Travelling Fellowship: Research study in New Zealand and Germany

[WChurchill]

Fofofola ‘ae fala (Lay the mat out)

A little bit hairy getting across Auckland today as my sat nav decided to have a day off! Coupled with no internet on my phone it was a little bit stressful. All good once I found the bridge and the visit was well worth the stressful start.

The setting today was a total immersion Tongan speaking preschool. Its roots are in the church community which I gather is the impetus for many preschools. It has been in existence since 1989 with a church steward initially leading it. Initially the staff did not have any qualifications with the first teacher being the Sunday school teacher but not a qualified teacher. In 1993 the first teacher to be qualified arrived. It has been difficult to employ Tongan teachers as many live on the South of Auckland but at the moment it is fairly steady. This is the only Tongan immersion centre on the North shore. There are currently 3 qualified teachers (one being the headteacher) and one in training. There is also an administrator. The setting is licenced for 35 children but there are currently 26 on roll. The children are aged 2-5 and all play together and thee is free flow in and out.

 

Funding comes from the ministry to Auckland Manakau head office and is then distributed to the preschool. The preschool will give a summary of what and why they are asking for additional money if the need it. The children are asked for a donation per week of $40 (20 pounds) for 2 year olds and $15 (7.50 pounds) for 3-4 year olds. This could be still difficult for some parents and payment is optional. The PTA are very active in fundraising. The children are in the setting from 8.30 until 3.30 but most leave by 3. Teachers leave by 4.30.

 

When I arrived all the staff (3) and children (15) were soon sat on the mat (Fofofola ‘ae fala) and sang songs in Tongan and sang the NZ national anthem in Te Reo. One of the songs they sang was a number song and there were numbers and letters in the environment. Although it is a Tongan speaking setting there is some Maori spoken as it is the second language in NZ. It was explained to me that some schools have bilingual settings and that Te Reo (Maori) can go all the way through university.

The majority of the children go to the local school. When the younger children are asleep the transition group is set up. The children are encouraged to hold a pencil properly in a fun way. They are encouraged to write their names. Numbers too ‘…are important.’ The primary school work closely with the setting and have asked that all they want in academic terms is for the children to be able to hold their pencil properly. The primary school is very supportive of the language immersed children.

 

I looked through the learning stories with most of them written in Tongan but will be written in English if appropriate. They are not yet online as many of the parents have no internet access. The setting use ‘comic life’ to write the stories which looked very easy but effective. The children’s speech was in speech bubbles and apparently it was very easy to insert photographs. The stories are shared informally and at the weekly staff meeting where the next steps can be discussed. Interestingly, ERO will make sure the nest steps are addressed. It is felt the stories are for parents to help them understand the child’s play and learning. It is felt that the stories are not too lengthy as it is really important for the parent’s to read them and they may be put off by lengthy documentation. The stories follow the same format, i) write what the child is doing/the teacher sees ii) Learning review, what they have learnt and may link to TW and iii) What next. All the staff follow the same format. Parents can and do add to the journals and some stories are group stories.

 

There is a planning book that includes potential ideas and may also highlight what has happened that day as a record. The book will also have the planning for the week of what is to be set out. Planning is largely interest led e.g. an interest in dinosaurs let to a trip out and subsequent opportunities provided in the nursery. Similarly children saw butterflies on the trip and there was an interest in painting their own when they returned. This is done in case a member of staff is absent. Each member of staff have 7 children’s portfolios to look after and they each have a list to ensure completion of the journals. There are usually four staff, two in and tow out with 1 in each team being the floater who might do the nappies etc. Sometimes an activity will be set up that the children can choose to do and the floater will manage the rest of the class. Professional development is paid for by the setting. Recently the team have had training on writing learning stories by a Tongan lecturer.

The staff were so welcoming and very happy to share their practice. It was touching how generous with their time they were. It was lovely to hear the songs being sung in Tongan to the children as they had their nappies changed.

 

Thank you so much to Mele and the team for a really lovely morning. And thanks to Tafili, my escort for Aut and the lovely banana cake too!

[FSFRebecca]

I've never heard of anything other than the children's centres where creche facilities were provided for parents while they undertook education classes

[WChurchill]

Photos from the Tongan setting. I forgot to mention the crockery was put out to help the children to be gentle with resources and it has been very successful. The basket bags were to hold the learning journals and I really liked them. Also I liked the saying lay the mat out so I had to get a photo of it!

[FSFRebecca]

Using the crockery in this way is such a good idea - from your photos they look 'adult size' or are they smaller? I could do this in my setting - I can see how it would teach children to be gentle and careful. I also like the irrigation system for the plants - I wonder if we could do something like this with our drain pipes and water play - holes in the drain pipes maybe? so that when children poured water in it flowed down but 'sprinkled'.

[WChurchill]

Hi Rebecca. The crockery was adult size brought in from home by a member of staff.

Great idea I thought and they found it successful.

 

 

It came out of love. Its the people who make it. (Quote from today). Also a member of staff told me a Maori Proverb that was very fitting of the setting,'What is the most important thing in this world, it is the people, the people, the people'.

 

Sat at the computer in AUT, I got chatting to Linda (Chaplain) who told me abouta setting that her family run. It is historically for the people of Tokelau (Pacific Islands) but all children are welcomed. There are 1500 people living in Tokelau and there are

approximately 7000 Tokelauans in NZ.

 

I felt you could feel the history and philosophy of the setting as soon as I went in. Ithink to understand the commitment to the children and indeed anybodyincluding me)

visiting the setting then I think it important to explain the settings unique history.

 

I met the very first teacher (photo) who taught in the community nursery hosted by local parents in their garages. It began with Tokelau Pacific Island Church members who

recognised the need for an ethnic specific language facility. It wasrecognised that

mums/parents gave love and this was an arena where they could meet with their children or help their grandchildren. A learning environment for the children was paramount but with parents very involved. This then moved on toa rundown hall, which was still

self-financing with the community very much in support. Fundraising is on-going.

