Jules

Fostering parent engagement in EYFS education is a multifaceted process that requires a commitment from both educators and parents/carers. This process involves implementing various strategies that create a supportive environment for all families and for their children's learning and development. Considering what might be preventing parents/carers from engaging with each strategy is important in order to reduce any barriers that may be experienced (see Strategy 4). Using a mix of approaches can offer families different ways to be connected and involved. In this article, I have written five strategies based on my own experience as a primary school teacher, early years educator, and mother of two children under five. We will explore how these strategies can be implemented to maximise children's learning potential. Strategy 1: Establish transparent communication channels One of the primary strategies for fostering parent/carer engagement is establishing transparent communication channels, which is the key to building successful partnerships. These can be built and maintained in the way that educators encourage parents/carers to share their insights, concerns, and aspirations for their child's educational journey. Educators can facilitate dialogue and ensure that parents/carers feel valued and actively involved in their child's learning experience by using various mediums such as in-person meetings, email, newsletters, and digital platforms. For example, setting up regular parent/carer-teacher meetings can effectively establish communication and build trust between educators and parents/carers. During these meetings, educators can share news about the child's learning, showcase the child's artwork and learning journals/workbooks and discuss the child's strengths and areas for growth. Meetings are also ideal for parents/carers to share their insights and information about their child. This exchange can help educators tailor their teaching approach to meet the child's needs and preferences. These in-person meetings can be a 10-minute conversation to discuss a specific area. This demonstrates how the child is the central focus, and working together will nurture the child's well-being and learning. As a mother, I enjoy the opportunities presented to me to look at what my child is learning, where he enjoys sitting, what his favourite activity is, and what he is generally interested in. It is a learning experience because I am often surprised by how his character and interests differ from those at home. He has been given many stickers at school for fantastic tidying up. (We need more practice at home!). It is a delight to meet his teacher and feel her love for my child. At the same time, I can also see the dedication and passion of the teachers in ensuring that the children are happy and flourishing at school. Personal meetings are an excellent channel of communication, but understandably, educators' and parents/carer’s time is limited. Therefore, it is realistic not to expect daily 10-minute discussions, but to be kept in the loop in a variety of ways. Strategy 2: Provide regular progress updates and feedback Educators should provide regular progress updates and feedback on a child's achievements, milestones, and areas for growth. These help parents/carers to feel involved and more able to support their child. Use progress reports, parent-teacher meetings, and digital platforms to communicate effectively. Celebrate the child's successes and milestones, no matter how small, and provide constructive feedback to guide their continued development. Research suggests that parental involvement in early years education correlates with children's improved cognitive development and 'school readiness'. Therefore, by providing regular progress updates and feedback, educators empower parents to participate actively in their children's educational journey. Strategy 3: Foster inclusive community spaces Another pivotal strategy in fostering parent engagement revolves around creating inclusive community spaces. Imagine educational settings as bustling, vibrant hubs where families share experiences, celebrate diversity, and forge lasting bonds. To kindle parent/carer participation, educators can orchestrate various family-friendly events, ranging from cultural celebrations to informative workshops. These gatherings serve as an opportunity for connection, fostering a sense of belonging within the educational setting's social culture. Consideration should be given to how to make these fully inclusive, including what times of the day any events take place. By ensuring all families feel reconnected and valued, irrespective of cultural or socio-economic backgrounds, educators can harness the transformative power of diversity, enriching the educational landscape for young learners and their families. There is a real sense of pride and school community spirit at my son's school. Every week, there is something to look forward to, and the whole school is involved. From bake sales to jumble sales, auctions, and international food days, there is always something that brings the school community together. The school also has t-shirts and tote bags available with the school slogan so the children and adults can showcase unity and represent the school with great pride. Strategy 4: Demonstrate empathy and understanding Empathy and understanding are essential qualities that underpin effective parent/carer-teacher partnerships. Educators must recognise and appreciate the diverse needs, challenges, and experiences of parents/carers and demonstrate compassion and empathy in their interactions. This involves listening, actively validating parent/carer concerns, and offering support and guidance where needed. Educators should strive to create a safe and welcoming space where parents feel comfortable expressing their thoughts and feelings without fear of judgment or criticism. Furthermore, educators should be mindful of various factors that may impact parents'/carers' ability to engage fully in their child's education. This may include cultural differences, language barriers, socio-economic constraints, or personal challenges. By showing empathy and understanding, educators can establish trust and build a collaborative partnership with parents/carers based on mutual respect and support. I have a personal example of how educators showed empathy and understanding to me, as a parent of two children under five. Last year, my grandad suddenly sadly passed away during the school holidays. My emotions were at an all-time high and it was a daily struggle to balance home life and school life. I was not sleeping, I was sad, I felt busy travelling across London to visit family. I was nursing a 6-month-old baby and functioning with all the activities surrounding my young family. I hid my emotions for the sake of the children. For a few weeks during this period, leaving home by 8:30 a.m. to take my son to school was an absolute struggle. I felt awful because it was my fault that we were late, and I did not want my son's well-being to be affected due