Chilvers

It is timely to take stock of where we are in the world of early childhood education with regards to the much talked about issue of ‘curriculum’ and what this means for young children’s development, learning and progress. The Autumn journal brings together some important national (England, Wales and Scotland) and international perspectives (Reggio Emilia) and reflections which prompt some equally important questions.

Keeping these questions in mind as you read the journal, it becomes clear that early childhood education has a rich foundational heritage based on sound principles, theoretical and research informed pedagogies, and well-established child centered practice’s which view children as competent, capable and active participants in their own development and learning.

We are not starting with a blank sheet, quite the opposite as Helen Moylett explains as she traces the history and origins of ‘curriculum’, the connections to play, development and learning and how, through a shared and collaborative dialogue we have reached a model of curriculum that is framed around the unique child who is constantly learning.

We see from all the perspectives the complexity of the curriculum; a simple definition will not suffice as both the Scottish (Catriona Gill) and Welsh (Dr Helen Lewis, Dr Gisselle Tur Porres and Natalie MacDonald) national practice guidance documents state that children’s rights and entitlements should be central along with a ‘coherent, flexible and enriched curriculum that is adaptable and responsive to the diverse needs of individual learners and which reflects the uniqueness of their communities’.  Catriona, Helen, Gisselle and Natalie explain how these curriculums were developed, the vision and values on which they are based and the aspirations each country has for their children. Indeed, the Scottish national practice guidance is called ‘Realising the ambition: Being Me’.

Debi Keyte-Hartland in her article on ‘Designing curriculum through the lens of the Reggio Emilia approach’ reinforces this perspective of the complex curriculum as opposed to a ‘prescriptive way of thinking’ which reduces learning to ‘boxing knowledge into isolated units and measures’. She goes on to explain how the curriculum or progettazione is a shared, collaborative and co-constructed experience between the children and adults.

Verity Campell-Barr, Katherine Evans, Jan Georgeson and Sasha Tregenz from the University of Plymouth share their research, ‘Insights into Quality Early Years Curriculum’ which focusses on the ‘child, use of resources, the environment and (how) skilled knowledgeable educators come together to create a high-quality curriculum’; they explain the term process quality. 

What all the perspectives have in common is that they see children’s development and learning as woven, connected and holistic because that is how young children learn and grow in their first 60-72 months of life and as such, they need a

Curriculum (which) recognises that every child in our setting is unique and that their development is rapid between birth and five years of age. It supports holistic development by keeping the developmental needs of our children at the forefront of our pedagogical practice (Welsh Government. 2022.p.5).

Look out for other key connected themes across all of the curriculum perspectives, including the ‘image of the developing child’, PLAY, child-led pedagogy, following interests, becoming learners for life and the relationship between observation, interpretation of learning and responsive and intentional planning which Catriona Gill discusses through the model of child-centered pedagogy in practice (Fig 2). This is a particularly inspiring and informed way to situate the curriculum starting from the unique child and what they bring, including their own funds of knowledge and identity (Hedges.H 2022; Chesworth.L 2016).  There are strong connections here with the curriculum model in the Birth to Five Matters practice guidance as explained by Helen Moylett in ‘The Early Years Curriculum in England’.  

The articles all give plenty of food for thought for children’s curriculum entitlements and what research, theory and practice tell us about their needs and rights as learners. As we celebrate the 100th year of Early Education this is an opportunity to continue the dialogue across the sectors. An interesting place to start is  Curriculum Making in the Early Years  a project led by Dr Liz Chesworth and Dr Elizabeth Woods at Sheffield University which explores how children’s interests can be used to inform curriculum planning - understanding children as knowledgeable experts in their own lives.

Di Chilvers

Advisory consultant in early childhood education, author, researcher and Early Education Associate

Become an Early Education Member to access the full Journal and read the full Journal 0n Curriculum Perspectives  

https://early-education.org.uk/books-resources/early-education-journals/

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

I created the Development Map™ to support good observation and assessment practices as well as to show the ‘story’ of a child’s development and progress. It is a ‘pedagogical tool’ which can be used in everyday practice, by practitioners for assessing children’s learning and progress through the EYFS.  It views children’s thinking, learning and growth in a holistic way so that adults can see the ‘whole child’ and understand the complex nature of their development and progress over a period of time.

