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Early
Visit teachwire.net
Make books
irresistible
Years
Easy ways to grab early readers
Plus... Jean Gross
on talking to babies
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Teachwire.net/early-years 03
The experts...
JUNE
O’SULLIVAN
CEO of
the London
Early Years
Foundation.
20 Happy habits
The foundations of positive wellbeing can be laid in
the early years, says Alexia Barrable.
TEACHING IN
JEAN GROSS
Former
government 23 Reading between the lines
Communication
Champion
for children.
Anjali Patel explains how to harness children’s inner
drive to engage with print.
RECEPTION?
This issue, read about...
28 Inspiring reads l Quick ways to boost
Hilary White shares another selection of literary wellbeing, p20
ANJALI PATEL
Early years learning activities.
and primary l Engaging early readers, p23
advisory teacher 31 Talking apps l Child-led learning – why it’s
at the CLPE. Technology can support communication skills, if
you use it correctly, says Mandy Grist.
okay to compromise, p32
l SEN – redirecting negative
36 Engage their senses behaviours, p40
Sarah Ockwell-Smith explains why every setting
needs a multisensory room. l Five iPad apps to enhance kids’
MARC FAULDER
Foundation Stage learning, p43
teacher and Apple 46 Supporting healthy homes
Distinguished It’s time to share the facts about food and physical
Educator. FROM THE PUBLISHERS OF
activity with parents, say Christine Dukes and
Maggie Smith.
04 Teachwire.net/early-years
For Kids. For Parents.
For a Better Future.
Join e at
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t he ad
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LipaLearning.com
january_2017_6.indd 1 01/12/2016 16:51
News
News and views from the early years
Childcare Works
As the introduction of
the 30 hours childcare
offer draws closer, Mott
Macdonald and Hempsall’s TWEET
have been appointed by the
DfE to support Childcare
TALK
Works – a new project
designed to implement
@teachwire
the extended entitlement.
5 things I learnt after
The organisations, which successfully partnered to
returning to school from
deliver the ‘Achieving Two Year Olds’ initiative, will
In brief...
maternity leave
work directly with providers, LA early years teams
http://buff.ly/2d1xzBH
and central government. Charity Action for Children
A Nottinghamshire has also joined the Childcare Works delivery team,
@SaveOurEarlyYrs
primary is grading its offering additional expertise. The programme will be
#EarlyYears is facing a
parents on how well they targeted at areas most in need of support, and focus
major crisis + Government
on addressing barriers to implementation.
support their children. must act now! Bringing
Mums and dads receive an back #FunctionalSkills is
A to D based on their
involvement. The scheme
“We know such reforms the immediate solution
is designed to improve
children’s performance.
bring many challenges; @SurreyEYCS
Useful video with
however, we are a team educational consultant
Professor Cathy Nutbrown
Educators are among the experienced in finding explaining what schemas
are & how to spot them
most trusted
professionals, according solutions.” ow.ly/ES1x3074Gch
06 Teachwire.net/early-years
WIN!
people in cost of paid-
the nursery for hours or
sector will going out of
nursery
A trudy t Easel remain bitterly business,” noted
Ar disappointed that
wooden r £500, the Pre-school Learning
h o v e they will be not be Alliance’s Neil Leitch.
wort
e s y of Hope
court o
n. Turn t
Educatio 38!
page
Reception review
announced
Early Excellence has launched a review of the
22% RISE IN EARLY
Reception year, seeking to offer expert views YEARS SETTINGS
on policy and teaching practice. Dubbed JUDGED ‘GOOD’ OR
‘The Hundred Review’ – as it will call upon ‘OUTSTANDING’
the experience of hundreds of Reception BY OFSTED SINCE
practitioners – it has been timed to coincide with 2012 – BUT THE
policy-makers’ focus on the status and content
of Year R. It is planned that the review will also
NUMBER OF EARLY
draw upon research evidence from school leaders, YEARS PLACES
school improvement partners and inspections to HAS FALLEN BY 4%
ascertain how best to secure good outcomes in SINCE 2009.
Reception; what constitutes good teaching; and
what is preventing attainment.
Teachwire.net/early-years 07
Nominations for the Towergate TV presenter Anna Williamson Childbase Partnership has been
Care Awards 2017 are open now took part in a paediatric first aid named a National Champion at
until 21 February. There are prizes training session delivered by Busy the European Business Awards,
up for grabs for Nursery School Bees Training Academy, in support and has now been shortlisted for
Worker of the Year and Volunteer of its Child Safety First campaign. a European Business of the Year
of the Year, and the presentation Figures suggest 140,000 lives award. “We are very proud to be
ceremony will be hosted by Denise could be saved each year by basic representing our country,” said
Van Outen. Visit bit.ly/2gCkDn4 first aid training. CEO Mike Thompson (pictured).
Teachwire.net/early-years 09
Get involved!
Do you create or supply educational or
professional development resources for the
early years sector? You can nominate your
products and publications online now at
www.teachwire.net/eyexcellence
The judges...
Our expert panel will be revealing their verdicts in issue 7.3.
SAM DIXON JUNE O’SULLIVAN MBE KIDDI CARU LISA SNELL SARAH STEEL
Teacher, composer and CEO of the London Early Provider of outstanding early Early Years Director at Managing director of the
musical educator. Years Foundation. years education and childcare. Busy Bees. Old Station Nursery group.
10 Teachwire.net/early-years
communication
behaviours, and ‘micro-behaviours’
that might indicate what they were BOOKSHELF
Much attention is paid to babies’ first ‘trying to say’. They then examined Early Childhood
words, but research from the caregivers’ responses. and Neuroscience
They discovered that ‘showing’ and (Bloomsbury, £19.99)
University of Manchester
suggests that early ‘giving’ behaviours are strong predictors Mine Conkbayir’s
gestures are just as of how often infants used pointing later practical guide to
important, as they on, and that how caregivers understanding the
reveal insights into how respond to their charges challenging subject
children’s communication relates to the frequency of neuroscience and
of pointing behaviours its application in
skills are likely to develop.
exhibited. Unfortunately, early years practice
Previously, studies have focused on features clear explanations of key
babies’ ability to point, a behaviour that they also found that caregivers are often
terms and theories, illustrative
develops at 10–12 months; on this puzzled by babies’ intentions – important
case studies of cutting-edge
occasion, earlier behaviours were since adults who engage in language-rich research, and reflective discussion
analysed. Having videoed how interactions with infants about the things questions to help practitioners
“
caregivers and 24 infants aged 10 that interest them do most to support apply their knowlede to real-world
months communicated using a selection their language development. Read more contexts. Visit bloomsbury.com
of toys, researchers attempted to at bit.ly/2gJegKH
Early Childhood
Playgrounds
“Four-year-
Dads matter
(Routledge,
£24.99)
olds behave Those thinking of
in a simple New fathers’ attitudes to their parental role have
a major influence on whether or not their children
improving their
early years settings’ outdoor
and honest display behavioural issues before their teenage years,
according to research by Oxford University. It was
provision will find Prue Walsh’s
insights into planning outside
way; they found that factors including how fathers see themselves learning environments invaluable.
as parents, how much they value their role and how
say what they are able to adjust to it are of
Topics covered include planning
procedures and ideas for designs;
they think.” greater consequence than
the amount of direct
options for babies, toddlers and
children with SEN; and how to
Dr Sam Wass on involvement they provide challenging play. Visit
why children in the have in childcare or routledge.com
early years require a domestic tasks,
completely different when it comes to An Anthology of
model of behaviour achieving positive Educational
management to their outcomes for Thinkers
older peers. Read more their children. (Featherstone,
at bit.ly/2f8GKfO Read more at £19.99)
bit.ly/2gG6eWy
This new title from
Sally Featherstone offers an
extensive but accessible
introduction to the major groups
27%
of educational thinkers and the
Children with SLCN who theories that have shaped today’s
achieve a good level of early years practice – from
development age five. Montessori to Reggio Emilia. Visit
bloomsbury.com
SOURCE: Gov.uk
Teachwire.net/early-years 11
The Nursery Press
Planning and Tracking
www.thenurserypress.co.uk
01582 616621
07869 999815
Owl Track
• Suitable for childminders,
nurseries and preschools
• Fully interactive with parents
• Can be used on any device
Bright Look
• Paper based EYFS planning
• Pre-written levelled activities
from birth to 5 years
• Flexible blank formats to record
continuous provision and en-
hancements
What’s in
a name?
It’s time we found a job title that sums up what
every early years practitioner does – teach!
“
debate. It’s what parents and children call education queue.
us (except when they’re cross, when we find Furthermore, the confusion about what
ourselves called many interesting things!). Why we’re called does little to help parents. They
does our qualification dictate our title? When are ill-informed about what teaching looks like
for small children, and the push to school has
I meet a group of CEOs we all share the same
job description that identifies the skills, traits, caused many parents alarm and distress. Our Shouldn’t
attributes and knowledge we need for the job.
It’s true that some CEOs will be more qualified
job is to help parents understand what good
teaching looks like irrespective of the setting
our title
than others, but ultimately, what is expected by
the public is that a CEO does what a CEO does.
(I am of course making an assumption that the
setting is high quality).
describe
Now, I can feel the twitching across the What do you think? Should our title
describe what we do rather than describe
what we do?
sector. Competitive grumblings about the
ranking of qualifications from Level 2 upwards, our qualification? Teach!
Teachwire.net/early-years 13
Photo: Jamie Baker/Save the Children
r
t o g et you
p
Sign u ising Pack
ra
Plan a Muddy Puddle Walk at your nursery Fund balloo
ns
- w i t h !
to raise money for Save the Children.
n d s t ickers
a
Indoors or out, it’s a great way for your little ones
to explore their world. We’ll give you resources so they
can discover what life is like for children in other countries
too – and the money they raise will help save lives.
Sign up at MuddyPuddleWalk.org
Registered charity England and Wales (213890) Scotland (SC039570) Peppa Pig © Astley Baker Davies Ltd/Entertainment One UK Ltd 2003.
Teachwire.net/early-years 15
KATHY BRODIE IS AN EARLY YEARS PROFESSIONAL AND TRAINER BASED IN EAST CHESHIRE.
Learning
with technolog y
Getting the benefit out of digital devices is a balancing
act, but their careful use can enrich children’s education
across the curriculum, says Kathy Brodie...
MANY EARLY YEARS SETTINGS NOW HAVE DIGITAL important that we offer access to technology without
educational technology such as cameras, iPads and other disrupting other beneficial activities. It is a careful balancing
tablets. Electronic devices of this sort will almost certainly act, but success can be achieved by giving due consideration
be a part of every child’s life in the future, whether it’s to the reasoning behind having educational technology in
the mobile phone in their pocket or a computer at work. your setting, and the intended outcomes for the children.
Therefore, we need to ensure that the technological If you’re unsure where to start, fear not – the
resources and experiences that we provide for our children following suggestions will help you get the best out of
will equip them for the 21st century. At the same time it’s digital devices in your setting...
1 Your role
Educational technology is much more effective when
it is part of a quality, joint interaction with a confident
4 Reluctant
readers
It has been found that the use of educational
practitioner. This is because the practitioner can offer technology, specifically ebooks on computers,
appropriate intervention and support, for example, tablets or smartphones, can encourage
discussing the story or illustrations in an interactive sharing and reading of books. This is especially
storybook. This transforms the experience from a true for boys, who respond well to the
passive to an active use of the technology. It also means technological aspect (bit.ly/1JbDk4m) of the
that practitioners will be more aware of children’s ability experience, showing an increase in reading
and interests whilst using educational technology. levels and, as an added bonus, increased
enjoyment of reading.
2 Creative impact
Technology designed specifically for children means
our charges can now take photos, videos and even
3 Cause & effect
edit them themselves and add special effects. This Programmable bots and toys can be used very
opens a whole new avenue of creativity for children, effectively for the exploration of cause and effect.
using a completely new skill set – particularly useful Older children will be able to do some programming,
if you have children who don’t normally engage in with younger children able to experience the process.
messy creative activities, but who may be tempted in It’s exciting to see a bot following its instructions, and
by their fascination in the technology involved. Saving sometimes even more exciting when the instructions
digital work is much easier than saving a 3D model, and make it do unexpected things! Being able to programme
collaborating on or extending work is much simpler. these toys sets a good foundation for coding, which
children will be coming across later on.
16 Teachwire.net/early-years
SHARING THOUGHTS
6
The simplest educational technology may also
Use your
prove the most effective...
judgement
l Try capturing children’s interests
and ideas by using sound recorders,
such as recordable microphones.
