Spring 2016
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Love and hugs It isn’t just kindness, it’s essential to children’s development
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Child-led play Creative C ti artt – about the process not the product p14
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25/02/2016 08:21
Opinion Child-led play
There will be mess! Lisa Murphy, creator of child-led play website Ooey Gooey, argues that early years art should always be about the process, never about the product.
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here will be mess! If you allow children to choose and use materials in their own way, they will get paint on their clothes, pasta in their pockets, and glue on the floor. It can sometimes be hard to explain to parents exactly why their child has painted their belly button green and why the “fish” they made today looks like a piece of cardboard with sticky tape all over it. But the goal of child-led art isn’t making a mess simply for the sake of making a mess. It’s just that painty hands (and huge smiles!) are a natural result of an open-ended art project. Chaos isn’t the goal; deep, relevant exploration is. It’s tempting to offer too much choice or too many materials, and this can lead to confusion and losing the focus of the art project.
Art is not a receipt for childcare
Lisa Murphy is an early childhood specialist, author and founder of Ooey Gooey. Ooey Gooey, Inc. is dedicated to the creation of childcentred, handson, play-based environments for young children. For some fun activity ideas, visit ooeygooey.com/ resources/makeand-take-activities
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True creative art with young children celebrates the process; not the product. As a childcare provider, you need to be able to verbalise why creative art and other kinds of messy play are important. You should be ready to explain to the parents the skills children are developing when they engage in these experiences. Remember that the parents aren’t there during the day to see the creativity, cooperation and process firsthand; all they might see is the red paint in the hair and the glue on the jeans. At our schoolhouse, the children don’t wear smocks. We use washable paint for all projects and parents are informed of the high level of creativity we encourage at our school and as such, are required to have lots and lots of extra clothes in their child’s cubby. Knowing that having lots of extras can be taxing for some families, there is also a big tub of secondhand
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clothes I have accumulated over the years and that children can borrow if they run out of extras. You can try parent workshops, meetings, sharing articles about creative play, well-written contracts and parent handbooks to help parents to understand what you are doing. Parents should know that children need to get messy and that they might be given hand-made objects to take home that don’t “look like” anything on the planet.
Just what does “process not product” really mean? It means: • Not having bulletin boards covered with 24 identical penguins and saying, “But I let them glue the eyes wherever they wanted” • Not “making” the children do art • Having huge sheets of paper available • Seeing the possibility of painting with things other than brushes • That a photocopier is not required
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If the parents come in, look at the bulletin board and whisper in your ear: “What is it?”, you are on the right track!
• It doesn’t have to look like anything. Ever. Even if that means breaking from your original plan and preparation • Not making models or examples for the children • Not drawing for the child • Refraining from over-commenting • Having lots of time and lots of paper.
Talking to children about their art Always ask a child if he or she wants his/her name on the paper. If they say yes, ask them: “Where do you want your name?” Write it wherever they indicate. If the child says: “I can write my own name”, give them the pen. If a child says: “I don’t want my name on my paper”, let it alone. And don’t sneak back and write it when they aren’t looking. Children know their work and will keep it if they want it. Resist the urge to say: “What is it?” Resist the urge to really say anything about their work. If a child comes running to you saying: “Look! Look!
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Look!” Then do just that: look, look, look! If a child asks: “Do you like my painting?” Try putting the question back to them and ask: “Do you like your painting?” Then you can be clever and turn the paper around, upside down, or 45 degrees and say: “How about when I hold it this way? Or this way?” “Lie down and tell me if you like it better when I hold it over you.” After a child has indicated that they are finished “working” or painting, creating, printing and colouring say: “Can I get you more paper?” or “Do you need some more paint?” Providing more is the best way to show support and to encourage! For child-led art, never make models for the children to copy and avoid photocopied sheets, colouring books, cut and paste projects and pattern art. Give the children an area to work at that is filled with the materials they need, such as: colouring markers, chalk, crayons, glue, scissors, paper, masking tape, a hole punch, envelopes and sticky dots; the loose parts of art! If you must sit to “work” with the children, although I don’t recommend it, try using your non-dominant hand and copy what the children are doing. Let them lead you, otherwise they will all copy you and, without realising it, you have made a model and an example for them to try to copy. Inadvertently you have shown them a “right” way to make something. They will begin comparing their skill level to yours and to each other. Not only does this create competition, it may also create frustration and dissatisfaction. If the parents come in, look at the bulletin board and whisper in your ear: “What is it?”, you are on the right track! As a rule of thumb: if it takes you longer to get it ready than it takes them to do it… it’s probably not processoriented art!
