Tag Archives: children

Supporting children to flourish

 

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This is my last week of the school year in my nurture role. The last few weeks I have been writing the end of year reports for the children and reflecting on the year. The joy of writing the reports is the opportunity to notice and remember the distance traveled with the child and school. The stories we hear in term 6 when we pick up our new nursery children before we start work with them, can often lead us to a feeling of uncertainty and slight nervousness of the year ahead. We need to be able to put that to one side and have faith that we can make a difference and see change. Then we look back over their first year in school and realise that we have all survived and often thrived and they are a different child to the one we first heard about a year ago.
This last week one of our team was reflecting on our role as being the job of building up confidence in others and giving faith and hope in challenging situations to enable staff and children to flourish and fly. I love this statement, for me, it is filled with hope and opportunity. As I look back over the last year there have been moments of pain and sadness and sometimes despair, but there have been many more moments of delight and laughter and joy, of flourishing and thriving.
I started term 6 anticipating it to be challenging due to workload, my aim for the term was to thrive it rather than survive it, and I was going to do this by wild swimming each week. The term has ended up being far more stressful than I could have anticipated, it has been incredibly busy but there have also been some huge and emotional family stressors. Outdoor swimming has been my oasis and has given me moments of joy to hold onto, I have managed 7 outdoor swims over the term. The highlight came this week when I swam with my team at Vobster quarry, it was a wonderful way to end our year, swimming together in a beautiful, peaceful location. There was a vulnerability with one another with some of the team feeling very nervous about the swim, but there was also a huge sense of joy and a feeling of flourishing at the end.

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How to thrive during term 6

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During half term, I have been thinking a lot about how to thrive during term 6. Term 6 is often the busiest term of our year, we take on new children and end with the children we have supported all year. From the last 5 years, I have learned that by the end of term 6 I am exhausted and drained both emotionally and physically. I love my job as a nurture consultant with 4 year olds, it’s incredibly rewarding and challenging which works well for me, however, I realised I often spend term 6 in survival mode not thriving and I want to change that.

Over the last few years wild swimming and outdoor swimming has become a key part of my summer, last year I managed 23 outdoor swims over the spring and summer months and that was great. Last week I had time away in the Peak district and then the Lake district, I discovered a Lido in Hathersage at the beginning of the week and then I swam in Wastwater Lake at the end of the week. The swim in the lake was probably the most beautiful wild swim I have done. The water was amazingly clear and fresh, and the lake is surrounded by stunning mountains, including Scafell Pike. It was a cold swim, this is the deepest lake in England, but I decided I wanted it to be my first wild swim of the year without a wet suit. It felt amazing, the endorphins I got from this swim were fantastic! yes, it was cold, but it was so worth it. Since returning home I swam yesterday in my local favourite swimming spot in a nearby river and again this was wonderful. I have known for years that swimming really helps my wellbeing, both mentally and physically, that is why I swim five days a week in a local pool. Last year I began to realise that wild swimming particularly helps me to feel great. Knowing this I have realised that is what I need to do to thrive term 6, I need to swim outdoors at least once a week. So that is my aim, to swim in the local lidos and to swim in the river, I have booked it in my diary, to help me make sure I remember. I hope this will increase my wellbeing and help me to thrive this term not just survive this term.

Savouring Joy

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During the last week, I have been in Cornwall with my family, staying on the Lizard, the countryside and coastline here is breathtaking. I have learned over the years I find it helpful to be in a wild space at the start of the school holidays, this helps to me let go of the previous term. Towards the end of a term, I crave wild spaces, where I can take coastal walks, swim in the sea, and find some spaciousness. I know that being by the sea helps me to feel relaxed and brings me huge amounts of joy. During the week I was reading a book called the Blue Mind by Wallace J Nichols, he looks at neuroscience, psychology, evolutionary biology, and medical research to understand why many people are connected to water and how water can be very good for our health and wellbeing. As a person who swims 5 days a week and who feels a real draw to being by the water, this book made so much sense and explained some of the strong feelings of joy and calmness I have when I am by water. The week away, being by water, enabled me to build up many more moments of joy in my memory.

One idea the book talks about is how we need to savor joy for 15 seconds for it to imprint on our mind. By noticing we are feeling joyful and savoring that moment with gratitude it will imprint on our minds. I have read this in a few places over the last few weeks, and this has made me think about how we can help children imprint joy in their minds. Many of the children I work have an imprint of sadness and hurt on their minds, and do not always recognise when they are encountering joy. Neuroscientists have found that hurt and sadness sticks to our minds and memory immediately, whereas joy takes 15 seconds to stick. As trusted adults who are co-journeying with them, we can notice it for them, comment to them e.g. wow you look so happy there, you are smiling and laughing, I think you are really enjoying this moment. Helping children to build up a memory bank of joyful moments is such an important way we can support them in their wellbeing.

Lost words

 

Over the last few weeks, I have been thinking a lot about The Lost Words. In 2017 Robert Macfarlane wrote a book based on the lost words that had been left out of the children’s Oxford English dictionary. The words that had been left out were based around nature. The book was illustrated by Jackie Morris, I think it is one of the most beautiful books I have seen, and since it’s publication I have bought several copies for family members. Some of the words include conker, ivy, bramble, dandelion, otter, starling.

