Autumn 2014 Sample

magazine professionalAssociation association for early years | april/may 2013 Magazine of of thethe Professional for childcare Childcareand and Early Years | Autumn 2014

BRAND NEW FACE ENABLING WELCOME TO YOUR NEW LOOK ENVIRONMENTS PROFESSIONAL ASSOCIATION FESTIVALS AND CELEBRATIONS

01_OFC.indd 1

08/08/2014 17:38

#readyforschool Written by Laura Coleman

Last September, PACEY produced a research report which highlighted the opinions of parents, teachers, childcare professionals and policy makers on what “school ready” really means.

PACEY’s report made three recommendations: 1. Government should do more to promote play in early education 2. The early years sector must commit to reducing the communication barriers that hinder children’s transition from childcare to school 3. Parents need to be provided with the information and support they require to help children move from childcare to school Throughout the year, PACEY has been continuing to raise the issue of school readiness to highlight the importance of play in early education. As part of this work, PACEY has been working with other key organisations, including the Save Childhood Movement’s ‘Too Much Too Soon’ campaign. Visit www.savechildhood.net to �ind out more.

Ol GaMe chO Ors Mbers f y ad nu #re the

G

#rea dyfO rsch OOl haPP Y tal rt kl sta O a O e h rsc k, Mak O f ady Mar #re ake a M

GertteD sta

G t starete D

mak

ing

B

decis

iOns

read ing tOge ther

t GerteD rtun n e g ities bsites, , . . Don’t who a re l ta ffoor r cata rOle read logu imit rea read ts -p o

8

g akin rk-m r ma

OO utd

ing a e d l Enc and s, , sign ing to daily d our ay b dis s out cuss and re edtim o bette t r age rr e s r ion a cipe play eal-life ole-pla ll da s all p tories – y. . W with rrole y lo lang w h ng. rovide uag lliittttllee ffi s ssuch a ether iit

as d e aan iggur t’ ’s s do ffaa d sso e play cial l s, , role p ctor oor ntasy d tteea p skil ress ing c ls, , e lay h Play wit mpa helps cc her, or s ing up, thy a hild get ing w mall actin with h frie r and c ccult en dev -world g chil loser ttoo oother c nds dren c u ssch h ral l a elop t vita ool l ildren h war l skil aabout a i ene eir ls iiff t coop ge. . Spe iss aalso i ss. im e they m n aare ration, , ding ttiim portan ttoo b t, ees bec collabo me w w p ith ome r he ecially a ggoo ation aa tth pee s n n ir p d cco rs t they mm d n e unic gotiati eaches on – ator

all s.

O

PACEY will be continuing to work in partnership with other key organisations to in�luence Government on the importance of play in early years education. We would like to say a big thank you to all of our members who contributed their views on what constitutes great early years education. We will be using these to continue our efforts to highlight the importance of the role that childcare professionals play. ■

#ready

fOrsch OOl lIsten & lear n

G

reat p u of list pils are gr ening eat li pra st – starts cticing go to their te eners. SScch hooll i scho acher in list nvo ol wil od li nd o l help eningg sk aan other lves aa lo If you aad yyo r dultss lott ourr ch ills b b they’r child atten –– so ild ggeet efore yyo ourr e pro d t s o o a ff tto takin b ch o aa gr child g inst ably aallrreeaad ildcare o eatt st orr pre ru oppo d use art. rtunit ction fro y u sc d h ooll sseet o li m oth tto listen ie class tt ti in er aad or sto s include o in n g, gg to dult ry ses at nd Other aan sions tendingg aa s. O ggo at yyo ourr lo sportss orr ood call lliib brary dance .

g g e e lvin at m mak h ood s s invoillls ls tth g ccom ung lenge on sskki ou chal tiion s as yyo as b e e cing rreefflleecct Babies bein munic . notic d is fa ng and ician. B l n l il il w ch inki he ffo ation iis at dev it’s aals g tth nd w an our h o s o e athem tities a ay y ving, t l m lo m d for a pme vvital l fo undatio eessenti very lem sol atura of q quan

n s s e b n h a

at pro r her e awar jects.