Spring 2016
15 25/02/2016 11:22
PACEY Local
Opinion
Team on top
PACEY Local Facilitator Aisha Geewan is the Manager at Ghanshyam Nursery. Here she shares some of the ways she keeps her team on top of their game. Team engagement In my experience, nothing beats regular face-to-face catch-ups with my staff. Either as one-to-one meetings or team gatherings, I think that direct communication is great for building relationships. As adults, we’re better at hiding our concerns, but sharing our worries, learning experiences and ideas helps to bring us closer together and allows us to learn from each other.
Having fun We love to enjoy ourselves, and at least twice a year, we find the time to socialise together. Some of the most fun I have with my team is when we’re fully engaged with the children in an activity. There’s a lot to be said about a career choice that allows you to not only shape the future of the next generation, but also have fun while you’re doing it. Whether it’s group sing-alongs, mini-beast adventures, hand painting or imaginative play, I encourage my team to relish and enjoy the important work they do.
Keeping up with change With the fast pace of change in the world of childcare today, from food labelling rules, the integration of British values or the way in which we are inspected, it’s a full-time job
just making sure we are aware of the latest updates! About six months ago I signed my team up for PACEY membership, which gives us all instant access to the latest childcare news and creative resources. Membership offers a range of benefits, including Childcare Professional magazine, discounted books and business products. The dedicated phone lines provide my team with a friendly and expert voice when they have a query about the EYFS, or policies and procedures.
Training and CPD opportunities Through our PACEY membership, we have access to a range of free online CPD resources, including factsheets, practice guides, videos and six hours of training – all at no extra cost.
Peer support I am also keen for my team to meet up with other nursery workers to benefit from the wider knowledge and experience pool in our local area. I frequently organise networking events where the staff from several nurseries can come together and share knowledge and experience. I recently took up the role of Facilitator for the PACEY Local team, extending my peer support remit by taking on the administration of my local area’s online forum, where childcare professionals can ask for advice, support or guidance anytime, anywhere.
PACEY nursery services Training PACEY is the preferred training partner for thousands of childcare professionals and we can tailor content and delivery to meet the needs of your nursery. Our courses have been developed by childcare experts, are regularly updated and are delivered as both online courses and face-to-face workshops.
Membership Get access to a range of benefits, including free training, expert advice and ongoing support. Individual membership costs just £49.99 a year – that’s less than 97p per week! Visit pacey.org.uk/nurseries for more.
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About Aisha Aisha Geewan is the Manager of Ghanshyam Nursery in Harrow. Her team has lots of ideas for child development and creating links with parents, and they are happy to share these with you. To get in touch with Aisha, contact the PACEY Local team on facilitators@ pacey.org.uk
17 25/02/2016 08:26
Schemas New from PACEY
Understanding
schemas Buy the book 30 ways to develop your understanding of schemas £8.99 from pacey. org.uk/shop
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hy is she banging her spoon even when I tell her to stop?” “Why does he keep looking under the blanket? There’s nothing there!” “Why is she smearing food on her arms – again?” If you have ever asked yourself why a young child is doing something over and over again, you might find an answer in the new PACEY book on schemas. Schemas are the repeated pattern of actions used by young children in their play. They are a very powerful developmental process and something you can tap into in your work. PACEY Associate, Sue Asquith has been working in early years for the past 18 years and knows that every child is unique. Sue has learned that some children display one or more patterns of behaviour, while other children may show no obvious
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schemas at all. She explains: “I read a book which first made me aware of schemas. This really raised my knowledge of what the children were doing and learning through their play. Seemingly repetitive actions that I might have just written off before suddenly had an entirely new meaning and were fascinating. “Spotting these schematic behaviours meant I could then provide enabling activities that supported their individual interests. I did not specifically plan for schemas in my setting, but provided the openended resources that the children could use in a way that met their individual needs,” she says. “Even though I do not childmind at the moment, I still notice schemas in children’s play and spot these certain behaviours that continue on into later life, a small example of this being my
husband lining up our shoes by the front door. Once you have learned about schemas, you will spot them happening everywhere!” PACEY Local Facilitator, Charlotte Greeno also studies schemas in her practice and suggests: “Instead of approaching behaviours as if they are negative, try to use your observations to plan for the child’s schema. The child will then be able to learn about the world in their preferred way. Understanding why a child is doing a particular action and creating opportunities to develop it will lead to a positive atmosphere for all.” The new illustrated book, 30 ways to develop your understanding of schemas, contains a comprehensive, easy-to-read breakdown as to what schemas are; plus, ideas from PACEY members already working with them.
