Research has shown that it is not just the amount of talk or number of words a baby hears. What matters most is the back-and-forth, the turn-taking, the conversations parents and carers have with their babies and toddlers. These engage a baby’s brain, requiring listening and responding as well as hearing.

The BBC have been developing Tiny Happy People to support parents and carers to understand and fulfil the vital role they play in their child’s language development. There are lots of short video clips demonstrating simple interactions, games, and activities to do with children, grouped according to age range, as well as bite-sized dives into why families play such an important part in language development. Parents can visit the tips and advice section to find information ranging from wellbeing to being bilingual, or check out the science and facts area which includes short animations on topics such as why we should sing to babies and how a baby’s vision develops.

Everything is evidence based and quality assured by the Royal College of Speech and Language Therapists, and Tiny Happy People works with real families and the professionals who work with them, including speech and language therapists, health visitors, midwives and early years practitioners.

Tiny Happy People provides a rich resource for early years settings to use when supporting families. You can pick and choose from the different sections, pointing individual or groups of parents to a particular information animation or activity to try at home.  

The initiative has been available for a few months, working hard during lockdown to adapt to the changing needs of its audience. This week Tiny Happy People is having an official launch, reaching more families and supporting more children. Your words build their world is the message that dances across the website and is evident in every resource.

To find out more about the extensive research and preparation that continues to go into Tiny Happy People, and how they would like to hear from early years practitioners, you can listen to our podcast 'Your words build their world': how parents can support their child's language development with Tiny Happy People with BBC Education executive producer Joe McCulloch.

In this Coffee Break we take a moment to reflect on each of the revised programmes, the place where the EYFS journey begins and from where settings begin to build inspiring curriculums.

What went well and what might have improved them?

Communication and Language

What Went Well:

There is a focus on ‘back and forth interactions from an early age.’ The value of early language experiences, making noises, exploring sounds, mimicking each other, creating conversations with sounds that become words as a baby and child develop.

‘By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively.’ The programme emphasises using spoken words to create a language rich environment.

The whole programme recognises the many ways children practice and repeat vocabulary to embed it, and how this underpins all other learning.

Even Better If:

The inclusion of partnership with parents here would have been welcome, working with them on understanding the importance of the ‘back and forth’, ‘commenting’ and ‘echoing back ‘.

Personal Social and Emotional Development

What Went Well:

Wellbeing is emphasised: ‘healthy and happy lives’ (including healthy eating appearing in this programme). Inspiring curriculums around Mind, Body and Soul could emerge from this, in combination with aspects of Physical Development, to begin lifelong healthy habits.

There are some positive balances in the phrases used: ‘persist and wait for what they want’ is one example. The balance between being tenacious and patient.

Even Better If:

More emphasis on the ongoing nature of healthy habits. They can be with us, and we can keep learning them, forever – and they don’t stop when a child has reached an ELG standard.

Physical Development

What Went Well:

Gross Motor and Fine Motor are discussed separately, giving each of them greater presence.

Wellbeing is a focus: ‘pursue happy, healthy and active lives’. Aspects of the PSED and PD programmes could dovetail positively and creatively into a Mind, Body and Soul curriculum.

Even Better If:

The fine motor wording may be in danger of limiting children to certain kinds of activities and of increasing overzealous adult intervention to ‘improve’ pencil grip rather than celebrating the desire to mark make and write.

Literacy

What Went Well:

‘It is crucial for children to develop a lifelong love of reading.’ The best opening statement of all the programmes!

There is a positive division between Language development which ‘starts from birth’ and word reading which is ‘taught later’. This makes it clear that one follows the other, and where they sit in the EYFS developmental space.

There are strong links with Communication and Language and talking.

Even Better If:

In the interests of linking the programmes together to encourage the creation of an holistic curriculum, mention of the physical aspect of writing (fine motor skills) as well as ‘transcription’ and ‘composition’ would have been welcome.

Mathematics

What Went Well:

A greater focus on number: ‘develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.’ It is made clear this depth of understanding is to 10.

Shape Space and Measure is included in the programme.

There is an emphasis on supporting positive attitudes towards maths: ‘have a go’ and ‘not be afraid to make mistakes’ are the phrases used. Developing confidence with number through trial and error.

Even Better If:

The phrase ‘build and apply this understanding’ is included, but the word play is absent from this programme. The early years is arguably the best place to ‘build and apply’ mathematical concepts and understanding because of the many opportunities for play and exploration.