Mos r cchild n for r al l for l g m wha cchild ss t. M b o ning e e t t es r him onths ar nts of o ar ta m le hyym imp t they tth rting s early y en’s so ading a arning.

e for mes,, rrh

ve m in amou in ar e,

fi g g p l. in c e h n orta as ges A hom h hoo on in le ggaam achin o pre ntt th ink and chool, b ars tea ial and e d writin s well ild t e simp aths te revoluti athss at sttaarrttss sc chan Goo m s r ch

es exp eing cher an a moti g, you ith th ities. M gonee aa ploringg urr child p d

s d el c la iv a ny a er a H bne rs, comm ool w act und of eexxp ass yo u o 9, a cad in how ble to t gree th onal avio at sch veryday ls has n ways tinues a u s 0 t ont dhoo emic als the oo n alk a e at, on u? r tto nicatio on frtheir and ary sch – find fu fun cco umer e - y n s e e e b f o e ay kills h eel n ha out o. . C w tth a dis wher more.lik r in w prim t years how th s s on evveerryyw a ers fo . h h

s n b r cu d e il e a e be ee m e ce ly ors s, , fe d mo s re s an ’ – fo th nu ds hem num la t rd er’ – to be then elin ren wh positiv re wing e numbd ttoo find tthday ccaar t their ageth, ceal ccu and c clas b gs e i o knO pot tthhe il ot bir es po sro hoall ome d rt. le r ch tiio ns, b ‘s disr and co can’t co mpact ur on ild ssp ou phon go m.

Playy nge yyo trraat imp nd a urr ch sed on n upti o ou le eggiisst ccaan t, bin n yyo ve o cerns a mmunic n me s riting a elves chal ,, ccaarr rre arree u arke ks 0-9 a e m times res r r s co s s a w th y y e

cloc t te a ithd mor gu

man m ture art to ws them aking fun – hee fi trols. ic e ow ow tth r y y

a • H la t p wn i p n r t s xpres ark-m and ild, ollee--p okk h otee co ro n Loo r ch s m • Lo ers o rea ber r ll ffaaiirr.. rreem you num mb g is a g rn to e , get m finger and with u mee ee schoo g n

o a so in d , , ee h S e s s in r an yth bed. av fffllee at tth • H y ever bers tter k-mak dren l them. e hand ther o ys af ting nting up to n num ckle m il or rra a e le e r s d cOunit of coud to stairs childre Two, Bu y more efor ks. Ma ow ch aroun ay. U rs tog ts of w king tthhe u w h man e hab he pon teach One, t crac in mar ks are world ng the g colo e are lo mes rhyme. ... how

into s s on ed rhy r n et d r e lo nce a • G li e o, h duck ngs and hm and the B d h a t M ray lu in yt fide ed from ngg so un h, swir ow. T oes, n f t s rh cks; Ten in o e r ti l a c n o c g om h prepar u sn p om ou ,, aass wel ttle Du as d • C p wit and have s ing do in the s. such nap. order ;; Five Li of ? ent being s and h s k Give ames ts d rk is im a n in u r Shoe ou thin based g umber r o a r n xpe ay t ette t. Sq otp ith m give your c can y unting- ders or tOP to e heir w into l h fee king fo ent w d co oo layy es and la t m hild tIPs cere pinion ild lm • P otsa o erim ur c ll on o for

snak xf p hs” pres all or to s and d g yo re we tart t ool. ith tois e oppaogrin t mat ast entt a rks s sch sh a tu t’ w c y r bi u fo e 2 fo n fo u s of t r re 1wa rub de. os than thities ma pain Pag e t ey star e “I’m attitu rd tto r their f breEankcfa m eeir to ‘ o aab ing lik ative rien will st? Wn t fheeolis nn toh m tles ake t o ng th a neg o e d d yi g e ut h h wh s. W sa y b all. ecis t sta ? Wrh ud. oid develop h t o o eez io w rtin fo wat baersic e l, av ’t or m uddle t choo oesn g scum re th oy wo uld the ns, ssqu nce or sitiv Res e pO maths at sur child d and y u n hoo e s oor y te th ennjoy l? ey mos ld be t prefer she atio,, fe amp s ugh a p yo in aa arch ssh ntua ’tt e aths” so

p ll aar bru aa p t loo he b ows se b in d rs thro m acce if yyoouu ddiiddnn’ m n e e m s U k t s a o ed

th k o a in t h s • . r g if oo ic at c a g s hat ays Even allw h h sst mac opp azines,, f f learn t oy c wate w I a w wit tar o in ildre w or ““I nd t

e

Over the summer, we have continued to stimulate debate and discussion about what it means to be school ready through our #readyforschool campaign.