Dedication and vision ongoing too. Towards the end of the 90s they arrived at an

abandoned hall where they are today. It is just undergoing another beautiful extension. Many of the staff are directly related to the original founders; the current centre

manager and the chef. There was a real feeling that leadership is key. One head teacher had to leave home at 5 in the morning to get to the centre and was also studying. In

the early days, the original visionaries (Feagai and Foai) had to sleep on mattresses on the floor,in order to protect the building and her contents from thieves. I spoke to

the current head teacher today, Maria (who came in on her day off) along with a group

of volunteer teenagers (during their school holidays), to help unpack some newly received resources and help with the clean-up. This culture of service in the leadership was

recognised regarding her dad (Foai -the centre manager) who has been awarded the Queens Service Medal for his work in the community. The centre is seen to be founded on

Christian principles and the centre is seen to be the childs second home.

 

There is now a team of 12 and all the teachers are qualified to diploma or degree. All staff wear the traditional kie lavalava (similar to a sarong) which you will see in the photos. The men were too shy to let me take a photo of them.There can be 100 children once the extension is ready but currently the max is 50. There are 3 casual children

who do not have a permanent space but can come if any other children are off. I havent experienced this in England. There is abusiness manager who has come to help her dad

with the developing project and bring her digital age knowledge. There is also a head

teacher who actually changed her schedule to stay behind on her day off to spent time

with me at very short notice. There is a board with 11 people including the centre

manager, 3 parents, finance manager and head teacher. The youngest aged child they take into the setting is 8 months but currently the youngest is 10 months. The children can

stay until they are 6 but in NZ the trend is in keeping with the other settings I have seen to go to school as soon as the child is 5. They are licensed for 10 children under 2 yrs old and 3-4 staff are assigned to them. The staff work withthis group of children on a rota which is changed monthly. In school there is a new entrant class and year

one when ready to go in.

 

Funding comes straight from the ministry and all children are funded. All food is

provided and it costs $30 (15 pounds) a week for over 3s if they do an extra 10 hours

over the funded 20 hours. It was quoted that the government want 97%

(approx) ofpre-schoolers in settings but I am unsure what age from. The children can attendfrom 7am-6pm Monday to Friday.

 

I asked if compliancy/formality changed the philosophy in any way and the answer was a resounding no. It was seen as necessary to get to the next step. Care and love are

still very much at the heart of the practice. I thought it interesting that when the

Samoan school was being established next door, staff from the centre went over to help and worked with them developing their learning stories. Inherent in Tokelauan culture

is the value of unconditional love - giving without any expectation to receive. The

centre celebrates all major celebrations and all Pacific language weeks as well as

Maori New Year was still very much present.

 

The centre is viewed by staff as another type of family environment. I was told about adoption as there is enough love to go around. For example if I went to Tokelau then I

would be adopted and looked after. There is a culture of wanting everybody to do well. This was clearly evident today as they were keen to help me in my research.

 

When the children sat down to eat they said a prayer in their native language. Ilooked at the display of Tokelauan crafts that older relatives had come in and made. I enjoyed the stories associated with the artefacts. I was interested to hear about the

transition group the homework group who are the children who would be leaving soon to

go to school. They go to the local school every Friday and they also have time together when the younger children sleep.

 

For me, this setting highlighted how a strong community can be successful in achieving their mission. It is interesting to see how the children, staff and anyone connected tothe setting are cared for. My panikeke [fried doughnut] was delicious by the way! The motives are compassion and care and I do wonder if this can get lost in England with anoutcome driven philosophy.

 

If you want to learn more of the setting, Mataliki Tokelau Akoga Kamata then you can

visit www.mataliki.co.nz

Edited July 24, 2016 by WChurchill

[mrseahorse54]

Hi Ged

Finally got around to joining the forum to see what you are up to. I am interested because I know that what is being demanded here in the UK for our very young children is damaging. I know that there is excellent provision in settings around the country but it is not enough. It is worrying to consider the long term harm to well being that is going on in many settings. I attend moderation clusters that make my blood boil, yet it goes on. So I follow you with interest. Your work looks fascinating and awesome.

[WChurchill]

Thank you for replying. I have found things to be do different here. I hadn't expected it. The view of children, staff and parents is not the same as back home. Thought provoking!!

[Cait]

Thank you for replying. I have found things to be do different here. I hadn't expected it. The view of children, staff and parents is not the same as back home. Thought provoking!!

I think I want to be adopted and work there!

[thumperrabbit]

Do they have an equivalent of Ofsted inspections and LEA inspections?

[WChurchill]

The have ERO here thumperrabbit. Very different to Ofsted. Supportive and developmental. The kindergarten associations are also very involved so it is not just a one off inspection.

[FSFRebecca]

Can you get hold of the ERO criteria? - that would be interesting to see in terms of 'quality' judgements

[WChurchill]

I will Rebecca. I've had a few discussions about ERO. Will get back to you. My understanding is you know before they cone what they are looking at. 3 points of focus. One being a general focus for every kindergarten, one ERO decide for setting and one of the setting's choice.

[FSFRebecca]

I will Rebecca. I've had a few discussions about ERO. Will get back to you. My understanding is you know before they cone what they are looking at. 3 points of focus. One being a general focus for every kindergarten, one ERO decide for setting and one of the setting's choice.

Great thanks - this sounds similar to other countries. I have heard, anecdotally, that settings are reluctant to share their 'point for focus' as it makes them look like they know they're falling short in an area but haven't tackled it. Personally, I think it shows strong self-evaluation and if there is a robust development/action plan in place I would see that as a strength rather than a weakness.

[WChurchill]

Hi Rebecca and anyone who is interested in ERO Reviews. I think it is section 6 you want.

 

http://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/

 

I think preschools share positives too to show strengths.

 

Self review is a big part of the process

 

http://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/

 

Here is a link to a very well placed kindergarten which I think will would be similar to Ofsted's outstanding. I visited this excellent setting (and others) and in my understanding once again they are not outcome driven. The child and teacher are competent and capable and learning is a social process of interaction.

 

Let me know if you need any more info. I'd like to hear your thoughts.

[WChurchill]

Brainwave Trust

http://www.brainwave.org.nz/

I have been trying to get in touch with the Brainwave trust in New Zealand for quite a while as I receive lots of information through their sharing of research on Facebook. It was fortunate indeed that a friend and fellow fellow managed to arrange a meeting with the executive director. The trust work mainly with under 3s often putting policy into practice. I have copied here their opening philosophy which is on their introductory page of their website. Like trees, children need strong foundations.