As with all resources you provide for your children,
practitioners need to constantly review the technology l This is especially useful if you have shy
available for the children in the current cohort. They children who are hesitant to speak in a group.
must use their professional judgement on how and Pre-record their views, then play them at group
when it’s used, including checking the safety and time so that everyone can hear their voice.
security of websites and apps. The quality and l Recorders don’t need to be expensive or
suitability for purpose must be considered complex. You can get simple recordable photo
– the quality of apps can be checked
albums and ‘speech bubbles’, which children can
against the National Literacy Trust’s
six ‘engagement features’ (bit. use independently, relatively cheaply.
ly/2fX3cwt).
Kathy
Brodie is author of
Observations, Assessments
and Planning: Bringing it
all together, published by
Open University Press. For
more information, visit
kathybrodie.com
Teachwire.net/early-years 17
Another
f ine mess
Expressing oneself through a little localised chaos is all part of growing
up, but so is learning to tidy away afterwards, says Sue Cowley...
CHILDREN’S PLAY IS OFTEN A explaining what children learn from it to cause a mess, such as Wellington
messy business – they get mud on (perhaps in a blog or a newsletter). boots. Some settings use specially
2
the carpet, paint on the walls and made units for storing boots outside
scatter toys underfoot for you to Ask parents to clothe children in on a wall. We have a plastic box of
tread on (painfully). Adults tend garments they don’t mind getting wellies just inside the front door.
* Have an allocated time at the end of
to rate tidiness highly as a virtue, dirty (not in a white designer top, as
3
whereas to small children it hardly once happened to us).
each session/day for tidying up and ask
seems relevant, especially if we’re
Consider offering a uniform, to that all the children join in.
willing to tidy up after them. Helping
* Make ‘tidying up’ a fun part of your
avoid the situation where children
children to understand why it can be
wear their ‘best clothes’. We have
good to make a mess, but why it’s also routine by doing it to music – ‘The
optional polo tops and sweatshirts that
important to tidy up afterwards, is a Wombling Song’ is great for this.
4
are durable and hard-wearing.
* Incorporate learning into tidy-up
key part of your role...
Have a set of aprons or old shirts
time, by asking the children to bring you
THE SCENARIO that children can wear over their
“10 blocks” or “all the red Lego bricks”.
5
Of late, after the children have gone clothes for messy activities.
home, your setting has looked rather
Give children chances to use * You might split your children into
like a whirlwind has hit it. Staff must teams with different practitioners, and
plenty of different resources,
put toys back into the right boxes, have a competitive element to the
especially when they’re doing creative
wash up half-cleaned paint brushes and tidying up, to encourage pace and focus.
or art activities, but also consider when
* Consider where you place certain
mop trails of muddy footprints from
a more limited palette of resources
the floor. You’re fed up with the time
might be easier, more beneficial or less activities from a tidying-up perspective
that’s wasted clearing up the mess, and
stressful for staff. – don’t put paint easels too far away
you want the children to take more
from the sink, or you’re likely to get
responsibility. Some parents have also
MAKING A MESS (TIDILY) drips of paint across your floor.
complained about their children’s
* Use storage options that are easy for
Ideally, you want the children to both
clothes getting mucky.
make the mess, while learning, and
children to access and carry – we use
then know how to tidy up afterwards.
MESSY LEARNING units with trays on wheels, and different-
Encourage the children to take
Messy learning is integral to the EYFS, sized plastic boxes with clip-on lids.
responsibility for their behaviour and
so the solution is definitely not to stop
learning. Put structures and routines
children doing it in the first place. A
in place to help them. Use positive
parent friend once said to me that
praise when you spot children doing
she decided to stop worrying about
the right thing, to encourage them
her child getting paint on the carpet,
to repeat the behaviour (and
because it was more important for
hopefully do it at home too).
her child to experiment with paint
* Have clear routines
than it was for her home to be tidy.
However, this doesn’t mean we can’t
setting out what
teach children to tidy up after they’ve
children should
finished playing.
do when they
There’s an interesting correlation
go outside
between messy play and the
from inside,
development of early creativity. While
and vice versa.
a child’s painting might look like smears
Some settings use
of paint on a page to us, to the child
slippers to ensure
it’s all about experimentation and
mud doesn’t get
exploration. We need to:
1
into indoor spaces.
Help parents understand the * Consider where
benefits of messy play, by you locate items liable
Teachwire.net/early-years 19
Happy habits
The foundations of positive wellbeing can be laid in the
early years – Alexia Barrable explains how...
AFTER 10 YEARS OF WORKING WITH TALK ABOUT YOUR OWN ACKNOWLEDGE CHILDREN’S
young kids, and while waiting to become EMOTIONS – when you feel frustrated, EMOTIONS – help children label their
a mum, I asked myself the million dollar sad, excited or disappointed, share that emotions, and be open to corrections
question: what is it that we really want with the children and explain how you from them. See if they can identify the
for our children? I chatted to parents deal with it. I remember telling my class source of the emotion: “What do you
of new babies and school-age kids, and of four-year-olds that I often took a think is making you upset?” The point of
those with teenagers; I even spoke to deep breath and counted to 10 when the exercise is not to get rid of negative
the parents of my adult friends. Their I got cross, before responding. After emotions, but rather to be able to label
answers were overwhelmingly similar: a particularly tough day, and some them and accept them as they are.
what all parents seem to want is for challenging behaviours, one child asked Changing our attitude and responses,
their children to be happy! me to what number I was counting! on the other hand, can be useful. For
And yet, we don’t all know how I couldn’t help but smile at his acute example, appropriate ways of managing
to go about making that happen. perception of my emotional landscape. anger can be practised in class.
Moreover, most schools and other
educational settings are not geared to READ STORIES – there is tremendous
teach us wellbeing skills. But early potential to teach emotional literacy
years settings, in particular, through stories. Most
are perfectly placed to lay the good tales will have
foundations for happiness characters experience
and fulfilment in adulthood. several ups and
It matters because the downs. Talking about
science shows us that the reasons why
the happier we are, the emotions surface can
more we succeed in what be eye-opening for
we do. Happier people children and a fun way
are also kinder towards to discuss appropriate
others and even have responses to challenging
better health! In my situations that might not arise in
mind, happiness is as everyday life.
worthy a teaching
goal as reading Mindfulness
and writing. Mindfulness, non-judgemental
Here are attention to the moment, has many
some simple and varied benefits. Here are some
ways, backed suggestions to add mindfulness
by research, practice to your setting:
that we can use
to teach our children happiness skills BREATHING BUDDIES – ask
from an early age. You probably use children to bring in a teddy from
some of them already, while others can home who can become their
be added to your normal routines. ‘breathing buddy’. Once a day, at
an appropriate time, teddy can
Emotional literacy come out and accompany a simple
Emotional literacy, our ability to read, breathing exercise. Lying down, the
understand and respond appropriately children place their buddy on their
to our own emotions, as well as bellies and simply watch them go
those of others, is at the heart of up and down with each in- and out-
wellbeing. There are many ways to breath. Anchoring ourselves to the
help preschoolers develop their own breath can be an easy way to bring
emotional literacy. Here are a few... ourselves back to the moment.
20 Teachwire.net/early-years
Teachwire.net/early-years 21
Reading
between
the lines
To develop our children’s early comprehension skills, we must find ways to
harness their inner drive to engage with print, says Anjali Patel…
HOW DO WE ENABLE OUR EARLIEST
readers to develop their comprehension
and inferential understanding as they
embark on their path into reading?
Well, where better to start than with
the child?
We live in a print-dependent
culture so children see us engaging
with words in a variety of ways and
naturally they are keen to join in. We
write ourselves reminders and notes,
fill in forms, and read letters, signs,
newspapers, magazines and books – as
well as sending and receiving emails
and SMS messages, and using social
media. Whilst we are doing this we are
modelling literate behaviour to our
young observers, who will mimic this
interaction with print and the meaning
it promises.
Children who have had a good
balance of sharing high-quality
texts with enthusiastic adults whilst
simultaneously being encouraged to
take an interest in, and tune in to, the
print itself are more likely to want to
read. We know reading takes practice
and needs stamina, and this relies on
maintaining the interest of our earliest
readers. We need to harness children’s
drive to find meaning in print; to
support them in lifting words off the
page, rather than merely barking at text
that holds little significance for them.
Learning to read is a
complex process, so
we need to make sure
that teaching reading
isn’t reduced to just
one strategy.
Teachwire.net/early-years 23
His observations suggest that
rather than being a solitary experience,
there is a social nature to reading;
that we seek to share our personal
responses and find confirmation in
them. Through discussion and debate,
we may take more meaning from the
reading experience.
24 Teachwire.net/early-years
helps to map out the class’s view of similar to the illustrations, and you’ll find
the important meaning and is a way other suggestions as to how to take
of holding on to ideas for later. Asking advantage of illustrations in the panel
these questions leads children inevitably on this page.
into a fuller discussion. They can
respond to a particular illustration as
well as to the text. As the children grow, USING PICTURES
they will have internalised the prompts It’s simple to harness illustrations to
and will use them as a scaffold for
engage children in the stories they
discussion of any kind.
encounter. Try these five approaches…
Re-enactment & l Introducing a new book with a key
role play illustration intrigues and motivates
Revisiting stories through a range of children to want to find out more.
play-based experiences helps children You can elicit the children’s initial
to step into the world of the book and responses to a character, make
to explore it more actively. Through predictions and draw connections.
role play and drama, children are The best illustration for this is
encouraged to experiment with the often not the cover illustration, so
‘what if?’ of plot and make it their own. always read and engage with the
Role play is a particularly effective text first to ensure your chosen
way for children to inhabit a fictional illustration will provoke response.
world, imagining what the world of the l Conceal part of an illustration
story would be like, and illuminating it from a text to provoke discussion,
with their own experience. It enables role plays a central character from then provide the complete
children to put themselves into a poem or story and is interviewed image to demonstrate how your
particular characters’ shoes and imagine by the children. This activity involves interpretation changes according
how things would look from that point children closely examining a character’s to the amount of information you
of view. Through drama and role play motivation and responses. Before the are given.
children can imagine characters’ body hot-seating, they need to discuss what l Ask children to list what they can
language, behaviour and tones of voice it is they want to know and identify tell about a character from an
in ways that they can draw on later questions they want answering. When illustration, his/her appearance,
when they write. the children become more experienced life and personality. Prepare a
in hot-seating, they delight in taking on ‘role on the wall’ or enlarged
ROLE PLAY IN ACTION… the role of the central character. outline of the character to which
Freeze-frame children’s responses can be
Freeze-frames are still images or Responding to scribed – appearance and facts
tableaux. They can be used to enable
groups of children to examine a
illustration on the outside, and personality or
In the best picture books, illustration emotions on the inside.
key event or situation from a story
and decide in detail how it could be and text work closely together to l Ask children to think what
represented. When presenting the create meanings. Children are naturally characters in an illustration might
freeze-frame, one of the group could drawn to the illustrations in a book and be thinking. This, alongside role
act as a commentator to talk through are frequently far more observant than play and freeze-frame, could lead
what is happening in their version of the an adult reader. Children’s interest in to writing in role.
scene, or individual characters can be images and their ability to read them l Ask children to raise their own
asked to speak their thoughts out loud. can be developed through carefully questions about the puzzles in
planned interventions with an emphasis a given image, using the Aidan
Thought-tracking on talk. Discussions of this kind can Chambers ‘Tell me’ approach (see
This technique is often used in include all children and help to make bit.ly/2gnq85u).
conjunction with freeze-frame. print more accessible.
Individuals are invited to voice their The children’s books featured on The Centre for Primary Literacy’s
thoughts or feelings aloud using just a CLPE’s Power of Reading project, for Power of Reading training
few words. This can be done by tapping example, have been chosen because programme supports schools in
each person on the shoulder or holding of the quality of the illustrations they raising engagement and attainment
a cardboard ‘thought-bubble’ above contain and the ways in which the in reading and writing for all pupils.
their head. Alternatively, thought- illustrations work with the text to create The Power of Reading website
tracking can involve other members of meaning for the reader. Children (accessible by subscription – visit
the class speaking a chosen character’s will need time and opportunities to clpe.org.uk/powerofreading) provides
thoughts aloud for them. enjoy and respond to the pictures, access to an extensive bank of
and to talk together about what teaching sequences and materials
Hot-seating the illustrations contribute to their developed to complement the
When hot-seating with young, understanding of the text. Children training. Register at clpe.org.uk to
inexperienced children, an adult can develop their responses to the receive information about further
book by creating artwork in a style training and free resources.