In the Literacy programme the opening line is ‘a lifelong love of reading’. In the summary of what has changed since the consultation the phrase ‘foster a love of maths’ is used. But when we get to the programme for Mathematics, we see words like ‘excel’ and ‘mastery’ and ‘positive attitudes’. The inclusion of a lifelong love of number would have made a real impact.

Understanding the World

What Went Well:

Not a lot!

Even Better If:

For a programme that could open the world up for children, the wording used is closed and limiting. Cultural, social, technological and ecological understanding is to be fostered by passively ‘listening to a broad range of stories, non-fiction, rhymes and poems’, alongside some visits to ‘parks, libraries and museums’ and from ‘important members of our society’. Where is the awe and wonder that will inspire our youngest children to become informed, kind, innovative citizens of the future?

Expressive Arts and Design

What Went Well:

The senses are given centre stage: ‘see, hear and participate in’ and ‘hear, respond and observe’.

There is plenty of room for interpretation in this programme, allowing settings to respond to each cohort and individual child.

Even Better If:

For a programme that is about expression and creativity, the language used is bland and uninspiring. The word imagination only appears once in all the programmes, and it is here, hidden away in a sentence about ‘artistic and cultural awareness’. Seeing imagination referred to more often in all the programmes, and especially here, alongside awe and wonder (also absent) would have been welcome.

You can listen to our education team discuss the revised education programmes in their podcast here. 

Although some children attended settings and schools throughout lockdown, and more have been returning, there will be many children who haven’t been in their educational space for months by the time we get to September.

In some ways we have been experiencing one big transition: the sudden transition into lockdown, children remaining at home, those still attending settings adapting to new ways and new relationships, children coming back and shifting from a long time at home to a new-look learning space.

All of which has meant the gentle journey of transition to their new year group or to starting primary or secondary school has been derailed. We will have many children who will be arriving at their destination before they have packed their suitcase with those survival essentials.

Schools and settings have been supporting two transitions – the immediate one as lockdown has shifted, and the one coming up in September introducing new schools or new year groups. There are so many challenges – perhaps the greatest one being how to reach every child if they are not attending at the moment. Video messages or stories from their new teacher, virtual visits to their new classrooms or virtual home visits, phones calls to parents and carers, online platforms, welcome booklets in the post, social stories to support children with additional needs – all these offer the best that educators can provide right now. But they are not same as actually being there, opportunities for daily chats about change, two-way visits from new teachers to their new children and for the children to visit their new spaces, and knowing that children have had these experiences because you have seen them, all over a period of time (really good transition preparation happens all year round – back to that ‘long journey’ again).

What does this mean for children and educators? It means children will need time and support to pack their suitcases when they get there. Time to become familiar with people and places, find their way around, rediscover old friendships and build new ones, create a sense of group/community again, to find their feet and be confident. Some children will whizz round, throw everything in at once and appear ready for anything very quickly. Others will want to take one thing at a time, and fold everything into their suitcase very carefully.

We are all different, we all prepare for our journeys in our own way. And normally we do it before we arrive. But in a new version of normal, who says we can’t find the things we need when we get there? So, come September, let’s get packing.

You might be interested in reading this short article on Transition by Maureen Hunt, Head of Early Years Achievement for All.

She has about 12 in her Key Stage aged class bubble at the moment. She said that as always, the children have amazed her with their wisdom and perspective. She told me they had invented a new term: ‘social drifting.’

The children had come up with it to name the thing that happens when you’ve been really trying to stay a good distance apart, but then you just gently sway, lean, bend, drift towards each other. You can’t help it. Your body kind of does it by itself, like a flower turning to towards the sun.

We all know that feeling. The natural pull to be closer to the person we are talking to, how easy it is to forget we are supposed to stay apart.

My friend said the children named it, and in doing so they have made it easier to notice it happening and to find fun ways to help each other to remember to scoot, shuffle, pull away from each other.

It reminded me that giving things a name can make them more manageable, more under our control. Since my chat with my friend, I have been aware of my own natural ‘social drift’ and thinking of her class, I have smiled and moved a step back.

As I write this it looks increasingly likely that England will ‘drift’ to a lesser gap between social interactions very soon. It also looks as though schools may be asked to welcome all pupils back in September, with bubble sizes increasing to accommodate these changes.

Perhaps this will make the need to be aware of ‘social drifting’ even more important – the closer you can be to someone the easier it is to forget yourself for a moment. Whatever happens, educators are finding ways to make sense of rules and restrictions, and their best partners in crime are probably the children. 

Nowhere is this need to adapt more visible than in education. Schools and settings are valiantly finding ways to welcome children to a socially distanced learning world in which they can feel safe, loved and still learn.