A tiny kauri seed floats on the wind and then settles.

It has the genetic potential to become a mighty sheltering giant of the forest, but it needs warmth, moisture, light and space in order to thrive.

Strong kauri trees put down deep roots that anchor them firmly in the soil and prevent them blowing over in storms.

In the same way a human baby has the potential to be many things.

Loving, responsive care when they are very young provides a strong basis for children to grow and flourish.

Soothing, secure relationships encourage a child to be resilient and strong in the face of difficulties.

The people close to them make up their world.

 

You can make a real difference.

 

We started our discussion about the brain being 85% developed by the time a child is 3 years old. I was also intrigued to hear that there is rapid brain growth too for adolescents. The trust have been looking at wide ranging research with one literature review ’Behind the Headlines: Early Childhood Education and Care’ by Keryn O’Neill focusing on the negative and positive outcomes on children the longer they are in non-parental care. It was mused that 2 year olds particularly needed that attached person. We discussed the high under two ration here of 1:5 and imagined what it would be like for a parent with Quinns to manage the care on their own. We discussed ERO’s own findings that under 3 care in settings is not good enough. Looking at interactions for 2-3 year olds, it was found that 60% were classed as not good enough.

I was signposted, to ‘What about the children’ which is a UK charity. It publishes research on its website. I think it is well worth a look. It has links to specialist organisations and encourages campaigns for those children who cannot voice their own needs. The blog is an interesting read too.

 

http://www.whataboutthechildren.org.uk/

 

I really appreciate my time with Sue today and I am now looking forward to learning more about the ‘What about the children’ Charity.

[WChurchill]

I thought it very interesting that AUT teach a Montessori and Steiner unit in their teacher education

programme. Having many Irish relatives whose children attend Montessori nurseries, I always feel quite

ignorant in this area. Hence, I jumped at the chance to attend one of the Montessori classes with Steven and 3rd year students on early years teaching degree.

 

This was my first introduction to the method so it is really a sketchy understanding. My understanding was that it is very much about watching the child find their interest. It was refreshing to hear it is ok to make mistakes as I feel our current system works on achieving pre-determined criteria. I felt the philosophy aided the teacher to not underestimate a child so they can extend the boundaries naturally without the limitations of a predetermined goal. They discover for themselves on their own journey. Interaction with the teacher is very skilfully enacted and is generally encouraged at teachable moments. Relationships then seem to be significant. Individuality is something that I value and like to see.

The children work for 3-hour work cycles. Here again is something I like to see to enable the child to get fully involved in their work without being interrupted. The child can come back to the project later. I remember being frustrated when children had to put their work away at tidy up time to stop for

phonics etc. It was felt in the group that outcomes for Montessori taught children are very high. I was told about a school in Wellington that starts the Montessori method in early years and then continues

through to Secondary school.

 

I was there for the discussion about the work the students had done that morning with a set of

materials. The materials I understand rely on senses which encourage questions. Importantly it was said that the children/students know it is a safe environment where they can push themselves. I sometimes feel that the education system in England is opposite to this as it is essential to reach predetermined outcomes. I found the topics that the students chose for themselves engaging and the reasons for the choices were diverse. One choice was because she thought it was safe as she know something around the topic but then it was not so safe! One person was working with the periodic table resources, another the human skeletal system. I struggled with the idea of not meeting predetermined knowledge and used quadratic equations as an example so Stephen went to find the resource that facilitates learning for this! The discussion developed to being on the edge of knowledge and really wanting to learn. It was said that the atmosphere in a Montessori classroom is more tolerant, heartbeats are down and a sense of calmness. This is quite different to some of my experiences of stop start timetables in early years settings with

the disruption to learning and stress that this can bring.

 

The session was so much fun and the passion from the teacher and students was 100%. Ive posted some

photos so hopefully you will get a sense of that too. I am left with the thought of the teacher as a

facilitator, the child having much potential which is maximised by the method, self-motivation is

apparent and respect for ones own learning paramount, a desire to learn and push oneself in a

supportive and calm environment.

 

I will leave you with a statement that one of the students who was explaining the method said,

 

two bananas and two bananas is not four bananas.

 

I got it after a little thought! Let me know if you do?

 

Thank you so much Steven and the students in the Montessori class at AUT.

[WChurchill]

I was grateful for AUT for hosting an evening for staff teaching on the early years teacher training degree and local settings to have an discussion about assessment in early childhood education. Interestingly I was going to get straight into my PowerPoint but Sue, the programme leader asked everybody to introduce themselves and to say what they wanted from the session. We then all joined in a traditional song led by Yvonne. This was after we had all had fun with the Cooke Island dance outfits.

 

I asked about the learning stories and why they do them. It was an honest answer to hear that one of the reasons was because it is a requirement. This is something that resonates with home sometimes. Other reasons were that

1. you are paying a little more attention the individual child
2. having more time for one child
3. Parents enjoy them
4. Part of the teacher’s reflection
5. Really get to know the children
6. Children see ownership
7. Able to revisit
8. Give a sense of context – the child can travel with context
9. Can connect with child and families e.g using the child’s home language
10. Useful for planning
11. Child self-assessment
12. Child will ‘go more deeply and revisit the memory

 

My journey so far has been interesting to note that settings appear to have their own reasons for writing learning stories and then what they do with them upon completion.

 

I did a presentation about assessment in England but recognising that practice and protocols vary widely. I showed an example of a tracker and I heard a member of staff immediately noticing it had a huge about of pages. I discussed the Early Learning Goals, which appeared to be anathema to the discussion group. I explained one common practice of a timetable where young children will do sessions in phonics etc. I could feel the puzzlement in the group and one person asked about the rights of the child. The consensus of the child as having rights and being capable was a feeling that I was getting. The English stepped approach was contrasting with the web like view of the construction of knowledge which is a richer and more complex process.

 

And there lies the contrast for me. Te Whariki for me has different view of the child, teacher and knowledge. For me then, what do I do with this understanding? Please let me know what you think, it would be really appreciated.

