Jules

In our rapidly evolving world, the importance of creating just and inclusive learning spaces cannot be overstated. Ensuring that every child feels a sense of belonging is paramount, and addressing issues of race and racism from an early age is crucial. Research has consistently demonstrated that biases can form in children at remarkably young ages, making it imperative to counteract these biases through the deliberate use of positive, affirming language and practices. In this article, we will explore the transformative power of employing positive, affirming words when engaging in anti-racism education with young children, alongside the innovative Hues of You framework. Cultivate curiosity - spark wonder and personal growth Connect with common humanity - recognise and embrace our shared humanity, find common ground Celebrate differences - see and value differences in self and others, embrace uniqueness Comprehend complex systems - identify and navigate systems around us, see big systems Champion change through activism - foster activism, sustain momentum, build capacity to create change The framework provides a structured and developmentally appropriate approach to fostering inclusivity and equity. When children are affirmed in their identity, understand the concept of justice, and are encouraged to see and appreciate differences, they are better equipped to challenge stereotypes, promote equity, and work towards a future free from racial prejudice. It is our collective responsibility to foster a society where every child knows that they are valued, seen, and loved, regardless of their race or background, and the Hues of You framework serves as a valuable guide in this journey. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Starting with Your Own Anti-Racism Journey Before we embark on the journey of instilling racial competence in young children, it is essential for educators, caregivers, and parents to reflect on their own practice and pedagogy. Racial literacy involves understanding the complex systems of race, acknowledging biases, and actively working to challenge and dismantle them. It begins with self-awareness and the recognition of one's own biases. To be effective in anti-racism education, adults must first confront their own biases and preconceptions. The Hues of You framework emphasises the importance of this self-awareness, encouraging educators and caregivers to reflect on how their beliefs and behaviours may unintentionally perpetuate racism. By doing so, we can model self-awareness and growth for children, demonstrating that addressing bias is a lifelong journey. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Strategies for Embedding Good Practice Creating a 'just' learning space where all children know they belong requires embedding good practices into every educational setting. The Hues of You framework provides a structured approach that is developmentally appropriate and fosters curiosity, fun, play, and creativity. One highly effective strategy is to leverage children's literature as a powerful tool for initiating conversations about race and racism. Books not only captivate children's attention but also provide relatable stories and model resistance against oppressive beliefs and practices. When thoughtfully selected, these books help children develop empathy, challenge stereotypes, and gain a deeper understanding of the experiences of others. Another critical strategy is ensuring that inclusion goes beyond tokenism. Inclusion should encompass a comprehensive examination of the entire curriculum, ensuring that it reflects the diverse experiences and histories of all students. True inclusion means making everyone feel seen and valued on a regular basis, not just during specific cultural heritage months. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Supporting Parents/Caregivers on Their Journey To create a truly inclusive and equitable society, it is vital to support parents/caregivers in their own anti-racism journey. Parents/caregivers play a significant role in shaping a child's understanding of the world, and they need resources and guidance to navigate conversations about race with their children. Educators and schools can support parents/caregivers by providing resources, workshops, and guidance on how to engage in these critical conversations at home. These resources align with the Hues of You approach, promoting developmentally appropriate vocabulary and concepts necessary for meaningful conversations about racial distinctions. When parents are equipped with the tools and knowledge, they can reinforce the messages of inclusion and equity at home, creating a more holistic learning environment for children. The Power of Positive Language and Affirmation Central to the anti-racism journey with young children is the use of positive, affirming language, a core component of the Hues of You framework. Children must be affirmed in their identity and value. When children are consistently affirmed, they develop a strong sense of self-worth and learn to appreciate the beauty of their own and others' differences. Affirmation begins with recognising and embracing the shared humanity that connects all individuals. It is about celebrating differences while also comprehending the complex systems of privilege and oppression that exist in society. It means championing change through activism, fostering a sense of agency in children to challenge unfair practices and promote justice. Justice and the Importance of Fairness Justice is a concept that is easily understood by young children. Justice, as defined by the framework, is about fairness and equity. When discussing justice with children, it is important to emphasise these concepts. Educators and caregivers must ask themselves, "Did we create something that was fair to everyone?" and “Are we removing barriers that keep some people from dreaming and expressing their aspirations?" Then pose these questions to children as you work together to cultivate spaces where children feel they belong. These questions help them understand the importance of creating a just society where everyone has equal opportunities. Avoiding Colour-blindness “Race Colour-blindness,” although well-intentioned, can be counterproductive in anti-racism education. This practice erases the histories and contexts of racialised groups, denying the impact of systemic racism. Instead, we should encourage an understanding of why people look the way they do and how systemic policies and beliefs have influenced these appearances. Colour-blindness also stigmatises colour and texture, implying that there is something inherently wrong with non-European features. It is essential to promote an appreciation for diverse appearances and backgrounds while acknowledging the historical and systemic factors that have shaped them. Conclusion In conclusion, the power of using positive, affirming words and practices, in conjunction with the Hues of You framework, when engaging in anti-racism education with young children is paramount. By starting with our own anti-racism journey, embedding good practices into every educational setting, and supporting each other on our journeys toward racial literacy and intercultural competency, we can create just learning spaces where all children know that they are valued, seen, and loved, regardless of their race or background.

