The EYFS recognises the role of childminders as a significant provider area and it binds together the core elements of care and education. The EYFS is part of a paradigm shift in recognising that early years is now the biggest and arguably the most important 'key stage' (EYFS could be seen as 'Key Stage Zero' for 0-5yrs; KS1 5-8 yrs; KS2 8-11 yrs; KS3 11-14 KS4 14-16yrs) in education, providing the basis for the next eleven years of formal education. Some would argue that this shift is more in words than actions at this point in time as the resources provided for primary and secondary schools do not seem to match those available for children in the Early Years Foundation Stage. Many argue that the government are expecting an awful lot more without giving anything in return. There is understandable anger as the government consider a rise in registration charges whilst simultaneously expecting childminders to raise standards by implementing the EYFS. The government seem to want to have their cake and eat it, in so far as conditions of funding require high quality early years provision from 8am until 6pm, but at as cheap a rate as possible. Many childminders have asked me questions along the lines of 'when do I have the time to plan properly, reflect, evaluate, make and file away the observations if I want a happy work-life balance'. It is a similar story for early years staff in settings, although they often have a team to support them and do not work in isolation as some childminders necessarily do. Something may have to give a little in order for childminders to stay in business, and if this means passing the cost onto parents, it may have to be what happens. However, if we keep the bigger picture in mind, viewing progress as a long learning journey and invest our hopes in the future as the early years workforce is given more recognition and professionalized, the pressure for funding will grow and the money will eventually come. In the meantime it would not be unreasonable to consider charging a little more to meet the costs involved (both in terms of time and resource) in meeting the requirements of the EYFS. Childminders are an innovative committed and incredibly resourceful workforce who manage such challenges and dilemmas on a daily basis, in very creative and positive ways. But are you the kind of person who looks at a glass of fresh orange juice or bubbly and says 'It's half empty'or 'It's half full'? Yes, I can hear you chuckling and telling me, 'Well that depends on what's in the glass!' Well it may only be orange juice at the moment, but it's the better thirst quencher of the two and is less likely to give you a headache, even though it's not quite as exciting as bubbly! As the two combine, the 'Bucks Fizz' and celebrations will come in time. A negative or cheerless attitude can damage and erode, but a cheerful, constructively critical and problem solving approach can move mountains. 'Where there's a will, there's a way!' as my granddad always used to say. If we look at some of the 'fizz' first; the EYFS could be seen as an opportunity to add an 'extra string to your bow' as Liz Baryram (Chief executive of the NCMA) writes. She feels that working towards accreditation with an approved network, or by taking some of the various courses offered by local authorities or approved CACHE centres will help to build and expand skills, specialise in a particular area of interest such as SEN, whilst also being a personally rewarding experience, and it could also help attract parents to a childminder's services. The EYFS can also be seen as a supportive, user friendly support package to dip in and out of for ideas and resources. The CD-ROM provides information on how to support children in specific ages and stages of development. All you have to do is play around and navigate the disk yourself first (adults can still learn so much through play and experimentation too!). There is a helpful 'How to Use' section on the disc which is a good starting point but you will find lots more information accidentally too by playing and clicking around haphazardly too. Try clicking on the orange hexagonal flower, choose an age and stage, an area of learning such as 'Communication, Language and Literacy' and a focus such as 'Look, Listen and Note' and you will find that a wealth of support pops up on screen from video clips, sample and blank planning templates, resources, research and curriculum links to specific guidance about the kinds of things you should be looking for, listening and noting down in that particular area and for that particular age range. Used correctly, it's quite like working alongside a reassuring, sometimes inspirational and informative colleague who is bursting to share some great ideas with you. Even if your ICT is a little shaky, so much can be discovered accidentally by playing around with the CD-ROM once you pop it into your computer. Once familiar, you can find things you are looking for instinctively, but there is such a wealth, breadth and depth of information packed into it that it could surprise and amaze you for quite some time. I have asked several childminders for their initial opinions and what they find are the most and least useful aspects of the EYFS. These were their responses; Childminder 1: I find the language a bit heavy as it seems like teacher talk to me. I don't use the practice guidance because it's a bit daunting, so I like the cards and the poster the most. The same with the statutory guidance, boring but because there's legal