 

 

[WChurchill]

‘It was a story we didn’t expect’

 

I went to Dunedin to find out the potential of the world renowned Dunedin Study on early years education. The study has tracked over a thousand people from birth to adulthood measuring anything in effect that could be measured. The babies were all born in Queen Mary’s hospital in Dunedin in 1^st April 1972- 31^st March 1973. The focus initially was initially in 1975 was limited to some health and development issues and not seen as a longitudinal study. However, it has continued and the participants are regularly brought back to Dunedin from everywhere with quite remarkable retention of participants.

 

Firstly, I visited the exhibition at the ‘Slice of Life’ exhibition at the Touitou museum and then went to meet Dr Sandhya Ramrakha at the home of the study at Otago university. I was initially very impressed that an element of the findings have influenced US government policy. 72 inmates were on death row for crimes that they had committed before they were 18 years old. Evidence presented to the supreme court in 2004 contributed to Amicus brief 633 making it unconstitutional to kill anyone who had committed their crime before the age of 18.

One result of the study was a health and development record being given to all New Zealand parents in the 1980s. Over 12000 papers and reports have been published mostly in academic peer reviewed journals. The study has global importance with some collaboration with the British Medical Research Council and USA National Institute of Health.

 

The Dunedin study found connections that were always there but previously went unnoticed. The correlation between how much sleep a child gets correlating to weight in later life is an example of this. What has really struck a chord with me to say the least is a reasonable assumption that intelligence would be the most significant predictor of later life success not actually being the case. What has tested and retested most influence was self-control. This impacted on later health, financial stability, relationships, employment to name a few correlations. This I believe has huge implications for education in early years and what can be done to promote better life chances for these children. I was quite emotional looking at the stark evidence, as it is abundantly clear in my opinion that an overly skills and knowledge based pedagogy is not the most effective in equipping our young children for adult life. I feel that this is the evidence that our government should be looking at. I really don’t know what evidence they base their early years educational policy on and I would like to be informed if any of you know. I actually think that it may not be evidence based. I would dearly love to have this conversation with education secretaries particularly the last two.

 

There were a number of ways that self-control was assessed in the study. At the museum one experiment that was used in Stanford University was outlined. The marshmallow test whereby the child had a marshmallow in front of them and if they waited 15 minutes they would have two. Children with good self-control had learnt to distract themselves rather than just sit and look at it and get upset. Sandhya talked me through the study’s findings and they are remarkable I feel. The very good news is that self- control is not fixed and it can be improved universally. This is good news as no child needs to be focused upon as all children can and do benefit from increased self- control. The message for me then is that self- control is a major factor that should be present in early years pedagogy. I feel that this too could give credence to a dispositions based pedagogy and it is something I will continue to question.

The proven facts are that effects of self- control are long lasting. The data was adjusted for IQ, gender, socioeconomic status. The data of children deemed to have ADHD were taken out of this particular research study. ‘The data was double and triple checked.’ Interaction with children is a chance to practice self-control e.g. Simple Simon says with all participants potentially benefitting from moving a category higher thus not having to stigmatise a particular group.

 

Another interesting finding was that there is something interesting going on in the brain in the teenage years. Deviant behaviour was found to be the norm and not just behaviour of a deviant sub group. For example between the ages of 16-19 there is a 4 times greater risk of having a car crash and if there are others in the car then there is a twice as much chance of it being fatal. By the mid 20s then this tends to come right particularly with the right variables giving their brains the chance to mature.

 

I cannot express my gratitude enough to Sadhya for your time and enthusiasm. This has really given me a solid foundation to go forward. Just fabulous!

 

This link gives a brief outline of the ‘Slice of Life’ exhibition in Dunedin

 

http://www.toituosm.com/whats-on/exhibitions/slice-of-lifethe-world-famous-dunedin-study

 

And this is the link to There is a short clip from the director Professor Richie Poulton. What is clear is his passion for the rich data to be used to the great benefit of us all. This I truly felt when I visited the research unit and it is impacting New Zealand policy to great effect and also US policy. The post that I have presented here is obviously my interpretation of the study and for a fuller picture then visit the Dunedin multidisciplinary Health and Development Research Unit at

 

http://dunedinstudy.otago.ac.nz

The next assessments in 2017 are going to involve brain imaging. How exciting. There is also a tv documentary that was aired here recently and I was given the DVD. It is called ‘Why Am I’ and I know there was quite a scramble for it internationally so look out for it. I was also given the Incredible Years evaluation report which highlights the great success of the programme. I hadn’t heard of it but I understand it is a parent programme which also includes teachers. I know it is in the UK so if any of you have any experience of it then let me know.

 

Please get back to me and tell me if you find this as exciting as I do!

 

I hope to be back soon with some findings from some fab settings that I have been to. Need to get writing!

[FSFRebecca]

Wow! that looks amazing - I was interested to hear the impact of self-control rather than intelligence. I've been looking at different writing about 'self-regulation' in preparation for some articles in September - I shall take some time to digest the things you have posted in my articles!

One of the links wasn't working for me - not sure why - I tried to look at it - but this one (below) seems to work!

 

http://dunedinstudy.otago.ac.nz

 

Coincidentally, I read this straight after your piece - certainly coming from the same place! Emotion coaching

[WChurchill]

‘It’s all about the Children. It’s all about the love’

 

Apologies for this being quite a long post. I have summarised in bullet points at the end the main learning points for me if you want to skip to that.

 

I have spent the last two days visiting a primary school in Christchurch, which is influenced by Reggio Emilia throughout. This I think is very unusual in primary schools (the school know of one other school). I was very interested to know if there is space for adherence to schools values and philosophies in New Zealand schools as national standards have now been introduced. This visit had a different focus for me as this is my first visit to a New Zealand primary school.

 

The headteacher was very clear in his commitment to creativity and imagination. He felt that academic knowledge and skills are important but not suffice on their own. The journey the school has been on has very much been a team journey for all involved including children parents, the board and teachers. This was very clear indeed when talking to the teachers as they told me how they respond and adapt their practice to what they learn, see and hear.