to my grief. The children are young, so they did not understand my bereavement, but my 5-year-old did start to demonstrate anxiety at the thought of being the last one on the classroom carpet during circle time or late for assembly. The teachers and headteacher were very understanding and supported our family during this sad time. They celebrated my child's readiness to learn and didn't focus on his lateness. For the days that we were on time, they praised him for this and talked to him about how trying his best to do things independently, such as putting on his socks and coat and remembering his book bag, really helped everyone to leave the house on time. Our new routine became a unique, fun game for my son, who enjoyed collecting his reward stickers (he loves stickers!) and feeling responsible. All this was a distraction from the sadness and stress that I was experiencing. I cannot thank the school enough for supporting my family's well-being. We felt valued and listened to and recognised that we could trust the educators to support us. Educators can bridge the gap between home and school by being empathetic and flexible. This will create a collaborative learning environment. Studies indicate that empathy plays a crucial role in increasing parental involvement, which can strengthen the foundation for successful educational partnerships. Strategy 5: Educate and empower parents as partners Empowering parents/carers as partners in their child's education is significant in ensuring long-term engagement. Educators need to provide parents/carers with the necessary knowledge, resources, and tools to navigate the complicated world of early childhood education. This can be achieved through informative workshops, resources on child development, or guidance on fostering a love for learning at home. By involving parents in essential decision-making processes, goal-setting endeavours, and curriculum planning initiatives, educators can create shared responsibility and collaboration where every voice is valued, and every contribution is esteemed. In summary, promoting parent/carer engagement in Early Years education is a complex undertaking that requires partnership from educators, parents/carers, and the wider community. Educators can create an environment where children can prosper and thrive by adopting approaches such as transparent communication, regular progress updates, inclusive community spaces, empathy and understanding, and empowering parents/carers as partners. We can pave the way towards a brighter and more fulfilling future for future generations through cooperative partnerships built on mutual respect and shared goals.

Risk-taking is a recurrent theme in early years education. And one that reliably provokes heated debate. What occurs to you when you think of a young child taking a risk? Maybe you imagine them riding a bike, jumping from a height, or crossing the road. Or, perhaps, you think of them chatting to a peer, reading a new word, or expressing their sadness. If I were to take a punt (a risk, even), I’d say that most of us tend to think of risk- taking as a physical thing. When we read about risky play, for instance, it is usually to do with something that could potentially cause harm, like helping build a fire or scaling a climbing frame. A few years ago, Juliet Robertson - a former education consultant who specialised in learning and play outside - made a thought-provoking comment about this, ‘I've always been puzzled by the UK obsession with risk and how it's been narrowed down to often physical elements. My strategy for years has been to avoid engagement with the term 'risky play' and 'risk' because I object to the over-emphasis in an outdoor context.” (3 March 2020 on X). This is something worth pondering. What is risk? Fundamentally, risk-taking is daring to try something new. We make a leap in our thinking that enables us to have a new experience. In doing so, we venture away from what we already know, go out of our comfort zone. Helen Tovey, former Principal lecturer in Early Childhood studies at the University of Roehampton, says, ‘Risk-taking is not just about physical risks, although these might be the ones that worry us most. Children take social risks - for instance, when they try to join in an established game. A toddler takes an emotional risk when he moves away from a trusted adult to explore.’ Helen adds, ‘Risk is part of being alive and being human. Life is full of varied risks, and we have to learn to recognise and manage them’. (13 January 2014, Nursery World). Sarah Porter, Headteacher of Kaye Rowe Nursery School in Newham, comments, “When young children take risks, we often have an image of them climbing a tree or balancing on a log. However, risk taking is much wider than that. When a child comes to a nursery and starts to trust a new adult, they are risk-taking”. These points are important to consider. Many adults will spot a child pursuing a new physical risk. However, as Juliet Robertson, Helen Tovey and Sarah Porter point out, it is equally important to recognise and work with all the other sorts of risks that young children encounter. These are the substance of their life and growth. A wider notion of risk-taking As soon as we stop and think about it, we realise that young children take many risks: emotional, cognitive, and social (as well as physical). Emotional risk includes all those times when young children dare to share their emotions. This may be their fears and concerns or their joy and excitement. Social risk includes all the occasions when children are courageous enough to try and make a new friend or express their thoughts in a group setting. Cognitive risk includes challenges like trying to solve a new puzzle, learn how to use a hammer or experiment with a new form of artistic expression. As with any learning, the amount of support and input that a child will need when exploring new territory will be unique to them. Risk-taking is a fine example of why it is invaluable for practitioners to know the child well. This will help them to assess the particular sort of support they might benefit from. Sarah Porter adds, “Trying new things alongside adults who are interested and support you when things go well, but also when they don’t, makes a big of difference to a child’s confidence and self-esteem. Children’s imaginative social play often involves them in complex, fast changing negotiations and requires quick responses to stay in the game. One of our children with SEND recently decided to lead his classmates outside in a ‘story group’ activity where he was telling them a dinosaur story. He was the teacher standing at the front and gathered some children whom he asked to sit in front of him. He went through a routine that he was used to from his group sessions, singing a ‘hello’ song and then telling the story. He was trying out something new, taking on a new role and taking a risk. Not all his ‘pupils’ stayed, but some did, and he was clearly very excited to get to the end of his story. This excitement that comes with risky play is an important part