Science-Fiction & Science Fact Being a sci-fi addict, and a tech geek, I can’t resist beginning this article with some science-fiction. For as long as I can remember, computer tech and robots – and our fascination with Artificial Intelligence (AI) - have dominated our screens. The first movie that came close to looking at AI was Metropolis in 1927 and by 1957 we had Robby the Robot in The Invisible Boy. Concerns around AI were highlighted in the 1968 movie 2001: A Space Odyssey - based on a short story by Arthur C Clarke called “The Sentinel”, HAL, the ship’s onboard computer, decides to take matters into his own hands at the expense of the human crew. To be fair, he was about to be disconnected! Movies like Terminator (1984) and The Matrix (1999) seem to be about the machine outsmarting its human creators in what could best be described as self-preservation. Back to science-fact - the evolution of computers and machines will mean certain jobs and tasks will no longer be fulfilled by humans, as technology will do it a lot more efficiently and at a fraction of the cost. AI is undoubtedly reshaping the job market and may impact various industries in the future. While it is difficult to predict exactly, here are some areas that might be affected by AI advancements: 1. Routine and Repetitive Tasks: Jobs that involve predictable and repetitive tasks, such as assembly line work, data entry, or basic customer service, might be replaced by AI-powered automation systems. 2. Transportation and Delivery Services: With the emergence of self-driving vehicles, jobs related to driving and delivery services might diminish. However, new job opportunities may arise in managing and maintaining these autonomous systems. 3. Manufacturing and Warehousing: Robotics and AI technologies are rapidly advancing in manufacturing and warehouse industries. As a result, roles such as assembly line workers, stock inventory managers, and some middle-level management positions may experience reductions. 4. Customer Support and Call Centres: AI-powered chatbots and virtual assistants are becoming more sophisticated, which could lead to a decrease in real-person call centres. I am personally relieved to say that AI won’t be replacing Early Years Educators and Teachers anytime soon! While the potential impact of AI on the job market is a concern for many, it is important to approach this issue with a balanced perspective. AI's increasing presence in the workplace has the potential to automate certain tasks and roles, but AI will also create new job opportunities and enhance productivity and efficiency across various sectors. Key skills that will be in high demand in workplaces to complement and leverage AI 1. Data Analysis and Interpretation: AI relies heavily on data, so skills in analysing and interpreting data are crucial. This includes knowledge of statistical techniques, data manipulation, and data visualisation. 2. Machine Learning: Understanding the principles and concepts behind machine learning algorithms is essential. Familiarity with different machine learning techniques, such as supervised and unsupervised learning, neural networks, and deep learning, can be highly beneficial. 3. Programming and Software Development: Proficiency in programming languages like Python, R, or Java is important for implementing AI models, designing algorithms, developing APIs, and processing large datasets. 4. Domain Knowledge: Having expertise in a specific domain, along with AI knowledge, can lead to more effective use of AI technology. Understanding the specific challenges and intricacies of a domain can help in applying AI techniques appropriately. 5. Problem-Solving and Critical Thinking: AI technology often requires creative problem solving. Early Childhood Education & Preparing Children for the Future World of Work Providing children with a strong foundation for learning and success is a crucial role of early years education, making it hugely relevant for preparing children for the world of work in the future. But is it preparing young children for a future that involves AI? I am happy to say that I believe it is. Early years education focuses on many aspects, including developing communication and language skills, fostering creativity and problem-solving abilities, promoting social interaction and teamwork, and cultivating a positive attitude