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?

Good mental health has been steadily declining and is one of the biggest current public health issues that impacts all of society today. The statistics of children with a mental health problem are grim and rising. The Mental Health of Children and Young People in England report published by NHS digital saw a rise in children with mental health problems from 1 in 9 to 1 in 6 from 2017 to 2020 (2022 they remained the same). From my experience counselling adolescents, it became clear to me that when the robust foundations of good mental well-being are not built in the key window of opportunity of the early years, a crucial developmental opportunity is missed that can have lifelong implications. It is believed that children who have the encouragement to learn and understand social emotional skills are more likely to develop resilience, empathy, have a more positive sense of self and good mental well-being. The importance of building these foundations are stated in Development Matters, the Non-Statutory Curriculum Guidance for the EYFS (DfE, 2021): Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving. These are the prime areas: • communication and language • physical development • personal, social and emotional development It goes on to state that: Personal, Social and Emotional Development Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others ... These attributes will provide a secure platform from which children can achieve at school and in later life. When my son was born in 2019, I noticed his language, communication and physical development was tracked with interest by healthcare professionals, there were key developmental milestones to reach and guidance was accessible. Reflecting on my own childhood I could see that although we have come a long way in 40 years, social and emotional development is a relatively new idea. Resources are catching up and helping primary care givers to encourage these vital skills, however story books in the mainstream that explore all other manor of learning far outweigh any with emotional development as the cornerstone. This disproportionate amount puzzled me when PSED has been highlighted as crucial. Learning through play is one of the best ways for children to learn as they are more likely to retain information in a multi-sensory play environment. Story time is an excellent opportunity to open up conversations, expose children to different situations and build a safe open connected space to explore emotions. I have always had a passion for writing and unable to find a picture book that even uttered the word 'Mental Health' I decided to write my own. Yet even as a qualified counsellor I found myself questioning if the words 'Mental Health' were appropriate to include in a children’s picture book? I wondered why we are so quick to talk about physical health yet mental health still feels taboo? Could this be part of the mental health problem? Our resistance to acknowledge our reactions and feelings towards difficulties we face because of an archaic stigma? A child’s mental health is just as important as their physical health and they deserve the same quality support. No-one would feel embarrassed about seeking help for a child if they broke their arm and we really should be equally ready to support a child coping with emotional difficulties. Her Royal Highness, the Duchess of Cambridge It is for this reason that my books go beyond story time and have social emotional development learning opportunities at their heart. The common themes woven between the pages are empathy, resilience, mindfulness and difference. Empathy is a key component to building healthy relationships and like any skill it can be taught and encouraged. Reading a story book that has characters experiencing a range of different emotions or difficult situations can help to open up conversations. Talking to a young person about how that character might be feeling, if they can relate to that feeling or experience, how might they have solved the issue themselves, gives the child the opportunity to recognise and build a vocabulary around their own and others' emotions. Blue printing conflict resolution, kindness, connection and resilience helps to expose a child to situations at a reflective distance, enabling them to learn in a safe, contained environment. This will provide them with the foundations to help support them when they experience difficulties in their own life. Helping to develop skills such as resilience can help children to manage stress and uncertainty better, they are more able to recover from setbacks and in turn become more confident in their ability when other problems arise. I trained as a person-centred counsellor (Carl Rogers approach) and during my own personal development I learnt the theories surrounding self-worth are key to building confidence in one's own valuing system. This trust in our own judgment equates to resilience when things don't go to plan, we trust our self and our value is found internally. If we grow up in an environment where conditions are put on our worth, being accepted and acceptable become paramount to our self-worth. Our worth is then reliant on external factors so the approval of others becomes crucial to our psychological well-being. It was important to me that my stories didn't blueprint an unobtainable "happily ever after". That learning to accept one's unique self while navigating life's inevitable ups and downs is a far more empowering end destination. The ingredient for self-acceptance does not come in the form of a knight in shining armour: as in life, it is reliant on yourself. Mindfulness is a powerful aid to self-regulation. We help little ones with important new strategies to aid development in any skill they are required to master, but again self-regulation has only more recently been highlighted as a skill they might require focused assistance with. Just like reading or mathematics the more support and encouragement for PSED provided in the early years setting and home environment alike increases the likelihood that the child will become proficient in that area. Focusing in the moment to calm racing thoughts, encouraging the child at a reflective distance to identify coping strategies that were helpful for a key character or identifying what is helpful for them, and also things that don't help, can all be explored in conversations after reading a carefully chosen story. Self-discovery and mental well-being is not ‘one size fits all’ and often a ‘work in progress’ - that is why through my writing I hope to encourage exploration of self and ultimately self-worth and self-acceptance by modelling it through the stories of others. I am aware that sometimes it can be tricky to know where to start and how to consolidate the learning from a story, this is why I like to include a few helpful exercises and topics to explore once the story is over. We all want our children to thrive, and wish to protect them from difficulties. Sadly we are not always able to do this, but one of the best ways to help is by building these important life skills that they can carry with them into their futures. In my opinion story time is a wonderful starting point. You can read about Hannah’s books in this article by Caroline Vollans here on the FSF. To find out more about Hannah and her books you can visit her Instagram @h.j.peckham You can order Hannah’s books at Waterstones or Amazon. Keep an eye out for Hannah’s new book, The Get Well Spell, which will be out on 1st Feb, in time for Children’s Mental Health Week. Sales of the book will support The Rockinghorse Children's Charity - you can find out more in this Forum post.