Teachwire.net/early-years 25
RICHARD HOUSE IS AN EARLY YEARS CAMPAIGNER.
“I chose to be at home”
To Skeena Rathor, the trend towards mothers returning to
work has serious implications for children’s wellbeing. Richard
House spoke to her about ‘accelerationism’ and screen time...
“
NEW RESEARCH CLAIMS THAT WORKING giver in their most vulnerable of early days? I
mothers are “good” for “advancing” children’s don’t judge women who choose to work, as
development (see goo.gl/qN1QYz), with a each story is a complex state of affairs, but I do
different survey showing preschoolers having
on average over four hours daily screen time The wonder about the effect or perceived benefits
for young children who’ve not yet developed
(see goo.gl/FmWhvb). I spoke with a mother
who takes a very different approach. Families
overwhelming their trust of the world.
26 Teachwire.net/early-years
Glitterlings
Age 4–5
The
LITTLE
PENGUIN LOST PANTS
Giles Andreae & Nick Sharratt,
Tracey Corderoy, Penguin Random House
Little Tiger Press ISBN: 978-0-552-54833-5
ISBN: 978-1-84895-244-7
PRETTY PANTS
SOCKYBUG Look at the various patterned pants
Talk about how Plip the penguin in the book. Which do the children like best?
takes his sockybug toy wherever Provide cut-out pant shapes, paint, printing
he goes, the worry and sadness materials and collage scraps, and let the children
he feels when Sockybug gets lost, decorate their pants however they wish.
and his relief when the toy is found. Help the Encourage older children to use the pictures in
children to make their own ‘sockybug’ toys. the book as inspiration, for example, geometric
Using fabric pens, decorate an old sock, fill it shapes, strips of lace or choosing a favourite
with soft toy stuffing and sew up the opening. motif such as cars. You can also do this activity
Develop the activity by letting the children with pant shapes cut from fabric. Use fabric
experiment with different stuffing – sand, paints and pens, and help older children sew on
lentils, fabric scraps, crumpled tissue. Which do buttons, bows and other details.
they prefer? Encourage each child to give their
sockybug a name. ALL SORTS OF PANTS
An interactive display of pants enables the
INVESTIGATING ICE children to play with different concepts. Gather
Look at the icy setting for a variety of children’s pants, including large,
Little Penguin Lost, linking your small, white, coloured and patterned. Let
discussion to the children’s the children explore them freely. While
experience of snow and ice. Make they play, encourage them to match the
ice blocks containing small plastic pants (same colour, same size) and sort into
penguins, and challenge the groups (patterned/plain, large/small). Put up
children to free them. Can they break a washing line near the display so that pairs
the ice? What happens when you pour on hot/ and groups of pants can be pegged up.
cold water, or sprinkle on salt? Make frozen Making ‘pants’ picture cards allows you
paint ‘ice lollies’ for creating icy artworks to introduce a wider variety of colours,
and pretty ice cubes containing glitter, food patterns and opposites.
colouring, flowers and other substances of the
children’s choice. Keep an eye on small fingers RHYTHM AND RHYME
getting chilled and use gloves if necessary. The text of Pants has a strong rhythm and
also contains lots of rhyming words. Have
ALL FRIENDS TOGETHER the children clap along as you read out the
Using the penguins’ friendship with Wal-the- words, and introduce percussion instruments
Wump as a starting point, talk about the fun we for beating out the rhythm. Can the children
can have when we play with our friends. Help pick out the rhyming words on each page? As
the children to take photos of their friends they get to know the book,
playing together. Print out the photos and let them fill in some of the
discuss them with the group, focusing rhyming words themselves
on the play activities and how being and help older children make
with our friends makes us feel (happy, up their own rhymes; for
excited, giggly and so on). Scribe the example, instead of “Rich
children’s words to make captions pants, Poor pants, Swinging
and speech bubbles for the photos, on the door pants”, how
and turn them into either a ‘Book of about “Rich pants, Poor pants,
Friends’ or a ‘Friendship Frieze’. Falling on the floor pants”?
28 Teachwire.net/early-years
I WISH I FOUR SILLY
WERE A DOG SKELETONS
Lydia Monks, Egmont Mark Sperring & Sue Hendra,
ISBN: 978-1-4052-1246-5 Bloomsbury
ISBN: 978-1-4088-6714-3
CANINE OR FELINE?
Talk about the children’s RATTLY DANCING
experience of dogs and cats, Look at the pictures of the skeletons dancing
and ask each child which they in the moonlight and create your own skeleton
prefer? Explore the different dance. Encourage the children to make their limbs
TIP:
characteristics of dogs and cats, focusing on as loose and floppy as they can. Add percussion
the sounds and movements they make; for instruments that produce a dry, rattly sound. You
example, cats are slinky and mew while dogs can also make your own by filling plastic
race around barking. Role play some of the Make your bottles with rice or chickpeas,
actions in the books – dogs chewing old bones and threading bottle tops
and doing tricks; cats prowling and sleeping in own picture onto loops of string. Choose
some creepy music to
trees. Add to the fun by making dog and cat
masks and tails. After the role play, does any
books with dance to, such as Saint-
child want to change their mind about which
they prefer?
the children: Saens’ ‘Danse Macabre’. Help
older children create their own
group stories, simple dance routine with a series
DOG-AND-CAT SORTING of steps and movements.
Gather different items related to dogs journals,
and cats; for example, pictures of
theme books, BLACK-AND-WHITE PICTURES
dog/cat characters (Spot, Snoopy, The striking illustrations in the picture book show
Scooby Doo, Mog, Orlando, Tom counting the white skeletons against the black sky, and
silhouetted black against the moon. Try making
Kitten), drinking bowls printed
with ‘dog’ and ‘cat’, tins of food books and your own black-and-white artwork. Put strips
and packets of treats, collars with of masking tape on white paper, paint over with
a name tag (dog) and a bell (cat), alphabet black and peel off. Punch shaped holes into black
leads, a toy mouse, a scratching pole,
balls, bones, a brush, cat and dog paw
books. paper and stick onto white card. Do marble
rolling with white paint on black paper and black
prints, and so on. Let the children Put blank on white. Explore white chalk on black paper and
explore the items, talk about how they charcoal on white. What happens if you use black
are used and sort them into ‘dog’ and booklets in on black and white on white?
‘cat’. Which items might work for both?
the graphics EXPLORING WITH A TORCH
I WISH I WERE… area for When Auntie June comes to rescue the skeletons
Look at how Kitty feels jealous of dogs and after their midnight dance, her torch beam lights
wishes she could be a dog rather than a cat. drawing the way. Using the story as a starting point,
If the children could choose, which animal explore torches with the children. Make
would they like to be? Encourage each child and mark- a dark den and switch the torch on and
to act out their animal and talk about the
reasons for their choice. Using the mixed-
making. off so the children can experience the
difference. Let the children use their torch
media illustrations in the book as inspiration, to search for hidden items in the den. Set
make large pictures of each animal with paint up a white screen and make shadow shapes,
and cut-out images. Give children the option and put coloured plastic over the torch to
of adding a photo printout of their own faces, change the colour of the light. Remember
and encourage them to name their animal. that some children dislike the dark.
EMOTIONAL IMPACT
Picture books are perfect for exploring feelings, and the best
authors are skilled at creating stories that resonate with young
children. A good story for this age group should be rooted in the
familiar, but also add something new. Positive endings are important
– particularly if the story scenario introduces uncomfortable events.
When exploring the feelings raised by a story, always make good use
of the pictures. Facial expression and body language are important, Hilary White is a former
and a good illustrator plays a crucial part in adding emotional depth nursery and primary
to the words. The pictures don’t have to be naturalistic, as long as teacher. As an author she
they are emotionally honest. If a depicted sad/happy/anxious/fearful/ has written a number of
excited character rings true for you, it will also work for the children. books and contributed to a
range of magazines.
Teachwire.net/early-years 29
Fuel creative little minds
in the classroom
Mischievous
reads to share
together
Teaching
friendship
and kindness
BuildING their
confidencE
penguin.co.uk
Talking
apps
Technology can support young children’s speech, language and
communication if you use it correctly, says Mandy Grist…
SMARTPHONE AND TABLET APPS and in an early years setting. Checking
are now a part of our daily lives, and are what apps are being used at home is
firmly embedded within the constructs an important consideration, so as to
of learning and education. Research echo learning techniques from one
shows that 25% of 0–2-year-olds and environment to the next. Technology
36% of 3–5-year-olds own an iPad, and and Play (bit.ly/2ggXDt8) offers some
that the number of under-fives using useful guidance questions to help
tablets and computers has increased practitioners establish what apps are
by 170% since 2012. In the context of appropriate, such as is the app designed
this dramatic increase, it’s important for a preschool audience? Are the aims
to consider how can we ensure these of the app clear? Does the app allow
devices are supporting children’s practitioners to set levels of challenge?
speech, language and communication Is the app easy for children to navigate,
development. and importantly, does the app prompt
Good early language is crucial children to ask questions and reflect on
for life chances, and for enabling their actions?
children to learn and make friends. By sharing in a child’s play with
Technology can play an important role apps you can support their interest and
in supporting early language, by creating understanding as well as their learning
new opportunities for interaction and development. Technology and the
and engagement. Apps can give early use of apps needn’t disrupt the day-to-
years practitioners the opportunity to ly/2fWeihC) on the range of apps day routines of your setting, but should
enhance vocabulary development, whilst available that may help to establish rather enhance them. They allow for
also supporting children’s understanding which are appropriate for children in personalised learning whilst encouraging
of early language concepts. the first instance. These are broken an inclusive and interactive learning
While technology can be used down into areas of focus, centring on environment. By observing children and
to support speech, language and social communication, communication, their interaction with apps, and listening
communication, early years specialists language, speech sounds, organisation carefully to the way they respond, you
and experts agree that apps and digital and how to manage emotion. Most, can better understand their thought
technology should not be used as a if not the majority of these apps are patterns and plan carefully for their next
replacement to face-to-face interaction free, making them accessible to all. steps in learning.
but rather as a tool to supplement The Smartyears apps (bit.ly/2eG2BPV)
teaching and learning. Crucially, it is the are a good place to start and feature Stay up to date
interaction between adult and child that a range of different activities to Apps are continually being developed
supports language development; apps support language skills, including using and so it may be useful to look at the
are a way of facilitating this interaction adjectives, sentence building and following websites for more ideas about
in the same way as a book or some toys describing. Splingo (bit.ly/2fxg8IK) is apps that support speech, language
might do. I CAN advises that when using particularly effective for interactive and communication.
apps to support communication in a activities and providing instructions
setting, early years practitioners should of increasing length and complexity.
l geekslp.com
remain present to support the child’s Additionally, The National Literacy Trust
l autismspeaks.org/autism-apps
understanding and use of learning within has produced an online apps guide (bit.
the app. ly/2f0uNbr), giving their views on the l apps4stages.wikispaces.com
best apps to support children early l callscotland.org.uk
What should we choose? language and literacy skills. l communicationmatters.org.uk
Choosing the right app to support
speech, language and communication Using apps effectively For more information and advice
about supporting children’s speech,
and knowing how best to use them There are plenty of ways in which
language and communication, visit
with a child can be a daunting prospect. practitioners can ensure children are
www.ican.org.uk/help
I CAN offers guidance (see bit. using apps effectively, both in the home
Teachwire.net/early-years 31
SOPHIE BLACKWELL IS HEAD OF EARLY YEARS AT MOORFIELD SCHOOL AND NURSERY, ILKLEY.
“Do what
you can!”
All great early educators aspire to create the perfect learning
environment, but don’t beat yourself up about the things you
can’t change, says Sophie Blackwell...