towards learning. These foundational skills and qualities acquired through early years education are essential for success in the working world of the future. Employers increasingly value individuals who possess strong communication skills, critical thinking abilities, creativity, and teamwork capabilities. These are dispositions that are in demand and are less susceptible to automation. Adaptability and emotional intelligence are highly valuable and are less likely to be replaced by AI. Continued development in all these areas can help increase our children’s employability in the future job market as well staying updated with emerging technologies and adapting to industry trends. Furthermore, experiences in the early years lay the groundwork for lifelong learning. They instil a love for learning and curiosity that will help children to adapt as workplaces change. The S.T.E.A.M learning approach has an important role to play. I personally believe in preparing our children for the future world of work through connecting science, technology, engineering, arts and maths within the current early years’ curriculum is key. AI already has an influence in all areas of S.T.E.A.M. To fully prepare children aged 3-5 for a future with AI, here are some key areas to consider: 1. Creative problem-solving: Encourage children to approach challenges with creativity and flexibility. This might involve engaging in imaginative play, encouraging curiosity, and providing open-ended activities that promote problem-solving skills. 2. Computational thinking: Introduce simple computational concepts such as sequencing, patterns, and cause-and-effect relationships. This can be done through activities that involve sorting, matching, and organising objects or steps. 3. Digital literacy: Teach children basic digital skills such as navigating user interfaces, using age-appropriate apps or software, and understanding the concept of online safety. Emphasise the importance of responsible technology use and guide them on ethical behaviour online. 4. Emotional intelligence: Help children develop empathy, self-awareness, and social skills. AI will not replace human interactions, so nurture emotional intelligence. ChatGPT other AI Bots Back in March, Vodafone published an article asking whether AI chatbots like ChatGPT would be a good or bad thing for children’s education. Rather than think critically and problem solve, would children just ask an AI Bot for the answer? Professor Thomas, Director of the Centre for Educational Neuroscience at the University of London says “ChatGPT is a big influence and will cause changes in education, but it’s kind of similar to what happened when Google turned up. As children become increasingly able to access (and copy and paste) facts through search engines and AI, we need to move away from rote learning and towards teaching the skills to exploit these new tools…we need to be teaching our kids skills that AI can’t do.” Parents and educators don’t always have the answers to questions or ideas for activities. Where do we go for help? We currently have lots of early years educators and/or parents happy to share ideas with us online via platforms like Pinterest, YouTube, and forums like the Foundation Stage Forum (FSF). We aren’t cheating by looking at what is being shared in these places. And we soon learn that, rather than following these exactly, we can use them as a starting point for discoveries using our own problem-solving skills, which is much more rewarding and fun. In the same way, AI Bots can help us by explaining what process we could follow to get a desired outcome, but the journey and the outcome will always be controlled by the human element of practical learning experiences, critical thinking, problem solving and face to face collaborations. Conclusion We shouldn’t underestimate AI, and we should be aware of the impact search engines and ChatGPT AI Bots are having on our children’s learning. However, AI has a very long way to go and even as a strong advocate of technology innovation, I believe it will never make cornflour gloop, or playdough, and it won’t replicate the emotional attachment and bond between a child and their keyperson. To prepare children, we need to keep doing what we do so well, with a few occasional tweaks, so we can help them to positively utilise emerging technologies.