of a child’s motivation.” Why it is valuable for children to take risks Taking risks is important for young children because it helps them to learn and develop skills that are central to their growth and development. · Building confidence: by taking risks and trying new things, children gain confidence in their abilities. When they experience success after taking a risk, they feel a new sort of strength and are more likely to attempt future challenges. · Developing problem-solving skills: risk-taking encourages children to think creatively and come up with solutions to overcome obstacles. It teaches them to assess situations, make decisions, and learn from the outcomes of their risk. · Developing resilience: when children take risks, they learn to manage setbacks. Learning to overcome the disappointment of not meeting a challenge is an important skill in navigating life’s ups and downs. · Encouraging independence: taking risks enables children to develop a sense of autonomy and self-reliance. · Individual growth: risk taking takes children out of their comfort zone, promoting personal growth. It helps foster an attitude where children see challenges as opportunities, not obstacles to avoid. How can we create an environment that enables non-physical risk-taking? It is important that practitioners support children in taking non-physical risks by providing a safe and supportive environment: one where children feel able to venture into the unknown. It can be useful to think about what we consider important for a physical risk-taking environment and apply it to the other sorts of risks children take. The requirements are not dissimilar: 1. Practitioners need to encourage children to have a go and appreciate what they do positively, whatever the outcome. For example, a child may want to join in with a game but ends up standing back and watching instead - they should be commended for making a great start. 2. Children will also need guiding through their new ventures. For example, a child may want to make a tall tower but need support working out how. 3. Boundaries are important for children to feel safe. For example, if they want to express their anger towards a peer, they need to know that they can’t do this physically. 4. Attuned adults need to be ready to step in if necessary. For example, a large aspect of risk-taking is the responses of those around – adults need to respond if children are laughed at or treated unkindly. 5. Reflection after a new activity can help children feel more confident. Reflecting positively on what they did can spur them on to pursue it further, as well as take on other new things. Sarah Porter shares a fine example of this: “On her first Forest school session 3-year-old Shamima, who was not used to going into the woods, felt anxious about the unfamiliar surroundings. She asked the practitioner, ‘Are we lost? I think we are lost, let’s go back.’ The practitioner suggested they look at a map together so that he could reassure her that he knew exactly where they were. He also made it clear to Shamima that he knew the way back to nursery. This was enough for her to feel less anxious and continue. Shamima was worried again the following week, so the practitioner encouraged her to look at the map with him. This reminded her of the route they had taken the previous week. The practitioner reassured Shamima it would be exactly the same route. This helped Shamima to head off more easily. Shamima clearly benefitted from reflecting on the challenges of this new activity (which felt like a risk for her) and being reminded of how she had overcome her anxiety the week before. This enabled her confidence to gradually grow and by the end of the 5th Forest school session she was really keen to carry on!” Sarah adds, importantly, “At our nursery we see this growth in confidence transfer into other areas of learning and children feel more able to try new things.” As Pablo Picasso famously said, ‘I am always doing that which I cannot do, in order that I may learn how to do it.’ It is important that we provide an environment where children feel able to do the same.

Introduction In our current economic climate sadly the cost of living has skyrocketed. The price of gas and electricity has increased, and unfortunately some families are only left with the option to heat or eat. Children's activities have become costly, especially when on a tight budget, and going out for free play is now a popular option. The following article is uniquely created for parents, carers, or educators who want to encourage children and young people to explore their imagination and write a book, with the main focus on picture books. While it is admirable to fold a few pieces of A4 paper in half and add two staples in the middle, imagine what a real book would look and feel like in your hand. I have been working in the publishing sector since 2006 and I will be on standby to assist and support you in this creative endeavour, just reach out to me. Did you know that publishing a book can cost anywhere between £1,500 - £4,000? The cost can depend on the size of the book, if it has colour illustrations, typesetting, whether it require a professional proofread, or a developmental edit, and so many other variables. It is important to remember that this guide shows you how to create a commercial paperback book for free, the only cost is the time you spend researching and uploading. Resources mentioned in the article are listed and linked at the end. You do not need to be a gifted writer to create a book with your child, you just need to have the following three elements: · A curious mind to research the publishing industry online, mainly via YouTube video · A suitable device with access to the internet and to be competent in using the internet, intermediate to advanced knowledge would be best suited to this project · Determination, perseverance, and consistency Make use of and review the resource links below to gain valuable training and insights into turning your child’s book from a thought into a paperback. If you choose a hardback option it is more expensive and sizes are limited. Remember it is FREE to write, you are just spending your time. This is a quick-start overview on how to publish a book with your child, and with these easy steps you will be able to accomplish such a task in approximately 4 - 12 weeks. 