I hope the following story about Lucy gives you an idea of how the Development Map can change the way we think about assessment and bring practice more in line with child development at the heart of our work with children.

Lucy’s Development Map tells us a great deal about her learning journey and the progress she has made over a period of 9 months when something quite The Progress Summary Boardsignificant happened in her life.  Through her observations of Lucy her key-person had gathered a range of information and knowledge about Lucy’s development and used this to make informed, professional decisions about Lucy using the Development Map Progress Summary Board (see right).

The progress summary board enables you to make an informed professional judgement of a child’s progress from their starting point or previous summary.  Each age/stage band has 3 possible points to locate the child’s progress – Entering (E), Developing (D) and Secure (S).

Making a professionally informed judgement about progress means referring to many aspects of a child’s development not just a list in Development Matters. Development is much broader and deeper than this, so we need to look at other aspects e.g. Levels of Involvement; speech and language development; the Characteristics of effective learning and much more.  The ‘Observation Tool Kit’™ is part of the Development Map and supports this wider understanding of child development

 

Lucy's Development Map below shows her progress at three different points 36, 39 and 45 months

Lucys DM

Lucy, at 36 months old (the green dot) has quite a range of development across the ages and stages bands  from Developing 16- 26 for Making Relationships to Secure 22-36 in  Numbers, Writing, People and communities and Exploring and using media and materials.

We can see a significant ‘spike’ in her development in PSED at 36 and 39 months particularly in Making Relationships and Self-confidence and self-awareness, whilst she is making better progress in other areas of her development. The story behind Lucy’s ‘spike’ is very common for many children her age; she is getting used to the arrival of her baby sister and has needed a lot of time, support and carefully planned next steps.  The nursery team focused on Lucy’s interests in Technology, Numbers and Writing and used this to build her confidence, well-being and language development.  By 45 months she was back on track having made 6 steps of progress in 9 months in Making Relationships.

The key-person and nursery team expressed how well they could ‘see’ Lucy as a person in the Development Map

and the holistic nature of her development. This really helped them when they spoke to Lucy’s mum and found out how things were going at home and to plan appropriate, meaningful, small next steps. Being able to make timely, informed and detailed summative assessments meant that they could identify where support was needed as soon as possible.

“Being able to talk about Lucy’s developmental journey using the Development Map was so easy; it made us think about her learning holistically and in the wider context of her home and family. We could see where she needed help and used the things she was doing well at and was interested in to support                                                                                                                 her next steps”

The Development Map is a pedagogical tool for documenting observations, learning stories, children’s interests, talk, thinking and learning through the following;

Akiafah's Home Page

A final thought from Nancy Stewart; a skilled teacher, consultant and trainer with nationally recognised expertise in early years development and learning: -

“The summative judgement, however, must be as true as we can make it, and basing it on whether or not a child has matched every statement in an age/stage band is not a valid approach.  There may well be statements missing, and statements demonstrated across two or three bands.  The best-fit approach answers the problem by acknowledging that although not every child will have moved along in the same way, there is a typical movement.  Identifying the band which most closely describes the child, based on what you know and have observed  whether or not it has been recorded,  will enable you to describe the child’s development in terms of whether or not it is typical for their age in the various areas of the EYFS” (Stewart. N).

For more information about the Development Map please visit www.watchmegrow.uk or email di.chilvers@watchmegrow.uk

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/

Reading through the recent report from the Teaching Schools Council, Effective Primary Teaching Practice 2016, I kept having flashbacks to one of my previous roles as a Senior Lecturer in Early Childhood Education. Having spent years tutoring, marking and moderating undergraduate and post graduate (Masters) final dissertations I found myself wanting to consult the marking framework and grade the report accordingly.  It would not come out well!  In fact I am astonished that the Teaching Schools Council released the report without final proof reads and consultation with experts in the field of early childhood education. My feedback would be as follows:

Marking and Feedback

Whilst the aims and objectives  of your research have admirable  intentions  ‘To explain the group’s view of the most effective practice for mainstream, state-funded primary schools in England and how these practices are best supported’ , there are  many reasons why your findings and recommendations are flawed and unsupported, which, unfortunately,  have  led to an over-generalisation and a weak basis on which to make such definitive statements  and recommendations particularly in relation to the Early Years Foundation Stage.