1. What moment from your own childhood education has had the biggest impact on you as an adult? Sue: I was very fortunate to attend a genuinely creative primary school. Everything we did was seen through a creative lens and we were given the freedom and space to explore and develop our own interests. This has set me up for life and I have always been intensely curious about everything! Liz: Those who know me well will not be surprised to discover that I was not a well-behaved child, no doubt I was the child who was discussed in the staffroom and who no teacher wanted in their class. However, the turning point for me was being placed with a teacher who took time to understand me and value me, treating each day as a fresh start and providing opportunities for me to succeed. 2. When did you first learn about intergenerational care and education? Sue: I have always been interested in thinking about new models of care and community building. I had a strong involvement and belief in SureStart and the potential of children’s centres to support the most marginalised families. I was devastated when SureStart was not prioritised by Government and determined to search for alternative options. This was when I discovered that other countries, particularly Japan were bringing generations together in ways that made absolute sense to me. Liz: Growing up as an only child as part of a large family I was always surrounded by older family members who were an endless source of love and learning. So, I have always been aware of the role of the extended family in supporting a child and have always strived to promote family engagement on every level. Seeing other countries successfully formalising what is a natural human instinct and reflecting on projects made me realise that a model that was based on strong relationships and community cohesion was possible given careful consideration and planning. 3. Do EYFS practitioners and leaders need additional skills to work in an intergenerational setting? Sue: It should be no surprise that the skills associated with the caring of children are naturally transferable to older people. The critical competencies are compassion, respect and kindness and early years colleagues have these in bucket loads. However, we have had to learn about important operational aspects of adult social care e.g., infection control, person-centred care, safeguarding of vulnerable adults, adult nutrition, falls prevention, end of life care and the Care Quality Commission Quality Statements. We also continue to focus on learning and understanding more about living with dementia. This is ongoing as there is so much to learn and new research all the time which is fabulous! Liz: I believe that our fabulous Early Years Educators already have the skills needed to work across generations, as we work in such a humanistic way. Although we have found that the skills do come naturally in our practice what we have also found is that there is a need to develop our knowledge even further. It is essential that we continue to learn about cognitive development and decline and how quality interactions support both parties. There has been little professional development in this area in the UK. However a new qualification has been developed by our colleagues at Apples and Honey Nightingale which will support a better understanding of intergenerational practice, and career progression. 4. Now into your second year, can you name 5 key moments that would sum up the past year at Belong? Sue and Liz respond jointly: · Opening the boxes of new resources and furniture for the Nursery! · Welcoming our first families, making so many new older friends and watching them interact with the children · Laughing to the point of crying almost every day · Building a fantastic team of committed early years educators who are prepared to go the extra mile for their older friends · Feeling humbled by the amazing interest and support we have received from across the world for our intergenerational adventure 5. And now, the 5 main hurdles that you had to overcome? Sue and Liz respond jointly: · Persuading people to take risks and see the value of moving beyond tried and tested models · Finding the funding to get started as a new charity with no track record · Searching to find the right team of nursery professionals to share this new adventure · Post covid, overcoming the legitimate questioning about infection control, health and safety and safeguarding · Maintaining the energy levels needed to start anything new and innovative 6. Thinking 10 years ahead, do you think that intergenerational models similar to the one at Belong will be more widespread? What is the role of policy makers in terms of a system of intergenerational care and education that will benefit more adults, children and families in the future? Sue: From the growing data and evidence, we are collating, it is clear that this model is viable, effective and economically sustainable with careful planning. However, beyond this, it represents a radically human approach that really appeals and is far removed from the current, tightly contained and boundaried service delivery approaches. It is more than bringing generations together and offers a concept of a self-serving community. This has political appeal as a preventative, responsive way of meeting local needs in an effective family-oriented way. The challenge is to grow the evidence bank quickly as a baseline for policy makers. Liz: I truly believe that we are demonstrating that this way of working has measurable benefits for not only our very youngest and oldest citizens, but for their families and for the wider community. Our charity Ready Generations and the Nursery in Belong are just a small part of a growing intergenerational movement. We are working together with colleagues from across the UK, in Scotland and Northern Ireland to demonstrate that this model goes beyond care and education and supports community building. Although we are passionate and driven, we do need policy makers to collaborate with us and review the growing evidence for a new community model. 7. What does inclusion and diversity mean to you? Sue: We all want and need to belong and to feel connected. These are what make us uniquely human. For me, understanding everyone’s right to be treated with dignity, kindness and compassion is at the heart of understanding inclusion and diversity. Liz: Inclusion and diversity is one of the pillars of our practice. For me the two are interconnected and reviewed constantly to ensure that everyone feels safe, secure, and welcome. To know that they belong, and their individuality and heritages are understood and respected. Above all that their needs are met and they can contribute and feel valued. 8. If you had a totally free weekend – what would you do? Sue: I have a deep love for three things – my family, getting out in nature, and reading! A weekend combining these three would be perfect! Liz: I would seek out and explore a place I had never been before in the company of good friends and family. You can read the original article about Belong Intergenerational Nursery here. And you can read other Q&As by Caroline over on our Tapestry Articles page here.

