Early Childhood Blog

A really helpful post today by Claire Saunders and Karen Horsley.

Pick up any book that lands on your doormat at the start of an OU module. Its pages are crisp and clean, chapters neatly organised, not a word out of place. Do you ever pause to think about its journey to publication? The ongoing thinking and discussion – how does this paragraph fit with this chapter, this study block, this module? And endless cut and paste – take this out, move this here. It’s like a giant jigsaw, with a moment of elation when the final piece is in place.

Is writing  a nice, neat package? Or  a process of revision? If you had to finish the sentence, ‘Writing is like…’, what would you say? ‘Sitting down in front of a blank page is like..?’ Some students tell us this is a scary moment, others relish the blank page as an opportunity, before the mess of the writing unfolds. Either way, how can you get from blank page to finished piece – and maybe even enjoy yourself a little too? If you’re about to begin – or continue – studying Early Childhood, then these ideas might help.

Getting those ideas going

When we first talked about writing this article we had fun thinking about the first pieces of the jigsaw puzzle. We weren’t too serious as we picked up different pieces and wondered how they might form more of a picture. We even found new ideas for future puzzles! More on those another time. We have also seized less than ideal moments to begin (currently Claire has no kitchen and Karen is writing with a burn bandage on!)

Where and when do you like to write? Do you talk with anybody first or tackle writing alone? Some students inhabit the local coffee shop, others need the silence and solitude of a closed door and a quiet room. Do you need to study and write around other commitments such as work and caring responsibilities? For some writing is done in the margins of time, but much can be achieved in a relatively short amount of focused time – especially if you are prone to procrastination! Who do you find helps you? Karen’s mother-in-law is always a friendly ear and has helped her with childcare but also a belief that she can do this! Even with more experience, writing continues to be a process and a craft – drafting and shaping rather than hurtling headlong towards a ‘finished product’.

Still not sure where to start? Become like a child…

If you’re studying Early Childhood, the chances are you want to make a difference in young children’s lives. Hold onto that enthusiasm and infuse your writing with it! To the blank page you bring a powerful combination of existing knowledge, experience and new learning. The question is how you express all that on paper…and the answer lies in finding your ‘writing voice’. As you put pen to paper, ask yourself, ‘How will my tutor know that this is my writing? How will they hear my voice?’. Perhaps the answer lies in thinking a little like the children you are learning about.

Children iterate and innovate. They try, they get feedback on what works and what doesn’t, which means they learn quickly! Other significant people in children’s lives help this social learning. We can learn from this too. Think of any small child that you know. When they pick up a new toy, what do they do? Chances are, they turn it all different ways, examining it from every angle. They get a feel for its texture, shape and colour. They find out what it can do – and often come up with far more imaginative ways of using it than any adult could possibly have envisaged! What if you imagined writing like that? Take an idea that you want to include and play around with it. Get a feel for the texture: is the idea simple or complex? If it’s complex, can you find the words to explain it more simply? Consider the shape: does it have multiple faces (do all the theorists agree)? Think about the colour: how can you make it vibrant and bring it to life? What practical examples will help to put the idea in context for the reader? Thinking about an idea this way might help you begin to understand your existing experience of Early Childhood through the lens of some of the theories and ideas you encounter in your studies. And that’s what we’re looking for in your writing!

So…three top tips

1. Embrace the messiness

Playing around with ideas is good! Use post-it notes, coloured pens, mind maps…whatever helps capture your ideas. The fully formed sentences and paragraphs can come later.

2. Thinking on paper

Working out writing through the process of writing helps you see connections you might not have realised, to express ideas in ways that you had not anticipated. Make cut and paste friend not foe!

3. Perfect or done?

Do you wait for perfect or are you inspired by a child’s approach to learning? Your writer’s voice will develop and feedback on your less than perfect first efforts will make your writing better.

One more thing: we know you can’t write a university assignment with a friend, but you absolutely can bounce your ideas off a willing listener – we’ve had a lot of fun doing that for this blog!

Our final week of meet the team…

Childhood Carolyn Cooke, Academic Staff Tutor (Education, Childhood, Youth and Sport)

I am a Staff Tutor based in the North of Scotland. I have worked in education as a teacher and teacher educator, with my specialism being music education. I am passionate about what the whole education system can learn from Early Years, particularly the role of play in learning and in educational research. This is something I am currently exploring in my PhD. I have two children who I play and learn with every day.