 

The school has been on a journey and within this it was discussed how one views the child and this then influences how one teaches. I had a tour of the year 0/1 classrooms and learnt of the impetus for the Reggio Journey. It was considered too much of a change for children going from Kindergartens to school. Oral language was seen as very poor and as this underpins everything and it was felt that a pedagogy and environment was needed to best maximise potential in this area. Learning stations were able to facilitate small spaces witch encouraged language and conversation. These were adaptable to different cohorts and there was great freedom for teachers to use well-informed reasons to alter environments and classrooms as they saw fit. As long as the teachers had a sound rationale then adaption and ultimately progression is encouraged and facilitated. As discussions progressed, it was felt that New Zealand schools appear to be aligning more with pre-schools in a play based curriculum and perhaps in England the opposite is true. I felt that English Reception classes often did have an environment conducive to play based learning but perhaps the top down pressure is felt in English early year’s classrooms. Incidentally, phonics is not taught discreetly which I feel is quite a marked difference to home. The curriculum has also been on a journey and the subjects are taught in a more integrated manner giving context and meaning to the learning.

 

‘At the centre of everything is the child. The child comes first.’

 

I had a discussion about the importance ‘wairua’ akin to spirit, culture relationships and positivity. Significantly, this is something you feel and hence cannot be measured. I always wonder if it cannot be measured in a neo liberal system then does it have value under this agenda. It was felt that in NZ too there is a desire to measure amongst the inspectorate but the unions are considered strong here so this agenda is not so prevalent and impacting. The headmaster told me about a NZ rugby player Richie McCaw who ‘could not catch a cold’ when he was younger but he had self-esteem and confidence which enabled him to succeed. We discussed these characteristics coupled with the knowledge that failure is not fatal serves to facilitate creativity and are essential attributes in a crisis.

I discussed the NZ curriculum and it was felt that the curriculum is holistic and broad which continues well from Te Whariki. It can look very different in different schools and indeed in different classrooms within schools. This I felt would fit well with a Reggio philosophy as practice and learning can reflect individuals and groups. The good practice that was outlined one teacher described as ‘common sense’ of which I am inclined to agree. I do not understand why it is not commons sense in an accountability culture. We discussed standards and the exemplification materials, which were found to be very helpful as indicators of aspirational achievement. Again, they are not the drivers for pedagogy in the early years of the school and are just a part of a bigger practice. Listening to the child is paramount. Reporting to parents twice a year often would focus on the progress made rather than the standards, as it was understood that not all children would reach a point at a given time. I loved the ‘back planning was shown with daily planning very much dependent on what has happened that day. This is not to say that thinking ahead is not there but rather than trying to have a crystal ball the actions of each day influence the next. This is how I liked to plan when I was teaching and which allowed for potential in many respects. This on occasion was not acceptable to some despite being highly effective. The implication for this is that it means no longer term planning but more work as you are planning as you go along. The planning format reflected this and is done on google doc which means it can be adapted/altered/added to very easily. The school have three very general topics that the staff can choose from and interpret. This years are ‘My place our World,’ ‘Knowing me knowing you’ and ‘Imagine it, create it.’

 

I was introduced to the concept of FLOW beginning with the question, Why do you get your best ideas when you are out running? Why ae adult colouring books becoming so popular? It is felt that when you are relaxed your best creative ideas ensue. This is true of children who are playing and are thus in the best disposition to learn. I would like to learn more about this.

 

A discussion about the effect of standards on pedagogy higher up the school found a commitment to Reggio principles with ‘the child at the centre of everything.’ ‘Child first, standards second’ in the context of our conversation. ‘The first thing I did in this classroom was throw away the clock’ said one teacher who felt it was unfair to restrict children who may need more time to process information. ‘The second thing was my desk’ as it was felt that it is the child’s classroom first and foremost. I learnt that a maths lesson could last anything from 40 minutes to 3 hours although connections are made throughout the curriculum. In one discussion it was felt that the environment proved to be less challenging than pedagogy to be Reggio influenced as you move up the school. The adherence to finding ways to integrate curriculum areas is an ongoing learning process as is the practice of generating wonderings. The teacher embrace the challenge!

 

I had the opportunity to discuss the principles and strands (from which the key competencies ensue) in Te Whariki and the fact that there is no measuring was felt to be a strong point. I was very interested to hear about some of the teacher’s visits to Mountain view to the Google conference and visits to their Kindergartens. This indicated to me the importance of the teacher as a researcher and knowledgeable and also the value of teachers and the role they play in their own interests and research. There were discussions too about teachers visits to Reggio Emilia conferences in Australia and also a visit to Hawaii and museum schools. It is necessary here for teachers to continue as researchers as part of their ongoing professional development. I know in England there are pockets of research evident in some senior management teams and some action research is settings. I do not feel that this is a culture of our system however and teachers can be viewed as recipients of knowledge to pour into the docile inactive child. I am open to discussion here however and I do appreciate this is one view.

 

The journey went on and timetables so common in New Entrants classes has been relaxed or even disbanded and the curriculum is now more open and integrated. For example, the language of maths is often taught through story. Goldilocks and the Three Bears is the current book in one class and I asked why this book and the teacher explained that they ‘walked into it naturally.’ Reading and writing used to be done daily in small groups and now it is increasingly integrated and meaningful. Oral language is a huge focus and is central to the writing activities in the classroom. The teachers felt that learning that was taking place in the areas was being missed by sitting at the ‘teaching table’ so it has now been taken out. The clock is now taken out of the classroom, which was common to other classes I visited. Principles and pedagogy appear to be evolving in response to teacher observations and their own learning and research. This I felt can differ to some of my experiences where journeys can be excessively driven in an externally determined manner and period.

 

The school day is from 9-3. 11ish is fruit time and out to play at 11.10 to 11.30. All the class stay together for their lunch and then go outside from 12.55ish to 1.30. Children arrive in school the day they are 5 and in one class there were 10 children that started in February which is the beginning of the school year. This can build to up to 18ish in the class by the end of the year. If arriving in school after May then the children would be likely to stay in year one and again there is flexibility here. Some schools might have the children in year 0 for a number of weeks then move to year 1. A consideration here is that relationships are very important so this movement is not the school policy. There is some discussion at governmental level to perhaps have entry points at the beginning of the term after the child turns 5. Incidentally, it is not commonplace to have teaching assistants unless supporting a child with additional needs.

 

‘Countries that only focus on academics for me are crazy.’