Childhood is a universal experience. However, experiences of childhood differ greatly depending on the context of the society and family in which you are raised. Transitions and ‘Rites of Passage’ in childhood remain a constant theme throughout cultures and history. In contemporary British society, one example of a Rite of Passage is starting in an Early Years Education and Care (ECEC) setting. Transitions have been the focus of much research in recent years, concerning children’s transitions to starting primary school. This is often referred to as ‘School Readiness’ where we focus on preparing the child to start their formal education journey. However, many see this transition as being more broadly concerned with preparing not just the child and their family, but also the setting, ensuring it is ready to meet the needs of each child. A quick look at the bigger picture The focus on the role of parents and carers in their children’s lives and education has never been as strong (Nomaguchi & Milkie, 2020). The ‘Cost of a Child in 2022’ report (Hirsch & Stone, 2022) argues that “Families in 2022 are facing the greatest threat to their living standards in living memory” (p. 3) and that childcare has become an increasingly large component of the cost of raising children. The UK policy approach to ECEC places a significant burden on families to meet the costs of such care (New Economics Foundation, 2020). Parents are eager to secure places that not only meet their needs in terms of facilitating working arrangements, but also value the support and pastoral care that settings offer in terms of their children’s development and well-being. This is the bigger picture in which the transition from home to setting exists. Reflecting on the role of the Key Person Research continues to highlight the importance of effective communication and relationships with parents, carers and children in support of outcomes for children (OECD, 2010; Sylva et al., 2004). Central to this is the Key Person approach, based on understanding that children benefit from special relationships with key adults who support their Personal Social and Emotional Development and enable them to develop trusting relationships. This is informed by the work of John Bowlby (Bowlby, 1969), Mary Ainsworth (Ainsworth et al., 1978) and more recently Eleanor Goldschmeid (Goldschmeid & Jackson, 2005). It is important to review our Key Person practice in relation to transition. It has become popular in some settings for a child to begin their settling sessions, forming a relationship with a particular practitioner during that time who is then assigned as their Key Person after the settling period. Following a child’s preference in this way appears child-focused but does pose some broader concerns. I would encourage settings to consider the opportunities to support the child and their family before starting, using this as the time to build and establish the Key Person's relationship. More concerning is the challenge posed by workload and staffing, where already stretched practitioners might potentially avoid forming relationships with children within those first weeks, for fear of being assigned an additional Key Child where their workload is already excessive. This could particularly impact children with additional support needs, or those with English as an Additional Language (EAL), or who are experiencing distress. How can educators promote effective practice to support transition from home to setting? This section offers some practical ideas to enhance our practice around the transition experience from home to setting. Current issues facing the workforce may impact the capacity to adopt some practices, such as home visits. But there remains lots that can be done to develop relationships and aid transitions. Recognising and Responding to Worries Encourage parents, carers and children, to raise their worries or concerns about starting in your setting. Ensure that you can refer to your setting policies and practices to enable them to recognise the professional nature and skills of practitioners and your caring approach. · Consider the context in which you explore these. For example, you may not wish to identify potential concerns in front of children and plant a seed of worry unnecessarily. · Whilst upholding confidentiality, use examples from previous children to illustrate how you can support specific concerns. · If you are using ‘All About Me’ tools to capture information, can you include a question to explore ‘things that worry me’? Key Person Matching Consider how you allocate your Key Persons to children and their families. Help build relationships by sharing details about the Key Person with the family, highlighting their expertise and experience, interests and hobbies. It can be tempting to allocate Key Persons to children with specific support needs based on that person’s previous experience with a child with the same support needs. Remember that no two children will present the same. Working with children with additional support needs with the guidance of the wider team can aid staff development and upskill practitioners. Seek to allocate the Key Person at the earliest opportunity, so that they can support the transition to starting in the setting, taster sessions or home visits, and can develop a relationship from the outset. · Consider a Buddy Key Person system to ensure the child and family know someone well and can be supported should the Key Person not be available. · Try to plan for