 Thanks Carolyn. Can you tell us….

• The last book you read: The 91 Storey Treehouse with my son.
• Your ideal holiday destination: Somewhere with a view where I can watch the clouds and light change.
• What you do in your spare time: Growing as much veg as I can without the creepy crawls eating it first!

Dr Claire Saunders, Education Staff Tutor

I am a Staff Tutor in the School of Education, Childhood, Youth and Sport. I started my career as a primary school teacher, moving into higher education in 2006. In my current role as a Staff Tutor, I work with Associate Lecturers on three different Education modules, supporting them in their work with students. I also contribute to the ongoing delivery and development of these modules through working closely with the module teams. My teaching and research interests lie mainly in the area of the academic writing practices of both lecturers and students, fuelled by the firm belief that writing is a powerful and creative tool for communicating ideas.

Thanks Claire. Can you tell us….

• The last book you read: The 91‘Magpie Lane’ by Lucy Atkins.
• Your favourite joke: What do you call a magician who has lost his magic? Ian!
• Your ideal holiday destination: A lakeside spot in one of Canada’s national parks.
• What you do in your spare time: Generally found with a camera or a good book.

We hope you have enjoyed our ‘Meet the team blogs’. Now over to you – don’t forget to post on the student forum and tell us something about yourself!

Some more members of the Early Childhood team for you to meet…

John Parry, Senior Lecturer in Early Childhood

I am a Senior Lecturer in Early Childhood and have worked at the Open University since 2010. I have written material for a range of modules for students studying at the OU for both the Early Childhood and Primary qualifications. Before moving into Higher Education, I was a practitioner and teacher who had worked with young children and their families for over 25 years, for much of this time within Portage. The focus of my publications and research has been the inclusion of young children in their local pre-school settings and the early friendships between disabled children and their peers. My most recent work has been with Professor Jonathon Rix developing ‘In the Picture’, an approach to observing young children at play and engaging with their experiences.

 Thanks John. Can you tell us….

• The last book you read: ‘Machines Like Me’ Ian McEwan.
• Your favourite joke: Anything that Stewart Lee says.
• Your ideal holiday destination: Ashton Gate.
• What you do in your spare time: Record Collecting, record playing, record cleaning, record organising, record reviewing, record buying…basically anything involving records.

 Mrs Eleonora Teszenyi, Lecturer in Early Childhood

I joined The Open University in September 2019 from the University of Northampton where I taught on both undergraduate and postgraduate degrees including the Masters programme in Early Years. Before entering Higher Education, I had worked in the early years sector for 19 years as an Early Years practitioner, early years teacher, Local Authority advisor and children centre teacher in one of the most disadvantaged areas of Leicestershire. I completed my Masters degree in Early Years, Postgraduate Certificate in Teaching in Higher Education and Early Years Professional Status (now Early Years Teacher Status) at The University of Northampton and I am a Fellow of the Higher Education Academy. Currently, I am studying towards my PhD.

Thanks Eleonora. Can you tell us….

• The last book you read: I always have at least two books on my bedside cabinet (often more), one of which is fiction. A novel I long to read to switch my brain off at the end of the day. But I must admit, at the write-up stage in my PhD, this feels rather like a luxury so often I pour over research books in preparation for the following day’s writing. Before you condemn me to be rather ‘sad’, let me confess to reading an easy-going romantic novel during my summer leave. Nothing high-brow or particularly sophisticated (without wanting to offend the author), just ‘nice’.  It is by Lisa Jewell and the title is ‘Before I Met You’. Two parallel stories from the 1920s and 1990s – two generations apart, the stories of a grandmother and her granddaughter intertwined.
• Your ideal holiday destination: I would very much like to hike on the Inca Trail in Peru, starting from Chillca, up to the lost city of Machu Picchu. I am fascinated by ancient civilisations, although I cannot claim to know too much about them. It is more like an enthusiastic interest of a novice. Once I am in that part of the world, I’d like to travel around in South-America.
• What you do in your spare time: Anything that is outdoors. Our family holidays are always about adventure and I love it all: sea kayaking, canoeing on white water, hiking, rock climbing, caving or skiing, they are all fun. I must admit, I am not too keen on biking, particularly not mountain biking.  I also love pottering in the garden, growing our food on our allotment, cooking it all in a cauldron on open fire… you get the picture. Wind in my hair, sun on my face, soaked by rain… I don’t mind but love the snow the most!