2 Try to schedule lessons or cannot avoid, what can you do? I find
that timetabling the activities for the
group work at the start or end
start or end of sessions works best.
of each session so that they do not
The start of the day, just before lunch
interfere with children’s involvement or just after lunch are the ideal times if
in their play. you are looking to minimise disruption
3 Don’t feel guilty if your setting and ensure that children have the
is not the same as others that maximum amount of time to play
and explore. None of our timetabled
you may deem better or more
sessions lead into one another, as this
pedagogically appropriate. Each can often result in too much static
setting is as individual as each child listening and instruction time for young
and it is important not to worry if children to manage. If it is possible,
your class is not timetabled in the then forgoing whole-school assembly in
same way as others. favour of a short class group time and
32 Teachwire.net/early-years
ly
real sary,
s
nece good
ll
as a gs have
n
setti nuous
i
cont ow
-fl
free en
e
betw rs and
o
indo ors.
o
outd
Accept what
you can’t change
As much as we want the reassurance
of looking at other settings’ timetables
and talking to each other to make
comparisons, it is most important to
consider what is best for your children
Monday and feasible for your school. Becoming
1 hour of bushcraft a child-led Reception class is the most
15-minute phonics session important and exciting journey you can
opting out of playtimes and snack-times embark upon, and the children in your
also allows children more opportunity care will flourish in more ways than you
to follow their interests and become Tuesday
30 minutes of music ever thought possible if you make it to
engrossed. Designated playtimes your destination – so don’t let yourself
should not really be necessary, as all 15-minute phonics session
feel guilty if there are some things you
good settings have continuous free- simply cannot change.
flow between indoors and outdoors Wednesday
Looking at my timetable, I know that
(they are often just a break for staff 1 hour of PE
there are lessons that we could lose if
and this can easily be worked around). my school allowed. Our children have
Snack-times can be eradicated with the Thursday
regular access to IT and technology
introduction of a snack bar, accessible 15-minute phonics session within the classroom through the use
throughout the morning or afternoon. of iPads, the computer, the interactive
Friday board and cameras, so do we really
In practice 30 minutes of music need an IT lesson? Probably not. The
By way of example, this is our 30 minutes of IT children look forward to it all week,
timetable for the week. Every minute 15-minute phonics session. though, and eagerly anticipate time
not spent in the listed activities is spent with the IT teacher and all the
child-led time. Even with timetabled We also gather for a 20-minute group exciting activities in which they are able
sessions, it still works out at over time at the end of each day. This might to take part. At the moment, it is not
17 school hours a week of pure, involve reading a story, talking about something we can change and that is
unadulterated play: our day, sharing ideas or singing songs. perfectly acceptable.
Teachwire.net/early-years 33
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SARAH OCKWELL-SMITH IS A PARENTING EXPERT, AUTHOR AND MOTHER OF FOUR.
Engage
their senses
Sarah Ockwell-Smith explains how to create a multisensory
room – and why it’s something every setting should do...
INFORMATION RECEIVED VIA THE been shown to improve behaviour, development and fine motor skills, and
senses is the dominant motivator for concentration and attention, making can help children who struggle to settle
babies and children to learn and explore them ideal for children who struggle with without their parents to feel more safe
their environments. The more senses these skills, or those with ADHD. They and secure.
are stimulated, the more children can improve communication, cognitive But while multisensory rooms offer a
learn. In babyhood, many senses are positive effect for children with additional
heightened. There’s a reason why needs, they are of benefit to all children
everything a baby touches goes into CHANGING ROOMS whatever their age. Too often they’re
their mouth: mouths are very sensory seen as niche, but in my opinion, they are
THREE THINGS TO REMEMBER
places that help babies to learn about WHEN CREATING A a fantastic addition to any setting.
the feel of an object, perhaps more MULTISENSORY AREA...
so than their hands. These heightened Create your own
senses continue into toddlerhood and 1 KEEP IT SMALL You’ll find some suggestions as to
beyond. Food, for instance, has a much A multisensory room doesn’t have how to go about setting up your own
stronger taste during childhood than to be large; in fact a smaller space multisensory space in the panel on
it does in adulthood as the taste buds often works better. If you don’t this page, but here are some key areas
are more sensitive – this helps the have a room free, consider creating to consider when deciding how to go
toddler to learn about food and tastes. a multisensory corner instead. An about filling it.
Enabling young children to spend time area around one-and-a-half metres
in sensory-rich environments helps to by one-and-a-half metres provides TEXTURE
provide them with the best learning more than enough space. Here, think about as many different
opportunities. It isn’t only learning that
textures as you can: soft, hard, smooth,
is heightened, however; a multisensory
2 MAKE A PLAN rough, spiky, crunchy. Utilise everyday
environment also helps children
When deciding what to include in objects such as bubble wrap, space
feel relaxed and calm, and can be a
your multisensory space, first try blankets, sand paper and shiny satin
huge help for new starters or those
brainstorming items you already fabric. Think about how the floor feels
experiencing separation anxiety.
have that can be included; often – use gym or foam mat padding
Some children in your setting may
you will have more than you for crawlers in certain areas,
struggle with sensory input, particularly
realise. The next step is to write a and consider having a slightly
those with Sensory Processing Disorder
list considering as many senses as elevated section to facilitate
(SPD) and those on the autistic spectrum.
possible, remembering to keep the climbing. Ball pits work
With these children, understanding the
children in your setting in mind: what well with all ages, as do
effects of the lack of sensory stimulation
would they particularly like to have? mirrors fixed firmly on
is a vital part of the practitioner’s role.
the wall; not only do
Children with additional needs can be
3 STICK OR TWIST? they provide visual
helped hugely by a proper understanding
Some settings have a fixed sensory stimulation but
of the effects of a multisensory
space, i.e. items in the space don’t also smooth,
environment and how to create one.
change, providing children with a cool textures
reassuring constant and sense of to touch. The
Who benefits? safety and predictability. Others cycle same is true of
Multisensory rooms can provide both a through different themes (space, a water mat or
calming and stimulating environment, under the sea, in the desert, in the bed (rather like
depending on the needs of the individual jungle, etc.), rotating the objects a large hot water
child. Multisensory environments, and that are included so there’s always bottle). If the mat is
specifically multisensory rooms, have something new in the environment. clear, allowing the children to see the
36 Teachwire.net/early-years
Keep calm
Naturally there is a risk of
overstimulation when using a
multisensory space. To avoid this,
children should always explore the
environment at their own pace.
This means practitioners should
not dictate an order in which
the children should explore, or a
specific way of using a resource. If
they are finished and showing signs
of tiredness or overstimulation, such
as crying or clinging to you, then take
them away from the area. It is also a
good idea to provide a ‘safe retreat’:
a small area with little to no sensory
stimulation that the children can visit
when they need a break.
Multisensory rooms
have been shown to
improve behaviour,
concentration and
attention.
Teachwire.net/early-years 37
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38 Teachwire.net/early-years
LAURA ENGLAND IS PRESCHOOL LEADER AT BLYTHE BRIDGE DAY NURSERY. FOLLOW @LITTLEMISS_EY
Here’s an idea!
Laura England finds artistic inspiration in nature study, unlocks the maths
in transient art, and encourages schematic play with treasure baskets…
Natural art
As many settings move away from ‘themes’, focusing instead on
seasons to extend children’s learning, I wanted to share with you how
I encourage my cohort to explore nature through art. Art is an
opportunity for self-expression and for children’s creativity to come
to the fore, and adding in objects from nature allows them to observe
and appreciate the natural world through different mediums.
I usually pick out one or two natural objects to focus on at a time.
We explore them in their natural environment before bringing samples
indoors to investigate further, often using them within our art – not
only for inspiration but also to make marks and prints with. Using
flowers as an example, not only can the children make their own
drawings of flowers but they can also paint with the flowers and create
transient art with the petals. Try adding coloured play-dough, buttons,
paints, paper and materials to allow the children to create freely.
Teachwire.net/early-years 39
ADELE DEVINE IS A TEACHER AT PORTESBERY SCHOOL & DIRECTOR OF SEN ASSIST.
Turn them
around
Sensitively redirecting a special child can transform negative
behaviours into positives, explains Adele Devine…
40 Teachwire.net/early-years
Case study
FINAL THOUGHTS
Picasso once observed that, “Every act of creation is first an
act of destruction.” When that tricky child arrives in your
class, don’t look at erasing their behaviours but think up ‘Theo the thrower’
creative ways to embrace their emotional or sensory needs.
What are they are getting from the ripping, the chewing, the
leaping or the throwing? Brainstorm with your team and find THROWING TOYS
a way to redirect them in a positive way. Theo was an anxious, preverbal
child and found transitions
USEFUL WEBSITES distressing. He would walk
Intensive Interaction – intensiveinteraction.co.uk to class calmly, but on arrival
Sensory Integration – sensoryintegration.org.uk would throw himself to the
ground and cry. After he had
calmed he would usually go
Case study
and sit by the box of bricks or train
tracks, and throw them across the room
one by one.
Teachwire.net/early-years 41
42 Teachwire.net/early-years
MARC FAULDER IS A FOUNDATION STAGE TEACHER AND APPLE DISTINGUISHED EDUCATOR.
Tech to
enhance
learning
Used properly, touch-screen devices can lend a new dimension to early
education – here are five quick ideas to prove it, courtesy of Marc Faulder…
TAKE A MOMENT TO THINK ABOUT THE ENABLING use Book Creator to author Maths Journals, recording their
environment. It’s a commitment from Development Matters maths language in multi-modal books. They use animation
that allows us to change the way we teach and the way apps to bring stories to life. We move our art work from
children learn. This is your passport for trying something new, physical to digital and back again, enhancing workflow with
and if that something new just happens to enhance learning, photography and movie making. Technology is commonplace
you’ve made a change for good. Think now of ways in which in our classroom and it enhances traditional ways of working
technology enables your environment. How has technology by bringing a new, previously impossible, scope to learning.
redefined the tasks you do and enhanced the way that you Not only does technology enhance the way in which we
work? Now take a moment to think about the ways you are learn, it is also a way to share our learning with our connected
redefining learning for your early years children. classes through FaceTime calls and video blogs.
Since 2012, I have been enabling our learning environment Here are some quick wins and ideas to enhance learning
with Apple technology, embedding apps into the curriculum with mobile technology and redefine some much-loved best
and redefining tasks with new ways of working. Children practices from the Foundation Stage…
WHAT TO DO
l Select ‘Freestyle’.
l Tap anywhere on screen.
l Select the green photos icon.
l Select camera.
l Snap your photographs.
l Select photographs and tap the
blue ‘tick’.
l Arrange photographs on screen.
l Tap the + and try out some
backgrounds or even add text.
Teachwire.net/early-years 43
2 3
they can capture their own story
Photo Booth Puppet Pals (FREE) settings from out and about. Imagine
(FREE, PRE-INSTALLED) Storytelling is the backbone of going to the woodland workshop,
Colouring in and drawing at your mark good Foundation Stage provision. We children capturing their story settings
making stations is commonplace, but centre so much of our learning around and using these images right away in the
how do you bring challenge to those a rich language environment which classroom to create their story. What
who continue to draw and colour? shows a love for books. Our children a way to bring purpose to writing too.
Show your class how to capture are always talking, developing narratives When watching their story back, children
kaleidoscope patterns in Photo Booth and adapting stories from their favourite can begin writing their story books.
and use these photographs to design structures. But how are we capturing
unique ideas for their colourings. their storytelling and what impact does it WHAT TO DO
Either let the children walk around have on writing? Puppet Pals is a simple l Select ‘start here’.
to capture these fascinating patterns animation app where children select l Select pre-installed characters or tap
from their environment or lay out characters and backgrounds to record ‘import own characters’ to use the
those loose parts to create some their own puppet show on screen. camera to photograph your own.
extraordinary images from the ordinary Working collaboratively, children move l Tap next and select backgrounds;
pattern making. their characters around the settings again, you can import your own.
This activity works well for festivals they choose and tell their authentic l Tap next and begin recording your
too, giving children their own pattern stories. What’s more, Puppet Pals makes puppet show.
to design a Rangoli-inspired art work or good use of the camera so that children l Remember you can photograph
traditional Chinese New Year lanterns. can add themselves into their stories drawings, artwork, models and real
Moving from digital to physical with art too. Puppet Pals redefines storytelling places you’ve visited!
work enhances design possibilities and as the nature of a mobile device means
helps children have their own ideas in
this area of learning.
WHAT TO DO
l Select Kaleidoscope.
l Use the camera switch button lower
5 Sneak (£1.49)
Sneak as quietly as you can to
capture that creature feasting on
left to turn on the back camera. your bait! This game is a physical
l Take photographs. challenge that makes use of the inbuilt
l Show photographs on screen or print microphone and camera to track
for design work. movement. If you crawl too quickly
l Try out the X-Ray you will scare the beasty away! Sneak
and heat filters is a great challenge for children who
too; they are great! need to practise gross motor skills and
also turn-taking. As an intervention,
Sneak will give purpose to practise core
gross motor skills by gamifying the
experience, and it also teaches children
how to be still. After all, the aim is to
capture the creature so you need to
hold still and be patient as your sneak
4
towards your prey!