  1. In order for your recommendations for the Early Years Foundation Stage to be considered robust  and triangulated your research should have referred to more relevant and recent research findings in the early years field, for example the Effective Provision of Pre-School Education (EPPE) and Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE ) Longitudinal Studies; research on early brain development and the sensitive period at the Centre for the Developing Child at Harvard University; Dweck’s work on Mindsets;  and the rich evidence base on cognitive, emotional and social self-regulation e.g. David Whitebread’s work at the University of Cambridge.
  2. There are some generalised and incorrect statements which lack objectivity, for example on page 8 you say the following: ‘Nursery teaching although a growing part of many primary schools was not within our scope’. Nursery teaching has been a part of primary  schools for more than 40 years, with many Local Authorities expanding nursery provision in the early 1980s as they recognised the critical role early education played (and continues to play) in intervening early to support children’s development and learning, and build firm foundations.   To consider ‘nursery teaching’ as ‘not within your scope’ is a serious omission which weakens your case significantly and demonstrates a lack of understanding of teaching in the Early Years Foundation Stage.
  3. When you refer to a ‘Reception Curriculum’ on page 36 what do you mean?  There is no ‘Reception Curriculum’.  Are you referring here to the Early Years Foundation Stage,  the  Key Stage before KS1 and KS2 encompassed in the  Statutory Framework for the Early years Foundation Stage - Setting the standards for learning and development and care for children from birth to five (2014)?   Please make sure that you are accurate when you are referring to key statutory requirements and phases as this severely undermines your research and recommendations.  This is a weakness of your research and report, particularly as you state that you have drawn on additional advice and support from Ofsted (p. 7) and others.  At this level it is unacceptable that you are not aware of the statutory duties and rights of young children as well as the underpinning philosophy and pedagogy of the EYFS.
  4. The point you make about effective schools investing in ‘developing a strong reception year’ is helpful, however I am unclear about what you mean by taking a ‘structured approach to teaching and planning for focussed learning rather than aimless activities’ (p.30). There is no reference here to the EYFS Statutory Duties of 1.8 and 1.9 both of which outline the expectation of a balance between adult focussed teaching and child-led play and learning in the skilful inter-play between children and teachers. All based on extensive research from the EPPE Longitudinal study (see above) and the Researching  Effective Pedagogy in the Early Years (REPEY 2002) report, which stated that children’s deep level learning through Sustained Shared Thinking was an essential part of the teaching and learning process.  Since then the recent Study of Early Education and Development (SEED), commissioned by the DfE, has been following this up by using Sustained Shared Thinking and Emotional well-being scales for 2- 5 year old provision (SSTEW).  Again making no reference to this well reported research is a serious omission and using such pejorative terms as ‘aimless activities’ is disrespectful and unprofessional.
  5. I am unsure as to why you invited consultation from Ofsted and then make no reference, within the report,  to their definition of teaching (p.59 in the Schools Inspection Handbook) and the Ofsted thematic review ‘Teaching and play in the early years – a balancing act?’ (2015) both of which outline the complex nature of teaching and learning in the EYFS and the central role of play in this dynamic.  Adding this into your end notes is not acceptable particularly when you are making judgements and recommendations in the way that you have.  There is a much more extensive pedagogical research and dialogue to be made into this fundamental process of HOW young children learn from which you can then make recommendations, but to cover this in such a superficial way is unacceptable.
  6. On page 13 the oversimplified attempt at summarising the complex ways in which children think and learn takes a one dimensional view, implying that learning is more about remembering ‘information’ that is  taught and how children then recall this,  suggesting a didactic approach to teaching based on what the adult has decided the children will learn.  There is no reference here to the way in which children are protagonists in their own learning and teaching or acknowledgement that they are competent and capable thinkers and learners.  As you are making recommendations for children in their Reception year, referencing the Characteristics of Effective Learning (1.9 in the Statutory Framework) is yet another serous omission.  Referring to the wide research on the Sensitive Period of brain development (0-6 yrs)  (see point 1) would have given you a much clearer and deeper understanding of how children learn and the implications for teachers and teaching.
  7. The recommendation made in point 3 (p.3) ‘The teaching should dictate the classroom layout – rather than the layout dictating the learning’ is concerning in the way that this contradicts your subsequent  statement  ‘Effective classroom environments focus on pupil learning, providing reference points and scaffolds to support this and avoiding distraction and clutter.’   Such statements give a narrow didactic view of teaching and learning and make no reference to the environment as the ‘third teacher’. In the EYFS the Enabling Environment is seen as a partnership between the children (The Unique Child) and the adults (Positive Relationships) all leading to and supporting children’s Learning and Development (this is also a Statutory Duty of the EYFS point 6 on page 5).   Again the language you use is inappropriate for such a report – what exactly do you mean by ‘clutter’?
  8. There are other points of concern about the language used throughout the report, for example children and young learners are referred to as ‘pupils’ (223 times) giving an outdated, Dickensian view of teaching and schools, which we need to move away from in the 21st Century when we should be recognising them as partners in their education.   Frequently the language is prescriptive, giving implicit and at times explicit messages that teachers will teach and pupils will learn; and learning will be outcome–led by teachers despite the well-established research, which shows the process of thinking and learning to be the critical part of education. This all needs much further research, reflection, reading and discussion, particularly with early years experts from various backgrounds.