Dr Joanne Josephidou, Lecturer in Early Childhood

I joined the Open University in September 2019 but before this, I was a primary school teacher for many years before entering Higher Education, as a teaching fellow, in 2009. I taught on Initial Teacher Education programmes at the University of Cumbria before joining the Early Childhood Studies team at Canterbury Christ Church in September 2014.  I have taught on a variety of modules and have a particular interest in supporting students to develop early research skills. My PhD focused on appropriate pedagogies with young children and how practitioner gender may impact on these.  Currently, I am working collaboratively on a piece of research which focuses on babies’ and toddlers’ opportunities to engage with the outdoor environment and nature.

Thanks Jo. Now tell us…

• The last book you read: Since someone kindly bought me a Kindle last Christmas, I have rediscovered a love of reading fiction; I think I lost that when I was reading continually for my PhD. I enjoy reading book reviews of the latest releases and then choosing one. Sometimes I feel like a child in a sweet shop! I recently enjoyed Rodham by Curtis Sittenfeld. It is a fictional account of Hillary Clinton’s life, written as if she hadn’t married Bill.
• Your ideal holiday destination: France or France or France – I just love it!
• What you do in your spare time: I love spending time with my family; I have three sons who make me laugh, wind me up and help me to see the world in a different way.

Dr Lucy Rodriguez-Leon

My research focuses on early childhood literacy. I am a member of the UK Literacy Association and co-convener of the Early Years Special Interest Group, promoting broad and balanced approaches to early literacy education. My recent research includes a project to evaluate the impact of an OU online course ‘Teaching Early Reading in Africa’ with Early Childhood practitioners in South Africa. I also work on the OU’s Reading for Pleasure Project, which develops research informed pedagogy and practice across the UK and internationally. My PhD research focused on young children’s encounters with literacy in their play and everyday lives, and how these experiences shape children’s understandings of themselves as readers and writers.

Here are my three fun facts!

• In my time off, I like to visit Northumberland to walk in the Cheviot hills and explore the ruins of Roman forts. It can be rather wet and windy, but the wilderness and spectacular views are beyond compare.
• During the 2020 lockdown, I discovered a love of gardening and now appreciate the phrase, ‘enjoying the garden’! However, I am a complete novice and I’m having to learn about what to plant and prune at different times of year!
• Here’s my all-time favourite joke!

Q – Why do scuba divers fall out the boat backwards??

A – Well, if they fell forwards… they would still be in the boat!

Lucy – that’s terrible!

Thanks all for telling us a little about yourselves. Don’t forget to join us next week for the final part of ‘Meet the team’!

We thought you might like to get to know the Early Childhood team a little better so for the next three weeks we will be introducing ourselves….

Dr Jackie Musgrave, Programme Lead for Early Childhood

My doctoral and post-doctoral research brings together my interest in early childhood education and child health. I have taught Early Childhood students in Further and Higher Education institutions for more than 20 years.  I am Vice-Chair of the Early Childhood Studies Degrees Network with a responsibility for Research and Knowledge.  I am committed to helping ECS students to develop their voice as researchers. I have been Programme Lead for Early Childhood at the OU since October 2017 and I feel privileged to be part of the excellent, knowledgeable and supportive team.  

Thanks Jackie. Can you tell us….

• The last book you read. For work – Health for All Children, it always inspires me to think of ways that early childhood practitioners can support and promote children’s health.  On holiday – novels that are set in Devon or Cornwall.  Or anything that is a page turner and easy to read, mixed in with a re-visit to the classics, such as Little Women and Jane Eyre. Or I start to read something I haven’t read by Dickens and then after a few pages realise why I have only got through Oliver Twist, even though Dickens writes of the poverty and hardship inflicted on children so well and much of his writing has inspired my fascination with the history of childhood. Writing this, I am reminded, must try harder with reading Dickens!
• Your ideal holiday destination? Devon
• What you do in your spare time? Walk the dog, gardening, reading and knitting

Professor Jane Payler, Professor of Education (Early Years)

My research and publications, recognised internationally, focus on sociocultural perspectives on young children’s interactive learning processes, inter-professional practice, professional development of the early childhood workforce, and children’s positioning in research. I have researched, taught, examined, published and practised in early years education and care for over twenty-five years in three universities and two colleges. I am a former Chair of TACTYC: Association for Professional Development in Early Years and former Co-Director of the Children’s Research Centre at the OU. I have advised governments in the development of standards for graduate leaders in the early years, EYPS and EYT, contributed to numerous government consultations and developed a wide range of curricula for early childhood from vocational courses through to university doctoral level study.