1. Understanding your audience If you sell to everyone you sell to no one, it is time to now validate your niche market. Never say your book is for everyone because that is an untruth. The reason why you MUST identify the age group you are writing for is that this will ultimately help you later in targeting and understanding their interests when selling your books. Decide what age group you are writing for and be sure to consider reading levels in this process. Early years: 0 – 5 years old Middle age: 6 - 8 years old Upper age: 9 – 11 years Research popular themes, genres, and styles within children's literature to tailor your book accordingly. Remember Amazon is a highly-ranked search engine, so take a look there and see what is trending by installing the plug-in Amz Suggestion Expander to see what readers are looking for. 2. Crafting an engaging story This is where you will need to use your skills, talents, and gifts to develop relatable characters that children can connect with from your child’s imagination. Ask your children to draw three different characters of who they want in their storybook, get them to give each character a name, and find out what they like and dislike. To create a compelling plot with a clear beginning, middle, and end you need to let your young person's narrative run free-form. Using an audio recorder on your phone, tell the story together, with each of you taking turns to catch those story gems. Incorporate elements of suspense, humour, or adventure to keep young readers engaged. The sillier the story the better, children love to giggle. Top Tip: Do not use AI to write your book as Amazon can ban your book before it has even been published. 3. Illustrations and visual appeal Hiring a skilled illustrator to bring your story to life visually is costly and prices range from £80 to £120 per image in the UK and this is the lower end of illustration costs. I am going to show you a FREE way to access creative art illustrations. Canva is a free design account and has thousands of copyright-free child-friendly illustrations. It is worthwhile to note that the artwork you use here has millions of users that can access it, this means it will not be original to your project. For a more bespoke professional look paying for a designer is best, especially if you would like to sell merchandise like cups and t-shirts to accompany your book. 4. Navigating the publishing process Now it is time to prepare and polish your manuscript to turn it into a captivating paperback book that may land your child a publishing deal. If self-publishing for the first time you must familiarise yourself with the process of -Formatting -Printing -Book distribution (of your book) Do note that if you’re working with a larger group of children, it can take longer to publish as much more organisation is required. See the video tutorial on how to upload your book onto the Kindle Direct Publishing platform. Top Tip: Remember Amazon's minimum page count is 24 pages. Make sure your book reaches this amount with your artwork and be sure to use fillers from the table of contents page from my JUST WRITE IT workbook for example title page, dedication, about the author, etc., if your story is a short one. 5. Promotions and marketing your child’s book Why not get renumerated for your time, with all the hard work you and your child or children have put in to create your epic book? Develop a comprehensive marketing plan to generate buzz and visibility for your book, utilising channels such as social media, the author's website, book signings, and school visits. Engage with local libraries, bookstores, and schools to arrange readings or workshops and establish connections within the community. Creating 2 to 3 established marketing strategies to help you reach your target audience will contribute to raising awareness about your book. Top Tip: The key here is to sell your books as a bulk order and not one-to-one distribution. Now you have everything you need at your fingertips to create a book to hold in the palm of your hand. The main thing is to finish what you started and not get disheartened, as it is a lot of work and involves some new learning. If you can spare some time for this fun activity it will be worthwhile. Use the tools and your resources fully. Contact Winsome Duncan and let her know how your book publishing process is going: http://www.peachespublications.co.uk/contact.html https://www.instagram.com/peachespublications/ Winsome has also written an article about amplifying young voices in UK children's literature, which you can find here. And we recorded a podcast episode with Winsome, which you can listen to here, or wherever you find your podcasts. Resources: Research Book Themes Ideas with Amz Suggestion Expander: https://chromewebstore.google.com/detail/amz-suggestion-expander/cpeaihkccbeemkfefcapijechkbfjlhb Open a free Canva account: https://www.canva.com/join/trusting-role-relative How to create Canva illustrations: https://www.youtube.com/watch?v=QKZKocAHNXA Create a Kindle Direct Publishing account: https://kdp.amazon.com/ Sell More Books -Just Market It workbook: https://amzn.to/4aRkbrM Check for page fillers from content pages -Just Write It workbook: https://amzn.to/49BfK3e

One of the wonderful changes that has come as a result of the 2021 Early Years Framework reform is the removal of the need to gather large quantities of “evidence”. Practitioners’ within the early years are now able to reallocate their time to more valuable practices such as getting to know their children, having high quality adult interactions, and developing learning environments that meet the ever changing needs and interests of their children – what an exciting time! The Characteristics of Effective Learning Children are powerful learners from birth. They can develop strong habits of mind and behaviours that will continue to support them to discover, think, create, solve problems and self-regulate their learning. (Birth to Five Matters, 2021) Play based learning for young children has been a topic of interest since the birth of philosophy. Even Plato highlighted that young children needed to engage in high quality play as early as possible in order to develop and create the core behaviours needed to be healthy, happy and active members of society. As early years practitioners our core purpose is to create learning environments that provide children with the freedom to follow their own interests and intentions, to engage within sustained shared thinking, and to experience the satisfaction of meeting their own challenges and goals. By providing children with the time and space needed to develop all of the above, it increases the likelihood that they will become curious, creative, resourceful and resilient learners. As described above, the early years are the most important to a child developmentally, as it is during this small yet significant period that they develop the necessary skills needed to be effective learners. Most early years non-statutory guidance including, ‘Development Matters’ and ‘Birth to Five Matters’, also highlight the importance of creating learning experiences and spaces that help with the development of these essential learning skills. These essential skills are known as the ‘Characteristics of Effective Learning’ (or 'Characteristics of Effective Teaching and Learning' in Development Matters). These skills cannot be fully developed through adult-led formal learning alone, practitioners needed to balance this with high quality, child-led learning. (Table from Birth to Five Matters Document, 2021) Open Ended Play - The Curiosity Approach Play is serious business to young children and it is our responsibility as educators to treat it with the respect that it deserves. As noted previously it is our job to create