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  1. Today
  2. I agree, I watched similar programme a few years ago also called "secret life" same channel and it was so obvious that it was all set up situations and totally unfair on the children - and frankly felt it was for the amusement of the adults rather than anything really serious being undertaken. Decided I would not watch anything of a similar sort again.
  3. Glitter Ban

    My Deputy was being very earnest about this at this morning's session - will have to have a good, hard think about it (sometime soon)
  4. Hmm - I also have issues with this programme - I am not at all comfortable with these 'experiments' that are planned to result in children becoming distressed in the name of entertainment......... A real 'fly on the wall' documentary would be far more interesting and entertaining
  5. I saw one of them, it wa the one mentioned above, and decided that I was not happy with the way children were being used in set up situations some obviously set up to fail.. I see there are more programmes but did not watch any of them.. I felt it really was nothing to do with secret life of these children, more a set of tasks / situations for them to be filmed in.. I wondered what was the benefit to these children..and what did they gain from it..
  6. Glitter Ban

    But at those prices out of reach for everyday /playgroup use.. Suppose food grade would be too..
  7. Good afternoon sm15852, Welcome to the forum and well done on making your first post! A quick Google search will pull up a very wide range of literature and case studies which you may find useful. You might also find some useful pointers in this Forum article published last year The Historical Context of Outdoor Learning and the Role of the Practitioner. Hope those help you get started, we'll look forward to hearing how you are getting on - don't forget to report back!
  8. Hi I'm doing my dissertation on parents and teachers perception on forest schools. In my literature review I'm going to talk about how the idea of forest school came about and how its different from the Danish Model. I'm thinking of going into schools in the U.K (bristol) and conducting interviews with parents and teachers and gets their thoughts about forest schools and the benefits they have for children? I'm struggling with getting literature. Can anyone recommends books/articles I should look at for provisions of outdoor play and forest schools? Also probably a long shot but if anyone can get me in touch with schools in the U.K where parents and teacher would be willing to talk to me about what their experiences of forest schools and how important they are for their children that would be amazing?
  9. The recent screening of the Channel 4 programme 'The Secret Life of 4, 5 and 6 year olds' has sparked considerable debate in the media over the last few days. The title of the programme suggests a 'fly on the wall' approach where the camera merely shows what the children got up to when out of the adults' gaze. However, it seems that the programme staged some situations which caused anxiety to children and allowed the 'reserarchers' to provide commentary on what they were seeing. That situations were 'staged' means that the 'fly on the wall' approach is not wholly accurate. Michael Rosen has addressed this in his blog: "Thursday, 9 November 2017 Unethical TV programme: Channel 4 'Secret Life of 4,5 and 6 year olds I watched episode 1 of this series of the 'Secret Life of 4, 5 and 6 Year Olds' on Channel 4 and since seeing it have become increasingly disturbed. Some context: when our students (most of whom are teachers), doing the MA in Children's Literature at Goldsmiths, conduct research with a class of children they have to fill in a rigorous ethics form, which is intended to ensure that children are not in any way endangered or distressed by the research. The guidelines are in 'Ethical Guidelines for Educational Research' published by the British Educational Research Association. The programme claimed from its title that it was revealing the 'secret life'. In fact, it was a series of experiments on the children, in which situations were set up, sometimes putting the children in conflict with each other and on one occasion creating a situation in which it was likely that some of the children would be scared. Needless to say, the contests or competitions were presented to the children as fixed and rule-bound according to the rules set by the adults - a mixture of the people running the nursery and the academics who watched what happened on video, making comments. Remember - the claim being made here is that these contests showed the 'secret life' of these children. In fact, it showed the children responding to fixed rule contests devised by adults in order to show that one or more children would be distressed by losing. In fact, it emerged that the child in question was probably more distressed that he didn't win the prize than actually losing. Educationally speaking, what is a TV programme doing telling children that if you answer some questions right, you win chocolates? Or, worse, if you answer them wrong, you don't get chocolates! In the aftermath of the contest, the child in question cried and seemed to be uncomforted for a while. Then we watched while the experts discussed why and how the child was distressed without any commentary on the fact that the whole situation had been engineered - unethically - by the researchers. Later in the programme, they set up another experiment which caused the same child distress. They showed that the boy knew a lot about dinosaurs. They asked him if he was scared of dinosaurs. No he wasn't. Then a man dressed as a 'keeper' brought in on a leash, a 6-7 foot tyrannosaurus rex (with someone inside). The boy was clearly scared. This was presented to us as revealing that in some way or another the boy was dishonest about his real state of fear. This again was clearly unethical and at the same time absurd. The more we know about T-Rex the more scared we should be, especially if grown-ups surround us with nonsense of notions that dinosaurs co-existed or still co-exist with humans! So the little boy cowered and - again - was distressed. What was all this for? What did it prove? Who benefitted from this 'research'? All it did was assert the right of adults to limit the choices of children, set up situations in which it could be predicted that one or more children would be distressed. This was done for our entertainment, showing us...what precisely? That grown-up researchers are clever people who know how to make 4 year olds cry? Of course there are programmes that can be made about the 'secret life' of young children. All you have to do is set up situations in which young children can discuss things, make things, play with things, plan things. To be fair to the programme, we did see scenes where children played in the home corner a couple of times, but these seemed to be interludes between the real 'knowledge' of the programme in these adult-led experiments, with predictable outcomes of conflict and distress. What is particularly worrying is that two academics were involved in this, sitting as it were to one side, commenting on and laughing at what the children were doing. Excuse me while I say something extreme. On many occasions in the history of psychological testing over the last 120 years there have been experiments conducted on children and adults. Some of these have been unethical and at a distance, we can easily see how monstrous they've been, with terrible consequences for the participants. Sometimes we scratch our heads and wonder how could people calling themselves psychologists have done such things? I think the answer to that question lies precisely in the way this programme was set up and carried out: the children were treated as if they were fodder for experiments, with no volition, sanctity of the person, no sense of their potential, no sense that an experiment could open up new possibilities, new educational insights. In fact, the educational value of the dinosaur experiment was precisely the opposite: it was educational rubbish from several perspectives at the same time. If anyone reading this runs an education or psychology course, could I please recommend using this 'documentary' as a perfect example of how not to run educational or psychological research?" You can follow Michael Rosen's blog here: MichaelRosenblog Did you watch? What did you think?
  10. We are doing our old favourite this year....Whoops a Daisy Angel. (Not the whole book) In the past we did a Christmas around the world performance, with all the children dressing up in traditional native costumes....the Aussie hat with corks on sticks in my head and still makes me chuckle.
  11. Glitter Ban