As a mother navigating the joys and challenges of raising a 5-year-old bouncing (always bouncing) bundle of energy and a precious, very adventurous (almost crawling -“gulp”) 9 month old, the transition from the familiar comforting cocoon of home to the vibrant colourful world of the Early Years and Key Stage 1 setting, has been a profound journey - one that elicits a complex tapestry of emotions; from the excitement of new possibilities to the twinges of anxiety that accompany change. This transition is not just about the children, it's a transformative experience for the parents/carers as well. The prospect of introducing my children to their new settings (my 5-year-old in Year 1 and the baby attending a creche/daycare) brings forth a mix of emotions, the foremost among them is anxiety. Now a mother of two beautiful boys, my anxiety has doubled, I often over think and as a nursing mother, my postnatal emotions are at an all-time high. I think about my 5-year-old navigating new friendships, and even though he is super confident, will the new routine with different children upset him because some of his buddies from last year are in the other Year 1 class? Will my 9-month-old baby now experiencing a world beyond home, far away from his “feed on demand” milk supply, far away from his toys, blanket and Ms Rachel (she's amazing!) trigger a range of concerns? Will they both feel secure? Will they adapt smoothly? My baby is only 9 months old and needs me. How will I manage the separation anxiety that might arise due to him being so young? It's crucial to acknowledge and address the anxiety that accompanies this transition. Educators recognising the pivotal role of parents can actively support mothers and parents like me in managing these emotions. Open communication channels become a lifeline, offering a platform for expressing concerns, seeking advice and gaining insights into the daily experiences of our children. The learning settings for our children also can be a supportive community space that provides emotional support for parents/carers. They can establish forums for parents/carers to connect, share experiences and offer mutual help and advice. Knowing that we are navigating similar emotions creates a sense of camaraderie, lessening the weight of individual anxieties. Fostering an open dialogue between the parents/carers and the educators can contribute significantly to easing maternal anxiety. Periodic meetups, or virtual meetings can be platforms for sharing experiences, receiving guidance and addressing any concerns. Parents and carers can feel heard and understood if an environment is created that intentionally strengthens the bond between home and school. While the transition may be anxiety inducing, change is a constant in the journey of parenthood and it's essential that we recognise this. Educators can emphasise the positive aspects of this transition by highlighting the growth and development that our children will experience, thus focusing on the exciting opportunities that lie ahead. This approach can help to reshape the lens through which parents view this significant life transition. The journey from home to an early years setting is undeniably a transformative chapter for both children and parents. By acknowledging and addressing the anxiety that parents may experience, educators can create a supportive and empathetic foundation. Together as a community of Educators and parents, we can navigate these new beginnings with confidence, ensuring that the transition is not only smooth for our children but also a source of growth and empowerment for us parents/carers. Top 10 effective ideas for educators 1. A warm welcome to families - creating a positive and inviting atmosphere helps children and parents feel comfortable in the new setting. 2. Effective communication - establishing open communication channels between educators and parents is crucial. Regular updates and insights into a child's activities build trust and transparency. 3. Understanding individual needs - recognising and catering to the unique needs of each child fosters an inclusive and supportive learning environment. 4. Parental involvement - encouraging active participation in school/early years setting activities, workshops, and events strengthens the partnership between home and school, making parents/carers integral to their child’s education. 5. Smooth transitions - implementing thoughtful transition strategies, such as gradual introductions and bridging the gap between home and school, eases the adjustment process for both children and parents. 6. Nurturing environments - creating a nurturing space where children feel valued, loved and safe is essential for emotional well-being and overall development. 7. Supporting sibling bonds - acknowledging and facilitating positive interactions between siblings in the school setting, contributes to a sense of family and connectedness. 8. Flexibility in routine - balancing the structure with flexibility in routine accommodates the evolving needs of children, especially during periods of adjustment. 9. Resources for parental guidance - providing resources, tips and guidance on parenting enriches the experiences for families navigating the challenges of raising children. 