learning environments that give children the opportunity to explore their true potential. In order to be able to do this we need to think carefully about what it is that children actually need in order to tap into their true selves. We need to reflect on our environment and resources: are we inclusive of all children? Can every child feel represented in our learning space? What are our own biases that may be getting in the way? Play is time for ‘child-led’ learning not overly directed ‘adult-led’ learning. Child-led learning provides children with the autonomy needed to explore their curiosities and lines of enquiries. The Journey from Closed-Ended Play to Open-Ended Play When I first started teaching within the early years (over ten years ago) it was commonly accepted that good practice within continuous provision meant the use of themes and overly planned areas. My partner teacher and I would sit together every week and discuss our theme for the week and then plan activities for the different learning areas to fit within this theme. For example, if we were exploring the story of The Very Hungry Caterpillar, every area of learning would be linked to this theme. Although my children enjoyed using some of the resources and engaging within the adult planned activities - with very restricted learning outcomes I might add - it eventually dawned on me that the learning possibilities were limited, as I had unintentionally created a one way path for exploration and learning. The lines of enquiry were restricted and my children were not fully able to explore all of their curiosities as those did not match my intended learning outcomes or themes for the week. Essentially I had created physical manifestation of a worksheet. (This table provides a brief overview of the differences between open and closed ended play) Below are examples of tuff trays that I used to create within my own learning environment. Whilst I was complimented by many for my efforts, the actual ‘learning’ that took place was limited. The play intended did not allow for my children to explore their own curiosities; it only allowed them to engage in learning that was heavily guided by my intentions. Although I was desperate to master the open-ended curiosity approach, this is something I found intimidating - how could I ensure that I achieved the “desired results”. Rather than changing everything at once I decided to adjust one area at a time. My first stop was the outdoor building area. Through recommendations I decided to invest in a deconstructed role play set from Cosy. Unsurprisingly, we had our reservations. I told myself ‘they won't know what to do with it’ or ‘I bet they won’t even touch it’. But I was proven very wrong - it was hit! My children were curious and excited to explore this new resource. They had engaged in imaginative play that I could only have dreamed of - and certainly could not have planned. The possibilities were endless, and I was able to address all areas of learning without it needing to be specifically planned for. After the successful implementation of this resource, I continued to develop each area of my classroom to include open ended resources. The pathway to developing a ‘curiosity approach’ learning environment can feel intimidating and complex, however this is simply not the case. When we think about developing children’s curiosities it is not about providing them with the most expensive resources. Something as simple as Nana's button box is enough to spark their curiosity and inspire them to engage in a multitude of learning behaviours that could not be planned for. Remember when making any changes to your learning environment also consider - ‘who is this for? Cultivating Curiosity - Starter Kit - Some recommended resources Outdoor Building - Deconstructed Role Play https://www.cosydirect.com/deconstructed-role-play-set-60plus-items-31735 Small World - Grapat Nins and Peg Dolls https://www.babipur.co.uk/grapat-toys/grapat-entire-range/grapat-nins-peg-dolls.html Loose Parts Play - Indoor Resources https://www.earlyyearsresources.co.uk/loose-parts-play-c2970 Indoor Building Area - Wooden Blocks https://www.communityplaythings.co.uk/products/play/block-play/unit-blocks/mini-unit-block-double-set?v=G482

Where my journey started I recall as a teenager at school being very naïve about people with disabilities and not really understanding the troubles and discrimination they faced. My own ignorance was a form of discrimination. Imagine the impact when visiting my Step Mum and Dad in hospital to meet my newly born and first sibling, when I was told that my sister had been born with a number of issues which would mean she would be disabled. She was born with Cerebral Palsy, Glaucoma and cataracts meaning she would not only have physical difficulties, but she would also be blind. It hit me hard. I didn’t understand and had typical thoughts like this just didn’t happen in my family. I had to grow up very fast. Living with my Father and Stepmother meant I would be experiencing all that comes with having a child family member with disabilities and being big brother with a big role to play in caring for my sister at home. I was always told I was good with other children in the family, and I had also done voluntary and paid work in specialist schools and family centres during the summer holidays. So, my passion and love of children began from there, and is no different 30 plus years later. My sister was given so much love and support, I was just giving the same love and support back. To date I have had an impact on the life of well over 500 plus children in my career. Having worked as a practitioner, I became deputy manager of a setting in 2001. I left that setting a few years later, joining a setting that was part of a chain of nurseries, again in a deputy manager position. During my time working with this organisation, I had a few different roles, including in the Head Office, where I became the ICT co-ordinator, a position I helped to created and was passionate about. Unfortunately, like many people during the pandemic, I was placed on furlough. At the same time it was decided that ICT Coordinator would no longer be a specific role. I had the option of returning to a deputy manager role, but the disappointment of no longer being ICT Coordinator had a big impact on me, and I found I was lacking confidence. I am very aware of the importance of people understanding how mental health is a huge issue in the Early Years workforce. I’ve recently decided to take a step back from nursery management and just enjoy being hands on again with the children. What does a typical day look like for me now? As soon as I arrive at nursery, there are shouts of children saying, “Mr Richard is here” and calling me. I go and greet as many of them as I can with a little hug. We have two buildings, and I am based in our preschool building with another teacher. Having a small class to work with makes it easier to support the children, especially my key children. No day is the same, depending on which children are in on the day, or the weather