ool

FoRSch

#Ready

Get starteD

gOOd

lis

tener Enco s u so ggiivve rage li listen e in Chat a yourr chil gg skills b by b ab d p boutt beingg theirr plenty o aa go off o play o listen orr thei pportunit od li On th y tto rr day e sam ou o k er yyo aan nd aassk ttaallk tto e leve Makee o ou rselff –– k ffo eyee co .. orr thei yyo l when n ta rr view ct ever p nd ggeet s. possib aan t d down le.. tto o tth atten heirr le tiOn p vell Minim lease is ignori ee distrac ti n stories gg phones onss by ttu urnin ,, b nd cco bathss aan gg off om and b TVss an bedti puters –– e T essp me. pecia d sstteerreeo o lly d durin ss and gg mea ls,,

dO yO ur

ild your cohol g in r a h P Pre tarting sc for s

lIste nInG sk

ecall When ? you ffi togeth yo in n er,, aassk ish rreeaad d k yyo ourr ch ingg aa boo k o ild if o n wsht’.a w , a if tth o . a s s s r in hey cca rr watchin e t du t happ • D m b bik mark y chalk an gg aa TV n rreecca cuit rkleM ened o allll tth ck progr nk a bis e ‘spa r ake up a hee sto p n u f • Zo ke ttra e h xt? o h jointt ryline. ammee m oyour chil jo lid s in t ith c ma a e st g o o h w n ry f d ggiivvees ,, w wher kin ter in t atter aving etch a s k t e e th m S h yo

p t ee nex • u ssaayy m rk ith gli es and flour, sh . mO t, e a s a o an o e n n m d yyo ee ou k lt w hap cak sy of u(r!)y game keep a sentence lary y goam ,, s alltteerrn mes table sa letter s in a trayater). nto fairy ePr o natin es ssu e hto ix s uch g.

• M en mak finger r and w f icing o ach ot boost m mem aass II Spy o th s, e ory aas s o o ith flowe e r r r I I w u w lv W s welll aass li entt to tth raw ’ ’ (corn nt colo hemse ns. s D t D

h a • ee Sho stenin op re yo te t g m pss an gg skil ‘glo diffe ecora ath ccra d II B awin ’s ls.

Bough d kle d d b r dr en st.

Tric ildren ts oor b t.....

• T g ildr wate t cch pain akin rds aand w ff free ch PPixie Du m • LLe h ffaace rk g bboa lloots oo kle oor a wit m r e ee ddrawin ere aar intSpa 1 of 2 r ge 1 f Pa Page s netic let,, th as PPa ge 1 o 1 off 2 2 a mes m mag e aa ttab ssuch Try h • T hav ailable you av • IIf f t aapps a ar

Ills

t starool schith a w ile sm

Page 1 1 ooff 2 2

of 7 Page 1

08-09_Policy.indd 8

me for citing ti ts. It can is an ex school and their paren h a little g in rt it ta n ildren o. But w childre young nting time, to ment, most ch be a dau and encourage l. o n o h atio t sily at sc prepar e a grea le in ea als hav n to cope will sett fession re care pro helping child me top tips, d il ch PACEY perience in . Here are so erienced n ex p deal of es of transitio f our most ex ild for o with tim ther by some repare your ch p ge u to yo t p u p s, to hel l member school. t schoo g oth star startin p you b they hel e p o h We smile! with a

S

12/08/2014 16:56

an tle hildren

reat o cope ps, e top ti d erience hild for

This September, PACEY is launching a new suite of resources in partnership with Netmums and supported by the National Union of Teachers (NUT), to help parents – and their children – prepare for the start of school. Here’s what you can expect to �ind:

SUPPORT WHAT IT IS

WHERE TO FIND IT

Expert opinion and advice

PACEY’s President Penny Tassoni shares advice via a video and a blog about the importance of emotional preparation for starting school