Dr Natalie Canning, Senior Lecturer in Early Childhood

My research is centred on children’s play, especially how children are empowered in play. I come from a play work and social work background, supporting children to explore personal, social and emotional development through play.  I have published within the field of professional development, children’s play, empowerment and creative spaces and have taught across various EC undergraduate and postgraduate programmes. I am co-convenor of the European EC and Education Special Interest Group in Outdoor Play and on the committee for TACTYC: Association for Professional Development in EY. I am also a member of the Children’s Research Centre at the OU.

Thanks Natalie. What do you like to do when you are not working?

My main interest outside of work is horses.  Over the years I have been lucky enough to own quite a few.  When I was a teenager, I tried out for the British Eventing youth team but now I am a lot older I do lower level competitions!  I do a bit of everything, dressage, show jumping and eventing.  In the picture I am at Crown Farm in the Cotswolds doing cross country on Romeo.  I have just bought a young horse called Albert who is very willing to learn.  I think horses are amazing.  They are really the only animal that lets you sit on them and allows you to do all sorts of things that must seem very strange to them.  They are half a ton of animal, yet they put complete trust in you to guide them around a course of jumps or do complicated movements in a relatively small space in a dressage arena.  We put them in vehicles and take them all over the country and usually they have a better wardrobe of rugs and accessories than the average human!

Karen Horsley, Lecturer in Early Childhood

I joined The Open University in 2015 as a Lecturer in Early Childhood. I contributed to the production of the new Early Childhood degree and I am the current Chair of E109. Prior to this I was a Lecturer in Early Childhood Studies (University of East London). I have worked in research and practice in a variety of early years settings. I have written for early childhood publications and presented at the European Early Childhood Education Research Association (EECERA). I am currently undertaking a professional doctorate with young children from migrant backgrounds exploring their ‘funds of knowledge’ through participatory documentary photography.

Thanks Karen – can you tell us some fun facts about you?

Last book: Aunt Severe and the toy thieves (read with my daughter)

Holiday: somewhere with some sun, a nice view and something new to do (I was fortunate to swim with dolphins a few years ago!) Anywhere with time with my family (something funny or crazy usually happens!) 

Favourite joke: What did one tree say to the other tree? …. Nothing it’s a tree! (Fav joke from my friend Fletcher aged 3) 

Thanks all! Join us w/b 14^th September to meet some more members of the team….

This month’s post has been written by Eleonora Teszenyi who is a lecturer on the Early Childhood team.

I have long been admiring the practice at an early childhood setting in the Midlands for the practitioners’ resilience, commitment, positive attitude, creativity and professionalism. A recent impromptu conversation with Caroline, Eleanor and Chloe has highlighted for me that behind these attributes is critical reflection deeply engrained at the core of their being as early childhood professionals, because they want the best for every child in their care.

The COVID-19 virus situation created unprecedented conditions for them to work in. Apart from feeling gratitude for their services as essential workers, I was humbled by these three practitioners’ in-depth reflections of their experiences during the lockdown period. Having to adjust practice due to unusual circumstances provided challenges for them like those we have seen and read about in recent publications and media posts. What has really struck me in our conversation is how practitioners in this setting have utilised the opportunity of this different way of working to learn about themselves and their practice. Personal and professional reflection grew organically from within the situation forced upon them. Addressing all the points I discussed with Caroline and her colleagues is beyond the scope of this blog post, but I have selected a few to share because I felt they may resonate with some of the issues other early childhood settings have also experienced.

The temporality of the situation, the uncertainty of how long it may last created a sense of disorientation in practitioners’ pedagogic practice and pedagogic thought and a disruption in how practice matched the continuum of children’s learning. Planning had to be more fluid and adjusted to balance the various components of the educare approach with the increased demand of supervised hygiene and cleansing routines. For example, stopping frequently for hand-washing disrupted the flow of children’s play and adults’ engagement with the children. This often resulted in the reduction of in-depth exploration, sustained shared thinking and the richness of provocations practitioners would normally offer. Not being able to use sensory, malleable play materials such as playdough, water, sand and what we might term ‘messy play’ substances for hygiene reasons profoundly impacted on the well-being and also on the accessibility of these therapeutic type of learning experiences for all but particularly for children with additional needs. Here is the old nugget of realising the value of what is normally taken for granted.