can have an impact on how the day will go, which makes it so exciting. It’s like opening a mixed bag of your favourite sweets - you’re not sure which sweet you’re going to get but you know it’s going to be a great experience. I love preparing the outdoor area, I do this not only with input from the children, but also from the child within me and what I want to enjoy teaching and learning with the children through play. Just this week we turned the garden into a GP surgery complete with an entrance, using crates and old tyres and four children’s chairs. The children welcomed me through the entrance. I was asked to sit on one chair and wait and then a child pretending to be the GP called my name, took my hand and led me to another chair and began to ask what was wrong with me. I said I was sick and made a funny noise, which had all the children laughing. At the end of the day when I’m chatting with parents and giving them feedback about their child’s experience, the parents say how their children talk about me at home and say I’m funny because I do silly things that make them laugh. For me this is why my career is so rewarding – because I am making children laugh and having a positive impact on their care and education. As a big advocate of STEM and STEAM I love setting up another area of the garden with children, using the large wooden blocks. We might build and create models to play with or in. A favourite is to make a slope with the longer blocks, tape some kitchen roll holders to them, and invite the children to race each other by rolling matchbox cars down the tube and watch them roll all the way along the block. I might create a challenge by not making the slope steep enough and then asking those important critical thinking questions such as why won’t the car go down the slope or why is it stuck in the tube, what do we need to do to get the car to work? I also love the ‘poke the pencils in a sandwich bag’ trick, where I ask the children to fill a sandwich bag with water, seal it and then stick pencils straight through and ask why water isn’t leaking out of the bag and what will happen when we remove the pencil. These are just a small example of fun activities I do with the children - I’m a big kid myself really if I’m honest 😊. Are there challenges as a male working in the Early Years Sector? My heart very often sinks when I think about this question, because I’m still saying the same things 30 plus years later in my Early Years career. Thirty years ago, while I was completing my training, I would go on placement and sometimes there were parents and practitioners who would say ‘why do you want to work with children? That’s a bit unusual, isn’t it?’ I’ve also experienced the parent telling the manager ‘I do not want Richard changing my child’s nappy or taking him or her to the toilet’. I am very blessed to say that in the main the nurseries I trained or worked in always supported me. One even told a parent that if they were that concerned, maybe they should find another nursery. On two occasions I have also come across discrimination on religious grounds, where two staff from different settings have said they could no longer work at the nursery if I was working there because they cannot be alone in a classroom with a man. On both those occasions my managers supported me and unfortunately the staff left (one was a student starting an apprenticeship). I did not at all feel comfortable that those staff had to find new placements or employment, but on another level without support it could have been me having to look for another nursery. It’s very sad to say that currently out of a childcare workforce in the UK of 643,900 (www.earlyyearseducator.co.uk) I am still part of a very low 2 percent of males in the sector. What the future looks like for me Aged 56 I’m wondering myself what my future looks like, and how much more time my injured knee will allow me to run around and support children at their classroom level. I haven’t totally dismissed going back into a nursery management role. I would like to maybe share my extensive Early Years’ experience especially around Early Years Technology in a consultancy supporting role. In the meantime, I will continue to care, educate, be silly and make the children laugh!

The 2024 Newham conference at the beginning of the year was a day filled with speakers who provided enlightening and supportive approaches to high quality interactions in The Early Years. Kerry Murphy’s keynote talk – ‘Neurodiversity – Affirming Communication & Interaction’ – had a huge impact on me. Kerry began by asking us “What is your communication identity?” and sharing a variety of examples on the big screen. It immediately highlighted how everyone communicates in different ways, and we don’t tend to make time to understand each other’s approaches. We also don’t necessarily adapt our way of communicating to effectively support each other. Kerry then asked whether we had ever felt that our own forms of communication have “been looked down upon” or “judged”? Reflecting on this and my time in teaching, I thought of children I have worked with who, for example, communicated through gestures or without eye contact. Within their support plans there would have been targets such as - ‘To provide eye contact’. I now question why was this? At the time when the child would provide eye contact, perhaps through encouragement or even of their own accord, I would see this as progress rather than something that could have been difficult for them and not part of their ‘communication identity’. Giving thought to what Kerry was saying, I see that we were just teaching them to mask their true communication preferences. Having now listened many times to a recording of the talk, and particularly the part where Kerry goes through the ‘Medicalised Model’, each time provided me with something new to think about. I wanted to reflect here on the term ‘Medicalised Model’ and its definition. It is upsetting to think how this has put people in education (and I’m sure in other professions) in the position of viewing children that are not following neurotypical pathways, as needing to be “fixed”. I think that without realising it, I was guilty of this. I now know and understand that the terms used within this model were something that certainly affected me and my outlook. I didn’t question the ways in which we were potentially supressing their communication identities. When I look back on my practice and remember what was set in place for the children who didn’t follow neurotypical pathways, knowing what I do now, I recognise things needed to be done differently. We were considering everything through a “neurotypical gaze” and seeing a successful time in education as being learning how to behave to fit the ‘norm’. Kerry mentioned how she has worked with a lot of settings on “setting goals for children” and that “they shouldn’t be for the convenience of others”. This provided me with another realisation that setting targets for the benefit of others is not unusual. I now have a better understanding about how I would