 

Building relationships with children and parents before children come to school is an ongoing practice. Good contacts are made with previous settings and many visits encouraged. It was felt that it is the teacher’s responsibility to find out what the children need and be ready for them. Interestingly it was discussed that it was often preferable that the children did not have formal writing etc. before they came to school. When children arrive, they do an SEA, school entry assessment which appeared to be academically based and gives a score which potentially indicates how a child might progress. It is repeated in 6 weeks to see if the children are making progress. I don’t think these are statutory unlike the following assessments when the child has been in school for 40, then 80 then 120 weeks. This it was felt was a formative tool enabling the teacher to plan rather than an accountability tool. Portfolios are also kept with some samples of work and group learning stories. These continue through the next classes.

 

I loved the school assembly, which began with a very passionate rendition of the national anthem in Maori and English. Total hapa points were delivered to a very excited audience with Kowhai winning this week’s top spot. Healthy competition and this was clearly with the teachers too. The ‘welcome to Bromley’, ‘who has been connected’ and ‘caught being good’ awards were given out. The team of reporters, directors and producers presented a ‘What’s up Bromley’ blog, and the children watching were really engaged in this, and the section of the proceedings was eagerly anticipated. Within this a ‘Kiwi can’ worker was interviewed (this is an intervention programme run throughout NZ with certain decile categories). The children were clearly very engaged in the assembly and the atmosphere was fun. The two songs sung were ‘sausages and custard’ and ‘I’m good’ which had the presenting class rocking including the teacher I might add!

 

Teachers are ‘…not run by levels, their job doesn’t depend on them.’

 

I do feel that standards are at the back of teacher’s minds. They are tracked on an individual class, team and school level based on a judgement rather than a test. Results can be published in local papers but there are no league tables. They are monitored closely which is understandable and used to inform teaching and PD. Adherence to school and personal values however were clearly still very strong. Standards and values appear to coexist without prioritising the standard above all else which I fear is something that we are susceptible to in England. It was felt that it is very skilful to be able to weave your practice to meet standards and being able to adhere to the tome and intention of one’s personal and school philosophies. Teachers need to be knowledgeable. Incidentally the good behaviour of the children in some part is attributed to the schools beliefs and value systems. Performance pay incidentally has not been introduced in NZ. Staff keep a reflective journal and it is considered that to be reflective then teachers need to engage in research. The school is continuing on its journey, which very much includes a Reggio inspired pedagogy. The staff are clearly committed to the potential of the journey.

 

‘It’s common sense rather than assigning it to a philosophy’

 

I was interested to hear about collaborative learning spaces which are being discussed here where classes are joined together in one space. Teachers can share skills and strengths and research apparently shows that working in this way encourages staff to be more likely to work to their optimum as other professionals are in the room. This sounded to me to be very like our foundation stage units but this is being discussed to be introduced throughout the primary phase. This has led to discussions as to what does effective collaboration look like. Interestingly I wonder how this would align with a Reggio philosophy where relationships are key. I am not aware of this in England so somebody might enlighten me!

 

‘When the children have more control the teachers have less control’

 

A huge thank you to the whole team for their generosity with their time and knowledge sharing. It is rally motivating for me to have discussions with passionate people with such natural dedication to children and the communities they serve. I do wish I had arranged to stay a little longer. I’ve also got to mention the delicious morning tea and cheese scones went down particularly well too! I am really interested to hear how the journey unfolds. I will be watching to see when I can post my recording of the Hapa Hake display for the forum members to watch. You will be in for a real treat.

I am interested to know if any of you EYFS members are aware of Reggio inspired primary schools. Let me know!

 

Key points for me

 

• Learning is very much as a team – head, staff board, children, families
• Journey of self-discovery and direction not externally driven
• Real ownership and empowerment of the journey for all involved, leads to passion, motivation and commitment
• Investment in staff. Very focused PD
• Teacher as a researcher that continues to learn and WANTS to learn
• Child capable and listened to
• Reflexivity linked to research is highly valued, encouraged and facilitated
• Children very much involved in the direction of their learning and at their own pace
• Provocations based on first-hand experiences, connected and meaningful
• No unnecessary time constraints which allows for potentiality
• Giving agency facilitates a journey that is ongoing and meaningful to staff. Teachers are viewed as capable within a supportive and respectful environment. Leads to questions of why the need for an accountability culture in England.
• Tracking progress and the child at the centre coexist effectively
• ‘Kiwi Can’ programme
• Story workshops (originally from USA) where children write their stories from their play using small parts.
• Concept plans, need to learn more about these

 

 

[mrseahorse54]

Really interesting. There is great stuff going on here embracing the child at the heart, shaping their own learning, in the moment planning and a movement away from "They only learn sitting on the carpet whilst I bore them to death" approach. The KEYU group is brilliant at getting the right messages out there. For a great illustration of the characteristics of effective learning in action Kirstine Beeleys new book is excellent " This is how we do it."

[WChurchill]

I will get that book mrseahorse54. I have a list of books to read! Do you find that the characteristics of effective learning take a back seat to knowledge and skills?

[WChurchill]

It is just over two weeks ago now when I visited a private pre-school setting inthe hospital grounds on the north shore. It has been so busy but my family have now arrived and are skiing in Wanaka. I am sat on the veranda overlooking the snowy mountains writing up my notes. If you are having a quick look at the post,you can skip to the bullet points at the end. Please let me know your thoughts.

 

A huge amount of work has recently gone into developing the setting since the new ownership and management took over. The manager is very experienced and the setting is Reggio inspired which was reflected in the aesthetics of the philosophy of the pre-school. Many of the childrens parents work at the hospital where the preschool share the grounds. The emphasis on care and respectfor environment was very clear when I entered the setting. The pre-school opens at 6.45 and closes at 5.30. 80% of the staff are qualified, 9 staff, two unqualified and 1 currently being mentored. Parents pay $80 per day under three and then $55 when the child reaches three (the £ is roughly half the dollar pre Brexit). There is a maximum of 8 hours the children can attend and all food is provided and cooked an the hospital. In keeping with all the other settings Ihave seen, the children can stay until they are 6 years old but they tend to go to school as soon as they turn five. The 3-6 group are licenced for 24 children and there are two staff with a degree and one starting her diploma. In this room one member ofstaff is based inside, one outside and one floating.