Regrouping to create ‘bubbles’ in order to minimise the spread of infection required practitioners not only to work in newly formed and significantly reduced teams but also to understand and provide for the needs of children of a much wider age range. All of a sudden, practitioners from the baby room had to adjust their approach to the needs of 4-year olds. While practitioners became aware of gaps in their own skills, their introspection also taught them to recognise their own as well as each other’s worth. They became acutely aware of how dependent they were on the diversity of individual strengths and skill sets, which altogether encouraged a culture of honouring each other’s practice. This temporarily new way of working also afforded practitioners with the opportunity for personal re-orientation to the ethos and values of the nursery.

Practitioners also learnt that team relationships were as important as their relationships with the children and their families. A mirrored modelling of empathy secured the feeling of togetherness. Siblings’ pronounced care for one another provided positive models for adults’ in their relationship with each other. Equally, practitioners listening to each other’s individual stories of coping with virus-induced personal circumstances reinforced and modelled empathy in how children were interacting with each other. This reaffirmed the importance of an already existing and key aspect of their practice: the facilitation of regular sibling-play in a learning environment where children are grouped by their age.

There are many more examples of reflection to share but instead, I am turning to you, readers: do you have a story to tell? Join us in our conversation and share your experiences. We would love to hear from you.

Dr Natalie Canning

This article was written for Openlearn to support parents and carers during lockdown to see the potential for creative play at home.  It’s aim is to show that children’s play and creativity is just as, if not more, important than completing tasks that have been prescribed by school.

We all have the capacity to be creative, but we sometimes need a nudge in the right direction to spark an idea.  Imagination is key – a stick can become a sword; a hairbrush transforms into a microphone; a blanket draped over two chairs is a den.  Creativity emerges through children’s exploration, curiosity and following their own interests. Their ideas promote skills such as problem-solving, redefining space and materials, communication with others involved in their play and negotiating skills to enable their creative vision.  Creative connections are made while children play, stimulating opportunities for self-expression and building social relationships. Being creative is about exploring, not being afraid to make mistakes and using ideas and resources in new ways. This not only supports sharing experiences with others but widens children’s ability to feel able to participate because there are no right or wrong answers and there is no pressure to conform or respond in a certain way.

Being creative, developing ideas and turning them into something meaningful relies on making judgements about the value of creative thinking for children.  You have to be flexible and adaptable, especially if the dining room furniture is suddenly transformed into a bear’s cave! But it is not only about the way a space in the home or garden is transformed. Allowing children to follow their own agenda requires adults to let children take the lead, stand back when help is not required and have confidence that creative thinking is important to children’s learning and development.

Creative play can also reveal interesting insights into children’s thinking and their concerns. They might express some of their anxieties through an imaginary world; for example, choosing to roleplay being a doctor or nurse looking after a family, might be an indication of their inner thoughts relating to COVID-19. When children are left to their own devices, they attach meaning to their play that has an immediate significance for them. Therefore, it is important to listen, and only ask appropriate open-ended questions when it feels right to support children to express themselves.

Perceptions of creativity vary according to experiences and interpretation of what being creative means and what it involves. But for any creativity to emerge there needs to be a nourishing and nurturing environment, promoting a culture of openness to new concepts and a tolerance for ambiguity. This can be quite challenging especially in a home environment. However, entering into the spirit of play, and providing imaginary responses enables children to have a sense of freedom in what they are doing. Trying to control play hinders children’s ability to fully engage. Their responses become influenced by what they think you want to hear or how you would like them to react. Being present but not taking over is a skill and should be judged by children’s ability and willingness to continue their play with or without you.

Top tips

• Allow children to have a sense of freedom in what they do within the inside or outside space.
• Follow children’s lead and don’t try to change the game, even if you feel a bit silly.
• Listen to the messages children convey through their creative play; they might reveal concerns they have.
• Children are learning and developing when they are engaged in play so the more opportunities you can provide, the better.

Further reading

Canning, N (2020) Children’s empowerment in play: Participation, Voice, Ownership Oxon: Routledge with TACTYC https://www.routledge.com/Childrens-Empowerment-in-Play-Participation-Voice-and-Ownership/Canning/p/book/9781138322295

This month’s post is written by Dr Lucy Rodriguez Leon. Lucy is a Lecturer in Early Childhood at The Open University. Her research explores young children’s everyday encounters with literacy. 