reconsider my practice if I were to return to teaching. Whilst I worked in what I felt was a supportive and forward-thinking setting, Kerry’s talk gave me the opportunity to look back and think what could we have done better? I remember we had support groups called ‘Ready to Learn’. I am sure you can picture the purpose of the group just by the name. Whilst acknowledging the benefits of this small group, such as teaching key skills like sharing and respecting others, there were still elements of teaching children to sit still on the carpet with their legs crossed. While there was lots of support to help those children who found this difficult, on reflection we needed to work so that we and others understood their behaviours as opposed to trying to change them. Kerry spoke about how we must take care not to “train to eliminate or reduce” children’s behaviours. She questioned how therapies and support can be viewed through a ‘neurotypical gaze’ so that the child is taught to change their communication preferences to fit in with their neurotypical peers. Kerry said that positive changes are happening, for example in speech and language therapy many are working to be more ‘neurodiversity affirming’. Kerry touched on the ‘double empathy problem’ during her talk. This theory was developed by Dr Damian Milton who recognised (as Kerry explained) that in communication between two people, one who is autistic and the other who is not, the person who has autism is the one who is considered to be “failing” in their ability to communicate. Kerry talked passionately about “closing the empathy gap” in which both communicators who “struggle to understand the communication style of each other”, would learn to recognise and accommodate each other’s differences. She highlighted the fact that we should be teaching all children about communication differences, taking the pressure away from neurodivergent children who otherwise must adapt their communication preferences to suit others. Kerry explained how it should be embedded in early years practice that we teach children that everybody communicates in different ways, to “support and close this empathy gap”. In my own experience of teaching, whilst we were encouraged to guide children to celebrate our differences, we never brought different ways of communicating into the discussion. Kerry went on to discuss the theory of ‘Monotropism’, developed by Dr Dinah Murray, which is where, in Kerry’s example, an autistic child finds their attention hooked onto something that they are doing and can find it difficult to pull themselves away. She gave a useful analogy where she described children with lots of ‘antenna’ plugged into an activity within their interest and focus. Kerry then went on to describe how for neurotypical children, it is a simpler process to move their attention on as they were able to ‘unplug their antenna’ more easily, whereas for children who are neurodivergent, this was a more difficult process. She explained how they needed more time to unplug each of their antenna to be able to transition onto something else. Making sure we consider neurodivergent children’s “monotropic attention tunnel”, and how they find ‘detaching’ themselves from an activity more difficult, can help us to support children during the many transitions in the learning day. I came away from Kerry’s keynote with a new sense of understanding about communicating with neurodivergent people and children. I look forward to learning more and being part of the change in helping break down the misconceptions and misunderstanding of communication between different neurotypes. If you would like to know more about supporting neurodivergent children in the early years, you can read Kerry’s Beginner’s Guide to Self-Directed Neurodivergent Play. Kerry has also written a Little Minds Matter book: Supporting the Wellbeing of Children with SEND.

How interactions within a liminal space can support the development of meaningful relationships between educators, children and families Lessons from the Pandemic: Permission to pause, think and reflect The rapid onset of the global pandemic in 2020 brought with it major disruption to the everyday lives of children, their families and professionals. Abrupt changes to typical routines, coupled with the complexity of navigating blurred boundaries between personal and professional lives led to many feeling a loss of control and a sense of insecurity. Although we are still learning about the long-term effects of this period as we progress into a post-pandemic era, we can also use the unprecedented event as an advantageous opportunity. The unanticipated interruption to our lives proffered the creation of space and time to explore alternative ways of working, living and being part of a community. There were many positive stories of hope where people found ways to connect across the void and those working in education were afforded a slower pace and permission to pause and reflect on practice. I recall reading about a number of settings that adapted to comply with social distancing constraints yet managed to offer feasible transition opportunities. The simple, yet effective switch from home visits to garden visits lingered with me. Eager to challenge my own thinking, I began a master's degree in Early Childhood Education at The University of Sheffield which provided me with the opportunity to explore some of these ideas in more depth. My studies culminated in a project which explored how children experience their journey to nursery and involved me joining families on their walk. Interested in learning about children’s interests, concerns and ‘funds of knowledge’ (González et al., 2005) outside of the setting, I initially contemplated using home visits as a method for researching with participant families. I ended up making the decision to go in a different direction due to limitations of traditional home visits and instead, focused on the potential of spaces ‘in-between’ homes and settings. Troubling Traditional Home Visits Many moons ago, as a fresh-faced reception teacher, (yet to become a parent) I carried out home visits to support transitions, cohort after cohort without much concern. My intentions were made in good faith, yet I engaged with little reflection of the process itself and the imposition my presence may have had on families. Fast-forward to becoming a new parent myself, I gained first-hand experience of feeling nervous anticipating visits to my home from early years professionals. Would my parenting approach be approved? Would I be judged by my postcode? Is my house tidy enough? This was a timely reminder to examine the power imbalances at play when professionals associated with institutions (nurseries, schools, health service) engage with families. In these roles we become authoritative figures whose presence, questions and support can be perceived as interfering, judgemental or threatening. This could be exacerbated when crossing into the private spheres of people’s lives for home visits. What right do we have to intrude? Have we sought genuine