We are told that being outside is safer, as it may lessen the risk of transmission. The government guidance to schools and settings reflects this, advising educators to use outside spaces ‘where possible, as this can limit transmission and more easily allow for distance between children and staff.’

Imagine if outdoor learning became part of our adaptation to the ‘new norm’.

Kathryn Solly considers this in a blog post for Early Education: ‘we have a great once in a lifetime opportunity to broaden horizons, enhance sensory pathways, build movement and whole body development, enhance physicality and the holistic health needs of our children via a responsive curriculum outdoors.’ She explores this within early years, looking at what can be done now and the changes that we could strive for in the future.

We know that being outside is good for our mental health, whatever age we are. We are all looking to put wellbeing at the heart of our work with children and the outdoors can provide the environment we need to recover and move forward. At her recent webinar for Kinderly Learn on Supporting Children’s Mental Health and Wellbeing After Lockdown, Sonia Mainstone-Cotton, consultant and nurture worker, explained how important the outdoors is for children, especially those with additional needs. She suggested outdoor inspired wellbeing activities such as a senses walk, bare foot walking and cloud watching as ways to support children as they return to schools and settings.

Early years education is already on the journey to provide valuable learning opportunities outside. Some schools have incorporated forest school or vegetable plots into their curriculum. But if outdoor learning is to become a nationwide experience for our children it will need policy makers to invest time, energy, creativity, innovation, and money. Most teachers are not trained to teach and learn outside. Many schools and settings have limited access to outdoor space. And we know that learning outdoors is not about taking your tables and chairs outside and replicating the indoor experience in the open air.

Architects and designers have also been looking at ways to modify current learning spaces and to create more outdoor environments in a post-lockdown learning era. Architect Tom Waddicor predicts a ‘new wave of innovative outdoor classrooms’. They are looking to the forest school ethos for inspiration as well as considering practical issues such as hand washing facilities and toilets.

In the long term, perhaps there will be greater inclusion of outdoor learning in our curriculums, as we reflect on what children need and how we should adapt. But right now we need to find inclusive ways to get children outside, using the outdoor space as another educator with all it has to offer, from the safety we realise it gives us to the rich learning opportunities it can provide.

How do these ancient struggles and new challenges shape childhood? This Coffee Break is too small a space to do anything more than ask the question. But here is a collection of words about childhood that I have gathered together.

Let’s begin with a definition of childhood from UNICEF:

Childhood is the time for children to be in school and at play, to grow strong and confident with the love and encouragement of their family and an extended community of caring adults. It is a precious time in which children should live free from fear, safe from violence and protected from abuse and exploitation. As such, childhood means much more than just the space between birth and the attainment of adulthood. It refers to the state and condition of a child’s life, to the quality of those years.

And then we can add to that the words from The Open University’s course on Childhood and children’s rights:  

As you consider characteristics of children, you need to recognise that every child is unique and special in its own way. There are, however, some common characteristics of the period of childhood, which should guide you in the way you look at and work with children. Three of the most important are: dependency, vulnerability, and resilience.

Jean Piaget wrote that ‘Play is the work of childhood’ and Albert Einstein said that ‘Play is the highest form of research.’

The writer and poet Lemn Sissay describes childhood as a book:

Ultimately, family is a collection of stories and childhood is an introduction to that book. As you live your life you come to realise the significance of that introduction.

 And finally, Maria Montessori:

Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.

And Friedrich Froebel:

The plays of childhood are the germinal leaves of all later life.

As we move forward, as schools and early years settings open their doors a little wider, as parents begin to trust again, what are the essentials we would put into our suitcase for the future, along with a toothbrush, a change of clothes and probably our phone?

1.       Parental Engagement – however you have done it, whether via a blog, packs sent home, video clips, phone calls, or using an online platform, hopefully you will have found a new connection with families. Some teachers have said they feel they know this cohort of children better than any other they have taught, because of the creative ways and extra effort they have put into staying connected. Of course, this will not be the case with all parents and carers and finding ways to help harder to reach families remains a challenge. But perhaps there are more tools available in the box now.

2.       Wellbeing – there has been a lot of debate about what our curriculums should look like as we move on into new ways of teaching and learning. Should hygiene have a central role? And should Wellbeing take on new significance? As well as making their settings physically safe for children to return to, educators have also been thinking about how to support them as they make the transition back to nursery or school. Connecting their ‘bubbles’ with each other, making their new-look learning spaces seem familiar, helping to create a sense of belonging and ownership in this same but new environment, time to talk and time to listen. Wellbeing is at the heart of what is happening in schools and settings right now. Wouldn’t it be wonderful if we could bottle that and carry it with us?