Number Pieces (FREE)
It’s time to learn how to count, match numerals to quantity and count out WHAT TO DO
from a larger group. And it’s time to learn to do that up to 20! Number Pieces l Stand the iPad against a wall, at floor
gives children access to unlimited counters and counting frames to practise level, and open the app.
these skills, and features a pen tool for recording their mathematical ideas and l Select for the monster to ‘see’ you
customisable colours and counter designs. and/or ‘hear’ you (which enables the
Imagine giving every child on the carpet 100 counters each and asking camera and/or the microphone).
them to find different ways of making 10, or even 20. This task would be almost l Choose the difficulty level.
impossible before Number Pieces. There probably aren’t enough counters in l Select the bait for the creator.
the school for every child to have 100, not to mention the preparation this l A countdown appears, from five
would take. Number Pieces gives every child in your maths group the tools to zero.
they need to show what numeracy skills they know. l Move away from the iPad and hide!
l Creep towards the monster, as quietly
WHAT TO DO and carefully as you can. When you
l Use the left-hand bar to select counters in 1s, 5s or 10s. There are two colours of get close enough, tap the creature to
counters available for addition/subtraction activities. capture it.
l Use the counter grids to place counters in 5s, 10s, 20s, 100 squares. l The camera will take your photo
l In the bottom right there are options to change the colour or style of counter – in action!
you can even select ladybird and penguin counters!
l Along the bottom menu there are tools for mark making.
To read more from Marc, visit his blog
at enabling-environments.co.uk
44 Teachwire.net/early-years
Advanced. Powerful. Beautiful.
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Supporting
healthy homes
With the numbers of obese and overweight children on the rise, it’s
time to share the facts about food and physical activity with parents,
say Christine Dukes and Maggie Smith...
IN AUGUST 2016 THE UK Engaging with parents attitudes to physical activity and body
government report ‘Childhood weight, some of which will be influenced
However, just as every child is unique
Obesity: A Plan for Action’ was by social or cultural factors. There are
so is every parent, and this needs to be
released. It revealed that one in five economic considerations, too, and the
at the forefront of practitioners and
children are already overweight or knowledge of parents about healthy
teachers’ minds. Key to engaging with
obese before they start school, and lifestyle to consider. More general
parents is respect and, as far as possible,
that only one in 10 children aged two factors such as parents’ own level and/
a non-judgemental attitude, working
to four meets the UK Chief Medical or experience of education, English
from the premise that all parents want
Officers’ physical activity guidelines as an Additional Language or work
the best for their children.
for this age group. commitments can all affect attitudes
Every parent will have their own
The early years is recognised as a and their willingness, confidence or
parenting style and will vary in their
crucial time in children’s development ability to engage in school life.
and the importance of starting as It’s important, then, that
early as possible in a child’s life to practitioners and teachers use as wide
embed the knowledge and habits of a variety of methods and activities as
a healthy lifestyle is obvious. Much of possible in order to reach and involve
this will come from a child’s family life. the greatest number of parents.
However, with more and more two-
year-olds accessing free education USE EXISTING OPPORTUNITIES
there is an opportunity for early years l Use Prospective Parent information
teachers and practitioners to influence, or Welcome to Reception meetings to
support and promote healthy habits talk about promoting healthy eating and
through their everyday work, not only physical activity, and discuss the NCMP.
with children but also with their parents.
Practitioners and teachers l At parents’ afternoons or evenings
generally have daily contact with offer parents a chance to meet with
families from when a child starts at a health professional or school nurse
a setting right through to the end to discuss the results of the NCMP or
of Reception, and with it a unique healthy lifestyle issues. You could even
window of opportunity. A particular organise a short presentation repeated
focus on Reception comes with the at regular intervals.
latest initiative from Public Health l Invite parents to assemblies where
England. As children start a new phase children share what they have learnt
of education, Reception class teachers about healthy eating and physical activity.
will receive new ‘Our Healthy Year’
resources from Change4Life, designed l Posters and school newsletters are
to coincide with the National Child a great opportunity to give or pass on
Measurement Programme (NCMP) information. Change4Life often sends out
(see bit.ly/2ckoVcu). Our Healthy Year posters and leaflets throughout the year
includes a teaching toolkit containing with the School Fruit and Veg scheme.
ideas and activities to promote healthy Check out the Eatwell Guide and look at
eating and physical activity referenced portion sizes (see bit.ly/2gfN7zW).
to the EYFS and Early Learning Goals.
It also includes take-home resources USE PARENTS’ SKILLS AND TALENTS
and ideas for working alongside l Ask parents for healthy recipes and
parents to promote a healthier lifestyle send home a weekly suggestion in the
(see bit.ly/2dgtgBL). newsletter or collect them together to
46 Teachwire.net/early-years
2
the day, or a 10-minute exercise class
being read in class, such as Jack and FISHY FRIDAYS
for parents at drop-off.
the Beanstalk or The Gingerbread Man. With the recommendation
l Help to organise a parents’ social Teachers could send a set of discussion that children and adults eat two
evening with game show-style challenges, questions home – see bit.ly/2gFAHoG portions of fish each week, this
a ballroom dancing class or ‘old school’ for inspiration. would be a good start.
3
disco, or start a parents’ sports team. TURN-IT-OFF TUESDAYS
Final thoughts This might prove the
LINKING HOME AND SCHOOL With so much focus on weight and beginning of a less sedentary
Talking about healthy food and obesity the wider benefits to children lifestyle as laptops, iPads and TVs
physical activity can be woven into and adults of healthy eating and exercise are turned off for a set time to
many projects and activities within any are often overlooked. When speaking to make way for something different
setting. Sharing storybooks, shopping or parents talk also about the improvements and more active.
4
cooking in the role-play area, counting to concentration, health and fitness, WASH-A-CAR WEEKEND
or using money in maths sessions, sleep and the building of social skills and Physical activity doesn’t only
planting and growing outside, learning confidence. Highlight too the guidelines mean sports and games. Many
about our bodies or senses – the list for older children and adults so that the everyday tasks, such as cleaning,
goes on. Anything that links activities or whole family is involved. gardening and even running up
knowledge taking place in the setting to
the stairs, count towards the
a wider context is beneficial to children,
recommended three hours, and
as it allows them to see what they have
children love to help.
learnt applied in real-life situations.
It also makes parents aware and can
influence their choices and behaviour.
Activities are best kept to those that
are naturally part of everyday life, as
anything too time-consuming or costly
can exclude many families.
Encourage parents to think about
their family’s food, planning meals and
lunch boxes by suggesting they...
l Play the ‘What’s in the fridge’ game
Key to engaging
with parents is
respect and, as far
as possible, a non-
judgemental attitude.
Teachwire.net/early-years 47
Newborns
in nature
It’s never too early to take infants out into the fresh
air, explains Angela J. Hanscom...
BEING OUTDOORS IN NATURE for effective motor skill development. ‘FLOOR TIME’
offers children – including babies – an One of the first things babies learn to Spending time on the floor is essential
ideal environment in which to develop do is hold their head up and control for developing the muscles of the core
their sensory systems. In fact, the sooner their eye muscles. Carrying a baby and lower and upper body. As children
children are exposed to the outdoors, against your shoulder in a vertical push against the ground, they establish
the better their chances of avoiding position gives her the opportunity to postural control and develop a
increasingly prevalent problems with practise keeping her eyes and neck strong proprioceptive sense.
attention, balance, strength, coordination stable while you move. The more These become the foundation
or sensory processing... often you carry her in this position, for stability, effective gross
the more opportunities she has to motor coordination and
0–6 months master integrating the senses from later development of
Babies are born with great potential the eye muscles, the movement and fine motor skills. Placing
to adapt to sensory experiences. They gravitational senses of the inner ear, babies on the ground
already have most of their neurons, their and muscle sensations from the neck outdoors, whether
senses are intact and their bones, muscles in order to create a clear picture of the on a blanket or the
and ligaments are in the right places. world around her. This integration of the grass. enhances their
However, in order to start effectively senses is essential for developing the sensory experience
moving their body and making sense basic head and eye control needed for immensely as they
of the world, babies require frequent later looking and listening. can reach for blades
access to a rich and varied (but not of grass or shift the
overwhelming) sensory environment. IGNITING THE SENSES dirt around in front
Nature provides this for us in abundance. Children are born with eyes that aren’t of them. These
yet well organised. Nature offers sensations develop
TAKE A WALK an array of visual stimuli for babies and refine the
Newborns benefit from the sensory to observe without overwhelming sense of touch
input that accompanies being carried their visual system. As they stare at a in hands, feet
for walks outdoors. As a caregiver flower or a colourful leaf, they learn and other body
switches a baby from one side of her how to control their eyes without parts that have
body to the other, the baby experiences crossing them. They can also practise contact with the
varying gravitational forces. Not only tracking moving objects, like a butterfly natural world.
does this force the baby’s muscles and fluttering nearby or an ant making its
bones to adapt and get stronger, but way up an anthill.
it also stimulates the movement and Sounds in nature can be rhythmic 7–12
position senses. As you vary the position and calming, such as the crashing months
of a child, you move the fluid around in of waves, or alerting, such as the Play outdoors is essential
his inner ear, stimulating the vestibular high-pitched calls of a bird. All help for a growing baby. Varied
(balance) sense. Just like a muscle that children orient their bodies to the movement experiences are especially
strengthens the more it is used, our surrounding environment because important between seven and 12
senses become more organised the they hear a variety of sounds with months, but babies need to challenge
more they are stimulated. varying frequencies and from different their bodies, minds and senses by
As you carry children, you also give distances all around them. These exploring the world around them.
them an opportunity to push their limbs variations help them establish a strong
against your body, providing sensory sense of spatial awareness. Babies UNEVEN TERRAIN
stimulation to joints and muscles. This also respond to noises by turning The terrain outdoors is constantly
helps to calm children and lays the their heads to look at the source and changing, which challenges a baby’s
foundation for them to eventually be perhaps smiling or crying. Responding sensory system to adapt while he or
able to control the force and direction to noise is the first building block in the she is crawling and learning to walk.
of their movements, which is essential development of speech (Ayres 2000). The more adaptations required, the
48 Teachwire.net/early-years
This article is
an edited extract
from Angela’s book
Balanced and Barefoot
(£13.99, Little, Brown),
which explains why outdoor
play and unstructured
freedom of movement
are vital for children’s
cognitive development
and growth. Visit
littlebrown.co.uk
Teachwire.net/early-years 49
e
Furnitur
Maths
y
aginative Pla
Im
rt and Craft
A
Sensory
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your
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Use your
inf luence
Children embrace their educators’ attitudes and opinions, so don’t forget
to teach your kids to love planet Earth, says Juno Hollyhock...
SO – ANOTHER DAY AND ANOTHER Quite apart from feeling distinctly around them. I guess this isn’t rocket
priceless visit to a friend of mine who has sorry for this poor morsel of childhood science as far as all good teachers
four bouncy offspring at very interesting who had fallen out of friendship and are concerned, but how often do
stages of people-ness, in particular an was clearly somewhat down about it, I we use it as a tool for good? For
attentive five-year-old. But first... saw this as an example of how strongly example, if a teacher is keen to go
I am always amused by the way in children buy into the ethos, vision and outside, even if the weather is cold;
which some schools append straplines values of the teachers and school staff if they show an interest in the natural
to their names: once St John’s Primary around them. Whether or not they word around them – and if they are
School, now St John’s Primary School are darlings in the classroom, they do seen to value that natural world and
– Dream It! Believe It! Achieve It! Once still have a sneaking admiration for the they extol the benefits of connecting
Dunsthorpe Academy, now Dunsthorpe leaders of their educational experience with nature – will they instil in their
Academy – Delivering Excellence in and will often seek to follow them. pupils a love of, and respect for, the
Every Aspect of Our Learning Offer! This brought to mind a Cambridge world around them? Will they fashion
Once Moresdale Middle School, now University-led project we’re currently the minds of the future to be eco-
Moresdale Middle School – Specialising in involved with, which is exploring how to sensitive, environmentally friendly and
Technical Morphography for Tomorrow’s reduce sedentary behaviour in children respectful of our planet? And will that
Technical Morphographists. Okay, I at school. It has taken many months to in turn mean that life on Earth has a
exaggerate, but there are some funny work through the rigid requirements of better and brighter chance of survival?
ones out there, and I didn’t make the published academia to get to a point Just a thought…
first one up – just borrowed it from where we can actually get into a real
another school not called St John’s. school and test some interventions.