stuff in there I've forced myself to go through it and highlight things I know I need to do - like take the children outside each day. I live in a block of flats so this is a pain for me, especially on a wet and windy day, but unless the weather is dangerous, I have to do it now. (p.35) I've put the poster up just inside my hallway on our display board and it's provoked lots of questions from my parents. This has given me the chance to talk about all I do for the children in my care and I think the parents are quite impressed and didn't realise just how much there was to it. The poster really gets across all the different aspects we juggle as childminders and puts into words and pictures, at a glance, so much that I find hard to get across. Childminder 2: I laminated all of the cards and put them into a folder so that they will last longer and are easy to flick through whenever I get a chance to look at them. Card 2.4 'A Key Person'for the theme 'Positive Relationships'is my favourite because there's a picture of a little boy and his dad who look very familiar. I get lots of anxious mums saying that they feel like their son/daughter is more attached to me than them. So when I read the challenge and dilemma point "Reassuring parents who may be concerned that children may be more attached to staff than to them" it really made me think about what I do and say to my parents to reassure them and whether or not that was enough. The card really helped me to reflect on my practice and think 'yeah I do that really well, I'm happy' or 'I need to work on that... what else can I do?' The questions on the cards really help you to focus on one area at a time and give you practical ideas in the 'Effective Practice' boxes. Childminder 3: Quite frankly, when I was given the EYFS pack I was scared and thought 'Oh my goodness am I expected to read and do all this with the children in my care?' until I went on an introduction course locally and was shown which parts I could cover, how I could cover them and which were realistically my responsibility. Like the Early Learning Goals... I don't have to worry about my children achieving them (they are only 6 months, 2yrs and 3yrs) they are just working towards them so I just have to juggle and think about how to make activities appropriate for all three without breaking my back! I didn't think it was possible until I met up with other childminders and staff from early years settings and was taught how to 'differentiate' one activity to suit all ages. There are good books like 'Finger Play & Rhymes'which even do this for you." (Baby and Beyond - progression in play for babies and children Finger Play & Rhymes paperback published by Featherstone Education' ISBN 1-906029-01-6). I thought it would be useful to ask one childminder what they did for a typical day so that we could link it to the EYFS to see how much childminders already do and cover, so that most effective practitioners can be reassured that only a few tweaks, here and there are needed. Using the practice guidance I have highlighted just some of the 'development matters'points (similar to stepping stones) and early learning goals achieved or being worked towards by the children during the day's activities. A day in the life of cheerful childminder 3 Wednesday (the day her mum pops in to help as a retired teacher with a current CRB check): 7.30am children are dropped off. Amy aged 6 months, Cory aged 2yrs and Hannah aged 3yrs. I meet and greet the children and their parents who share any information about each child's general health and well-being (a disturbed night = potentially tired child. Mrs. 'S' drops off cough mixture for Cory with consent form for me to administer with his snack.) Parents settle their children with my help, either on self chosen activities and games or via distraction techniques with teddies musical instruments and toys etc. Amy stays in her pram until she has had her breakfast. 8:30am Hannah helps me to slice a banana into a container ready to take on our trip to the park. She watches as I fill one beaker and one bottle with water, holding tightly onto her own, asking 'Can I do it?' Hannah fills her own beaker with water to take to the park. We all put hats, scarves, wellies, coats and gloves on. 9.00am -10.00am After Amy's nappy change we all walk to the park saying hello to a postman along the way, spotting dogs, cats and birds too. An ambulance goes by and we cover our ears. Cory points at a seagull and says 'quack quack' which reminds me we have forgotten the stale bread to feed the ducks with. We pop into the bakers who has some from yesterday. Cory points at the cakes saying 'snack snack.' Hannah laughs and repeats "snack snack quack quack" over and over giggling as my mum can't resist buying us all a gingerbread man. After we have played together, eaten our banana and drunk some water, fed the ducks, walked around the pond we head home. 10:00 - 10:30 We enjoy our gingerbread men listening to the nursery rhyme CD and Amy munches on a rusks. I read the story of 'The Gingerbread Man.' 10:30 - 11:30 Amy plays on her front and back in the soft area with a variety of mobiles low enough to look at and reach for whilst on her back. When held by my mum she enjoys watching her own reflection and gurgling away in the mirror. Then she is rocked in the baby chair and falls asleep after activating a variety of sounds, lights and music on the bar across her rocking chair. Meanwhile Cory mixes yellow and red paint with fingers, hands and sponges onto a gingerbread man shaped piece of white paper. He delights in this and makes five of these. Hannah attempts to cut her own gingerbread man out, gets frustrated so I help with training scissors. She chooses to use fingers, then a thick paintbrush to mix orange like Cory onto her three gingerbread men. 11:30-12:00 Cory sleeps whilst Hannah plays 'Rainbow Fish' (her favourite ICT programme). Amy has nappy change and a little play with Spot, the soft toy dog she loves. 