Across the UK there is currently great debate about children returning to schools and early childhood settings. Young children’s lives have been disrupted in ways inconceivable just months ago; it seems safe to say that their experiences of this unique point in history will be varied and diverse. Some may have enjoyed precious, relaxed time with family, making rainbows, going on ‘teddy hunts’ and enthusiastically clapping and banging pans in recognition of the NHS. Other children may have experienced their parents’ anxiety over lost income, some may be hungry, feel isolated, witnessed domestic abuse or be living through bereavement. Yet, no matter how children have experienced the Covid-19 crisis, when they return to their early childhood settings, it seems, now more than ever, that practitioners will need to pay particular attention to really listening to children and helping them make sense of their changing situations.

Practitioners and Early Childhood students will be familiar with the complexities of listening to children. Many will know of Loris Malaguzzi’s (1996) poem, ‘The 100 Languages Of Children’ which eloquently portrays the multiple diverse ways in which children construct, express, contemplate and connect their ideas, thoughts, feelings and understandings of the world. Listening involves so much more than hearing the words that children speak, it includes careful observation, personal connection, empathy and sensitive response and interaction. On the one hand, this can be thought of as an ethos, an ever-present approach to practice (or life) rather than an activity to be planned. Yet, there is also a need to reflect on everyday practices and, at times, be proactive and creative in finding ways to enhance genuine two-way conversation with young children.

Photographs and everyday objects have been used in research to mediate dialogue with young children in unstructured interviews; these approaches also have great potential in everyday situations in early childhood settings.

‘Object mediated dialogue’ draws on the idea that artefacts ,or cultural objects of personal significance hold ‘stories’ and ‘meanings’ for individuals (Woodward, 2016). Providing materials and objects associated with a particular situation can enable young children to express themselves in diverse ways and without the need for specific vocabulary. Handling, playing with, and interacting with such objects surfaces these stories and meanings and can render visible the object’s significance in the child’s life. The reactions it evokes can speak a thousand words and the object potentially creates a focal point for discussion.

Similarly, ‘photo mediated dialogue’ uses images of children themselves or familiar people and situations as stimuli for discussion. There is something powerful and poignant about a still image; unlike video, which takes the viewer on a journey through the episode, the still image holds you in a moment in time to reflect and contemplate. The stillness of photographs offers time and space to construct, re-construct and connect thoughts and feelings on an issue (Pain, 2012). Giving children digital cameras to photograph things that are important to them can be especially empowering as they have a degree of ‘ownership’ of the image.

Creating a ‘Listening Culture’ in which our youngest citizens can express and make sense of their experiences of the Covid-19 crisis must surely be a priority as children return to early childhood settings. Consulting with children has never been more important and there are many creative approaches to enhance the process. Mediating dialogue through personal photographs and cultural artefacts are two useful tools to support meaningful two-way conversation.

References

Malaguzzi, L. (1996). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. New Jersey: Ablex Publishing Corporation.

Pain, H. (2012). A Literature Review to Evaluate the Choice and Use of Visual Methods. International Journal of Qualitative Methods, 11(4), 303-319.

Woodward, S. (2016). Object interviews, material imaginings and ‘unsettling’ methods: interdisciplinary approaches too understanding materials and material culture. Qualitative Research, 16(4) 359-374

This month’s post is brought to us by Carolyn Cooke who is a staff tutor in the School of Education, Childhood, Youth and Sport here at the Open University. Thank you Carolyn!

On April 16th I joined the final session of a two-day conference called ‘Education disrupted, education reimagined’ organised at incredibly short notice by the WISE foundation and Salzberg Global Seminar .

Joining with educators from around the world (over 5000 across the two days, and from nearly all continents), we engaged with challenges and opportunities arising from Covid-19 with a billion+ children around the world having had their formal learning disrupted. We heard from a range of presentations including a keynote by Andreas Schleicher, Director of Education from the OECD. The discussion was broad and deep, far too much to be recorded in a blog, but I thought the following interrelated bullet points were particularly thought provoking and have relevance to us all;

1. The crisis has further exacerbated issues of equity. For some, learning outside of formal education is a huge opportunity, if they have the resources, the support and the social, emotional learning skills to manage themselves in the new situation. We need to recognise that for some, especially those for who school is a trauma, returning is going to be difficult. For others, lack of resource, quiet spaces to concentrate, lack of self-motivation or relationships to facilitate learning hinders what they are currently able to engage with. The vulnerability of these children and their learning beyond formal settings has been further exposed by the current crisis. This inequity will have ongoing impacts as students return but also will remain a problem for future crises if not addressed at a government level.

