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Rebecca last won the day on November 17

Rebecca had the most liked content!

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About Rebecca

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    FSF Education advisor and Forum content editor
  • Birthday 27/02/68

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  • Your interest in Foundation Stage education
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  1. Watch this space .... I'm writing a guide with instructions and things to think about to help steer your thoughts - we can't ignore it, but we can definitely help you make it manageable. Hopefully we will have something on FSF site by the end of the week. Panic not friends, we're on it
  2. The Enormous Turnip - behind, in front, at the front, in the middle, at the back, under (the ground) etc
  3. Course Summary The short courses below support practitioners to use psychology to promote positive behaviour. The training will explore psychological models, case studies and real life examples to increase knowledge, skills and confidence in supporting children and young people with a range of different needs. Learning Outcomes: You will be able to: • Gain specialist knowledge to understand the area of need. • Apply this knowledge within a problem solving model. • Understand the role of the adult in facilitating change. • Use real life case studies and examples to enable application of learning in your setting. Who should attend? All modules are suitable for early years staff and staff from school and college settings. There is also a £10 discount, per session, for delegates/settings who book two or more modules When booking please use the relevant name of the specific module as listed below. A focus on: Relationship and Attachment Needs Thursday 1 February 9.30am - 12.30pm A focus on: Emotional Regulation and Impulsivity Monday 19 February 9.30am - 12.30pm A focus on: Language and Communication Needs Wednesday 7 March 9.30am - 12.30pm A focus on: Social Communication Needs, Including Autism Wednesday 28 March 9.30am - 12.30pm A focus on: Sensory Needs and Processing Thursday 26 April 9.30am - 12.30pm A focus on: Motivation and Engagement Tuesday 22 May 9.30am -12.30pm A focus on: Resilience and Wellbeing Wednesday 13 June 9.30am - 12.30pm Prices for each of these modules Southampton City Council maintained schools £75 Subsidised price for Southampton PVI Early Years & Childcare £55 Academies, free schools and other organisations £90
  4. We provided some of the statistics for this article through the FSF survey we ran a couple of weeks ago
  5. Updating Policies

    Don't forget to let your parents know if there have been updates to the Statutory Policies
  6. Welcome to the forum oldbear (incidentally one of my favourite Jane Hissey books!) and well done on making your first post I agree with what the other posters have said - you need to speak to your local authority regarding the funding. Also, if there isn't a social worker involved with this family I would be thinking "What are my concerns about this child?" "What would my concerns be if I didn't know mum has mental health issues?" I'd be making an 'intital contact' call to your local authority safeguarding team and discuss it with them. From a safeguarding point of view, this child needs to be 'on the radar' and from what you have said if they are not already, the family need a little support. Good luck! I'm going to move this post into a different forum area so that more people comment!
  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. 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?
  9. Glitter Ban

    I knew someone would have covered this already! Eco glitter
  10. 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!
  11. Glitter Ban

    Indeed, not something I had considered either. I wonder if there is a more eco-friendly version?
  12. Secondary teacher in ratios?

    Indeed, I've emailed Gill Jones. I'll let you know what happens
  13. 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
  14. Copyright Law

    This is a debate that rumbles on. Nursery World reported back in April about the difficulties some providers were having with the licensing agency for music. I haven't heard of copyright licences for audiobooks or CD Roms but perhaps someone might be able to enlighten us? In the meantime, if you are worried, I would contact your insurer and ask for details of your legal advice line. This is usually part of your insurance and provides free legal advice from solicitors. When you call them, you give them an idea of your issue and they find an expert who will call you back and talk you through it. If you did this and made a record of the conversation and the outcome you would have something to fall back on if you came unstuck another day. Sorry not to be more helpful
  15. Assessment throughout the setting

    Ah I see! I have moved your question into the Tapestry area of the forum - you might get some other ideas from other users there! In the meantime, you might find some tutorials helpful. If you look at tutorial numbers 53-65 you will be able to look at each separate piece that you have raised in your question. You might also like to have a look at this recording of a webinar that talks about showing progress for individuals Or, there might be a webinar coming up that you could book onto (they're free if you join one we have already planned) Finally, here is an article about observing and assessing using Tapestry which might help: Observation and assessment walkthrough Get back in touch if you need more help