10. Celebrating milestones - recognising and celebrating a child's achievements together, creates a shared sense of accomplishment and strengthens the bond between educators and families. As parents/carers embark on this transformative journey, it's crucial to embrace the rollercoaster of emotions that come with change. By acknowledging and addressing parental anxiety, educators contribute to a supportive environment where open dialogue, shared experiences and mutual support thrive. The collaboration approach ensures that the transition is not only smooth for children but also becomes a source of growth and empowerment for parents. Both children are doing well in their new setting. They look forward to seeing their educators and it is evident that the children's needs are catered to and that the children are confident and happy away from home. They have a new sense of independence, which is an inevitable aspect of their growth and development. My anxieties have lessened considerably with the support and reassurance I have been given from the lovely staff, who not only care for my children but show them the love that all children deserve. “Education breeds confidence. Confidence breeds hope. Hope breeds peace” - Confucius This quote encapsulates the transformative power of education. It emphasises not only the acquisition of knowledge but also its broader impact on confidence, hope and ultimately fostering a sense of peace - themes that align with the supportive and empowering nature of Early years/ KS1 primary school education. Alicia’s website www.aliciawilkins.com will be launching soon!

Emma Davis reflects on why offering 'challenge' to children in the early years is so important, and what educators need to consider to support this. The Early Years, as the foundation of learning and development, is the ideal time to nurture vital skills such as resilience, perseverance and determination. This can be achieved by adopting an ethos within the setting that values the process of challenge whereby children have the confidence to take a risk, not being deterred by the fear of making a mistake or not achieving first time. However, for this to be successful, it relies on educators knowing the children well through a strong Key Person approach. In this way, educators build strong relationships, becoming familiar with children’s development, strengths, personalities and characteristics of effective learning. They also become familiar with a child’s experiences prior to joining the setting, valuing the unique child. This is important in recognising that all children develop at different rates based on many factors. These can be biological, dependent on age, gender, any special educational support needs or disabilities. Development is also influenced by a child’s lived experiences, environmental factors including a child’s culture, language, community and experiences they have been exposed to through their parents or carers. What is meant by challenge? When we encourage challenge in the Early Years, we are giving children the opportunity to engage in play and learning which involves effort and perseverance. We give them the time and space to explore, trying things again and again in different ways until they are successful. This shows that we value the process of learning, understanding that children need time to think and work through solutions. Some examples of situations in which children can experience and overcome a challenge include: · Putting on their own coat · Balancing across a log without the help of an adult · Completing a puzzle · Building a train track independently · Playing together in a group, negotiating rules and roles Why is challenge important? Experiencing challenge is vital to a child’s development with the Personal, Social and Emotional area of learning within the Early Years Foundation Stage (EYFS). It also nurtures a child’s ability to self-regulate as they learn to accept that sometimes we can’t achieve something the first try. This can lead to big emotions as some children may find it difficult to try again. If children are only ever exposed to activities and opportunities which they can accomplish with ease, they will never experience the need to keep on trying. They will expect things to come easily to them. As educators, we play a vital role in creating a nurturing space where children are free to explore and be curious, but also somewhere which offers challenge. This doesn’t mean that the entire environment should consist of activities which are tricky – instead, it’s about understanding what children are capable of achieving. Here, we can link back to the theory of Vygotsky (1978) and the Zone of Proximal Development (ZPD). If we are not offering challenge, then children remain in their comfort zone. However, by employing sensitive scaffolding of learning – unique to each child - we can support children to achieve something which they wouldn’t be able to alone. In this way, the educator is acting as a More Knowledgeable Other, assisting the child to have a go at something which they might feel is out of reach. This could involve words of praise, reassurance or encouragement, or talking to the children about different approaches or strategies to achieving a goal. When children are experiencing a challenging situation, they are required to think, make plans and reflect on their progress. This process can often be out loud as they try to make sense, building on their communication and language skills. It’s part of the way in which children negotiate the process of challenge. When this process is successful and children have achieved something, they feel a sense of pride and accomplishment. There’s satisfaction in completing a task or gaining a skill which takes some effort and perseverance. This impacts on a child’s confidence, as they begin to recognise that although they might not achieve something first time, it’s important to keep on trying. Through the process of ‘having a go’, children are developing resilience, learning not to give up. It’s also a way for them to investigate cause and effect and testing their problem-solving skills, learning that one way might not work but a different way might. The role of the adult Aside from knowing the children well, the adults in a child’s environment play a key role in