3.       Learning experiences, not measurements - those who make the education rules may want to take a moment, remember what it is like to be a small child, step into their small shoes, connect with their awe and wonder and their simultaneous longing for routine and adventure. And then try and build a curriculum that nourishes that feeling. This summer a lot of ‘measurements’ won’t have happened: no EYFSP, no Year 1 Phonics Screening, no Year 2/Year 6 SATS, no GCSEs, no A ‘levels. But these children and young people will carry on, they will have experiences, they will learn whether at home or once they are back at school/nursery. Some will have much greater challenges to overcome than others. After all, what do these ‘tests’ really tell us about a child? Perhaps we can pack a suitcase full of rich learning experiences and leave behind curriculums based around such strict measurement and attainment.

So, what would you pack if you had to choose some essentials to carry with you into the educational future?

I heard that we are all in the same boat.
But it’s not that.
We are in the same storm, but not in the same boat.
Your ship can be shipwrecked and mine might not be.
Or vice versa.
For some, quarantine is optimal: a moment of reflection, or reconnection.
Easy in flip flops, with whisky or tea.
For others, this is a desperate crisis.
For others, it is facing loneliness.
For some, peace, rest time, vacation.
Yet for others, torture: How am I going to pay my bills?
…
So, friends, we are not in the same boat.
We are going through a time when our perceptions and needs are completely different. And each one will emerge, in his own way, from that storm.
It is very important to see beyond what is seen at first glance.
Not just looking, more than looking, seeing.
See beyond the political party, beyond biases, beyond the nose on your face. Do not judge the good life of the other, do not condemn the bad life of the other.
…
We are on different ships looking to survive.
Let everyone navigate their route with respect, empathy and responsibility. 
 

Damien Barr

(The poem is quite long, so sections of it have been quoted here.)

Ram Dass, spiritual teacher and psychologist

Every year on 15^th May the United Nations leads celebrations for the International Day of Families. The UN recognises the family as the basic unit of society around the world, in all its diverse shapes and sizes.

What does family mean to you?

‘Family’ may mean the people you are related to by blood, marriage or adoption. It may be any combination of orientation and role: parent, children, grandparent, sibling. Then there is what Dr Paul R. Amato calls ‘family-of -choice’ – including cohabiting partners, close friends.

However ‘family’ is defined, a family can be together or apart.  Families can live in the same home, or they may be separated across cities, or divided by international borders. A family can have 'overlapping networks that extend across multiple households' (Amato).

This year, the COVID-19 pandemic has drawn families together and kept them apart. ‘Household’ takes on a new significance, maybe even redefining who your family is right now as your ‘pod’ becomes those you happen to co-habit with.

Beware of the ‘imagined’ family

The ‘imagined’ family is a phrase used in a recent Psychology Today article to refer to the perfect pod – the one of whatever shape and size that we see in pictures on social media, coping wonderfully with the pressures of lockdown. Of course, we know in reality this family doesn’t exist. Just as there are many variations of a family, so there are a diverse range of relationships within each one.

Educators are all too aware that there are children navigating lockdown in families that are under extreme pressure: perhaps the child is the carer, or perhaps their family is chaotic, disconnected, or dangerous. The isolation we are living in only serves to emphasise the difference of experiences and care.

Nurturing families under pressure

As it prepares to celebrate 2020 International Day of Families online rather than with physical events, the UN states that: 'It is the families who bear the brunt of the crisis, sheltering their members from harm, caring for out of school children and at the same time continuing their work responsibilities.'

There is no doubt that families around the world are under pressure. If you look for advice on how to nurture your family during challenge, you find it is the basic needs that are key: sleep, nutrition, exercise, sustaining relationships (whether within your household or remotely via technology), and keeping a routine (Psychology Today and Mental Health Foundation). If there are children in the family unit, then Paul Ramchandani, Lego Professor of Play at the University of Cambridge, would probably add ‘play’ to that list. More specifically, playing with children: 'children will learn and enjoy different things from different kinds of play, and taking time to play with your children, getting stuck in, is the most important thing.'

International Day of Families this year gives us a reason to pause, to shine a light on families, to acknowledge their flaws, to be aware of the assumptions we might make, to recognise the loneliness that can come from within a family and for those without family, and to celebrate whatever family means to us, together or apart.

The wellbeing of all our children, from toddlers to teenagers, needs to be at the heart of what we do next. Every child will have experienced the loss of socialising with peers and nurturing friendships, the sudden absence of trusted educators, the removal from familiar learning spaces. Each child is unique and will respond to these losses in their own way. Many will have had other unimaginable challenges to face during lockdown.