Many schools have also moved A Delphi exercise (bit.ly/2c0wCrz)
beyond their traditional ‘behaviour took about 20 proposed interventions
policies’ or lower key ‘ground rules’ (the and tested them to see which
latter almost always blu-tacked to the were the most well supported
classroom wall on a sheet of sagging by staff, parents, pupils and
flip-chart paper) to a more all-embracing health professionals. They
statement of values and beliefs. When I were weighed in terms of
visit schools and settings I am curious to feasibility, popularity (buy
see which character traits they include in) and those that they
in these statements. The most popular in deemed would achieve
my citizen science survey so far is ‘hope’. the most significant
Which leads me back to my outcomes.
five-year-old. She has clearly and Interestingly the
wholeheartedly bought into her school’s two interventions
vision and values, and during my visit that came out on top
was quick to apply this to an unfavoured overwhelmingly across
classmate. When asked why she didn’t all consultees were
get on with her, she held her arms out ‘Active lessons, including
in a gesture of abject despair: “She just lessons out of doors’
doesn’t have hope! There’s no hope and ‘Teacher-modelled
there! What am I supposed to do?” behaviour’. The first speaks
for itself, but the second was
really interesting as it reflects
LtL is a UK charity the experience with my five-
dedicated to enhancing year-old above.
outdoor learning and play All respondents – teachers, parents
for children. For services and and pupils – recognised that the
resources for early years values a teacher holds and how they
settings, visit ltl.org.uk behave has the power to influence the
way children think or view the world
Teachwire.net/early-years 51
Growing
green fingers
We all know that time in the fresh air is vital for small children,
but have you been cultivating your charges’ gardening skills?
It’s easy, says Samantha Tennant…
OUTDOOR LEARNING IS A KEY be adapted and enhanced by taking it
part of the early years curriculum, and outside (courgette leaves make amazing
that includes encouraging children hiding places for dinosaurs!). The tricky
to grow green fingers. Gardening, as part, especially for those less green-
opposed to simply playing outdoors, fingered, is making gardening part of
has many benefits, including the that adventure, so here is a list of things
development of fine and gross motor to consider. Tackle as many or as few
skills, understanding of mathematics as you feel comfortable with to add an
and science, patience and responsibility, extra dimension to your setting.
and plenty of opportunity for open-
ended questions. PLANTING EDIBLES
These are pretty self-explanatory
Don’t delay but you need to plan ahead. If your
The best time of the year to plan what setting is a preschool that will be
you want to do with the outdoors is closed for the long summer holidays,
during the autumn and winter. Use it’s best not to plant crops such as
these less clement seasons to clear strawberries, cucumbers or tomatoes
areas and see exactly what space you that are harvested then. Instead choose
have, and to install any hard landscaping potatoes or other roots or brassicas
you may need such as raised beds or that will keep until autumn, or lettuces
new paths. The outside space should and radishes that are quick to mature
be usable whatever the weather, so and can be picked in June. It is also
chances are you will need to work out worth noting that if you plan to garden
where you need to create shelter and in containers, somebody needs to water
shade, and what needs to be underfoot. them during the holidays.
Mobile storage is an easy way to utilise
whichever area is most appropriate. GROWING SUNFLOWERS
Have a look at the current permanent Great for learning about growth
features such as trees, fences, hedges, and decay as well as mathematics,
canopies and buildings. Can you use sunflowers start as a small seed and
them? Do they need repairing or finish up as a towering stem with a big
replacing? Would you be better off flower whose seeds will feed the birds
without them and is removing them in the winter. If you plan to grow the
feasible? If you just need a good tidy tallest ones they will benefit from being
up, power wash and replant but simply grown next to a (sunny) fence, so that
don’t have the time, see if you can get they can be tied in and supported. It is
a working party of parents and helpers also nice to put them near to a climbing
from the community together – the You can’t involve frame so little ones can follow the
flower heads as they get taller.
promise of tea and cake can go a
long way! children in the
DECORATING TREES
When the audit is done it’s time to
let your imagination run wild. There
creation of elements Try creating a topic tree – this can be
is no reason why the broad-brush of their environment a real, small one or simply a group of
artificial branches; the point is that
planning that goes on inside your
setting cannot be extended outdoors and then expect it can be decorated with absolutely
anything. Again, take your indoor
too. Experience has shown me that any
topic, theme or learning objective can
them not to touch or planning outside and use the craft table
interact with it. to make trinkets that tie in with your
52 Teachwire.net/early-years
bubble fountain or other feature with
no standing water.
ATTRACTING WILDLIFE
While worms, bugs and spiders are
not everyone’s cup of tea they are all
part of a garden and it is well worth
current learning objectives. Obvious
ARE YOU READY? themes are Christmas or the seasons,
keeping an area relatively undisturbed
with logs and piles of leaves in it to see
but everything from minibeasts to what moves in. At the setting I work in
Four tips to ensure you’re prepared
jungle animals works well. we are fortunate to have access to a
to garden successfully…
woodland area which the children love
PAINTING PEBBLES to explore, turning over logs to see
l Think about investing in a set Take literacy, numeracy and art outside
of overtrousers and jackets so what lies beneath. We also keep bird
by painting pebbles with children’s feeders topped up and can watch the
that you can access all parts names, numerals, spots, shapes,
of the garden whatever the visitors (birds and squirrels) from inside
minibeasts or simply a rainbow of whatever the weather.
weather. Gardening gloves can be colours. Large plant pots or saucers are
cumbersome but they are useful great for sorting them too.
for those children for whom dirty DEMONSTRATING CHANGE
hands are a barrier to learning. Summer is a time for instant gardening
SENSORY STIMULATION – planting a few tubs with bright annuals
l Don’t forget to include some A sensory theme to a garden is a good are a welcome boost, but things like
kind of seating area; children starting place when you are planning spring bulbs need to be planted in
struggle to observe change in the your space as it means you will get a bit autumn so planning is essential. Again,
environment unless they stop still of everything. You may want to start by this is something that every child can
for long enough, and everybody concentrating on just one of the senses easily get involved with and it is a useful
loves a den! and add more as the garden develops, way to demonstrate ‘change over time’
l Look out for poisonous or irritant or go for all of them in a sensory as once they get going growth is rapid.
plants; a quick internet search will corner. Bright colours from flowers
give you a lot of information about or ornaments can sit beside aromatic Finally, accept that you cannot be
what to avoid. herbs such as thyme, rosemary, mint precious about anything in your
l Little is constant in a garden, it and lavender. The latter are robust garden! You can’t involve children
evolves as plants grow and decay and hardy, will not mind being bruised in the creation of elements of their
with the seasons. It is useful to and will complement seasonal fruit environment and then expect them not
keep a perpetual diary to make a and vegetables. Mix in some different to touch or interact with it. Give them
note of what has been particularly textures, some spiky tufty plants, soft the opportunity to learn, explore and
successful or not, ideas for next wavy grasses and polished pebbles. nurture in a way that complements what
year and to remind yourself to do Sound can come from tall, swishy- they do indoors and you will have a
seasonal tasks. swashy bamboo or, if you are lucky, a happy setting!
Teachwire.net/early-years 53
OUCH! I NEED DANNY MCGEE THE
A PLASTER! DRINKS THE SEA LUMBERJACK’S
(Scholastic, (Hodder Children’s Books, BEARD
board book, £5.99) hardback, £11.99) (Bonnier,
Nick Sharratt’s illustration style is Andy Stanton’s irresistibly hideous paperback, £6.99)
probably one of the most imitated in literary creation, Mr Gum, has scooped Jim Hickory is a lumberjack, with the
children’s publishing – largely because it a string of awards and seduced huge obligatory plaid shirt, broad shoulders and,
is so brilliantly effective, with immediate numbers of early readers – both of course, big, bristly beard. Every day
and lasting appeal for readers – but as reluctant and otherwise – into his he gets out of bed, does his limbering-
any four-year-old will confirm, nothing bizarre and fantastically creative up exercises, devours a pile of pancakes
can beat the real thing. This sweetly universe. Now, splendidly, he has started and maple syrup, then heads out into the
reassuring story about a friendly nurse working with Hachette to produce forest with his trusty axe, where his job
with a case full of plasters for all kinds picture books, so that he can, in his is simply to chop down trees, burn the
of ouchies has been around for over words, “amuse, amaze and irreparably branches and leaves, and send the trunks
a decade and a half, and in fact, has scramble the brains of very tiny children downriver to the lumber yard. However,
already been reissued once before, indeed”. Neil Layton, no stranger to one day he gets back to his little log
but it’s as fresh and funny as ever, and the winners’ podium himself, is clearly cabin after a hard day’s manual labour
definitely worthy of its new incarnation an eager partner in this pursuit, and to discover a very cross bird at his door,
as a sturdy, ‘gift edition’ board book. together, the pair have come up with whose home used to be in one of the
Little ones will love the bright pictures a real riot of a story, told in breathless trees that Jim has just destroyed. She’s
showing how Nurse Ness is able to rhyming couplets and illustrated with somewhat mollified when offered a place
to live in his beard – but the next day it’s
make cut legs and bashed noses better; more than a touch of gleeful anarchy.
a porcupine who has been left homeless,
and practioners will relish the clever When Danny McGee boasts to his sister,
and after that, a beaver. Jim’s facial hair
use of names to emphasise rhyming Frannie, that he can drink the sea, she
really doesn’t offer a long-term solution,
couplets, and imaginative opportunities is naturally sceptical, so he demands a so he comes up with another idea. This is
to play with numbers from one to 10. straw in order to prove his claim. And a book with a kind-hearted hero and an
However, perhaps the most valuable as it turns out, swallowing the ocean is important environmental message that’s
aspect of the whole package for an just the start for Danny – from trees subtly delivered, but won’t escape your
early years setting is its marvellously to fleas, and mountains to jungles, not charges; Duncan Beedle’s prose is simple
cheery approach to inevitable and minor to mention the alphabet, numbers, and yet elegant, and his artwork beautifully
bumps and bruises; if children take the even poor Stanton himself, nothing is evocative, with touches of wry humour;
message on board, it really could make safe from Danny McGee’s insatiable the result is a book that is a pleasure to
life easier for everyone! appetite; or is it...? share, time and time again.
54 Teachwire.net/early-years
Reviews
BRAND
NEW
Three engaging titles
to add to your library...
There’s Broccoli in
my Ice Cream
(Bloomsbury, £6.99)
Granville is a
Dalmatian from
a proud family
of greengrocers
and gardeners…
which makes his
predilection for
sweet and gooey treats and general
dislike of fruit and vegetables rather
awkward, to put it mildly. Luckily,
he has a plan. A great story for
fussy eaters.
Teachwire.net/early-years 55
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Teachwire.net/early-years 57
H ANDS ON
TEY’s focus on educational resources and tools for business...
Bright Look
Planning
Contact:
thenurserypress.co.uk
Bright Look cuts out the need
for long planning sessions and
activity research in childcare
settings. Its planning packs are
working documents containing
Owl Track
everything you need to provide a rich and varied EYFS
learning programme. Lasting for six weeks, they contain
levelled, adult-focused activities and blank enhancement
formats. They are suitable for children from birth to Contact: owltrack.co.uk
five years and offer an affordable planning solution for
childminders, preschools and nurseries. Owl Track is a robust online system that manages children’s
Each pack starts with an exciting scenario designed to EYFS progress from their starting points. It provides relevant
spark children’s imaginations and develop their interests data for Ofsted, including cohort tracking, and is fully
within the theme. Over the next six weeks practitioners interactive with parents/carers. It’s quick and easy to use,
add to the planning and enhance areas in the room cutting out the need for paper assessments and printed
according to individual children’s interests and responses. photographs.
Owl Track can be accessed from any type of device with
VIEW FROM THE FLOOR an internet connection, including PCs, Macs, iPads, Kindles or
“Following our recent Ofsted inspection, we got any other tablet. Flexible pricing ensures affordability for all
‘outstanding’ in all areas and were sure that Bright Look setting types, and subscriptions are available on an annual or a
Planning helped us to achieve that” one-off, lifetime basis. Unlimited telephone support from our
Lyndsey McMaster, Manager, Arc Nursery experienced childcare team is included.