As a consequence of the above feedback your report has not met the required standards and has been referred.  Please note that in any future work you must ensure that your research is not flawed in any way; is robust and will stand up to scrutiny and above all is not misleading and inaccurate particularly if you then publish this as fact.

Di Chilvers, Advisory Consultant in Early Childhood Education former National Strategies Regional Adviser and ex Senior Lecturer at Sheffield Hallam University, December 2016

Anganwadi in English means a 'courtyard space' which is exactly how these preschools were formed..in any available space both in the city and in the countryside. The Anganwadi we visited were small spaces, literally on the 'doorstep', but with big visions and aspirations for the children and families.

Mansi at Doorstep Anganwadi in Mumbai had high aspirations for the children there as described in a previous Blog she also said "Parents are very important - they are the main stakeholders in what we do". All the settings talked about this aspiration which sees education as the way out of poverty and also the way to wealth, good jobs, good marriages and a strong future. We have had some very interesting discussions together on the study tour about these aims.

The vision At Bhugathagalli a rural Anganwadi near Mysore, Leelavathi the Senior Supervisor shared the pre-schools philosophy for the children, the families and the community. The vision being clearly captured in the large painting on one of the walls showing the child at the centre connected to the mother, family and community...reminiscent of Brofenbrenner's theory of development.

The mission of the centre was to;
- raise awareness and understanding of children's health and physical development through good nutrition and protection against illness and diseases. The government supplied nutritional supplements for pregnant and breast feeding mums and for the children as they got older
-Monitoring height and weight monitor the healthy growth of children (weight and height) using a development chart, very similar to those used by our Health Visitors. There were 3 zones a fire zone (red at the bottom), a sand coloured middle zone and a top zone of lush green grass which is where you hoped the children would be......easy to understand for everyone
- support children's early learning including their home language and learning english which involved lots of singing; learning about the land (this was a rural Anganwadi in a small village) and being self-sufficient (one of the teachers had made a wonderful life size working model of a water pump for children to play with); a small pre-school kit supplied to all Anganwadi by the government included a puppet, some stacking blocks and letters of the alphabet. They also had colouring books and crayons
- mothers discussionpromote a funded government programme for mothers to develop their own small businesses from the dairy cattle being farmed in the village. Supporting entrepreneurship and listening to the mothers talking together with us about their children and education in the UK was fascinating - a meeting of minds as we all sat together on the Anganwadi floor

This is all part of the Balwadi Nutrition Programme (healthcare and education) launched by the Government of India in 1970, to provide food supplements for children of the age group 3–6 years in rural areas.

In brief the Balwadi Programme aims are to make India a 'child friendly' nation where children have a 'happy childhood' and they are
- cherished through freedom and love
- independent self-learners
- learning through their community and nature
- respecting others and learning values
- encouraged to be explorative, innovative and creative

As I sat listening to Leelavathi and Dinesh translating the mother's voices, it reminded me of the vision for our Children Centres, set in the heart of the community, supporting families and children, intervening early both in terms of health and education and the frequent success these centres had in engaging with young mothers, supporting them as well as their children and gradually seeing their confidence and self-esteem blossom.

Sad to think that we have lost many of our Children's Centres and Nursery Schools whilst India is clearly seeing them as the way ahead by bringing care and education together in an Integrated Child Development Scheme.