To view the video and read Penny’s blog, visit www.netmums.com

Top tips for starting school

We have shared our top tips to help parents prepare their children for starting school

To read PACEY’s top tips, visit www.netmums.com

Factsheets for parents

We have developed four fun factsheets so that parents can help children to be curious, confident and ready to learn: • Make a mark, make a start • The numbers game • Happy talk • Listen & learn

Visit www.pacey.org.uk/schoolready to download our four factsheets

Preparing your child for starting school – guide and activities

A handy guide filled with top tips of do’s and don’ts, checklists, a booklist and much more. To support parents and their children through those first weeks of transition to school and highlight the extra support that childcare professionals can provide.

There is also a fun activity sheet that parents and their children can enjoy cutting out and colouring in together

Visit www.pacey.org.uk/schoolready to download our free guide and activity sheet

Support for childcare professionals

Experienced PACEY members share photo journals to show how they support families through the transition to school.

Also in this section are further resources to help you support school readiness, including a video featuring Penny Tassoni and a medium-term plan from PACEY member Pippa Ashton

Visit www.pacey.org.uk/schoolready to view photo journal updates in the run up to starting school and to access other resources

School ready research report In September 2013, PACEY produced a research report called ‘What does “school ready” really mean?’ Here are some of our key �indings: 1. The majority of each group of respondents, including 97 per cent of childcare professionals, agreed that the term should be de�ined as children who:

Have strong social skills Can cope emotionally with being separated from their parents ● Are relatively independent in their own personal care ● Have a curiosity about the world and a desire to learn ● ●

2. For a child to be considered school ready, respondents stated that cognitive and academic skills such as reading and

POLICY

PACEY teams up with Netmums to help you prepare for school

SHARE WITH US writing are not as important as children being con�ident, independent and curious

3. Both teachers and childcare professionals stated that they felt there needed to be greater emphasis on play in England

4. Respondents agreed that being school ready is about more than just the child being ready for school

PACEY is always interested to hear your experience and expertise, so make sure to let us know how the start of school went for you and the children in your setting Tweet #readyforschool @PACEYchildcare Like on Facebook www.facebook.com/ paceylocal Share on PACEY Local local.pacey.org.uk

9

hool

08-09_Policy.indd 9

12/08/2014 17:49

Enabling environments

To create an enabling environment, childcare professionals must consider not only the physical environment but also the emotional environment, recognising the significance of parent-practitioner relationships and how safe and at home the children feel within the setting. There are several approaches to enabling environments, including Reggio Emilia, Montessori and the Mosaic Approach.

Parent relationships

Written by Katie Lyttle

22 22-23_Enviroments.indd 22

Strong relationships between parents and practitioners are a key element of an enabling environment, and the quality of these relationships can have a lasting impact on our children’s learning. In an academic study which observed a school-led intervention promoting parentpractitioner relationships and parental involvement in education, it was recognised that the direct intervention resulted in improved behaviour and academic performance in pre-school children (Marcon, 1999). The term “parents as partners” has true merit if put into practice, enabling our children’s learning and emotional wellbeing.

Parent-practitioner relationships are intrinsic to the Reggio Emilia approach, which was developed in Italy. Parental involvement is considered to be as important as the relationship between child and practitioner.

Parents take the role of educational partners and are involved in daily interactions within the setting as well as educational decisions (Kocher).

The children themselves are seen as taking the lead role in their learning; practitioners and parents document the children’s work and build on the curriculum from there, learning together from the children and their creative expressions (Cadwell, 2003). This

PACEY can support you to create an enabling environment for the children in your care. Turn to page 30 to find out more.

approach nurtures both individual learning and positive relationships between home and the setting; two key elements of an enabling environment.

The physical environment

It is argued that a carefully prepared physical environment plays a key role in enabling our children’s learning, (Teachers TVEnabling Environments, 2012).

The environment itself becomes a facilitator in the child’s educational growth. Montessori practitioners utilise the effectiveness of the “prepared environment”, which is a fundamental element within the Montessori ethos. The Montessori Teachers’ Association states that, “In the calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace. They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs.” (North American Montessori Teachers’ Association: The Prepared Environment).

