Tag Archives: Early Years Education

A Different Permission…tread softly.

In the last few weeks, I have had the privilege of entering the magical worlds of several 3-5 year old children. Some within an Early Years Foundation Stage setting in Greater London, England and others within a Foundation Phase Nursery/Reception classroom in the South Wales Valleys. 

Yes, I was invited by schools to join their EY environments…but truly entering the world of a 3 or 4 year old requires a different permission – the permission of that unique child.

Anyone who has spent time with young children will know how carefully they judge you and your intentions. Those eyes that silently glance for seconds at a time or those hands that thrust something in front of you and watch your reaction. And for every child there is a different point at which they decide to let you enter their universe. It could take moments, it could take months, it could take years. But only they can decide you are trustworthy and let you enter into their magical world. 

There are so many theories about Early Years Education, so much research, so many recognised practices and documents. All of which are helpful in terms of gaining knowledge and information. But when faced with that young learner, it is the quality of the interaction that takes precedence. The quality of those moments shared. These young children are busy making sense of their surroundings. They are busy constructing their immediate world. And, as educators, we attempt to enter these worlds and become co-creators and guides. Yet it is how we enter and how we aim to interact that can determine whether we co-construct or unintentionally destroy that magical world. 

Educational change is occurring everywhere. Advice is everywhere on how to provide enabling environments that allow the unique child to learn and develop. Yet the pressure is on to measure that development, to speed up the development, to get those children to attain and reach the expected levels. And, measurement of how this is being done does not always take into account that children and educators are people, not just sets of numbers and data to be entered into a system. Maybe, because of the types of measuring tools we use,  it can’t be taken into account. Maybe the systems have no space for the ‘human’ element. But if this is so, at what point do we lose the very essence of who we are and who we are helping our young learners to become? How do we maintain the quality time needed to build relationships, create worlds and enjoy learning moments? 

This is not just a UK pre-occupation, it is happening in many places around the world. I have been alerted to one principal in the USA who decided to take action and write a letter to parents/carers in response to the increase of testing and assessment. 

If we, as educators, attempt to enter into a child’s world purely with a measuring tape and an assessment purpose, then we run the risk of ‘treading on those delicate worlds’. There is a growing concern. A fear that ‘targets and assessment’ are becoming the driving force. ‘Yes’ to accountability. ‘Yes’ to aiming for quality. But, not at the expense of losing our souls and destroying the natural wonder, curiosity and imagination of young learners. 

So, how do we continue to create opportunities for ‘quality moments’ with our young learners? How do we stand tall and hold onto our values…because actually, for many educators, there is fear involved and a feeling that they are being ‘railroaded’ into operating in a way that is incongruent with their passionately held beliefs about learning. Moreover, what will be the real cost? 

This post is for the many educators that we have spoken with in the last few months. Thank you for what you do, often in the face of adversity and the snapshot judgements of others who are operating with a different, often ‘political’,  agenda. 

Lets hope that education never loses the human touch in the name  of ‘systems’ and ‘politics’ and can find the balance needed to inspire individuals, to help them uncover their dreams and to explore their potential – whatever their age. 

‘I have spread my dreams under your feet;
Tread softly because you tread on my dreams.’  

English: Footprints, Omagh An ecco footprint h...

William Butler Yeats

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Filed under Designing for Learning, Early Years, Education, Formative Assessment, Quality Learning, Single Steps Learning, Standardised Testing

Killin Time

We had been warned that it would be an ‘interesting’ drive to Killin, especially with the threat of icy roads, however, no-one had told us how beautiful if would be! Dawn broke as we passed through Callander and the magnificent mountains appeared through the morning mist.

On arrival at Killin Nursery, we were welcomed by Head of Nursery Elizabeth Hancock, who is responsible for the Killin and Crianlarich Nurseries. It is also an unexpected treat to see Wendy Garner again, who had been on our training last year. 

©Killin Nursery 2012

After a quick tour, Elizabeth leaves us in the capable hands of her Early Years Educators and the children. Everywhere you look in Killin Nursery there is evidence of learners leading learning and purposeful ‘documentation’ – from the visible wall-planning to the fascinating and captivating ‘photo-books’.

 

Everyone is talking about ‘the wolf’ and it’s whereabouts. A model wolf, which had once stood outside the recently closed Tourist Office, had been removed. This has caused consternation amongst the children, for whom it was an identifiable landmark. Recognising that this was an issue of genuine interest to the children, the educators have made ‘What has happened to the wolf?’ a central focus from which the learning grows. 

There have been letters from the wolf, footprints, and sightings. The children have been investigating by asking local community members (including a bemused policeman) to assist with locating the wolf. 

We overhear a fascinating discussion between some children about how high a wolf can jump. There is higher-order reasoning going on here. One boy knows how high his dog can jump and estimates that the wolf is a similar size, so, should be able to clear a fence. 

On seeing us standing nearby and listening, one boy grabs my hand and leads me over to the wall. He excitedly points out his map amongst many.

‘This is where the wolf is. This is where we went looking!”

He then proceeds to tell me about all the other maps and who they belong to…ending the conversation with,

“But don’t be scared. No need to worry. The wolf only comes alive at night. He sends us letters then.”

There is a real feeling of community with a sense of enthusiasm and excitement about learning…from learners of all ages! Thank you Elizabeth for our invitation. We look forward to a return visit in the not-too-distant-future. 

©Single Steps Learning 2012

By the way, Andrew used to be a werewolf but he’s alright noooooooooow!

 

 

 

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Filed under Community Learning, Creativity, Designing for Learning, Early Years, Education, Embedded CPD, Passion, Practitioners, Problem-Based Learning, Single Steps Learning