Watching Avinash creating a beautiful Rangoli pattern for Diwali made me think about how carefully and finely he was using his hands and fingers to place the sand in such intricate shapes, spaces and patterns. He placed a scoop of sand in the middle of his palm and then made a fist which acted as a funnel to carefully pour the sand out in fine lines. He used his fingers to mark out the shapes and create the clear lines of the pattern.

It made me think about the young children I had watched at the Door Step Anganwadi in Mumbai and how impressive they were in using their fine motor skills to create patterns and draw small, detailed pictures with their pens and crayons. These children were 3 and 4 years old..sitting on the floor in a very small space with about 14 other children.

Door Step Anganwadi MumbaiIn one room children were busy using small coloured pistachio shells to make a frame around a rectangle which had been chalked on the concrete floor by the adult. Their concentration and hand eye co-ordination was impressive as well as their ideas about pattern making and sequencing (all mathematical skills) - we watched them as they busily got on with the task in hand.

 

In the next small room the children were drawing flowers ( a theme they were following on flowers and growth). The careful, precise and detailed drawings were happening all around - we could see the way that they manipulated their pens (boys and girls) with confidence and without any pressure to draw or write..they were engaged, involved and enjoying the task taking great delight in showing what they had done to the teacher. The teachers then talk about the 'ideas the children have drawn and write down their story'.Door Step Anganwadi Mumbai

Hands and fingers are an important part of expression in India - we noticed this a lot as we saw people talking, cooking, dancing and making Rangoli patterns. The ancient practice of mhendi patterns on hands and feet (arms, legs) also shows the fine patterns that are everywhere in India. Fine beautiful paintings on the walls in Temples, palaces and old houses were another sign of delicate pictures and patterns though we were not allowed to photograph them 🙁

These are all an implicit part of children's culture and heritage which they seem to tune into naturally...its like an organic growth of their fine motor and hand-eye co-ordination without any pressure or formality to write. The origins being firmly in abstract pattern making and drawing rather than letter formation and the dreaded handwriting that our children are having to endure at even younger ages.

Maybe we need to take some note of this and think about more creative and organic ways we can support young children to become  artists like Avinash?

Its my 4th day into the Nursery World Study tour in India and I am still having to pinch myself to believe that I am here.

I am trying to make sense of what I have seen and heard on the visits we have made to the pre-schools so far and what the key messages are for me (more on this in a later BLOG). To set this in context India has no compulsory pre-school education though there is a drive to lower the age range in the Right to Education Act to include the early years. There are 440 million children in India - that's a lot of children; 4% never start school and 58% don't complete primary school and there is little regulation, training or cpd though this is beginning to change.

The sheer size of India is staggering - in Mumbai there are children everywhere some living on the streets, sleeping in tent like structures on pavements and being left in the care of only slightly older siblings whilst parents and older children work. Children work on the streets trying to sell flowers, water and sweets to passers by - its a tough life. These children don't often reach a school.

Some children  in the slums have the opportunity of schooling if there is a Balwadi or Anganwadi nearly by. These are pre-schools run by the Government or NGOs (National Government Organisations) we visited one called Doorstep School in Nana Chowk, Mumbai, which has been a highlight of the visits so far, more of which later.

There are also children living in wealthy homes with private schooling and all the usual luxuries that many children have in the UK. The contrast between these children's lives is a real challenge to deal with ....some are living in abject poverty whilst others are extremely well off - you see this contrast everywhere.

Its difficult to process the hardship these children experience but having seen them at Doorstep Anganwadi with their teachers you gain a sense of their resilience and eagerness to learn together. Mansi was the lead here who talked passionately about what she was trying to do for the families and children.

The following are some of the things she said

"We are breaking the cycle of poverty by empowering the children through education"

" Sustaining the children in the school"

"Parents are very important they are the main stakeholders in what we do"

"The child has to be at the centre - we knew this from the start"

"Capacity building" - we 'grow' our teachers from the community through training and support...which includes 2 Saturdays every month to share practice together and explore new ideas. She also said

"We want the children to use their minds so we talk with them and ask questions"

There are many connections here with what we want for our children but in comparison we are so lucky to have access to a strong child centred philosophy and early years provision despite the current challenges by a Government who don't seem to realise how important Mansi's beliefs are to children all over the world.

Door Steps mission statement is 'Education Moves On To Every Door Step' maybe it should be ours.....?