Childcare Professional Summer 2016 Sample

Summer 2016

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Emotional storms Discover the science behind tantrums

Free resources Discover free Di D f Very Hungry V Caterpillar C resources re p7 p

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Autism A inspiring An iinsight from author Richard a Maguire M p20 p

Nature play S Supporting child-led c play through p nature n p42 p

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Feature Autism

Not all black and white We sometimes hear about how to support children with autism, but we don’t often hear from someone who has the condition.

Here, author, trainer and professional speaker

Richard Maguire gives us an insight into growing up with autism.

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H

ere is how I started out. I was born autistic. My earliest memories are of enigmatic situations, behaviours and communications. Life was, and still is, a series of confusing details that are not so easy to put together into a whole or even to recognise as details needing connection. It’s like having a head full of raw experiences without interpretation or understanding.

As an adult, I have amassed a large framework of understandings against which to check the sensory details of life. I use this knowledge to build up concepts to see life as a whole. But as a child, life was a frightening and incomprehensible procession of details.

People had an expectation that I could make sense of this and react, but I had no idea – I had to work it out in the long dark nights when the house was still and no one interrupted me. Life, when everyone was awake, made no sense.

Nursery school confused me – there were some good times, but with regard to social and education skills, I learned none; except perhaps the fact that when away from my family, I needed to be quiet and not move. They wanted me to move in ways and with people I did not understand, nor could I wholly comprehend them. The telling off hurt, as I had no idea why I was getting told off. The experience just hurt and drove me deeper into overload and

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caused me to be frightened of nursery school, but I always went as I was taken there.

Please do not underestimate the trauma of first experiences outside the family. Young autistic children will not be fully comfortable, even with home and family. They will take away understandings and mental frameworks from home to outside situations.

As a child, life was a frightening and incomprehensible procession of details Relationships outside are nothing like family.

Outside people are faster, more numerous, less predictable, care less, listen less, do more and are more incomprehensible. Out of this incomprehension and mental anguish will come confusing demands, social protocols and rules that cannot be recognised as rules. I didn’t realise that this may come across as strange to some, as to me it was the norm.

As an example, I must know the inner workings of everything I see and do, building visual models for as much as I can. When I was a child, I did this for everything in my life. I recall back in the late 1960s examining the floor, sills and mechanics of my dad’s car. I wanted to know if it was made from solid metal, and if the floor was a single

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Top tips from Richard •L et the child use their innate autistic communication method to help them settle in, whatever that may be, repetitive stimulation (hand movement) or physical expression outside. This will help them to validate themselves and stop them from feeling cut off.

•K now where the child is seeking their place of comfort – this could be anything from blocking their ears to sitting behind the sofa. By understanding this, the child will love you for it because you ‘get’ them!

•G o for walks in open spaces and take the children outside as often as possible – away from walls.

•M ake plenty of time to talk about the child’s passion.

About Richard Richard’s book, I Dream in Autism, was nominated for The People’s Book Award in 2014.

To purchase the book, visit autism livetraining.com (click on MY STORY)

•C ommunicate with the parents from your professional viewpoint.

This will help them to understand behaviours such as not wanting to make eye contact or touch. Help them to understand that this is OK and teach parents non-verbal micro communication skills (a pause).

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Feature Autism

sheet of metal or if it had further layers and structures underneath.

I live in a world of vivid colour and form. All thoughts, emotions and senses are translated and processed in form and colours first, words second.

Words are my second language; I think and process everything in pictures and colours with their accompanying tastes, using words alongside pictures to discern and describe finer details.

As childcare professionals, you are well placed to support parents, too. Mother, Amanda Wilkins recently wrote this poem about her experiences with her son who has Pathological Demand Avoidance (PDA). PDA is now considered to be part of the autism spectrum.

I made a child, he was a perfect,

Using words requires a five-stage process

beautiful thing. I gave him to the

world but it would not let him in.

Words are: 1. Heard 2. Translated into visuals 3. Processed and understood 4. Translated back to words 5. Spoken

He didn’t fit, was not the same,

so he withdrew into himself again.