 

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The lost words book inspired an exhibition of letter cutters, curated by the lettering arts trust which opened a few weeks again in Snape Maltings, my husband is one of the artists who exhibited, he carved the word, Otter. We went to the opening of the show, this reminded me again how so many of our children are becoming disconnected with nature and the world around them.

 

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The last few weeks in my nurture work we have been exploring nature, looking for bugs, making nature pictures, finding beauty around us. These are sensory activities I regularly do with the children I work with, but the last few weeks I have been more intentional about naming all the things we find. Naming dandelions and forget me not, the blossom from the tree, naming the birds we see, sparrow, robin, blackbird. I want to make sure the children I work with know these names, by knowing names it helps us to connect, by connecting with nature we are more likely to want to take care of it.

Sensory mindful walking

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The last few days I have been intentionally walking around the community meadow slowly, mindfully, with the idea of really noticing how spring is developing. The meadow is a space I regularly walk around, sometimes it is a space where I walk to wake myself up, other times to work through problems in my head. However the last few days I have been wanting to be more mindful, intentional and notice the changes that are happening. Yesterday I spent around 20 minutes listening to all the bird song, there was such a range of birds, starlings, great tits, sparrows, magpies, robin, and a wren. Often I am aware of lots of bird song, but I haven’t always noticed the wide range of birds in the meadow.

Over the last few weeks, I have been thinking about how busy and noisy a lot of our schools and early years settings are. With lots of background noises, often a bombardment of visual things around the classroom, often busy schedules and timetables. There is little time to slow down, notice, find some stillness. I do believe that our busy, noisy lives are contributing to our children’s and our own mental illness.
With this in mind during this next week I am going to be doing some sensory spring walks with the children I work with, walks where we listen, smell, feel, notice, where we have un-rushed time to see and discover what is around us, where we can get in touch with our senses and our environment. These mindful walks are a good way to introduce some slowness and quietness to children.

Spring term

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My half term has been full of gardening, reading, and writing, a great mix for me. I wrote for a few hours each morning to move the new book on and then spent the rest of the time reading for fun and gardening. We all need to work out what rest and relaxation look like for ourselves, I find gardening helps me to totally switch off from everything else that is going on. I have a large and unruly garden, my garden is quite wild ( my argument is the birds and animals love it), I am hopeless at growing things in straight lines, it never looks neat and ordered. But my garden brings me huge joy.

This last week has been a week of preparing the garden and greenhouse for a new season of growth, I have been clearing away brambles, cutting back dead raspberry canes, clearing away weeds and cleaning the greenhouse; then last night burning all the dead brambles and twigs. Now I have cleared away the old I can start beginning to plan and think about what I will plant, how my vegetable plot will look this year, what flowers I want to grow from seed and begin planting new seeds.

Moving into the spring term I am aware I feel very hopeful, it may be the sun has really cheered me up, having a week in the garden has certainly been a tonic for my emotional and physical wellbeing, but also the spring term is often one which is more settled, the children I work with and the schools have generally reached a rhythm and routine that works, it is often a term when we begin to see progress, new growth, and development. I am aware that spring brings me hope, the hope of warmer days, the hope of growth in my work and in my garden, the hope of positive change ahead.

Finding calmness in this hectic time

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For schools in this area, this is the last week of term, this can be one of the most challenging weeks of the year, very excited children, very tired staff. Some schools and nurseries will be doing plays this week, many places will be having parties. In my experience, lots of children can find this last week really hard. The routine has changed, they are tired and excited, they can be stressed and anxious and sometimes excited  about plays and parties. This is a big range of strong feelings, and some children will find this hard to manage and some staff too.

In the role of nurture support workers our team does a lot of work with children and staff about using calming techniques, we all use mindfulness both for ourselves and with the children we support. During these last weeks, many of us have been making calming bottles with the children we support as a tool to help them during these challenging weeks, a guide on how to make these can be found on pinterest. Many of the children we work with can find change very overwhelming and there are so many changes at this time of year. Change in routine, wearing different clothes, changes to the environment, there can be different and loud music playing in the school/ nursery, lots more people coming in and out of the setting. For some children, this is overwhelming and can be frightening. It’s at these times when knowing and using calming techniques are so important. Some schools and nurseries use mindfulness daily with children, teaching children these skills as part of a daily routine is such a good way to embed this practice with children, giving them vital life skills to help them with regulation. But even settings which are not already using these strategies, it is not too late to try them. My suggestion over the next week is finding some time each day for a time of stillness and quiet, a time when you all can stop, be still, be aware of your breathing, this will help both the children and the staff.
A few ways to do this are:

Finger breathing – click this link for a tutorial

Starfish breathing- a youtube film for this

Bubble breathing- have a pot of bubbles each, dip the wand in the bubble mix, take a deep breath in and breathe out through the bubble wand and repeat a few times. Explain to the children that while doing this you are watching and noticing the bubbles.

With all of these, explain to the children that these are helping you all to stop, notice your breathing and find some calmness.

In January I am speaking about using mindfulness with young children on a free  pre school mindfulness summit clink this link and it will take it you to their website for more information.