Children will also be wondering what it means to be safe. For weeks, they have been told they must stay home to stay safe and keep others safe. Parents and carers will have managed their child’s comprehension of these messages in different ways. Once settings and schools begin to reopen, the national message needs to change to one that children can understand so they feel secure about going out to school or nursery.

There are growing voices asking us to look at what will be expected of our children and educators and calling for nurture to come first, moving towards a balance and discovering what we can learn and change in our education system in the light of the pandemic. Barry Carpenter, Professor of Mental Health in Education at Oxford Brookes University and Matthew Carpenter, Principal of Baxter College, Kidderminster, have written about a Recovery Curriculum for our children. They write that ‘the Recovery Curriculum is an essential construct for our thinking and our planning. Each school must fill it with the content they believe is best for the children of their school community, informed by your inherent understanding of your children in your community.’ Children will need time to trust again, to talk about what has happened, to nourish their peer relationships. 

In one example of how a nation can show immense respect for its children and young people, the Norwegian Prime Minister has made two televised addresses specifically for children since the pandemic arrived in Norway. In them, she speaks to children about their fears, and her own. She thanks them for the sacrifices they are making and for the way this is helping their country. And at the end she answers questions posted by children. In addition, the Education Ministry produced online clips to prepare children for what to expect.

The message to parents and carers also needs to change. Some may be fearful of sending their children back into learning spaces, especially if schools and early years settings are among the first sectors of society to open up. This can be seen in countries like Norway and Denmark, where Facebook pages campaigning against children being the first to experience life out there alongside COVID-19 are gaining momentum. Parents cannot be expected to just accept that their children will be safe. Clear and positive persuasion is required.

When our country does begin to open up, and schools and nurseries open their doors to welcome children again, there will be many adaptations: hand washing before, during and after everything; perhaps small pods of children being grouped together but socially distanced from others; perhaps the changing of clothes on arrival; children being required to be more independent (depending on their age); social distancing between staff; parents and carers staying off the premises; perhaps with only email contact with staff. For an example of what it is already happening in early years settings who remain open for vulnerable children and those of key workers, June O’Sullivan’s blog discusses the LEYF nurseries’ approach.

We will all need preparing, and children, families and staff will need time to ease gently into a new way of learning, to adapt and to eventually flourish.

So, what can children learn from dance? In the early years, children often express themselves through movement. Without the inhibitions that come a little later, they move simply for the pleasure of moving. The National Dance Education Organisation (NDEO) says that dance ‘is pre-verbal, beginning before words can be formed’. The joy of movement in response to sound is accessible to infants precisely because it requires no words. From this natural starting point, educators can use dance to support gross motor development, coordination, spatial awareness, self-expression, interpretation and vocabulary.

Amy Swalwell from Theatre Hullabaloo explains that ‘dance is unique in that it blends artistic practice with physical activity’. She says that at Primary school, teachers can use dance to encourage children to explore identity, artistic interpretation, working together, problem solving, looking and listening, evaluating and verbal and non-verbal communication.

Beyond this, there are the benefits dance can bring to wellbeing. An outlet for feelings, a safe way to nurture self-esteem and self-expression, it offers a link between what we feel and how we behave. The NDEO believes: ‘movement provides the cognitive loop between the idea, problem or intent and the outcome or solution. This teaches an infant, child, and ultimately, adult to function in and understand the world.’  

This brings me to another point about dance. It is inter-generational. It is an activity that can be shared by babies, children, teenagers, parents and grandparents. Many of the benefits just described for infants and children are almost identical to those provided by dance in the elderly – it is sociable and therefore supports wellbeing, it improves mobility, and the combination of movement and timing help to keep the brain active as well as the body (Aging Care).

The non-verbal, expressive nature of dance makes it accessible to children with additional needs. They can explore body awareness, coordination and the space around them, as well finding ways to understand emotions. In 2015 Volunteer Action Research conducted a study showing the positive impact of dance for children with special educational needs. One child said: ‘The classes bring out what’s already there…whatever you do it’s going to be good. It’s you and it will be good.’

So, come on. Stick on your favourite tune and feel the music, whether it is slow or disco, joyful or more poignant. Dance on your own, with other household members, or video call and dance with some friends. Dance with children still at your setting or send home dance ideas for families. Shake it out, laugh, find your inner child. No words needed.

This means teams are separated at a time when staying connected is vital, both for practical purposes and for wellbeing. This got me thinking about what makes a good team, and how we can maintain that now that we are having to conduct things differently.