2. There was significant concern at the lack of attention being given to under 6’s during the crisis. Both Leslee Udwin (Think Equal) and Andreas Schleicher (Director of Education from the OECD), used research showing the significance of 0-6 as the time when significant social habits are being formed (see image of slide below). They both made the point that our under 6’s right now, in these conditions, are developing these habits which will last them a lifetime. And yet, governments are hardly mentioning Early Years provision and support during the crisis.

3. The covid-19 crisis has highlighted the social and emotional skills that students need to enable them to maximise their learning outside and beyond formal settings. The skills that were highlighted included; the ability to be curious, the ability to be courageous, the ability to be creative, the ability to be independent. There was a collective sense we should be doing all we can throughout the education systems to support the development of these as a matter of urgency – not knowing how quickly our students might face future challenges where they need these. There is a need to shift away from only focusing on employability skills in the narrow way they are sometimes conceived, it’s about learning how to cope in living with whatever is happening.

4. There was hope that there would be an increased recognition both in society and among students, that we can’t ‘stop’ learning, it is ongoing all the time, whether or not it is planned, in schools or in other environments. The question teachers should be asking their students is not “have” you been learning, but “what” have you been learning. The definition of learning (what it looks like, sounds like, feels like) will, for some, have been broadened hugely by their experiences during this period – but we need to acknowledge and validate these learning experiences within the formal system. The example was of the richness of a child wanting to go out in the garden to count flowers and notice how long they took to open their petals (maths / science) and contrasting that experience with their feelings of being asked to count in school contexts.

5. Learning has becoming far more community driven (at various scales), whether joining local facebook groups, accessing cultural organisations through different forums, linking with peers or family. There was a sense that rigid divisions between school and home, parents and teachers, children and adults were being significantly blurred creating an important opportunity for different ways of working collaboratively. This fundamentally changes the nature of how the curriculum is experienced, how power relationships between adults and children can be different, as co-creators and co-learners, but also of adults and children being vulnerable enough with each other to find ways of learning in new and different ways. As Aaron Eden (Brightsparks and Tinkering schools, USA) stated “How we teach teaches way more than what we teach”, its about relationships, connections and support.

6. Going forward, education systems need to be more open and responsive to novelty through anticipating changes (where we can!), being proactive and reflecting on our practices. Parents, teachers, students and policy makers all need to learn to ‘stay with the trouble’ to find new approaches and reimagine what could be. By preparing to be responsive and paying attention to challenges as opportunities, is to see different ways to move forward.

These brief notes really don’t do justice to the depth and passion of the discussions but hopefully give some food for thought! The full recording of the session can be found here and I would thoroughly recommend, even if just to listen to The Director of Education of the OECD whose keynote was packed with really important research, data and ideas.

We understand people are leading quite difficult lives at the moment and send all our readers our very best wishes. One thing that has become very apparent over the last few weeks is how, as a society, we have come to rely on certain members of the workforce. There have been many discussions around how, once things get back to normal, we need to consider the status we give to those whose professions we have come to rely on. Included within this group are those who work with young children in different capacities. We thought it would be good therefore to highlight in this month’s blog a new resource for the sector. It has been created by PACEY (Professional Association for Childcare and Early Years) who have been advised and supported by our very own John Parry, senior lecturer in Early Childhood, here at the Open University. PACEY is an organisation which represents childminders and practitioners and they approached the Early Childhood team to support them in putting together some accessible CPD training for the sector.

Q: John can you tell us how this project, and your involvement, came about?

The Early Childhood team at the Open University have a long-standing connection with PACEY; for example, in the past we have been a critical friend to support them with the writing of mini courses. They had already a successful ‘Business Smart’ programme with free access for their 40,000 plus members. They now wanted to provide a learning tool which focused on developing practice through self-evaluation.

 Q: Why do you feel this is such an important resource?

It is a user-friendly resource which can be accessed through a mobile phone to enable practitioners to build up their knowledge about early years practice by engaging in bite size learning. The resource does reference ideas familiar to practitioners from the EYFS but it also goes beyond these key ideas to support practitioners’ professional development. For example, there are units on outside play, personal care, time to eat and transitions. Each unit only takes about 10 mins and includes films, mini quizzes and self-reflection. Each practitioner can build up a learner profile and eventually receive a certificate of their learning

Q: What can we expect if we register to use the resource?