“Our staff costs have been considerably reduced since VIEW FROM THE FLOOR
using Bright Look. We fill out the enhancements as we go “We have been using Owl Track for six years and we love it.
along, depending on children’s interests, which has cut out It’s so easy. We produce individual plans that read as a story
the need for meetings out of the rooms.” and include observations, interventions and next steps.”
Kerri Hill, Manager, Fun to Learn Nursery Charlene Whitty, Nursery Practitioner
For more information, call 01582 616 621 or “Since using Owl Track and putting pictures on it and
07869 999 815. observations, I’ve had a much better understanding of the
EYFS. Owl Track is so easy to use; I know what my child is
doing at nursery.”
Shabana Khan, parent at Dallow Nursery
58 Teachwire.net/early-years
FirstSteps
Contact: firststeps.software
FirstSteps is a
comprehensive nursery
management software
solution, suitable for
any business, regardless
of size or structure. It
offers a comprehensive
package, but also has
the flexibility to be
customised to meet
specific requirements
in any organisation.
The company has
been established for
over 20 years, and
is now operational in
over 2,000 settings
across the UK, Ireland
and Middle East. Its
complete package
includes free expert
consultation, seamless
implementation, a full
training commitment
KCS Curriculum
and friendly, dedicated
after-sales support
service. Training is
delivered in a relaxed format by experts who will work at a staff
Contact: kcs4education.co.uk/early-years-resources
team’s pace. Sessions can be delivered online or face to face, KCS offers more than 15,000 products in its ever-growing
for individuals or groups. All data stored by FirstSteps’ software portfolio, all of which are available to order online today. It’s
is held securely on Microsoft Azure servers. team carefully select products for early years environments
that encourage exploratory play and skill development
THE FEATURES while stimulating children’s senses. Their curriculum experts
FirstSteps Manager understand the demands of early education, and the need
for resources to be both durable and engaging.
This system offers...
l Enquiry-tracking, waiting list and registration analysis
They offer a range of outdoor learning resources that
l Planning reports for future occupancy, room moves,
are ideal for the under-threes, with their crates and bamboo
set being a particularly popular resource. Working together,
starters and leavers
l Fee calculations, including free entitlement, email
children can learn to build with the crates and bamboo, and
then use water to explore its journey as it travels through
invoices and comprehensive financial reports
l A staff module, covering holidays, absences,
the pathways they have created.
qualifications and training.
VIEW FROM THE FLOOR
“The children in our nursery just love playing with the
FirstSteps Tracker
crates and bamboo. They work together to build up the
l Using EYFS Tracker, EYFS development observations can
crates and place the bamboo to create ramps to pour
be recorded easily on a tablet, producing comprehensive water down. It is great to see them pouring the water and
learning journals and progress tracking reports. watching it travel down the bamboo, then changing the
position of the bamboo so it travels a different path the
FirstSteps Monitor next time they use it. It really encourages them to observe
l This allows the recording on tablets of children’s attendance
and assess their structures.”
and daily activities, including meals, nappy changes, sleep
recording and bottle feeds. The apps link in with the
management system to show live register numbers and
review information before parents are notified.
Parent Link
l This enables two-way communication with parents,
allowing comments on information from the Monitor
and Tracker apps, contributions to learning journals, and
the ability to view current account status.
Teachwire.net/early-years 59
SEEN...
TEY’s look at the latest early years
tools, toys, books and activities...
GO PAPERLESS
Kinderly, is the award-winning early years app for recording early
learning journeys and sharing with parents. It enables childcare
professionals to securely record EYFS observations,
developmental progress and daily diaries without the
need for paperwork, and now includes a fully integrated
accounting and invoicing package. Going digital with
Kinderly will save time, storage space and stationery
costs, and allow practitioners to spend more time
with the children, have better communication
with parents and provide instant at-a-glance
information required for Ofsted inspections. Call
0800 689 1875 or visit Kinderly.co.uk
LIGHT-UP LEARNING
A fantastic range of light panels and resources are now
available through KCS – ideal for engaging children in
learning about colours and shapes when paired with some
exciting accessories. The light panels come with fold-up
tables, which are easy to store and, when put up, enable
the children to sit on the floor and play at the right height.
Visit kcs4education.co.uk/early-years-resources
60 Teachwire.net/early-years
PROMOTION
TABLE SERVICE
Leafield Environmental has designed the ‘Caterer’, a
new table moulded serving top for schools without
space to store large bespoke serving tables. Made
from UV-stabilised polyethylene with optional
anti-microbial additive, it’s easily placed on top of
a standard folding table, features rubber feet to
prevent unwanted movement and is stackable. It
also features four banner fixing holes for schools to
promote key messages/menu choices on the front
of the table, and comes in a choice of colours. Call
01225 816 541 or visit leafieldrecycle.com
Introducing Lipa
nurseries and primary school users.
For more information, call 0121
770 0593 or visit kiddiwash.com
Lipa Learning has been a catalyst in the educational
FREE ADVICE technology revolution since 2012, designing learning
apps for children. Now an international community
Time outside is crucial to early
of 70 plus educational experts, creatives, artists
development – it gives young,
and developers, it offers interactive books, runs a
growing children access to one of
preschool, and has created a comprehensive system
the most enriching environments
of development recognised worldwide. It tests its
in which to access key areas
products in preschools to get feedback from the
of learning, from language,
experts: kids! Its games
literacy and mathematics, to
are being localised into
PSED, physical development and understanding the world. Timotay
over 14 languages (both
Playscapes has a free inspiration guide to outdoor play spaces and
text and voice-over) and
play equipment, packed with innovative and engaging educational
have an additional focus on
ideas, which can help you bring your outdoor space to life. For your
supporting special needs.
copy, email enquiries@timotayplayscapes.co.uk or call 01933 665 151.
Visit lipalearning.com
Teachwire.net/early-years 61
ATL invests heavily in the
areas that matter most to you.
This issue...
64 INTEGRATING TECHNOLOGY
TEY profiles The Natural Childcare Company’s award-winning
Bentley Manor setting, where ICT is boosting learning and
parental partnerships.
67 ONLINE
LEARNING JOURNEYS
PACEY’s Theresa Johnson explains why less paper can mean
more engagement with mums and dads.
68 IN TRAINING
James Hempsall explores body language,
and setting manager Dan Sissons talks
behaviour training.
71 BUSINESS RATES
Christie + Co.’s Courteney Donaldson
offers advice on next year’s changes.
72 Q&A:
DEVELOPING
QUALITY
NDNA’s Jo Baranek
answers questions
on improving
early years
practice.
JAMES COURTENEY JO
HEMPSALL OBE DONALDSON BARANEK
is director is head of childcare at is Lead Early Years
of Hempsall’s Christie + Co Adviser at NDNA
Integrating Then there’s the fact that the
technology children at Bentley Manor
technology
access comprises a wide variety of
resources, including ‘defunct’ items
such as old computer keyboards,
cameras and hair dryers for children
to role play with, and simple buttons
in the baby room, inviting the very
I
youngest in the setting to explore.
t may have its own Early Learning Early Years Coordinator. “We need to “Technology is in their imaginations,
Goal, but ‘technology’ is still give them skills and experiences that in their free-flow play – even, for
regarded with suspicion by many in they can take with them for a lifetime. example, in their interest in pressing
the early years sector. Part of the We make sure that there’s a balance in the doorbell when they’re role playing
problem is that, to the sceptical, the whatever we do, though.” outside,” Victoria says.
term conjures up images of toddlers The balance Victoria describes is
glued to tablet computers – and with apparent in that while each of Bentley Supporting
burgeoning screen time at home a
legitimate concern, a determination
Manor’s rooms is equipped with its
own iPad, and older children can
practitioners
to make nursery a ‘tech-free zone’ is also access conventional computers, Bentley Manor’s focus on technology
at the very least understandable. What practitioners are well aware that it’s is not limited to educational resources;
such a viewpoint ignores, however, is not beneficial for their charges to be the setting has adopted a number of
firstly that ‘technology’ encompasses sitting at a table staring at a screen high-tech solutions to support leaders
far more than gadgets with screens, for long periods. Not that staff are and practitioners in their roles, and
and secondly that used appropriately, constantly having to tell children forge partnerships with home. In some
screens too can add value to children’s their time is up – Victoria points out cases this has simply involved utilising
learning experiences. that having such technology available freely available platforms – the nursery
Any setting seeking guidance on as part of the setting’s continuous makes extensive use of Facebook,
how best to approach technology provision helps to reduce its novelty for instance, both to connect with
would do well to look to The Natural factor, encouraging children to take parents and to recruit new members of
Childcare Company (NCC)’s Bentley advantage of the full array of learning staff – but in others it has required an
Manor setting. This nursery’s experiences made available to them. investment of time and money.
integrated approach to ICT and When children do access screen- Perhaps the most significant of
willingness to embrace technology as based devices, the technology is these is the nursery’s online learning
a tool for business earned it NDNA’s commonly used as a resource to support journal software. Accessed via
‘Best Use of Technology’ Award in learning and development, rather dedicated tablets located in every
2016, and the thought and care that than entertainment or distraction. So room, it’s a powerful system, but
has gone into ensuring the resources whether they are using an iPad outside one that’s used carefully – while it’s
and systems it employs have a to take pictures of something they have capable of generating children’s next
positive impact is clear. Co-Director discovered in the garden, or heading steps, for example, staff choose not
Tim Landreth sums up the attitude online to research Tim Peake’s trip into to use this functionality: “We don’t
when he stresses that The NCC isn’t space, there is a purpose to the activity. want a computer to do that because
interested in using technology “for we know the children in our care best,”
its own sake” – it has to offer value to Victoria explains.
staff, parents or children. What the online learning journal
does provide them with is a means to
store observations and track children’s
Expanding learning progress, and to share with parents
Based in a converted manor house in what their children are getting up to
Dorridge, Solihull, Bentley Manor is in a convenient and timely manner,
a sizeable nursery equipped to care thanks to a linked smartphone app.
for in excess of 100 children and set “It also allows parents to upload their
in more than four acres of outdoor
31%
own observations of children at home,
space. Judged ‘outstanding’ at its first which gives us a more holistic picture
inspection after opening in late 2013, of their development,” Victoria tells us.
the setting is far from focused solely “The feedback we’ve had from them
on technology, but staff do believe has been outstanding.”
that reflecting the vital role it plays
in society is important. “Technology Children aged With a host of options on the
market, choosing the right online
is naturally coming to the fore as it
evolves, and the world evolves with
under-five who learning journal required careful
thought on the part of management,
it – so if we’re really going to give the own their own with staff at all levels and parents
children in our care the best start in
life, technology has to come into that,” tablet computer. consulted as part of the process, but
the results have been worth it – both in
argues Victoria Fraher, Bentley Manor’s SOURCE: techandplay.org terms of parental engagement and the
64 Teachwire.net/early-years
Teachwire.net/early-years 65
Extremely secure: Highly rated customer New fully integrated “It offers everything
Rated A+ by SSL support - Includes live accounting and that Ofsted requires and cuts
Labs chat, email and 1-1 invoicing package
tutorials
out having to write out daily
diaries for each child.”
- Setting Manager
“Simple to use,
great customer support,
Register now for your free trial at: parents like it”
www.kinderly.co.uk - Childcare Practitioner
66 Teachwire.net/early-years
THERESA JOHNSON IS TRAINING AND DEVELOPMENT MANAGER AT PACEY.
Less paper,
more engagement
E
arly years professionals have a we have seen a real rise in digital versions stored online, ready to be
duty to share information with solutions, as more and more sent out to whoever needs them.
parents, to help support practitioners turn to technology –
children’s learning and particularly online and app-based l It’s easy to evidence your practice.
development. But last year a resources – to improve parental Online learning journeys also provide
PACEY survey highlighted that the engagement in their settings. While the an invaluable platform to show
burden of paperwork was the biggest thought of changing to a purely online Ofsted inspectors what you are
issue for a quarter of practitioners offering can be daunting, these systems offering children.