June O’Sullivan wrote in her blog recently: ‘…for me the best leaders in a crisis are those who have built the loyalty and support of their team during the ordinary times.’ If your team has strong foundations then you have something to build on when times are challenging. What are the strengths your team had when you were together in your setting? How can those qualities help you maintain a sense of togetherness now?

Supporting a team means keeping everyone involved and valuing their thoughts and ideas. Staff need to be able to ask questions, reflect and evaluate together. There will be a lot of questions right now and managers may not have the answers, and there is no easy way to gather and share. Perhaps you could have a weekly virtual meeting to share what has been happening? These may need to be done in smaller groups if you have a large team, or if you have some staff members who have been furloughed. If this is the case, you could take notes and send them to other team members if they were not able to participate. Giving the meeting a structure sent out in advance will help make it valuable. Perhaps beginning with how everyone has been; how are children and families?; discussing positives as well as challenges; a time for questions; a time for suggestions..

Reading up on teamwork, having a common goal often comes up as a key element to uniting people. In a school or setting this may be summed up by your ethos or vision. You could talk together in a virtual meeting about what your common goal might be now. What are you, as a team, trying to achieve? Is there a word or phrase that embodies what you decide on? You could use this at the end of messages or emails as a mantra to remind everyone that they are working towards something together.

Acts of kindness can boost morale and wellbeing even at times of great difficulty. This can be done by any team member, whatever their role in the setting, and can reach out to staff who are at a setting or those who are at home. Checking in with everyone, sending a photo or a thoughtful word will make everyone feel kept in mind.

These websites were used to support this Coffee Break: 

https://www.teachearlyyears.com/nursery-management/view/strengthening-team-relationships

https://www.open.edu/openlearn/education-development/childhood-youth/early-years-team-work-and-leadership/content-section-2

https://www.leyf.org.uk/junes-blog/

Every situation will be different, but it is likely that staff will be continuing to teach and learn with the children who are attending their setting while also thinking about how best to support the development of the children who are at home.

There will be huge challenges to staying connected with a child’s learning when they are no longer with you.

In the Early Years, the fundamentals of in the moment planning, sustained shared thinking and starting with the child’s interests retreat in the face of remote learning. How can educators meet individual children’s needs in this new learning landscape?

There is also the steep learning curve of new technology – the tool that can facilitate the way you reach children and families. For lots of staff this will be new, and even those staff who are tech-confident will be adapting to using technology to teach and learn remotely.

Educators will be concerned about the equality of provision. Every family is unique, every situation different. Some will have access to technology, some won’t. Some will be actively participating in their child’s home learning and development, (some may be very keen!), but there will be many reasons why some parents will not. Staff will be aware that the resources they have in their setting will not be available to most children and families at home.

Staff at settings and schools will also be experiencing separation. They may be working in organised ‘hubs’ – with one team on the premises and one ready to swap at home. There may be concerns over staff shortages if some have to remain at home to self-isolate. Some settings may be pooling resources with those nearby. The nature of teamwork, how to have conversations about children who are not with you and how to support each other will be changing.

These are just a few of the challenges, and there is so much change.

Things to remember:

You already have a lot of knowledge about your children and families.

You already have relationships with children and their families and now you are building on those in a new way.

Find ways to help children who are at home feel ‘kept in mind’ by key workers. Stay connected.

Reassure parents and carers that they are home learning – learning with their children rather than becoming their teacher.

Remind parents and carers that the basics of everyday life contain learning opportunities – doing the washing, making a meal, washing up. This is especially true for early years children.

Help parents to remember that home should still be home, and family comes first. They may be feeling overwhelmed by the perceived expectation that they will now be educating their child as well as coping with other worries and pressures.

Remember to look after yourself and your team.

Each setting, staff member, family and child will be experiencing extraordinary change, and all the emotions that come with it. Educators are on the front line, providing safe spaces for vulnerable children and the children of key workers, as well as supporting parents and carers who now have children at home. You will also be coping with the change in your own lives and those of your loved ones.

We have heard so many stories of generosity and community over the last week. From neighbours who open their doors at 6pm each day to wave and say hello to each other, to young children sharing books together on a ‘virtual play-date’. Today, 1.4 million people, including children who are now home-learning, joined in simultaneously for a live workout with ‘PE with Joe’.

These stories remind us of how we need and value coming together – we find ways of joining and sharing even when we are told we must be apart.

If you have a question or would like a chat, you will receive empathy and experience from FSF users. You can post a new question or join in with a current conversation. 

If you use Tapestry at your setting, please go to the Coronavirus Info page for help and advice on how you can use Tapestry as a tool to stay connected with your children and families and support their home learning.

Stay safe and take care of yourselves, your loved ones, and your communities.