any periods of staff absence or holiday by informing the children and family beforehand. Home Visits If you are able to undertake home visits, consider their purpose. Does the team see them as a chance to complete paperwork and gather information to inform a baseline assessment? Or is it to build trusting relationships with the family? · Take provocations with you on home visits. Perhaps a developmental stage appropriate toy or activity to engage the child e.g. if you know the child likes construction activities, take a special bag with some Lego and ask them to create something to bring in and show on their first day. · Ask the child to tell you their favourite story and share a story time with them during the home visit, ideally from a storybook they have at home. · Take some open-ended craft/art resources and ask them to create something to bring in to display. Transition Objects We are all familiar with transition objects, the idea that children have emotional attachments to objects that provide comfort. But these can sometimes pose stress in settings for fear of becoming lost or damaged. · Consider ways to represent the child’s early years setting life in the context of their home. You could invite a child to create a picture frame and take a photo of them and their Key Person to take home. Encourage the parent or carer to celebrate this and share with family and friends, supporting the child’s sense of belonging in the setting. · Allocate a special object for the child to take home from the setting and return with each day. Daily Transitions If a child is struggling with daily separation, there are a few things that might help. · Is the arrival time a particularly busy moment in the setting? Perhaps you could adjust the child’s time to offer a more relaxed arrival, enabling the Key Person to be fully available to support the child to arrive and settle calmly? · Think about ways to engage the child soon after they arrive. Could you facilitate a daily activity for them to get stuck into? This could be a familiar story to share with you, or a task such as setting out some resources, or helping with the day’s snacks. · At the end of each day, agree with the child what their first activity will be on arrival tomorrow, so they know what to expect. A Sound Start We often have a prospectus that informs parents and carers of our setting, but could you create a child-friendly version? This could explain toileting arrangements, snack and refreshment details, as well as celebrating some activities and play opportunities. Your prospectus could also help children become familiar with the team and start to learn the names of key staff before they join. Add photos, or film a video guided tour for children. · Involve older children in your setting to shape what’s included in a video tour and prospectus. A Warm (& Fun) Welcome Take a closer look at the journey children make across the threshold of the setting each day? Can you add some awe and wonder to this arrival? Some ideas could include: · Decorating your doorway. · Creating an eye spy activity from the carpark or site entrance. · Add sound effects/instruments each day for children to use to signal their arrival. · Create a fun arrival activity with pavement chalk, adding provocations, or giant feet to follow. · Bubble machines, wind-socks, tinsel curtains and tunnels can all make the arrival experience more fun. · Use a soft toy that children will be excited to discover is up to different things each day (similar to Elf on a Shelf). Feeling Special Ensure that children understand who their Key Person is. How do you help children to recognise that they are held in mind’ and special to someone in the setting. · Send postcards from the setting during long breaks, to reassure children that you are looking forward to welcoming them back upon their return. · Aid children’s sense of belonging in the setting, seek to ensure they feel represented. · Create areas that help children feel they belong in the space: their own peg, tray, or basket, with images or items from home. Communication is key One of the keys to supporting children and their parents/carers is a two-way sharing of information, whilst ensuring we are not overwhelming families. · Consider the balance of information provided to parents and carers, whilst also listening to them and gaining the information you need. · Seek feedback from parents and carers about how you could improve two-way information sharing. What barriers to engagement might they be experiencing? · Ensure families know the method of maintaining a dialogue with you, who they should approach, when and how. Is pick-up time better for discussions, or is morning drop-off preferable? Can you offer confidential spaces and opportunities to talk if need be? In what ways are you able to support communication for families with EAL? · How do you engage with parents and carers who don’t live with the child, or who are unable to attend the setting? How could you ensure their voice is heard and they are included and informed? · Could you offer opportunities for out-of-hours catch-up conversations for working parents? Open days to engage with the wider family Often our engagement with the family is reduced to rushed handover times. Are you able to hold events/activities for meeting up with the wider family? Open days and activities that welcome extended families to your setting can also be helpful as potential recruitment opportunities, by extending the invitation to prospective families.