Through careful observation, the Montessori practitioner provides materials which will extend the child’s learning, based on the child’s own interests and individuality (Gueterbock, 2011).

Objects are carefully placed and designed to meet the child’s stage of development and allow for autonomy.

The emotional environment It is not only the physical surroundings which we must consider when creating an enabling environment, but also the emotional space which surrounds our children (Early Years Matters: The Emotional Environment).

Martine Horvath (2011) argues that, “A child’s capacity to learn is impeded if their emotional environment is not right.”

The Mosaic Approach, based partly on Reggio Emilia education, was highlighted by Alison Clark and Peter Moss (Clark and Moss, 2011) as a way to engage children as equals within their environment. Clark and Moss recognised that a key element of

08/08/2014 20:05

RESEARCH References Cadwell, L. B. (2003).

Bringing Learning to Life: The Reggio Approach to Early Childhood Education Clark, A. (2005). Ways of seeing: using the Mosaic approach to listen to young children’s perspective.

In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening: Children’s Perspectives on Early Childhood Services an enabling environment is that there is a positive response to children’s individual ideas. It is the practitioner’s role to understand the many “languages” that children have, decipher these expressions and allow children to have an impact on how the setting is planned and how it functions.

Clarke states that, “The Mosaic Approach includes an element of role reversal for the adults involved. Children participate as documenters, photographers, initiators and commentators.

Children play an active role, taking the lead” (Clark, 2005).

The following are the primary ideals of the Mosaic approach (Clark and Moss 2011): l “Young children are experts in

22-23_Enviroments.indd 23

their own lives” – Children’s views are not only listened to, but these perspectives are also used in planning by practitioners l “Young children as skillful communicators” – Adults provide a variety of media through which children can express themselves and practitioners work to interpret these expressions.

Children are viewed as competent communicators l “Children as holders of rights” – Articles 12 and 13 in the United Nations Rights of the Child state that children have the right to express their views freely and to freedom of expression l “Young Children as meaning makers” – Children are active learners who develop meaning in

partnership with both their peers and educational practitioners

Helping children to thrive

An enabling environment allows our children to thrive, safe in the knowledge that the adults around them are working in partnership and that their ideas and feelings are heard. Making small steps towards a more enabling environment will have an impact not only physical space, but on the emotional environment, including our children’s educational achievement and sense of wellbeing. n

Clark, A., & Moss, P. (2011).

Listening to Young Children: The Mosaic Approach. NCB Laurie Kocher. Research into Practice: Reggio Emilia.

IECER – The Institute for Early Childhood Education and Research – Faculty of Education Marcon, R. A. (1999).

Positive relationships between parent school involvement and public school inner-city preschoolers’ development and academic performance Monessori Society AMI UK. Infant Programmes North American Montessori Teacher’s Association. The Prepared Environment

23 08/08/2014 20:05

Get involved with As a PACEY member, you’re likely to already know about PACEY Local, our peer-to-peer support and online networking community. For those of you who haven’t yet joined, here’s some information to get you started.

Written by The PACEY Local team

A recent PACEY Local get-together in Wakefield

Regular meetings are arranged by a Facilitator – a PACEY Local Volunteer who coordinates local events and keeps their local group up to date via our online community.

The PACEY Local online community is another way to join in with our peer support network.

It gives you the opportunity to connect with childcare professionals across England and Wales, discuss what interests you and share best practice.

Link your existing group to PACEY Local If you are already active in your local community arranging meetings for childcare professionals and the children in their care, we would love to hear from you.

Why not link your current group or association to our support network? You can share information about your meetings and let others know what is available in your area. All you have to do is register on the community

site and join the group closest to you; then go to ‘Local voice’ and post your information.

Volunteer with PACEY

Opportunities are available to become a PACEY Local Facilitator in your area. To find out more and to get involved, contact: Lauren Wynn, PACEY’s Member Engagement Officer lauren.wynn@pacey.org.uk Sarah Edwards, PACEY’s Volunteer Officer sarah.edwards@pacey.org.uk

Tasty fun!