 

There is no timetable and group times only happen if there is something very special to acknowledge. This is a recurring theme of my visits. The staff felt that they have witnessed a much higher engagement in play if there is not a stop start timetable, which they observed interrupted childrens engagement in high quality self-initiated activities. Children learn here with hands on play. Interestingly,teachers allow children to claim objects for the day. For example if a child is playing with a doll then they had it first and can keep it for the day. This is something that I was not familiar with and would like to hear a little more about it if any of you readers have had a similar practice.

 

The majority of children arrive between 8 and 9 and usually leave by 5pm. In themorning, the children are welcomed with a lemon and honey drink and toast. As well as the china cups there are lights and candles on the table. These touches to detail I feel make such a difference to the physical attractiveness of the area but impacts on the atmosphere too. If a child is frustrated on arrival or anytime in the day then they are respected and concerns discussed. It was explained to me that there are never tantrums in the toddler room, which was clearly attributed to the staffs relationship with the children and the respect accorded to them. Listening to the child is key which is again a principle that I have witnessed in other settings.

 

Mel explained to me that the staff keep their practicing teacher criteria folderto evidence the teacher communicating and working ethically and effectively. Within this, the teacher needs to show that they are continuing to research their own practice. Again, the settings self-review was discussed which is a government requirement ensuring that asetting is continually improving.

 

I was introduced to The Virtues Project, which is embedded in the practice of the setting. It was founded in Canada in 1991 and is based on positive action and guidance that is scaffolded depending on the childs age. Each room may focus on one a virtue e.g. trust and they would have a rationale for this. In the 1-3 group, it was felt that a focus on being gentle was needed and this resulted in chickens being brought into the nursery. The Virtues Project was honoured by theUnited Nations as a model global program for families of all cultures. It would be interesting to hear if any of member of the EYFS forum are familiar with the project, which the manager spoke so highly of.

 

http://www.virtuesproject.com/homepage.html

 

The language of the virtues project is used with the children. I also learnt that day that in New Zealand, sign language is an official language.

 

The setting is working with the ideas of Emil Piskler with Magda Gerber that I saw in a previous setting. The young children were sat independently in chairs, which they could manage themselves.

 

The setting leader is very keen to empower staff and encourage their ideas. Staff are encouraged to identify their own goals. This philosophy extends to parents, and children as being competent and capable. It is understood staff work to be good and then excellent. Again this is a recurring theme in the settings that I have visited. I do wonder if this is a reason why the staff appear to be so driven and motivated and dare I say happy. Again, I would be interested to know if practitioners at home see themselves as researchers or conversely deliverers of a predetermined curriculum and pedagogy. I wonderif practitioners are encouraged to research practice.

 

The learning stories in this setting are narrative in style and do not include a title unlike others that I have seen. It begins with a narrative of what has taken place, then a discussion of the learning and then where to next. The stories are accepting of and reflect the reality that some children have in depth interests and others move about. Planning is not by topic but around the childrens interests. Staff meet every second week for an hour where the children are discussed on a rota basis. An individual philosophy is developed ineach room and depends on the philosophies of the staff and children. It is adapted where necessary when a new member of staff arrives in the setting.

 

Although there is an understanding that the whole experience in the preschool is a goodbasis for school, they do have a transition group. This is project based and the children might go and see a new school and make a group book. Children tend to go to different schools as many of the childrens parents work at the hospital. Children have their own folders with artwork that they can return to. It is felt when the children return to their work, they might have another narrative and are able to build on the tangible. I found this very interesting and wonder if other forum members might do this. I know we often leave models out and the children build on the work/play and it would be interesting to document this over time. I think our staffing ratios may problematize this ideal

though.

 

One member of staff grew up in Reggio and she felt the biggest impact that has stayed with her was Iwas always told that I could You can and she feels this has contributed to her attitude/disposition of can do and I think this may have contributed to her highly successful music career.

 

I think that is a good place to finish my post as for me, the development of such a disposition far outweighs an overemphasis on a skill or knowledge based curriculum. It would be interesting to know your thoughts.

 

I have some great photos of the setting that I will upload when I can but for now I will show you the scene from my makeshift office though it is struggling to upload as I amat the top of a mountain.

 

Summary of continuing themes and learning in this post:

 

The virtues project

Strong focused management

Continued development of staff

Staff as researchers

Motivated staff

Team work

Room for the development of a setting philosophy and the space and encouragement to develop different philosophy in each room

Respect for the child,

Listen to the child

Long lasting effects of the Reggio philosophy

Impact on Reggio philosophy on dispositional learning

Environment as teacher and respect for the environment

Learning story variety in structure and purpose

Children returning to their work

No stop start timetable

 

A big thank you to Mel and her team for such frank and motivating conversations.Thank you Nicky for being a lovely guide and making sure this visit could

happen.

Edited August 10, 2016 by WChurchill

[mrseahorse54]

Fascinating stuff!! The problem is that education here is driven by those who know nothing about best practice. At the root of it all is a fundamental disregard for and lack of respect for the child. I would be very interested to know about behaviour as the children from the setting you described progress through school life. The Virtues Project sounds like it would pay dividends in the future. Staff development is a huge issue. If the specific ELG's were removed I am sure that teachers would feel braver about embracing a genuinely child centred approach. The pressure from those specific areas is huge. Teachers in England under the current system would have great difficulty in operating in the way you have beautifully described. But we can only hope things will change. I don't know where the funding for EYFS goes but its not on staff, environment or resources. This is another big issue. I have seen over time how forcing children to do too much too soon is dangerous and counter productive. When I return to school in September I am going to be moving with my team towards a different way of planning. We are already driven by children's interest and fascination but it is time to take another step forward. As for teacher led group times, well I don't see that changing any time soon. We have 2 a day and initially keep them short and sweet. Looking forward to reading more of your findings.

[WChurchill]

So well said mrsahorse54.

 

I truly believe a dispositional approach and a very good knowledge of early years subject development can coexist to best effect.

[WChurchill]

No Child Left Untested

A tweet from Ofsted caught my eye yesterday as I sat in my mountain office. I found it interesting reading so I do hope you do not mind a little side step in my post. The tweet was directing the reader to the newly released report in America How to Build a World Class Education System State to State. I have had a quick read and found it to be timely with my research findings in New Zealand but also with some themes with my research for my masters degree dissertation looking at the early years foundation stage profile.