It’s 9.59pm and a text message pings. It’s a plea from a parent who is desperate to get his child to me a bit earlier in the morning because he has an urgent meeting first thing. We agree on an arrival time of 6.45am (not the 6.30am he had hoped for) as my childminding day usually starts at 7am... Welcome to a day in the life of a childminder! I became a childminder eight years ago when my own children, twin girls, were one years old. When deciding whether I would return to work, my unpredictable and sometimes long hours requiring a nursery place or a nanny were big factors. Having reflected on my personal circumstances I decided I could work from home and become a registered early years provider. Despite the challenges of gaining qualifications whilst working AND looking after my family, I have never regretted my career change. I wake up at 6 o’clock the following morning and after getting myself ready, I wake my own children at 6:30am. There are repeated prompts to get out of bed, clean teeth, brush hair, find homework etc. At 6.51am my little mindee arrives and is handed over, still sleepy, but transferring easily into my arms. The parent says a thousand thank yous and calls back “you’re a life saver!” as he leaves. Hearing the doorbell spurs my children into action. They confirm who’s arrived before they get a wriggle on, appearing downstairs in 10 minutes. The mindee is now awake with hands washed. He calls my children’s names so he can say hello to their Syrian hamsters who are very popular with the little ones. It’s time for breakfast. Cereals include unsweetened low salt varieties, porridge, fresh fruit, wholemeal toast with jam and a glass of milk or water. Children are encouraged to be independent as soon as possible, so get to scoop their own cereal. Mindee is supported to put spread on his toast and he pours his own milk from the little milk jug. Water is provided in a water dispenser so he can push his cup against the lever to dispense water himself. Our setting is based on the Montessori principle of helping children to do things by themselves. Therefore, plates, cutlery, cups and resources are provided in sizes and at heights where they can access and use what they need independently. Once breakfast is over the children tidy up, scrape their plates into the little food bin and stack their things into the dishwasher. Scraping food into the bin is so popular it has been known for them to scrape their plate then ask for more of what they just scraped. After tidying up they wash hands and faces before going into the conservatory, which is the main playroom. My co-childminder arrives just before 8am and my children head off. These days they take themselves to school – enjoying the independence that comes with being 10 years old and the invention of smart watches with GPS tracker! Our other mindees begin to arrive and our childminding day begins in earnest. I create a weekly newsletter with our planning theme and an outline of what our learning outcomes are expected to be. It also includes parent notices, art activities, outdoor games, outings/trips and Language/Maths focus of the week. We always allow for the unexpected. Children sometimes arrive wanting to do something else or there is an event or change in weather which alters our plans. We were once heading to the playground and saw an air ambulance land on the common. After watching for a little while we realised they were doing a practice drill. They allowed the children to explore the helicopter, climb inside, ask lots of questions and take pictures. An unexpected but exciting opportunity. The newsletter is shared with parents via the online system we use to communicate with our families. We also use this to record aspects of the children’s day including arrival/ departure times, food, nap times, nappy changes, evidencing developmental progress, as well as policies, permissions, contracts, invoices, accidents/incidents, and reports. We use WhatsApp for WOW Moments. Standard COVID arrival procedure includes children packing their personal items into their possessions box on arrival, hanging up coats/bags, washing hands and having their temperature taken. Parents are also able to take temperature readings at home and record them in the system. Back to our day, and we’re off to the local woods for our weekly forest school session with Sankofa to Nature. Going out every day gives children daily practice of dressing independently when putting on their all-weather suits, jackets and welly boots. Thirty minutes is the average time we allow children to get themselves dressed and use the toilet. This gives them thinking time for trial and error and working things out. It also allows their friends to help them if support is required, but they must put their own suit on before helping others. Once