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33 25/02/2016 08:31
Feature Childcare around the world
Birds of a feather
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Laura Coleman meets childcare professionals from across the globe.
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hildcare is a profession that can take you around the world. But while the working environment is different in every country, all of our foreign correspondents agree that when you’re working with children, you need a good professional network to support you. Here, they share their personal experiences of being a childcare professional.
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Hong Kong Paula Vekony, Nanny of the Year 2013-2015, worked as a professional nanny in England for eight years. Four months ago, the opportunity arose for her to move to Hong Kong. Having never been to Asia, she was excited but anxious about the move.
“So far it has been a fantastic experience. One of the most interesting things about living and working as a childcare professional in Hong Kong is that everyone views childcare as an essential part of life, with child development being fiercely competitive. Hong Kong has a ‘work hard/play hard’ culture with parents working very long hours, often including Saturdays. “Most families here have helpers. Domestic helpers
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are often from countries like Indonesia, the Philippines and Thailand. Required by law to live in their employer’s residence, they help with childcare and are also required to perform household tasks such as cooking, serving, cleaning and dishwashing. “I find nannying in Hong Kong to be a highly pressured job. We are expected to educate children to a high standard, enabling them to get into the best schools at a young age. Children are assessed as young as 18 months. “The nanny community here is pretty small. We are spread out on different islands, which makes it harder to network and meet for playdates. “The number of professionally qualified nannies is low, but there is a high demand for us, particularly among expat families.”
Australia
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Lorraine Kirk lives in Ellenbrook, Perth, Western Australia and works as a Family Day Care Educator (equivalent to a childminder in the UK). She cares for children in Australia and has visited quite a few childminders in the UK.
“In Australia, home-based childcare is perceived by parents as a ‘cheaper option’ than centre-based care. I feel that once families have tried family day care, few go back to centre-based care, preferring the more personalised service. “I find that in Australia there isn’t really a community of childcare professionals, and home-based childcarers are not often used for after-school care so we don’t have much contact with teachers. In the 17 years I have worked in the early years, I have never had contact with a healthcare professional.
Share your thoughts What could we learn rn from the way childcare works in other countries? What do you think other countries ? could learn from us? Share your thoughts s at facebook.com/ paceylocal or emaill policy@pacey.org.uk
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“Before Facebook came into being, I set up a website which aimed to connect childcare professionals around the world. This was a great success and was well received in the UK and USA, it has lead to me being part of a very close-knit group of childcare professionals who are able to offer each other support and guidance from across the world.”
Bahrain
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Farheen Chaudari is currently working as a teaching coordinator at a school in Bahrain, teaching 4- to 5-yearolds. She has previously worked as a childcare professional in Australia, Pakistan and England.
“In the Middle East, parents don’t always understand the importance of play in early childcare education. Instead, childcare can involve a more ‘academic’ programme where young children are encouraged to learn to read and write before they are really ready for it. “There’s not much ‘community’ in childcare
here. It’s an ‘each to their own’ approach. I think it boils down to not having a national framework or curriculum to bring educators together on common ground. “Childcare professionals often keep themselves to themselves. Some may collaborate, but, on the whole, I don’t feel that there’s a childcare ‘community’.” 4
USA Bridget Williamson is a Registered Family Child Care Provider (equivalent to a childminder in the UK) who cares for children in her home in New Jersey, USA. In New Jersey, Family Child Care registration with the state is voluntary, but unregulated providers are expected to follow the same regulations as registered providers. Bridget currently cares for five children between 2 and 3 years old.
“I am very fortunate to have families who support and appreciate the work that I do. Our little group is a small community of families. Most parents have a general understanding about early child development and know that children are not perfect. “When necessary, parents will work with me to
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rectify individual problems. Fortunately, our group has very few major difficulties. I encourage learning through play and lots of practice at socialisation skills. Parents know and understand that academic skills will come as the child is ready. Communication seems to be the key component to a successful child-rearing partnership. “I am the Co-President of the Southern Affiliate of New Jersey and find that there is a sense of community among the childcare people that I know. I often work with Early Intervention Specialists who come to my home to care for children who need specialised care.”
Your community Get connected with other childcare professionals across England and Wales by joining PACEY Local, our peerto-peer support network. Visit pacey.org.uk/local to sign up today. To visit PACEY’s Facebook page, go to facebook. com/paceylocal and to keep up with the latest in childcare news and policy, follow us on Twitter @PACEYchildcare.
35 25/02/2016 08:32
Feature Breastfeeding
Supporting breastfeeding mothers Lactation Consultant Vanessa Christie shares advice about how to support breastfeeding mothers and their babies.