You will all no doubt be finding out as much information as you can and making plans for the unique circumstances of your setting or school. There is a lot out there already to wade through – some of it will be helpful, some not. The Foundation Stage Forum community is here, with members supporting one another, sharing experiences and advice.  

This Coffee Break, we would like to give you something to read and allow your mind to drift for a moment.

Maggie and milly and molly and may    

By E.E. Cummings

maggie and milly and molly and may
went down to the beach(to play one day)
and maggie discovered a shell that sang
so sweetly she couldn't remember her troubles,and
milly befriended a stranded star
whose rays five languid fingers were;
and molly was chased by a horrible thing
which raced sideways while blowing bubbles:and
may came home with a smooth round stone
as small as a world and as large as alone.
For whatever we lose(like a you or a me)
it's always ourselves we find in the sea

The Ocelot Chronicles

Book 1

Once there was a Minecraft world called Jungle Island. Inside the world there was an island of Jungle in an endless sea of Desert. In the Jungle there was a huge hill, on the hill was four gigantic trees, suspended in the trees was a series of houses and rope bridges and in one house lived our main characters Fred and Bob! They lived in a harsh time, for fish were disappearing faster than you could count. Every day the two Ocelots headed out to the lake to seek out fish.

One summers morning, they went at the strike of 10 as always, and walked down to the lake. Suddenly out of the corner of his eye, Bob saw something glistening in the shade that he had never seen before! “What is that?” he asked. They went over, and to their absolute astonishment, they saw a wooden chest! “Where did it come from? “wondered Fred. “The world must have generated it last night, “said Bob. “Let’s take it home to the treehouse to open it”

When they got home, they excitedly opened the chest. Inside were four diamonds, two emeralds, eight potatoes, one Heart of the Sea, a book and a map. Bob ran around, overjoyed, sorting out all the contents of it. Using two sticks and the diamonds, he crafted two diamond swords. Next, he put the emeralds and Heart of the Sea in the vault. He shared out the swords and potatoes. Finally, their eyes rested on the map and book. Hear is what is said:

In times of big trouble,

When Ocelots struggle for food,

One thing can save them,

THE GREAT ENCHANTED GOLDEN FISH!

“I seriously think we should go after that fish” said Bob “anyway, we have the map so why not?”

“I don’t think we should go. It could be some kind of trick” answered Fred thoughtfully. After a while, Bob convinced Fred to come. “Fine said Fred, “but then if we die I will blame you”

An hour later, they were ready to go. They set of down the hill and through the deep Jungle. They went on for two days, fighting off the occasional mob with their diamond swords. Suddenly on the third day Fred saw the Temple. They both knew it was full of traps, so they went around disarming traps. Soon, Fred spotted a lever on the wall. He walked over, pulled it and suddenly he was falling! ”NOOOOOOOOOOOOOOOOOOOO” cried Bob. Fred thought he was going to die, but he landed in a minecart. Bob jumped down after him and they rolled along. They came out in a flaming room, in the middle was the fish. They grabbed the fish and looked for an exit but saw a portal instead so they ran and jumped though. The fish was enchanted with infinity, so they had infinite supply of food. They came out in they own house and that night had a party!!!!!!!!!!!!!!!!!!!!!!!!!!!!

THE END

This is so relevant to teaching Maths in the early years, where, as we know and celebrate, the emphasis is on learning through play. Children are exploring mathematical concepts as they line things up, collect things in baskets, role play shopping, make their own playdough, fit things into other things, thread wooden beads, balance on a seesaw, weigh ingredients, fill and pour – I could go on but the list is so long there really isn’t room. And that’s before we even mention numbers and counting! Maths is everywhere: The endless possibilities, the excitement, the intricate patterns, the accessibility of Maths is within reach of every very small child.

How much does this wonder continue as they grow? At some point, and in England this is pretty early on, children begin to learn more formal mathematical concepts. They begin to see Maths as having a right or wrong answer. Does Maths lose its magic then? Do some children become anxious about Maths around this time?

‘Maths Anxiety’ is a recognised and worrying issue. According to an Ipsos MORI poll commissioned by Shirley Conran of The Maths Anxiety Trust in 2018, 23% of parents of children aged between 5-15 report that their eldest child often feels anxious when attempting to solve a maths problem.

The Maths Anxiety Trust says the key is to make sure children understand one concept before they move onto another. They need to explore, experiment, play with a mathematical idea before it becomes embedded and they are ready to move onto the next one, whatever age they are:

Maths knowledge is built like a skyscraper; each new brick is built on the last brick. If one brick is left out at the bottom, the skyscraper might wobble or crash… So make sure your child understands one new idea, before moving on to the next new idea. (Maths Anxiety Trust).