(see bit.ly/2fyR97y). have huge advantages in the setting and
We know that paperwork can be provide a platform for a more structured Supporting transitions
onerous, and finding time for and effective form of communication Children will experience a range of
information sharing and completing with parents and carers. Acknowledging transitions during their early years –
learning journeys is often a challenge. the learning and development that from moving rooms in nursery, to
But one of the commonly expressed occurs at home is key. changing key person and starting school.
concerns of parents who rely on The benefits of using online learning Childcare professionals have a vital role
childcare professionals is that they are journeys include: during these periods of change. Sharing
missing out on key aspects of their information, knowledge and
child’s development. After all, no one l Increased effectiveness and efficiency understanding with parents is vital to
wants to miss their child’s first attempts for businesses. These systems can save help support them and their child
at crawling or their first wobbly steps, or both time and money by removing the through times of transition. That
to be unaware that their vocabulary has need for cumbersome folders, manually knowledge supports the childcare
expanded whilst they are at work. So the writing diaries and printing reports. professional to meet the individual
importance of sharing information and needs of the child, and helps parents to
two-way communication cannot l All aspects of the learning journey are value and respect their role.
be underestimated. recorded in one web-based system.
Involving parents and carers from Practitioners can store all
the very beginning, using everything documentation for their setting in one
from induction, settling-in sessions place, helping them to share information
and daily chats through to the sharing and in turn build parent partnerships and
of resources, social events and heighten engagement.
information sessions, will help build a
strong relationship (you can find more l Enhanced communication with
ideas as to how to engage with parents parents. Online learning journeys can
in PACEY’s 30 Ways to Engage Parents provide mums and dads with digital
in Children’s Learning – see bit. updates on their child’s development, as
ly/2fvVN2W). But don’t forget learning well as their daily routine. By seeing
journeys – rather than simply being photos and videos, parents get an insight
a one-way record, they are an into their children’s daily activities and
excellent way of helping engage everyday achievements. Online systems
parents more actively and shouldn’t allow professionals to track the progress
be seen as a chore, more as a great of all children in a setting at a glance,
way to collectively celebrate and and create and share reports with
log a child’s achievements. parents instantly.
Kinderly is the award-winning early years app for recording and sharing learning journeys, allowing childcare professionals
to securely record EYFS framework observations and developmental progress, without the need for any paperwork. The
partnership between PACEY and Kinderly means that members can take advantage of an exclusive discount. Prices start at
£8 plus VAT per month – a 20% saving on Kinderly’s standard subscription fee. Visit kinderly.co.uk/pacey
Teachwire.net/early-years 67
1000+
words you say? We all use
a huge range of movements Get feedback
and gestures, and all Keep your distance.
have the capacity to Personal space is
strengthen, limit or even about one metre NUMBER OF DIFFERENT
harm our message. around a person, POSTURES HUMANS
Is your posture although this changes CAN PRODUCE.
positive, neutral or with cultural and gender SOURCE: publicwords.com
negative? If it’s differences. Be aware
positive you may have a and read the signs. you going to look and smile at the
direct gaze (not a stare), Often, if people feel person or people you’re trying to
a broad smile and a you’re getting too close, impress? After that it could be a
friendly style – enhanced they will move. But what if comfortable downhill ride!
by leaning forwards or they can’t move? Are they The problem is we don’t always have
placing your hands on looking uncomfortable? You the awareness we need, and we don’t
your hips, for example. In should move for them. often have the benefit of looking at
neutral, your gaze may be One major challenge is if ourselves in our day-to-day work. Video
the same, but your stance we’re feeling nervous or is one solution, but not all of us like to
and/or hands will be less uncomfortable, our body watch ourselves on screen. Feedback is
direct or confident, perhaps language can leak it. It can the next best thing. How about making
down by your side. This can freeze us to the point where all it the focus of your next peer
be appropriate for first the good practice we know just observation review? Ask a colleague
contacts and meetings, doesn’t manifest itself. One tip to look at your body language and
whereas positive posture is is to take a slow breath to relax feed back.
something to use once yourself. We’re usually at our
you’re more familiar with most nervous when we’re trying James Hempsall OBE
someone or you need to be to make a good first impression is director of
more assertive or – we all know how important Hempsall’s training,
persuasive. Both are better they are. The first five seconds research and
than the negative option: an are key, so have a five-second consultancy. Visit
indirect gaze, touching of plan. How and where are you hempsalls.com or
ears or nose (as if they’re going to stand, how will you follow on Twitter:
more important than your hold your hands, and how are @jhempsall
EARLY EDUCATION LAUNCHES LEVEL 4 CERTIFICATE ERIC OFFERS MANAGING CONTINENCE TRAINING
Early Education is partnering Key Times Professional ERIC, the Children’s Bowel & Bladder Charity is offering
Development to deliver a year-long accredited programme training in managing children’s continence problems this
at Level 4, starting in January 2017. The part-time course is April. The training, designed to give staff the tools they
designed to meet the needs of experienced practitioners need, and to dispel myths around toileting in schools, will
working with or leading provision for children aged 0–3, be delivered by Brenda Cheer, a paediatric continence
and is suitable for managers, room leaders, practitioners and specialist nurse and the coordinator of ERIC’s award-
childminders. Visit early-education.org.uk/certificate winning Nurse early intervention project. Visit eric.org.uk
68 Teachwire.net/early-years
IN TRAINING
Teachwire.net/early-years 69
DON’T MISS ISSUE 2 OF
NURSERY BUSINESS
Nursery Business is a magazine dedicated to guiding nursery
owners and managers through the challenges of operating an
outstanding early years setting.
teachwire.net/special-issues
You can view issue one at
EDITORIAL: ADVERTISING:
JAKE STOW SAMANTHA LAW
JAKE@TEACHEARLYYEARS.COM SAMANTHA@TEACHEARLYYEARS.COM
COURTENEY DONALDSON MRICS IS HEAD OF CHILDCARE AT CHRISTIE + CO.
BUSINESS RATES:
Christie + Co has provided valuable advice to clients within its specialist sectors for over 80 years. The business was
established in London in 1935 and has successfully expanded to provide professional brokerage and advisory services
throughout the UK and across Europe. As well as deal brokerage, structuring and financing, its professional services include:
valuations, consultancy, insolvency services, investment guidance, feasibility studies and advice on rent reviews, building
surveying, dispute resolution, rating and development.
Teachwire.net/early-years 71
JO BARANEK IS LEAD EARLY YEARS ADVISER AT NDNA.
Q&A:
Developing quality
QHow do children learn
effectively?
is knowing what your team’s
understanding and perceptions of
which to build, an educational tool
for you to use. You have to be more
A In order to learn effectively, quality are and finding a common proactive than reactive – think of your
children must be motivated, ground that you all work towards. learning environment and getting the
engaged and able to think for Teaching is not just for teachers; all best possible outcomes for your
themselves. Crucially, practitioners practitioners working with young children children. This means creating the
must know their children well in order are teachers. It’s important they are all correct environment and engaging
to facilitate this. Speak to parents in the aware of this and how to improve the the children in child-led learning.
QHow
first few weeks after a child arriving, quality of their interactions.
then observe them in order to It’s important because, firstly, can we reach our
understand what they like to do, higher quality teaching makes for goals effectively with
who they like to play with and where. better outcomes for children, as child-led learning?
A
Do they have any particular interests? practitioners are more responsive to Child-led learning is a balance
Do they dress up as superheroes or their needs. Secondly, there’s an between child-led and adult-led,
chat about Paw Patrol? Ofsted judgement about the and is different for each child. A child
Once you know what quality of teaching and what they
will lead their activity the way they
interests and motivates your are looking for – in other words,
want to, but you need to make sure
children, that’s half the battle. how you follow the EYFS and
you monitor the outcomes they direct
Then you can create the best what that means in practice.
towards. For example, you want to
QDon’t
conditions for them to be make cards with the children but one
engaged and excited in learning. we just
child goes outside and finds a spider’s
need to follow
QWhat is quality the EYFS, then? web – discuss and explore this then
suggest they use that in their art work.
early years
teaching, and why
is it important?
A It’s not just
about
following the
Use what a child is interested in and
adapt that to your own activities.
A QHgroup
Quality is very EYFS but also ow can you teach a big
subjective but it’s taking ownership if you are child-led?
of it. The EYFS is
A
about teaching children
a framework on A group of 10 children won’t
effectively. A key part of this
want to go off in 10 different
directions with an activity, but try to
incorporate the overall theme of
your activity into what they
want to do. Let children
have their own autonomy
over the activity. It takes
time to build confidence as
a teacher, but it will bring
great outcomes. Know the
theory but be prepared to
make it work in practice for
all children.
QWlearning?
hat is scaffolding
72 Teachwire.net/early-years
FINANCIAL CONCERNS:
WHAT TO
EXPECT IN 2017
Next year will see a number of pressures on the costs
of those operating nursery settings. Here are six areas
that will have a direct impact on your budgets in 2017...
75% 1 INFLATION. The low level of inflation we benefited from in 2015 and
the first half of 2016 is forecast to double in 2017 to over 2.5%.
Proportion of nursery 2 NATIONAL LIVING WAGE & MINIMUM WAGE. The National
Living Wage for employees aged 25 and over was introduced in
workforce qualified April at £7.20 an hour. The Minimum Wage (employees younger than
25) was increased in October this year. In April 2017 both the National
to Level 3 or above, Living Wage and the Minimum Wage will be increased at the same time,
down from 83%. meaning a twofold impact on salaries.
QHOfsted
ow can we persuade
of our quality? 5 ENERGY & FUEL. Although there has been some fluctuation in
costs in 2016, it is clear that these will increase in 2017, particularly as
Teachwire.net/early-years 73
“Can’t we all
just get along?”
No, says the Secret Practitioner – it’s natural to
fall out with our colleagues sometimes. It’s how
we manage it that matters…
ALL RIGHT, HANDS UP WHO HASN’T and we can sort anything out if we try I’ve also seen new employees
had a tiff with a colleague at some to. No, from personal experience, the suffer from a lack of communication.
point. I imagine it’s a more or less reasons for most arguments and Rookies are often thrown straight into
universal experience. We might be the fallings-out that I’ve seen boil down to the job with very little instruction. It’s
friendliest person in the world, but it’s one of the following: common for practitioners to struggle
still impossible to like everyone. It’s in their early days, and this can often
best to just admit that it happens from 1) Lack of communication be perceived as ‘not trying hard
time to time. We’re stuck in a room 2) Difference of opinion on enough’. If a new staff member doesn’t
with other adults for maybe eight or best practice seem to be pulling their weight, make
nine hours every working day and we 3) Personal issues. sure you give them clear guidance on
have to put up with them. Inevitably, what they’re meant to be doing.
tensions will arise. But what can we do Some settings will try to resolve They’ll probably appreciate your help!
about it? Even if it’s natural to hate issues by simply shunting feuding Another common cause of tensions
our colleagues’ guts once in a while, an staff from room to room, but to me in settings is a difference of opinion on
early years setting can’t possibly this doesn’t seem a good way of how things should be done. There are
operate with practitioners on the resolving problems long term. And very few absolutes when it comes to
verge of starting World War III. there are a number of things any taking care of children, so different
To create better practitioner can do to avoid the above practitioners will have different ideas
staff relationships, problems and develop the best on how things should be done. Perhaps
first we have to possible working relationships with there might be a disagreement over
identify the their colleagues, none of which are how to deal with a misbehaving child. I
reasons why staff exclusive to childcare. talked about communication earlier in
fall out with one The first thing to bear in mind is the article and here that’s relevant
another. In the importance of communication. again. Two mature adults having a
most cases I Tensions often arise when conversation about an issue ought
don’t think practitioners aren’t operating on the to be able to mutually agree on the
sheer malice same wavelength. Perhaps one staff best way forward. Other factors may
is a factor. member prioritises a certain activity – help reach a decision, such as a
We’re a let’s say keeping the children occupied setting’s official policy or guidance
lovely – whilst other practitioners may feel it from management.
bunch more important to clear away plates The last cause of arguments is
after dinner. I’ve seen situations like personal problems. I am talking about
this create tensions, perhaps even a issues not directly related to the
perception that one staff member setting, perhaps an argument that has
is just playing with the children taken place outside of work hours.
and not bothering to help out Staff are bound to socialise with one
with the cleaning. Of course both another; it’s normal and often helps to
tasks need carrying out and the strengthen staff bonds. Unfortunately
workload can be shared between this will sometimes lead to fallings-out,
staff, but the best way to do this is to and there’s nothing management can
communicate about what is being do about it. When this happens, it’s up
done. A simple “Can you set up an to the staff themselves to get
activity for the children whilst I clean together and sort it out.
up?” can do wonders! If there is We’re all adults, we’re all childcare
continued debate about the division of practitioners and we have to be as
labour in the room, drawing up a jobs professional as we can for the
rota will help. children’s sake if nothing else.
74 Teachwire.net/early-years
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