It is suitable for a range of practitioners working in a variety of contexts. So a childminder, teaching assistant or a room leader will all find something worthwhile. When you register you choose both the appropriate pathway, depending on your role, and the themes you are interested in. All the units will help you to develop your early years practice with no time pressure or specific timeframes when units have to be completed by.

 Q: Any next steps?

There are two stages to the resource. This first stage which is presently available focuses predominantly on those aspects of the EYFS which will remain the same after the revised framework comes into place. The second stage, looking at wider aspects of early years practice, is currently scheduled to be available in September. All the content of both stages has been reviewed by a steering group made up of a diverse range of stakeholders including the Department for Education and Ofsted.

 Many thanks John for telling us about this great initiative. If you would like to explore the resource, you can do so on the PACEY website. We’d love to know what you think!

This month’s blog is written by Jackie Musgrave who is the programme lead for Early Childhood at the Open University.

As March 2020 begins, the coronavirus epidemic appears to be gaining a grip in many parts of the world.  It is impossible to predict the impact of the epidemic, is it going to become a pandemic which affects vast numbers of people, potentially killing mostly vulnerable people, or is it going to peak and fade away?

At this uncertain time, my thoughts have turned to how those who work and care for young children can protect them from becoming infected by the virus. The current advice from Public Health England informing us of what we can do to prevent the spread of the virus includes hand washing and using tissues to cover mouths when sneezing and coughing.  So really, this is simply the same advice that we should all be following all the time to prevent the spread of any infection.

Children and practitioners in early childhood education and care settings are particularly prone to catching infectious diseases, any place where there are large numbers of people in close proximity are ideal spaces for the transmission of viruses, bacteria and fungi, the micro-organisms that cause infections.  However, as ECEC practitioners know, children can be very helpful to viruses because they are not especially reliable in their hand washing habits or their ability to know when they are about to sneeze; often spraying their virus-laden saliva far and wide.

Life-threatening infectious diseases are less of a threat to children than they were in the past. However, infections in children remain a significant cause of ill health even though they are regarded as a minor illness and the effect of infections, such as the common cold, can be underestimated. Kolak et al. (2013) highlight the impact of what can be regarded as minor illnesses on children, citing decreased levels of activity, increased irritability, reduced emotional competence and a reduced ability to engage with those around them, thus impacting on their social development. They go on to state that:

Even though illnesses that are relatively minor and of short duration may not necessitate visits to the doctor, it seems plausible that children who experience minor illnesses on a reoccurring basis may be at an increased risk for poor developmental outcomes. (p. 1234).

And of course, infections affect practitioners’ health and wellbeing causing absenteeism for those unwell and increased workloads for colleagues.

Returning to the earlier point about the coronavirus affecting people who are vulnerable, this is especially relevant to babies and very young children.  Not only do they have immature immune systems, but there is an increasing number of children attending early years settings with complex medical needs and chronic health conditions such as asthma and diabetes who are especially vulnerable to infection and require protection

Therefore, careful management of prevention to minimise the spread of infection is imperative to protect all children.

The imperative to prevent infections is ever-present, not just in these uncertain times.  Making the space to reflect on how we role-model effective hand hygiene and teach children when and how to hand wash as well as how to use tissues to catch those bodily fluids is a simple and effective way to improve the health and wellbeing of children and all adults – not just in this time of crisis but at all times.

References

Kolak, A. M., Frey, T. J., Brown, C. A. and Vernon-Feagans, L. (2013) Minor Illness, temperament and toddler social functioning.  Early Education and Development, Vol 24, No 8, p 1232-44

Further reading

Musgrave, J. Infectious diseases, infestations and the acutely ill child chapter in Musgrave, J. (2017) Supporting children’s health and wellbeing.  London: Sage

Musgrave, J. Preventing infections in early years settings.  April 2018 in Parenta magazine available from https://www.parenta.com/2018/06/01/preventing-infections-in-early-years-settings/

Useful information

Health Protection Agency: Guidance on infection control in schools and other childcare settings available from http://www.publichealth.hscni.net/sites/default/files/Guidance_on_infection_control_in%20schools_poster.pdf

Public Health England: guidance on infections in childcare settings available from https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/chapters-1-and-2-introduction-and-infections-in-childcare-settings

Public Health England: immunisation information for immunisation practitioners and other health professionals available from

https://www.gov.uk/government/collections/immunisation