In England, the Maths curriculum moves fast. It gallops along. And the challenge for every teacher is to cover the curriculum while giving children that all-important space to really understand each concept. Do the children in your early years or key stage class have time to embed their maths skills?

As Shirley Conran says: Whatever you plan to do … you will need to use Everyday maths EVERY DAY.

Because Maths is Everywhere, whether you are 6 or 60.

World Thinking Day is a chance for girls and young women all over the world to connect and celebrate what makes them truly unique.

In more recent years, there have been various ‘themes’ to World Thinking Day. Here are just a few:

Adolescent Health Issues

Water

Discover your potential

We can save our planet

Connect

Grow

Impact

This year the theme is Living Threads – Diversity, Equity and Inclusion. Girl Guides and Girl Scouts are inspired to reflect on the ways they can put equity and inclusion into practice in their everyday lives.

Diversity, Equity and Inclusion are themes we focus on in early years settings and schools on a daily basis. As educators, we need to constantly model them, weaving these qualities into every bit of our practice and the interactions with our colleagues, the children and their families. We also teach these themes more overtly through PSHE and Citizenship at Key Stage.

2020 feels like a year of both clarity in what societies should and could be striving for (20:20 vision comes to mind) but also of turbulence and uncertainty for children and young people, both in the UK and around the world.

So, take a moment to think about how you already channel Diversity, Equity and Inclusion in all the little things you do to make a change.

Read more about the history of World Thinking Day, and about this year's events.  

Just in case you didn’t know, if you have a staff or manager login to Tapestry, you can use these details to sign into the Foundation Stage Forum (FSF) as well.

If you are new to the FSF – welcome! You have arrived at a place where educators share their knowledge on our forum and access a wealth of information through our library of articles, downloadable resources, podcasts and, of course, Coffee Breaks.

The FSF has had many thousands of visitors since it began in 2003. You can read more about our story on the About Us page. What sets us apart from other social media platforms is our community spirit. Members can spend time here, set up conversations, reflect, and come back to them later. Here you will find help and advice, debates and discussions, respect and kindness. Members won’t always agree with each other, but we do expect they will always listen to what everyone has to say. To keep this going, we offer a little community guidance in the form of our Lessons from Geese clip. Or, if you prefer a list:

• Introduce yourself if you are new and welcome new users if you have been around for a while
• Join in with discussions mindfully
• Respect differences of opinion
• Offer help to a fellow educator whenever you can
• Contact us if you see an inappropriate post. We will check the problem and respond to you.   

Thank you for joining the FSF community. We hope you enjoy your time with us. 

A spot of yoga. A cappuccino from the little shop at the end of your road. Or a mad, tornado-style manoeuvre from bed to bathroom to workplace. Whatever your routine, I invite you to take a moment to analyse it now…

The funny thing about routines is that you don’t necessarily notice them. The lives of teachers and TAs are built on a multitude of micro and macro routines throughout the day. Your lesson timetable, playground duties, assemblies, interventions, staff meetings, parent consultations, morning briefings, afternoon briefings! The list goes on and on. Yet educators are expected to adapt to any little or large change to these routines at any point. And, oh boy! Do they change. When was the last time you had a ‘normal’ week? Where everything on the various timetables happened the way it should have and when it should have?

It can be difficult, even for the most flexible of us. I’m a firm believer in routines. As educational professionals we are always saying “children need structure”. Well, so do most adults.

I didn’t used to like my morning routine. It was a panic-filled, empty-stomached run around, trying to get everything sorted and ready for the day. I started to dread it. I needed to switch it up. The morning was too important, a pivotal factor in deciding my mood for that day, to let it go on the way it was.

Also, the morning is where you have the most power. Before the children have arrived, before the parents come to your door, before the workday has truly begun. This is where you can carve out a little piece of time to take a breath.

I started having breakfast at school because I never felt like eating at 6 a.m.!  And I found eating at work actually became a great thing. It forced me to stop and sit down for a tiny bit. Soon, I started reading while I ate my breakfast (I found that helped me to stop worrying about the coming day). Sometimes I’d go into my year group partner’s classroom and eat breakfast with him. I tried to make this a part of my workday but not feel like work. It really changed my mind-set. Knowing I was going to get to work and then have that time, even if it was only five minutes some days, really helped.

So, over this cup of coffee, take a moment to think about your morning routine. Is there room for a tweak anywhere to improve it?

• Draft Early Years Inspection Handbook
• Draft Education Inspection Handbook
• Education inspection framework: overview of research

We will be discussing the proposals on this thread