12:15-12:30 Amy is collected and I give some written but mostly verbal feedback to each parent about the day inviting them to bring in their own versions of The Gingerbread Man story to share. 12:30-5:30 Afternoon activities including some television and rest time for Cory and Hannah. 5:30-6:30 I make notes on children's achievements for the day and enter into their 'Daily Diary' leaving space for photos or work. I reflect on the day using the children's interests or events to help plan for tomorrow. Once dry I put their work up on display for them to notice as they arrive in the morning. This is briefly just some of the learning which can be matched to the EYFS from such a day. 7.30am The themes of A Unique Child and Positive Relationships are being promoted here through the two-way sharing of information about the child's health and well-being. Development matters points/stepping stones such as 'seek to be looked at and approved of' and 'feel safe and secure within healthy relationships with key people' (PSED) may well be achieved as children are supported in making the transition from parent/main carer to key person. 8:30am Hannah is showing 'an increasing independence in selecting and carrying out activities' (PSED) as she slices the banana. When she fills her water beaker she achieves 'enjoys filling and emptying containers' (PSRN). She is also using 'simple statements and questions often linked to gestures' and has 'the confidence to speak to others about her own wants and interests' (CLL) as she asks to fill her own beaker. As she counts to 4 Hannah is using 'some number names and number language spontaneously' (PSRN) and although she may not yet be aware of it, such routines and preparatory activities implicitly convey the 'importance of keeping healthy and those things (water and fruit) which contribute to this' (PD). As they all put hats, scarves, wellies, coats and gloves on the children are being helped to 'gradually gain control of their whole bodies' and 'manage their own bodies to create intended movements' (PD) They are also showing 'a desire to help with dress' and maybe Hannah being the eldest can already 'dress and undress independently' (PSED) 9.00am -10.00am I can imagine Amy 'anticipating food routines with interest' at breakfast and being 'soothed by warm and consistent responses from familiar adults (childminder/key person)' as her nappy is changed (PSED). Walking to the park has endless learning opportunities along the way. Saying hello to a postman helps the children 'become aware of themselves as separate from others' (PSED) and 'uses a single-word utterance to convey simple messages' (CLL). Spotting dogs, cats and birds achieves 'loves to be outdoors and closely observe what animals, people and vehicles do' in (KUW) also 'show an interest in the world in which they live.' As Cory points at a seagull and says 'quack quack' (even though he does not seem to know yet that a duck is different from a seagull and birds are just one big group to him) he is 'using single-word and two-word utterances to convey simple messages' and he shows 'interest in playing with sounds, songs and rhymes' (CLL). At the bakers Cory points at the cakes saying 'snack snack.' Hannah laughs and repeats 'snack snack quack quack' over and over thus achieving 'show awareness of rhyme' and 'continue a rhyming string' (CLL). Whilst playing at the park the children are 'learning social skills and enjoying being with and talking to adults and other children' whilst also 'developing confidence in their own abilities' (PSED) as they use the equipment. They will be learning how to move with 'confidence, imagination and in safety' (PD) whilst also 'seeking to make sense of what they see, hear, smell, touch and feel' (CD). 10:00 - 10:30 As they enjoy their gingerbread men listening to the nursery rhyme CD they 'begin to move to music, listen to or join in rhymes or songs' and possibly 'join in singing favourite songs' (CD) and as the story of 'The Gingerbread Man' is read they may be beginning to 'maintain attention, concentrate and sit quietly when appropriate' (PSED or can 'listen to and join in with stories, one-to-one and also in small groups' (CLL). Without detailing the whole day in this way, you can still see very easily, how simple everyday activities and routines can be linked to the EYFS. Much of the content is already very familiar ground for those childminders working with the Foundation Stage and they will already have been aware of the requirement there, to show evidence of their planning. Instead of juggling three documents (Birth to Three Matters, Foundation Stage Guidance and the Welfare Requirements) you now only have one more user friendly pack to refer to. There is also plenty of other guidance and support you can access in preparation for EYFS becoming statutory in September 2008. 