supporting them to develop a ‘can do’ attitude. They are responsible for facilitating an environment which is rich in opportunities for children to develop skills of perseverance. It should be a space where they are empowered to play, explore and understand their own limits. But what does this actually look like in practice? As the educators will have built up strong relationships with the children in their care, they will understand children’s interests and development. This knowledge will underpin the provision of resources within the environment, which enable children to think critically in their play. Educators will value the process of play and the activities provided, rather than the product. In this way, they are recognising that learning is not a linear process, children need to explore and test out ideas in their own way. The curriculum will be flexible and adaptable, changing in response to the cohort and their interests, needs and levels of development. It will reflect the value we place on having high expectations of what children can achieve. Just like we mentioned at the start, children are unique and what works for children one year, will likely need to be adapted for the following cohort. Learning should never be a one size fits all approach. Educators will use both their knowledge of their key children and child development knowledge to ensure that elements of challenge are reflected in the curriculum. We know that children look to us as role models and we inspire their language, play and interactions. Because of this, educators need to adopt a positive approach to play and learning, helping children to recognise their skills and progress. Celebrate when children overcome a challenge and complete a task they’ve spent time on. Praise the ‘I did it’ exclamations, congratulating children on their patience, determination and persistence. It’s also important that we help children understand that there are some tasks that we might not achieve at the first attempt. This shows children that we also face challenge and might need to keep on trying. During these times, it’s valuable to use language associated with challenge, such as ‘it’s tricky but I’m going to try again’ or ‘that didn’t work so I’ll try another way.’ Finally… When we allow children opportunities to experience challenge, we are providing them with a way to develop their sense of self. They learn to test their limits, recognising that they are able to do things which might at first seem tricky. How children progress with challenge will vary but there’s nothing more rewarding than playing a role in children feeling they have accomplished something.

In this article, Caroline Vollans connects with an author whose own experience of dyslexia has given her a passion for every child to celebrate their uniqueness. Caroline also shares thoughts from an early years educator and a childminder about using story to explore and celebrate difference. Recognising and celebrating difference is a relatively new idea. It wasn’t too long ago when we highlighted the similarities between people as means of acceptance. For instance, not noticing differences in skin colour - being so called ‘colour-blind’ – was seen as progressive, a positive thing. Hannah Peckham’s work is all about accepting others, but she comes at it from a more current angle. Hannah, a counsellor for young people, writes picture books all about focussing on our differences. This being the route to self-acceptance and acceptance of others. In her books, she highlights the processes involved in learning to accept our differences and, indeed, celebrate them. These themes are clearly important for young children’s Personal, Social and Emotional Development (PSED) and Communication and Language, two of the three prime areas of learning and development in the EYFS. Understanding the World, one of the four specific areas, also says, ‘listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.’ Picture books can provide an enjoyable resource for addressing these. Hannah talks about her books ‘Each of my books promotes key social and emotional learning opportunities. The common theme that I try to weave throughout the stories is inclusion culture and the celebration of difference. ‘Conker the Chameleon follows the story of a chameleon who, unlike his counterparts, can’t change his colour to express how he is. Climb tells us about an elephant who wants to climb a tree to prove her worth to the monkeys and Bronty’s Battle Cry is about a dinosaur whose passion for singing does not fit in well with being a roaring dinosaur.’ Hannah’s stories explore the common human state of self-dissatisfaction, however that may be experienced. She rejects any notion that the solution to this is to fit in with others or change to be like them. Hannah explains, ‘The characters in the stories go on a journey of self-realisation discovering the importance of their unique attributes. They find that these are worthy not only of acceptance but celebration’. Young children have the opportunity to learn about difference and possible ways of overcoming the challenges of feeling and being different. The importance of recognising difference in the early years Development Matters, the Non-Statutory Curriculum Guidance for the EYFS (DfE, 2021), points out the importance of children having the ability to notice and asking questions about difference. This might be about skin colour; types of hair; gender; special needs; and disabilities, culture, religion. It states: ‘Be open to what children say about differences and answer their questions straightforwardly. Help children develop positive attitudes towards diversity and inclusion.’ And, importantly, ‘Help all children to feel that they are valued, and they belong’. The Equality Act requires any organisation which is carrying out a public function to: · eliminate discrimination · advance equality of opportunity · foster good relations between different people when carrying out their activities The Professional Association for Childcare and the Early Years (PACEY) draws our attention to our duties under the Equality Act (2010) which they say, ‘brings together several areas of discrimination which are known as protected characteristics. This includes age, disability, gender reassignment, race, religion, belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.’ PACEY go on to say, ‘As a provider this means you need to ensure that you meet a number of requirements. In terms of diversity and inclusion this includes: Making sure your setting’s documentation reflects this Act and is understood by all parents carers and staff. Ensuring you create an inclusive environment. Being confident that your resources and planning promotes equality, diversity and inclusion.’ Interactive reading is a way of addressing each of these points. Both the pictures and words prompt back and forth (or ‘serve and return’) conversations between adults and children. Well-illustrated books provide a way in for all children, both verbally or non-verbally. Having conversations about the complications of being different and ways of resolving this should help young children develop an attitude of acceptance: valuing themselves and each other. Responses from the sector Tania Choudhury, SEND consultant, comments on Conker: ‘Hannah Peckham's book is a delightful read. It offers just the right amount of humour with a moral behind each page. In Conker, the premise of the story is that Conker is a chameleon who cannot change colour. This makes him different and consequently upsets him. He takes the reader on a journey about emotions and differences, before concluding that being different is not so bad after all. Interestingly, Peckham's book not only supports readers to identify their emotional states, but also suggests ways in which they can move out of these zones and regulate themselves. The story has a beautiful flow, with a constant rhyme and hints of alliteration: this makes an ideal storybook for helping children to develop their phonological awareness. The illustrations are funny and offer a lot to discuss, and the formatting of the words across the page makes it easy for early readers to identify key words, I would recommend that it is focused upon as a core book’. Hope, a childminder and mother, talks about Bronty’s Battle Cry: ‘Bronty’s Battle Cry is full of themes that many young children identify with. Getting lost, feeling frightened by loud noises and being teased are all experiences that are relatable for children who experience difference and not fitting in. ‘When I shared Bronty with four 3-year-olds they particularly noticed the facial expressions of the characters. They are so communicative - Bronty’s sad face is very sad. One of the children said, ‘His eyes look sad’. The worried looks on the faces of the other dinosaurs are easy-to-read. This is particularly helpful for those children who use non-verbal communication. The shades of light and dark in the illustrations also help tell the story – visually it’s an accessible and expressive book. The point at which Bronty sings his fears marks the turning point in the story. The illustrations show that he is triumphing. He is owning his individuality, and the other dinosaurs recognise that they have something to learn. They respect him and look up reverently to a proud and confident Bronty. One of the children hit the nail on the head when she said, “Now they like it when Bronty sings.’ The messages are clear. Expressing our emotions gives us agency and the power to change. And, if we are true to ourselves we can help others see the value of this and celebrate it both in themselves and others. Bronty’s final words sum it up: ‘So, sing of your talents and of others’ too. There’s nothing to fear, being perfectly you! Yes, belt out your story; it’s the best one to sing. If you can do that, you can do anything.’ Being unique Hannah comments on the motivation for her work, ‘We would never allow a child to bake a cake alone for the first time with no help. It’d be nothing other than a kitchen disaster! Yet, when I was growing up, this is generally what happened when it came to navigating emotions. ‘My books are certainly influenced by personal experiences that stretch back to my childhood. I wrote Climb, for instance, with reference to my school life. Growing up in the 80s I was the first person in my school to be diagnosed with dyslexia. At times my journey through school felt rather like an elephant trying to climb a tree. Being dyslexic made my own relationship with reading and writing a difficult one, yet my imagination and passion to write songs and poems at an early age were always there. ‘I think my passion for every child to celebrate their uniqueness, find what they love doing and believe that they can, certainly stems back to my experiences of growing up feeling less able. I want something different for my children and all children’. Hannah’s dedication in Climb sums up her thinking: ‘to the little girl who questioned her worth because of her difference and anyone who has found themselves doing the same’. We do share one thing in common – that we are all different, unique. If we can help children begin to recognise this as a special aspect of being human, then we will set them off on an invaluable journey. It will stand them in good stead forever. What better way to do it than through sharing beautiful books. Further information: NHS advice about Talking to children about emotions. Anna Freud centre: Early Years in Mind: a free online network for early years practitioners.