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y the age of 4 months, around 50 per cent of babies are still having some breastmilk, according to the 2010 Infant Feeding Survey. Some mothers assume that they won’t be able to breastfeed once they have started work or are anxious about the logistics. However, with some knowledge and support, it can be very manageable. Information from the UK Millennium Cohort Study showed that formal childcare arrangements, such as nurseries and childminders, were more successful at
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supporting mothers to continue breastfeeding than babies looked after by informal childcare provided by friends and grandparents. The report also suggested that professional childcare providers are ideally placed to provide ongoing support to breastfeeding women. The continuation of breastfeeding can offer great comfort to both mother and baby after periods of separation and can help to support the mother’s bond and the baby’s sense of security and wellbeing. The unique components of breastmilk also ensure that breastfeeding provides the most suitable nutrition for babies and offers many short- and long-term health benefits, including, among others, protection against infections, diabetes and obesity, compared to formula-fed babies. Mothers who continue to breastfeed may have fewer days off work, too, as the antibodies present in breastmilk help to protect babies against germs.
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Supporting a breastfeeding mother in your setting Trial day Encourage mothers to have at least one or two practice days using the pump and bringing in expressed milk, to help them feel happier, more confident and prepared for their baby’s official start. Welcome pack Show your support and interest by including relevant evidence-based information, such as information on their employment rights as a breastfeeding mother, tips on introducing a bottle, logistics of expressing, normal baby responses to separation and so on. Space to feed Provide a clean, comfortable and private area for mothers to breastfeed or express if required. It may seem obvious but the toilets are not an appropriate place! There should be an electrical output available and easy access to running water. Mothers should also be made to feel welcome to breastfeed anywhere else in the facility and in front of others, if they wish. Storing breastmilk There should be fridge space made available for breastmilk to be stored at the setting. Remind mothers to label all milk clearly with the baby’s name and the date milk was expressed (and defrosted if necessary). Milk should be placed immediately in the fridge once it arrives at the facility and not kept at room temperature, unless the baby is going to be drinking it right away. Preparing breastmilk Never warm breastmilk in a microwave as you will lose some of the nutrients and it will often be hotter than the bottle feels. It can be warmed, and thawed if necessary, by placing it in a container of warm water. It is normal for breastmilk to separate and have a creamy layer on the top. This doesn’t mean it is off! Simply swirl the bottle around to mix it up, but be careful not to vigorously shake it, as this action can damage some of the key protective cells in the milk. To avoid having to throw breastmilk away, only fill the bottles with the least amount of milk required and top them up as necessary.
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Minimising the difference It is ideal to aim to make bottle feeding as close as possible to breastfeeding, so that babies do not become reluctant to return to the breast when they are with their mothers. Try to allocate one person (eg keyworker) to feed an individual baby and ensure that all infants are physically held and not propped up to feed. A technique known as “paced bottle feeding” allows the baby to regulate their own appetite and speed at which they feed, similarly to on the breast. This technique means holding the baby fairly upright and having the bottle in a horizontal position.
Vanessa is a Lactation Consultant based in East Sussex providing a wide range of services and support to families, from pregnancy through to toddlerhood. Visit allaboutbabyandme. co.uk for further details.
Hold off Discuss with the mother if she would like carers not to give some milk, if possible, when she is due to arrive shortly, so that the baby can breastfeed soon after they are together again. Report back Ensure that mothers are kept up to date about their babies’ changing routines, so that they can adjust their expressing and/or visiting times for feeding as appropriate. Listen Demonstrate your support, compassion and understanding to mothers by giving them space to be heard. Breastfeeding can bring out all kinds of emotions and knowing that someone is listening can make a tremendous difference to a mother’s confidence, wellbeing and ultimate success in meeting her feeding goals. Promote Have breastfeeding promotional material on display, including contact details of national and local resources.
More help and information on breastfeeding nhs.uk/start4life/ breastfeeding nationalbreastfeeding helpline.org.uk breastfeedinginc.ca kellymom.com
Policy Write this all up into a breastfeeding policy, which can be communicated to parents on posters in the facility; during their initial visit; and in their welcome information packs. Train Managers should enable all staff to complete some basic breastfeeding awareness training to support the breastfeeding policy and ensure that it is adhered to.
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breastfeeding network.org askdrsears.com Thanks to BabyEm for supporting this article. Find out more about BabyEm’s training services for childcare professionals and parents, including courses in breastfeeding and infant nutrition. For more information, visit babyem.co.uk
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