permission, or have we gained access through the families’ sense of obligation to comply with the settings’ expectations? If so, this could become a barrier in the development of meaningful relationships between families and educators. Crucially, we should reflect on why families may not accept invitations for traditional home visits. Has our communication informed parents sufficiently of the purposes of the visit? This is particularly important when we engage with families from communities at risk of marginalisation. To what extent is the privilege of language, race, gender or sexuality examined? How authentically does the setting reflect and represent the lived experience of its families? For families who do not accept a home visit, are alternative experiences offered? Returning to the notion of ‘good intentions’, it is worth interrogating what our intentions are when making home visits and consider what it is we would like to gain from the experience. To aid the development of practice, we should ascertain what is most important to families themselves when it comes to supporting the transition of their unique child. If we are truly committed to establishing inclusive practice, we must demonstrate respect for all families by facilitating Family Voice, listening to what is shared and respond accordingly. We may be familiar with the concept of a ‘hidden curriculum’ within the learning environment, but we must accept this extends to all communication and interactions shared with families. Rather than enter homes with a set agenda, could educators employ a more flexible approach to transition? One way to develop meaningful relationships with families outside of the constraints of the setting, but without being too intrusive, is the notion of a ‘liminal’ or ‘third’ space. We now look at spaces and places which could facilitate families and professionals to connect equitably. Affordances of ‘Liminal’ or ‘Third Spaces’ and Implications for Practice Forging connections between settings and the diverse home lives of families can be a complex endeavour which requires us to consider a broader range of approaches. A ‘third space’ approach can be conceptualised as a site which connects home and setting cultures. This acts as a ‘bridge’ and allows those engaged within it to maintain identities whilst creating meaning from unfamiliar experiences. Increasing diversity within our communities and our growing awareness of intersectionality supports the need to explore ‘third space(s)’ (Tatham-Fashanu, 2021). Although a ‘third space’ does not have to be a physical space, I was drawn to the affordances of ‘liminal’ places between homes and nursery for my research. The ‘Walk to Nursery’ project allowed me to cross boundaries into the everyday lives of families without being too invasive. The presence of an educator on these walks was warmly welcomed but did feel novel and unfamiliar at first and had to be navigated sensitively, especially when including accompanying siblings. This challenged me as much as it enlightened me as I had to further develop the art of listening, learn how to relinquish control and slow my pace to that of the wayfaring child (Clark, 2023, p. 44). The walk itself acted as a mechanism to learn of the subtleties of children and their families’ cultures and experiences which would have been missed, had I retained a list of ‘All About Me’ questions during a traditional home visit. Released from the constraints of having an agenda I was free to observe the child in front of me and be present with them during shared moments as they unfolded. During our walks, unhurried conversations led to natural moments where I shared childhood memories of the same locality or tales of motherhood which I contended would have been unlikely during a traditional home visit or amongst the haste and hurry of a typical nursery day. It is worth bearing in mind, meaningful relationships imply reciprocity. Do we create space for children and families to get to know us? Whilst playing in the home corner one day, a child invited me to their real house for tea. I reminded them I had been to their home before, prior to them joining the nursery. Their response? “But I didn’t know you then.” To support children in getting to know us, it is important we share something of our own lives or engage in shared experiences so educators and families can continue to appreciate each other as interconnected beings with lives not too dissimilar to their own. Following the walks, it was fascinating to observe a shift in relationships back in the setting. I felt our shared experience generated a real familiarity between myself, children and their families. This supported me to celebrate and elevate their ‘everyday’ stories back in the setting which avoided superficial tokenism. In the classroom, I suggest this approach supported children to feel known and could trust I would take their needs, concerns and voice seriously. To be seen, heard and known is such a powerful notion and can aid smooth transition for children as they leave one safe space and attempt to establish a sense of belonging somewhere new: “High quality transitions recognise the importance of feeling ‘known’” (Birth to Five Matters, 2021, p. 16). Some considerations The ideas discussed in this article are intended to encourage reflection, dialogue and decision-making in partnership with families in our own unique contexts. When thinking about working in partnership, rather than label families as ‘hard-to-reach’, a more useful consideration could be to question how accessible we are as educators and settings. When do we organise opportunities to meet families outside of the setting? Are these isolated to the period before the child joins the setting? Could repeated visits or experiences be made throughout their time with you, instead of just ‘one-off’ transition events? This could be particularly relevant for mid-year admissions, families belonging to Gypsy, Roma and traveller communities or as a way to offer further transition and attachment support. Potential physical ‘third spaces’ include libraries, high streets, parks, Forest School, museums/galleries and community centres. Have we consulted with current or previous cohort families about their perspectives of the transition process, quality of communication between home and the setting or the development of relationships? This feedback could inform how we think about and organise future interactions with families. Finally… Adopting the role of walking companion as a ‘third space’ enabled me to gain a deeper understanding of the children in my care and their lives outside of the setting which in turn transformed meaningful relationships with families within the setting. Experiencing a child’s journey to nursery in-person refocused my sense of obligation to families to respect their voice, perspectives and agency. Working with families in this way was a privilege and a truly joyful experience. What ‘third space’ opportunities could be created in your contexts and what potential benefits can you anticipate for your families?