I gave him wings, they made him fall, I gave him strength, they took it all.

As a child I felt lost, unable to know where I would fit in, and continued to seek out quiet spaces away from the masses of people. A feeling that ran right through into my adult years until I was diagnosed as non-neurotypical. Nowadays people are more aware of the spectrum, which is an incredible triumph.

It means that people like myself are accepted and valued for who they are, instead of being judged by how they act in social situations.

For any parents of an autistic child or childcare professionals who wish to care for an autistic child, it is important to find others who share the same passionate interests. We are all different and some of us blossom later in life. We just need someone to guide us with the tools to survive around a ‘normal’ culture.

My advice to you is to be the person that gives out those tools, use love, long walks, communicate silently and accept us for who we are. Once you’ve done that, oh boy is it beautiful to see!

I live in a world of vivid colour and form. All thoughts, emotions and senses are translated and processed in form and colours first, words second 22

A parent’s perspective

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They held the child I lovingly grew,

broke him apart and then withdrew.

How can you mend a broken boy?

I cry each day anew. How can you fix

a shattered heart, what on earth to do?

I shout with rage, I weep with sadness, why don’t they understand?

How many broken children before someone makes a stand?

I won’t give up, though the fight be long.

I won’t surrender, I will stay strong.

When days are long and times are tough, I’ll reach inside and rise back up!

The fight is hard but I am harder.

The road is rough but I’m a survivor!

I made a child and he was a perfect,

beautiful thing. They tried to break him,

now I will not let them in. I will hold my

arms up high, I will scream and shout and cry. I will fight till the bitter end, I will not break, I will not bend. I will fix the

damage done, I will make him back to one. pacey.org.uk

Opinion PACEY Local SPREAD THE WORD Non-PACEY members have access to the regional areas too, so there’s no excuse not to network!

The value of

peer support PACEY Local is our peer support network for all childcare and early years professionals.

Here’s a snapshot of recent PACEY Local activities.

Want to get your local group involved?

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 local area. You’ll be helping to build a strong and supportive network.

Connect online To find out if there’s a PACEY Local near you or to make contact with other childcare professionals, visit our PACEY Local online forum today at pacey.org.uk/local

Get in touch If you’d like to find out more, you can contact the PACEY Local team at lauren.sampson @pacey.org.uk and sarah.edwards @pacey.org.uk

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An invaluable help in accessing training and information for childminders. Our jobs would be a lot more difficult without this support PACEY Local member, Leeds

They keep us up to date with anything new childminders need to know. Since meeting these ladies, I finally achieved Outstanding from Ofsted

Meet our new online facilitators Online facilitators share information on what is happening locally, share their ideas and join in with online discussions.

Here are our newest members: Carole Wardrop, Hackney

Annette Kingsley-Scott, Streatham

Pippa Ashton, Oxfordshire

PACEY Local member, Croydon

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Live links on our p! app!

PACEY Local launches in Hertfordshire Mick and Sally McGeown facilitated their first Hertfordshire PACEY Local meeting with a topic of maths in the EYFS. The meeting was a great success and further meetings are now being planned.

Peer support in Felixstowe Cathy Arnold and Mandy Leeson held the first South Suffolk PACEY Local event with a topic of emergency planning, procedures and resources. Everyone enjoyed the opportunity to share ideas and information.

Wakefield group Heather Turner and the Wakefield PACEY Local group met in their new venue for the first time, courtesy of the local council who own the venue. Plans were made for future peer-to-peer support meetings and social events.

PACEY Local activities in Doncaster Gemma Tasker, Doncaster facilitator, held an Easter event for childcare professionals and children to raise awareness of the peer support network that is just getting off the ground in her area.

Lots of fun was had by all!

All peer support groups are different, depending on the needs of the local community.

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Feature Nature play

Adventure is out there In the last issue, we featured an article that got you all sharing your thoughts about child-led art. Here, the Founder of Nature Play, Clare Caro, highlights how nature supports child-led play.