The report simply put outlines the failure of the excessive testing and accountability culture of the No Child Left behind (NCLB) initiative beginning in 1972. So entrenched was the testing culture that it came to be referred to as no child left untested. I feel that excessive testing fractures the joy of learning for learning sake squashing creative and critical thinking. The bipartisan report crucially put party politics and ideology aside to look to the future. Despite the NCLB initiative, the report outlines that the US have not performed well in the OECD Pisa rankings. They are not only being out performed by the majority of advanced industrial nations but highly significantly being outperformed by a growing number of less developed nations as well. Significantly, the higher attaining countries did not have a culture of testing for children and accountability for teachers. Rather, the teachers were highly regarded and were drawn from the higher attaining student body.

The report forward some recommendations for action:

1. Comprehensive plans rather than fixing problems one at time.

2. Improving technical support for students who may not opt for college degrees

3. Support for students in challenging circumstances and improvements in early child education programmes

4. Increased autonomy for teachers, better training and development with better recruitment.

What is pleasing for me is, I believe the accountability culture in England is due at least in some part and more likely highly attributable to American policy. This report could indicate a new tone in the educational discussion. I hope that this may be a significant turning point in the neo liberal competitive instrumental agenda that we find ourselves in and often is at odds with our understanding of education. I would like to see flexibility, which is responsive to gifts, needs, communities and the potential of students, which is not so rigidly pre-determined.

My main thoughts here are the importance of continued professional development, collaboration, autonomy of schools and teachers that is out of political control avoiding partisan and ideological interference. Standardised tests take too much control away from teachers and parents. Rather that the standardised testing paradigm we should offer an alternative.

 

As I was reading the report, I looked out of the window in the ski resort and I saw a bunch of schoolchildren that looked to be with their teacher. I discussed this with a woman at my table who said that the majority of schools would visit the slopes regularly and receives some funding from the state. Far more beneficial on so many levels than practicing for tests I thought. What do you think?

[WChurchill]

oops, it is 2002 not 1972

[WChurchill]

I have just arrived in Rotorua where I am visiting the Waiariki Institute of Technology where there is an early years teaching degree. This will be my main focus this week although I might visit some settings, time permitting. Tuesday I am going to see Babywatiching which clearly has managed to make its way all the wayto NZ from Germany. I am very excited about this as this was one of the earliestappointments that I had made whilst organising my trip. It will be interesting to see how it has travelled in tone and intention to the southern hemisphere.

 

I have now managed to post the pics of my 'office' in Wanaka near Queenstown andthe photo of a group of children enjoining their snow lesson as a school class which is a common practice here.

Edited August 14, 2016 by WChurchill

[WChurchill]

Today I have arrived at Waiariki Bay of Plenty Polytecnic visititng the early years teacher training department. It is in Rotorua, which is set on the Rotorua Lake in the North Island. It is a cultural centre for the indigenous Maori people and I am sure that I will have a great opportunity this week to learn more about Maori ECEC from a teaching training lens. There are geysers and thermal mud pools, which are fuelled by the area's geothermal activity.

 

I am pleased that this is well into my trip as I have a number of themes and issues that it would be useful to discuss now that I have spent a lot of time in early childhood settings. I am also visiting a Maori immersed setting, which is a real treat to build on what I experience in a bi-lingual setting. I also hope to visit a community based setting that is run for and by parents.

 

I had the great honour this morning of being greeted with a Te Pohire (The Welcome) at the Marae (area) in the Wharenui (house) and then went onto the Wharekai to eat. It is often performed for visitors and ensures a safe passage. I was introduced to the physical area, the mountains, the sea, and the (iwi) tribe. A Maori elder led this in Te Reo (Maori language) and then I met all the people on the Marae and I did the traditional touch of noses with all of them.

 

I met the programme leader as planned to discuss the aims of the visit. I had a very interesting discussion regarding dispositional learning coupled with knowledge and skills based outcomes and the often-binary position of the two. The balance between the two areas is of great interest to me it will be returned to throughout the week. I have arranged to speak to the maths lecturer here to see how maths is taught at the university and how this is then intended to translate into practice. Interestingly, I have been directed to the ERO report Early Mathematics: A Guide For Improving Teaching and Learning which discusses the role of Mathematics in the Te Whariki curriculum. Mathematical teaching was not something I saw overtly in my visits to settings. A very interesting discussion to be had which I am keen to engage in.

 

I have also arranged to have a discussion with the placements coordinator about the early years teacher training course. I am interested in how the training is structured in terms of time in settings, pedagogy, curriculum/academic content and assessments. I also wish to discuss the Graduating teacher Standards and the Practicing teacher standards as at home we do not have separate standards. It will be useful to see how this plays out in practice. There are also Cultural Competencies of Teachers of Maori Learners which I am interested to know more about.

 

Te Whariki is currently under review so I am interested to look at the proposals to see if there will be a change of emphasis or tone to the intended outcomes. I have the documents but I have not had the time to look through.

If any of you have any contributions or thoughts then this is a good time to ask. There are a number of early years educators here who I have arranged to discuss specific areas with. I do expect it to be an interesting perspective to lay beside my previous observations and learning.

 

This will be on a slight hold as tomorrow is Babywatching in Tauranga. I cannot wait to see this in action in the southern hemisphere, which is a long way from Germany. I wonder how the programme compares.

 

The photos are of captain James Cook who 'discovered' NZ. me at the Marae in the Wharenui. The Wharenui had many carvings and represents not just the Iwi of this area but of the whole country and many students travel to come to train here. In this Wharenui only men can sit at the front.

Edited August 15, 2016 by WChurchill

[mrseahorse54]

Fascinating stuff. I am thrilled that your study is facing head on the complexities of our education system. So many mixed messages and so many different bodies to please. A greater understanding of the characteristics for effective life long learning is definitely needed. This is a big shift for some. We are stuck in the past and haven't evolved when it comes to how children learn. The importance of well being and involvement is also critical and its significance is not widely understood. There needs to be a huge shift away from pumping children with " knowledge" but I fear that this will only be truly embraced when our testing mindset is dismantled. Of course we are all trying to be true to each and every child that we are entrusted with. Keep investigating and helping us all on this quest.