    I knew someone would have covered this already! Eco glitter
  12. Granny Gift!

    Can't go wrong with a calendar - you don't have to have the tiny calendar booklets now either! Alternatively, what about a mug? Some of these are quick and easy - all you need is a photo (could be a photo of some 'loose parts' art - then your children can be as creative as they like and you can use the resources over and over again - we took pictures of artwork children had made using mini whiteboards as a base. You could take a picture and write a little message underneath each one. Bit of a faff, but effective!
  13. Glitter Ban

    Not sure on accuracy as not checked this out yet but an interesting read.. http://www.plasticpollutioncoalition.org/pft/2017/9/6/microfibers-the-plastic-inside-us
  14. Glitter Ban

    Indeed, not something I had considered either. I wonder if there is a more eco-friendly version?
  15. Would any of you consider a glitter ban, considering what it is made of now and the amount of pollution it could cause when used in the quantities it is.. Putting together all settings it would be a considerable amount.. Sky News - Nurseries ban glitter over pollution concerns I had not really thought about it until now..
  16. Might have to let you off the c word zigzag, I had a sudden flash of panic as I realised ours is only 3 weeks away and we’ve done nothing about it, we’ve done the same version of a Navity play for donkeys years ;-), i also hate narrating it and live in hope every year that mice have eaten the costumes whilst in storage so we can cancel lol, I’ve been known to send the shepherds off to visit baby Jesus and he’s still on the floor behind the curtains :-/ it lasts all of 10 minutes if that and then we sing a few Christmas songs, often think I’d like to try something different but always leave it too late, so can’t help with an alternativeit’s really, it’s only committee/parent pressure that we keep doing it at all. Good Luck
  17. Yesterday
  18. Secondary teacher in ratios?

    Each individual person will have their own training/experience which may or may not make them want to work with any particular age group - but teachers are not essentially defined by one age range and are able to move across phases. That's what QTS confers I guess. Cx
  19. SORRY in advance for mentioning the C word! Just wondering if any of you do an alternative Christmas play/nativity? We always do a various form of the traditional nativity but would love to do something a bit different that perhaps weaves in characters that the children actually like to dress up as (Frozen, super hero’s etc). I like to have a play that rhymes as I personally find it easier to narrate that way.(Its my worst nightmare every year narrating the nativity) but I am not very imaginative in my writing, just wondering if anyone has anything like this that they would be happy to share? The other thing is, we only have half the usual amount of children this year with only 12 children! So are a bit limited. Would be interested to hear what others are doing. 🙂
  20. Granny Gift!

    Picture frame blanks? - the children could decorate however they wanted and add a drawing /photo/painting ?
  21. Last week
  22. Secondary teacher in ratios?

    But the knowledge and understanding needed to support young children's development and learning is so different from that needed for teenagers!
  23. Secondary teacher in ratios?

    As far as I know, they are a qualified teacher and as such qualified to teach any age range. I am 3 - 7 on my degree but can teach in secondary if I wanted to!! I've worked with secondary who have gone to primary and vice versa. Cx
  24. Granny Gift!

    During a parent group meeting re fundraising some parents asked if we could make a Gift for Granny, which Parents could then buy......... As we do not like Fluffy Duck activities can anyone think of something 'saleable', unique and quick!! We have 30 children!! Think I might prefer the old jumble sale.... : /
  25. Videos

    Ahh thanks both will get back to you Matt re error message - we use an iPad,Samsung and a Lenova tablet!
  26. Secondary teacher in ratios?

    Indeed, I've emailed Gill Jones. I'll let you know what happens
  27. Secondary teacher in ratios?

    I would be very interested in this as we have a secondary teacher and we treat as unqualified.
  28. Appraisals

    We do one appraisal and one appraisal review (when we go back of the 'to do' list from the appraisal) so that we don't leave it a year before someone reminds me that they wanted to do a particular course! We have as many supervisions as we want - any member of staff can trigger them with any other member or staff or management team to talk about anything - it's worked really well so far. The Statutory Framework does not specify the number, nor the nature of supervisions - only what they should cover. We also have regular peer observations which helps with some of the practice aspects of the supervision. 3.21.Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement, which encourages the confidential discussion of sensitive issues. 3.22.Supervision should provide opportunities for staff to: • discuss any issues – particularly concerning children’s development or wellbeing, including child protection concerns • identify solutions to address issues as they arise • receive coaching to improve their personal effectiveness
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