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ature Play has been designed to bring together three key elements that contribute to the healthy development of the child:

1. Time spent outdoors in nature 2. 100 per cent child-led play 3. Offering adults ways in which to support children in their child-led play.

This combination offers the child a way in which to build a relationship with the earth, which is so important in this day and techno-age.

Even though there are multiple benefits from being outside in inspiring ‘natural playgrounds’, our main goal is to offer babies, toddlers and young children optimum learning opportunities through uninterrupted child-led play.

Nature is child-led play

Resources For more information about Nature Play, visit nature-play.co.uk For further play resources such as factsheets, practice guides and howto videos from PACEY, log into the members’ area at pacey.org.uk

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As the name child-led play suggests, the child takes the lead following their own play urges.

These ‘urges’ are genetically encoded play patterns that come from deep within the child.

As the child plays out these universal patterns (sometimes referred to as schemas), they master the use of their bodies, learn social skills, solve problems, discover their world, and in the process, they experience joy in their ability and their achievements.

Child-led play asks us to take a step back, and when we do, we notice things about play we have forgotten in this commercial age: • We notice that babies and children don’t need toys to be able to play; toys actually hinder quality nature play.

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• Children don’t have to be taught how to play; play simply unfolds when we provide the right environment.

• Play doesn’t have – or need – an end result.

• The player doesn’t benefit from being interrupted.

Nature Taking children outdoors is the easy bit, and the difference the absence of walls and a ceiling make becomes clear very quickly.

Adults find that their mood changes (for the better) as do the children’s. Interests are sparked by ever-changing surroundings.

When you find an inspiring Nature Play setting close by, whether it’s a corner of the local park or a piece of woodland, you have found an outdoor playground that can offer endless possibilities for exploration, imagination and creativity – and especially when you don’t take toys and objects.

With this in mind, as facilitators, we can provide a rich play-base outdoors, when we choose our ‘playscape’. We look for a mix of natural features – a rich ‘playscape’ might include slopes, fallen trees, low branches, an area where they can go wandering and still be seen and safe, and a flat area for resting or little ones who are not yet mobile. It will also contain the ‘loose parts’ children can’t resist, such as sticks, rocks, leaves and acorns: all necessary props for imagination and play.

Play doesn’t have – or need – an end result pacey.org.uk

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This new role is a more relaxed role that offers you the privilege of seeing the genius of play unfolding

Play – what is our role?

When we take a closer look at what play is, and the fact that play is a built-in programme ready to unfold, we might ask ourselves, what is our role in all this?

• We take a seat together, the young baby is placed on the ground beside you and the mobile child will head off to play when they are ready. You can’t ‘bring on’ play for a child if it comes from within, so let them choose when they are ready to engage.

• We slow down and stand back.

• We provide inspiring environments with open-ended playscapes rich in loose parts that facilitate our developing child’s play needs.

• We make sure that children have appropriate clothing, especially for outdoor conditions.

• We make sure that blood sugar and liquid levels are maintained for everyone to function at their best.

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• We sit quietly with focused attention toward our children at play, yet careful not to break their concentration. They will glance at us if they need reassurance. When we limit our involvement to eye contact and facial expressions, we meet their needs for ‘safety with backup’ without interrupting their play and discovery.

• If we need to break the silence, we choose respectful language so as not to pass judgement or interrupt their flow of development too much. A calm tone of voice and clear descriptions of what it is you are telling the child concentrating in play.

• If you see a potential safety issue or conflict developing, move in calmly and quietly. Your calm presence is often enough reassurance for the child trying something new. Move in quickly to prevent any unwanted physical contact in conflict or in potential fall situations.

• If invited to join the play, take the passive role and follow the children’s lead and suggestions because it is their play.

• If they don’t feel like playing and would rather sit with you, that’s okay too, we are there to meet those needs of comfort and reassurance.

This new role is a more relaxed role that offers you the privilege of seeing the genius of play unfolding. You learn more about the children, their choices, their interests and where they are up to in their development while they play. This serves to strengthen the bond and understanding you have already grown between you.

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