Cake in a mug Christine Emery, PACEY Local Facilitator in Nottingham, recently shared a quick creative microwave cooking idea.*

44 44-45_PACEY_Local.indd 44

You will need: l 4 tablespoons of self-raising flour l 2 tablespoons of sugar l 2 tablespoons of cocoa powder l 1 egg l 3 tablespoons of milk l a large mug (the bigger the better).

Mix all the dry ingredients together in the mug, beat the egg and add together with the milk and mix really well – making sure you get all the dry ingredients in the bottom of the mug. Pop it into the microwave for three minutes then turn the cake out onto a plate, wait until it cools and enjoy.

* There are many versions of this recipe available online, at sites such as www.bbcgoodfood.com, www.pinterest.com, www.facebook.com and www.netmums.com

13/08/2014 11:53

LOCAL MAKE Welcoming our new Fa cilita

tors!!

s

Charity effort

ockport took PACEY Local St -hour Relay part in the 24 e funds for for Life to rais ch UK. So far Cancer Resear Facilitator and anned our Stockport d, ea St e ture events pl nn ia D £1,500 with fu er ov ed is ra her team have raise the total. ry St Edmunds to continue to ton Park in Bu ow N on g in in ran the Race The sun was sh Sue Smith, who or at lit ci Fa l r ‘Pink Loca ide some othe for our PACEY for Life alongs rrently oney raised cu Ladies’. The m . stands at £500 l of Y raised a tota CE PA Staff at ch ar se Re al n Medic £162 for Actio on as te m 27 crea by purchasing es oney raised go m e 19 June! Th ch ar se g vital re towards fundin disabled babies d to help sick an and children.

We had a great response to the last issue of the ma gazine and would like to introduce you to some of our new PACE Y Lo cal Facilitators!

Alex Zetter: PACEY Lo cal Facilitator, Enfield Dorothy Williams: PA CEY Local Facilitator, Ca mden Paula Vekony: PACEY Local Facilitator, South Lo ndon Sue Meadows: PACEY Local Facilitator, Essex Dawn Newman, Vicky Miller and Karen Stewa rt: PACEY Local Facilitators, Bexley South Natalie Hajbok: PACEY Local Facilitator, north west Wales Charlotte Greeno: PACE Y Local Facilitator, Camb ridge City Anne Stoneman: PACE Y Local Assistant Facilit ator, Bracknell Forrest Visit local.pacey.org.u k to say hello or contac t a Facilitator in your area. If you are intereste d in helping to continue to build a strong PACEY Local support ne twork, why not think ab out becoming a Facilitator yourself?

What else has been going on in the PACEY Local network?

Best top

tips pri

ze winn To celeb ers rate the launch o Preside f PACEY nt Penn y Tasson ‘Getting i’s book it right fo r two ye we ran a ar olds’, competi tion to s your top u bmit tips and be in wit chance o ha f winnin g a signe Thanks d copy. to all wh o entered big well and a done to Anne Ga Marie W llager, orthingto n, Bev F and Jess awcett ica Lazo whose ti selected ps were

by Penn y.

To see a ll the tip s we rec visit loc eived, al.pacey .org.uk

44-45_PACEY_Local.indd 45

Recent topics covered in our PACEY Local meetings are: making l Our Luton group has been story sacks been l REAL Training courses have re and pshi Ham , ford Brad in d delivere e shir ford Central Bed on forms l Discussions on self-evaluati (SEF) in Leeds and childl Ofsted inspection criteria wall Corn friendly recipes in Truro,

Lots of other meetings, training ing workshops and drop-ins are happen To ork. netw l Loca across the PACEY , find out what is going on in your area the act cont visit local.pacey.org.uk or PACEY Local team.

Highlights of recent PA CEY Local activities Sarah North, a PACEY Lo cal

member, has shared the waterwall she has ma de to extend children’s outdo or play opportunities. The childr en she cares for enjoy pouring water through all the differen t tunnels and tubing.

Georgina Jones, PACEY Local Facilitator from Hampshire, took part in her local school fête, raisin g awareness of childcare as a profession and spr eading the word about PACEY to parents and professiona ls.

One of the activities she provided for the childr en was planting sunflower see ds and we look forward to upda tes on how these are growi ng!

45 13/08/2014 11:53