'Active Learning' is an NCMA resource which supports childminders in recognising the valuable work they are already doing with children and helps plan for children's further development. It explains the cyclical nature of observing, planning and assessing children and the all important 'next steps' for them in relation to what they have already achieved. Even if those 'next steps' are for the children to stay where they are a little while longer to reinforce and consolidate particular skills by revisiting in a variety of stimulating ways. There are useful templates ready to photocopy or adapt to your particular style coupled with a comprehensive explanation of each learning area and accessible examples of typical activities a childminder may already do to support them. Jumping ahead to 5.30-6.30: "I make notes on children's achievements for the day and enter into their 'Daily Diary' leaving space for photos or work. I reflect on the day using the children's interests or events to help plan for tomorrow. Once dry I put their work up on display for them to notice as they arrive in the morning." You may ask, 'After such a long hard and tiring day with the children why do I need to bother with all this observing, planning and assessing business? I'd rather channel my energies into providing stimulating activities for the children tomorrow!' This is a key shift in the EYFS and OfSTED will be looking for reflective practitioners who can evaluate their practice and provision in order to better meet the needs of the children. The childminders I asked the 'Why?' question to, came up with these answers: To discover their (children's) unique qualities and talents. To learn more about what the children are interested in. To discover more about why and when children do something by having knowledge of development through observing what they do. To understand what children are trying to tell us by observing and seeing things from their point of view. Observations are crucial for helping us to reflect upon our own practice and the impact it has on children. We can plan appropriate resources, trips and SEN provision if needed. We can evaluate their needs. I can plan their next steps. What they do one day gives me good ideas for the next. We can extend their experiences. We can facilitate their learning more effectively. We can keep parents informed. We keep ourselves up to date and on our toes... being in 'the comfort zone'can be lazy and dangerous. It helps us to provide an holistic service. 'Next steps' for the children (such as encouraging Amy to feed herself more independently at breakfast because she's beginning to grasp the spoon for herself) are vitally important even if it means revisiting the same activity over and over again to reinforce and consolidate a skill or for the pure love of learning and enjoyment of a particular activity, game, story or song in itself. 'Next steps' do not always have to mean 'move on' or 'extend learning' (although this may be appropriate for some children) - they can also mean revisiting certain skills in very different ways. For example you can learn how to mix colours using food colouring in water, mixing paint with brushes, fingers, hands and toes or by using Play-Doh and plasticine. Next steps for Cory could be looking at books and posters about birds both fiction and non-fiction or singing 'Old MacDonald' to learn appropriate animals sounds etc. Hannah may enjoy some capacity play in the sand and/or water tray/sink or bath filling various containers and so on. Early years educators have a huge responsibility to positively shape children's attitudes to learning in their most formative and vulnerable years. They have to make sure that the experiences children have and that they expose them to, are going to help children's fast growing brains to make vital connections. Research tells us that by the age of two, our brain has twice as many synapses and uses twice as much of our body's energy as an adult's brain. When our brain fine-tunes itself, it strengthens connections we use and prunes away connections we don't. Our wiring starts to become permanent. This is when we learn to speak and understand language. During our early childhood years neurons in our brain's language regions wire themselves into a thick tangle of interconnections. After this spurt, by the age of 6, learning new languages becomes harder. Adults can still learn languages, but most will never master them as well as children can. Neuroscientists can now describe what happens in the brains of children diagnosed with developmental disorders whether they are inherited gluts and surfeits of particular chemicals, or faulty neurological structures in particular areas, it is clear that an overwhelming majority of connections between neurons in the human brain, together with the chemicals that enable those connections, are created during childhood and are affected by children's earliest experiences. How can we ensure that exposure to a variety of rich learning experiences is safeguarded for the children in our care so that we cab better facilitate these early connections? The EYFS is certainly one way forward and provides many answers. So, are you a cheerful childminder who is ready to embrace the EYFS in the spirit it was intended for the sake of the children, ready for an uphill but rewarding and worthwhile struggle or are you a cheerless childminder who is disillusioned and ready to fall at the first hurdle? if it's the latter, hang on in there and access all the support you can - it should get easier as Local Authorities, training teams, support networks, resources and other support systems focus on implementing the EYFS.
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