dressed we pile into our 8-seater camper van and we’re off for the morning. Our music of choice is singalong tunes to our destination and short audio books on the way back. Forest school allows children to take risks, be outdoors in all weather and to engage with nature. My favourite David Attenborough quote is “No one will protect what they don't care about; and no one will care about what they have never experienced”. Supporting children to have a love of nature and to understand how we connect with it is important to me, so we go out every day. Our 3 hours in the woods includes challenging ourselves on rope swings and bridges, climbing fallen trees, going for a bug hunt with magnifying glasses, chopping wood, making a fire and toasting fruit and marshmallows. Energised by our Forest School session we head back home. Lunch today is a hearty minestrone soup with cheese toasties and cucumber followed by yoghurt. After lunch it is quiet time. Some children have a nap, listening to baby Einstein lullabies and a story. Children who don’t require a nap have quiet play. They self-select activities from the low shelves in the conservatory. The doors are fully opened so children can free flow between inside and the garden. With soothing music and gentle reminders, the non-napping children go about their business, choosing activities including 1-2-1 learning from iPad learning apps (Barefoot Atlas, Endless ABC, 123 or Reader and more), layered puzzles, mark making, arts and crafts activities, or exploring books. Meanwhile, I prepare the evening meal. Today will be a simple but wholesome roast chicken dinner. I receive a message from a parent asking if they can discuss something at pick up. I reply saying that will be fine. Whilst watching the children, my co-childminder is also uploading pictures from this morning’s adventure to children’s profiles and assigning EYOs. She creates a summary of their morning for their daily diary. We aim to have some pictures and a diary summary, so parents can view it during a break in their day or whilst heading home in the evening. At 2.30 pm, chicken and spuds are in the oven and I begin waking our nappers. We always ask parents how children slept the night before – it’s important we work with families to get the nap balance right. Once everyone is awake, we discuss our morning, read some books together, sing songs, talk about the days of the week, the weather, and have a group natter. Our outdoor game today is ‘what’s the time Mr Wolf?’ in readiness for playground games at school. My co childminder supervises arts and crafts as well as activities based on the number and letter sound of the week, and children access free flow play. At 3.45pm my girls return from school, wash their hands, and say hello to everyone. Dinner is ready by 4pm and the children wash their hands ready to eat. We family dine, so we all sit around a large table where children look for their name. This encourages name recognition. Children are supported to use appropriate cutlery and try different foods. After dinner, the doorbell rings, causing excitement and floods of tears in equal measure because some children cannot bare that their parent hasn’t arrived first whilst others are not ready to leave. Parents used to be welcomed into the setting but nowadays have to remain outside and children are brought to them. It’s the parent who asked to speak to me earlier. Mum has a concern that her little one is not progressing well with potty training. I’m surprised by this as her child is dry all day and doesn’t display any issues at the setting. After a little more back and forth with Mum we’re both even more puzzled! When her child arrives at the front door ready to go home, we include the child in the conversation. Mum asks, ‘why do you ask me to do it for you at home?’. Child’s reply ‘I thought you liked doing it!’ The next half hour goes by in a blur of handover and updates to parents. Our setting closes at 5.30pm which allows us time to deep clean the areas used for childminding with the fogging machine we’ve invested in. Whilst I clean and set up for the next day’s learning, my assistant completes diaries and updates children’s profiles. By 6pm my co-childminder leaves and I take my children to their 6.30pm swimming lesson. As they swim, I update the system with pictures and observations I’ve taken during the day. I flick through emails, respond to enquiries, and read daily updates from the early years sector. Back home the girls have a snack and get ready for bed. There is homework, bedtime reading, and a school project deadline looms, but we’ll tackle these tomorrow. I’m preparing to become a forest school leader, so I spend an hour or so reading various publications before calling it a night. I’m tired, but it has been a fun day. Tomorrow we go to Box Hill!