It’s Always the Right Time to Do the Right Thing…
This September, many children and families will be returning to school and settings for the first time since March — as such, it’s vital that we’re prepared for the next phase of living through this pandemic.
Everything has changed and yet nothing has changed!
Children Haven’t Changed… Children Are Children
Use your knowledge and understanding of child development, alongside postitive partnerships with parents and carers, to get to know each child.
We recognise that our experiences of this pandemic will all have been different; life-changing for some and significant for us all.
Some children and families will have experienced adversity and trauma, which could come in many forms(1). We know this, and we know our responsibilities in relation to safeguarding and supporting each unique child. If we are not sure, then we should seek advice in our setting or from Birmingham City Council.
Some children and families will have enjoyed the time together which will have been, for some, precious time to play and do things together that they might not have had before.
We can use our knowledge and understanding of child development, alongside our partnership with the children’s parents and carers, to get to know each child. This will allow us to build a rich picture of what they already know and can do as they start back, and use this as the start of our learning journey with them.
Positive Relationships
Establishing positive, nurturing, and responsive relationships is more important than ever for new and returning children.
High-quality settings provide children with consistent positive relationships with key adults and experiences that support them in building resilience and emotional well-being. Research suggests that high-quality early years experiences can reduce the impact of adversity on children(2).
Establishing positive, nurturing, and responsive relationships has always been essential. Ensuring that we have a good understanding of how we can do this, for example by tuning into children and following their lead and interests, being at the child’s level and making eye contact, creating a calm environment with unhurried, responsive routines will all help to build strong connections.
Equity
We all have unconscious biases; identifying, reflecting on and discussing them with colleagues is essential.
It is vital that all children are given opportunity to access high-quality learning opportunities across all areas of the curriculum.
Early years practitioners are experts in valuing each unique child, however, we all have unconscious biases and it is important to be aware of these in our interactions with children.
These may be around gender, race(3), culture, age or disability and identifying, reflecting on and discussing them with colleagues is essential if we are to change our thinking and actions to ensure that each child has access to the early childhood that they have a right to.
Effective Practice
Let’s support each other to go forward positively and make sure that the children of Birmingham get the best early childhood experiences.
The Early Years Foundation Stage (EYFS) sets standards for the learning, development, and care of children from birth to five years old.
Getting it right in the Early Years Foundation Stage: a review of the evidence, undertaken in 2017 to inform the review of the EYFS, provides us with a bank of research and evidence about effective practice, as well as making us aware of where we might also need to refine our knowledge, skills and practice.
One of the action points in this report provides very helpful guidance about what we should be doing and how we should be working with all children and is particularly pertinent now:
“It is evident that the features of effective pedagogic practice for disadvantaged children are congruent with those found to work for all children and there is no evidence that a different or more intense teaching approach is required.
There is strong evidence that these children, as do their peers, need more opportunities for play, language consolidation and extension and opportunities to develop their wider learning dispositions and capacities.”
With government guidance ever changing, funding not as inclusive as it should be, language that perpetuates a deficit model of children and families, and a culture of ‘interventions’, we need to take control over the agenda in our own settings.
We have the research evidence and our own practical wisdom and experience to draw on!
We’ve Got This!
While there is disquiet and concern across the sector about aspects of the new EYFS from 2021(4), the four guiding principles that shape our practice are still there, as they are currently. These are:
Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
Children learn to be strong and independent through positive relationships
Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers
Importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).
Let’s support each other to go forward positively and make sure that the children of Birmingham get the best early childhood experiences.
Have a look at our previous blog on what works in Early Years settings and download our booklet to start a discussion in your setting about welcoming children, reducing anxiety, creating an enabling environment in the current climate, curriculum planning, the importance of outdoor learning, risks and benefits, and transitions.
COVID-19: Sharing What Works in Early Years Settings
Pause for Reflection
“It is always the right time to do the right thing” - Martin Luther King Jr
Remind yourself why you are in the job and role you are in.
Think about how you see children and their rights(5).
How are the four guiding principles of the EYFS reflected in your setting and your practice?
What do you and your colleagues know is important now for the children and families you work with?
Reflect deeply on what you can do each day for the children and families you work with and make a plan.
——————
References
(1) Learn more about adverse childhood experiences (ACEs) here.
(2) Effective pre-school, primary and secondary education project (EPPSE 3-16+) 2015
(3) Read our guest blog Starting a conversation about anti-racism
(4) Statutory framework for the early years foundation stage with highlights showing changes to current version
(5) Read about the UNICEF Return to school: Children’s rights for planning and delivery