Do you ever consider what the outside of your centre says to those who pass by? A lot of effort is made to ensure that the walls inside speak of what we believe in. The resources reflect our beliefs about young children and their capabilities, and our documentation celebrates the capable child. But what about … Read more
In early childhood education, there are many moments of joy and learning. But, just as in life, there are also moments of challenge and complexity. One such moment is when parents and educators need to discuss a child’s development or behaviour that may be of concern. Whilst these conversations are often difficult for parents to … Read more
It is inevitable that from time to time you will face a clash of perspectives with your colleagues. Is this a good or bad things? Well ultimately it depends on how you handle the situation and if diplomacy not ego takes control of what awaits. Parker Palmer once wrote that ‘we teach who we are’, and … Read more
Academic Matt Alvesson and his colleagues coined the term functional stupidity to refer to the phenomenon where people in an organisation do precisely what is expected of them uncritically and follow the unspoken rules without pausing for thought. In observing such practices, they no longer challenge the rules or conventions because they believe what is … Read more
Here is where I would begin: As you and your child begin to consider starting school you may well feel a wave of emotions. Completely expected, it is a big change. Of course, you want these emotions to be positive but remember it is okay if you have some worries or concerns. Starting school is … Read more
It is important to make a good first impression. A familiar saying and piece of advice that is gifted to us us when we head off to meet someone for the first time. There are some of us who believe in first impressions and then there are some of us who do not, more likely … Read more
This is a way to focus your thinking. Finding titles for your ‘noticings’ may be part of your organisational strategy for formative assessment, an attempt to understand more about pedagogical documentation, or a chance to analyse everyday interactions in order to be better informed about the children in your care. This strategy ‘lifts the bar’ … Read more
The notion of ‘co-researching’ may be causing a little uncertainty around your place. You may have heard that you are being encouraged to try it, but you’re not all that sure what people are talking about! Remembering that the prefix ‘co’ means ‘with’, won’t be much help if you or your colleagues are unsure about the ‘research’ bit!
I wonder if you’ve been caught up in the pressure for assessing literacy development? Did that result in ticking off checklists and requiring more group instruction? It’s certainly reasonable to pay attention to whether children are making progress in the building blocks for becoming literate members of the community. That probably means that you’ve noted … Read more
You are probably aware of advice to be ‘really present’ in work with young children. Certainly, we nod and say, ‘of course’, but honestly, do we have any idea what we’re talking about? Sometimes with a problematic idea, it’s useful to define what it isn’t, perhaps to define the opposite idea, to help us clarify … Read more