Tag Archives: early years

Stopping and noticing beauty and change

 

 

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This term is about reflecting and reviewing the nurture work over the past year. It is time to write end of year reports, remember the children as they were in September and recognise the tremendous change , they, their staff and I have seen over the year. It is about stopping and noticing the beauty in their development.

The year has at times been fraught, there have been many tears and much laughter. Some highlights for me have been seeing children who started the year very scared and frightened are now laughing, joining in, making friends. Being able to write end of year reports and describe a child as being a happy, smiling, joyful child is a wonderful achievement. Once again I have seen school staff work so hard to accept, love and support these children. Once again I have been reminded that progress for a child is not just about their academic attainment.

Throughout the year I have walked around the meadow at the back of our house, every Sunday morning, it’s a bit of ritual for me, it is a place where I can think, reflect and just be. A thought I had this morning was about the changes I see in the meadow through the year, in the Autumn it has been mown, it is short, sparse and a bit spiky, in the winter if often looks quite bleak, then in the spring it begins to develop new life, to grow and develop and in the summer it is space of beauty. This morning I noticed the butterflies and moths have returned, more of the wildflowers were there, it is back to being a space of beauty. But you only really notice the butterflies and the flowers when you slow down and notice and look. I felt this was really similar to the nurture work. There are times at the beginning of the year where it is hard and spiky work and there are many times in the year where it feels really bleak. But it does change, through the process of remembering and reviewing, of stopping and noticing the small changes that have been made, we can see the beauty that has developed and that is something to celebrate.

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Preparing for change and transitions

 

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This week has had a focus on preparing for change. I have just begun working with my 4-year-olds to help them prepare for the change and move into a year 1 class. It is vital to help these children to prepare for and be ready for changes. To start this process I got them to take photos in school about what they enjoy and like doing in school. I will make these into mini photo books for them, they will have a copy and a copy will go to their new year 1 teacher; helping the teachers to understand and hear directly from the children about what is important to them and what makes them happy in school. I love asking children to take photos, it allows us as adults to view the world through their eyes. Many of the photos this week have been of outdoor spaces, another reminder of how important it is to have children outside, how happy this makes them feel; hopefully, something the year 1 teachers will be able to include lots of next year.

As a family, we have also been thinking of change. Our eldest daughter has been on her first foreign holiday with friends. This has brought about some anxiety on my behalf! but also the reminder to myself, her Dad and sister that she is moving to University in September. We have all found seeing her bedroom empty this week quite poignant and sad, we have missed her this week and have been talking about her moving in September. This is, of course, an important transition for her and one we will celebrate, but it is also a transition that will bring some sadness. One close friend who has already experienced this change dropped off today some ‘ magical brownies guaranteed to bring slight consolation to anyone who maybe missing a child or sibling”. This was such a wonderful reminder of the support we have from close friends who will help us to manage our next transition.

 

Photo of outdoor space taken by a 4-year-old

Developing well-being through outdoor play and stress and anxiety kits

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My job is hugely varied, which I love. This week I have been creating stress and anxiety toolkits for older children and teens. Delivering participation and well-being training to Bath YFC and being creative outdoors with my nurture children. The focus with all of this has been thinking about well-being and promoting well-being.

I have worked in the field of participation for many years, by listening to children and young people, giving them a voice and enabling them to feel that they are special and unique, we know this enhances their well-being. We also know that many children and young people suffer from huge pressures and stresses and often feel very anxious, particularly at this time of year with exams affecting both primary and senior aged children. With this in mind, I have recently been developing some stress and anxiety toolkits, and I have been asking young people to trial them for me, with excellent feedback.

In my nurture work, I have been making the most of the sunshine and enjoying outside spaces with the children. This week we were making nature pictures, collecting small things from outdoors that they found and sticking them onto a card with double sided sticky tape. This is such a simple and wonderful activity. It was delightful to see the wonder and excitement the children expressed as they found their treasures and made a picture out of them. It’s brilliant to observe these children concentrating, engaging, being curious and creative and talking with enthusiasm about what they were finding. These are children who at the beginning of the school year found it hard to focus on anything for more than a few minutes, and now were engaging for around 40minutes. A very joyful experience and a great sense of their enhancing well-being.

 

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How do we nurture ourselves?

 

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Yesterday I attended a retreat led by Ian Adams and Gail Adams. One of the questions they were exploring is how do we nurture ourselves? This is a question I have been exploring and thinking about a great deal over the last few months. One of my roles is a nurture support worker, supporting and working with 4 yr olds who find it very difficult to be in school. The main part of this role is to nurture them, and support the staff in school to nurture them. I feel that I spend a lot of hours in the week thinking about what it means to be nurturing and what the nurture needs are of the children I support and what the nurture needs are of the staff I support. The word nurture has become an everyday word for me, but it is a special word, a word which carries so much depth.

In the last few months, I have been particularly aware of the need to nurture myself. I know that if I do not take care of myself, take care of own wellbeing then I will be unable to fully nurture others. Last weekend we went to see a friend who has recently been diagnosed with terminal cancer. In our conversations together we discussed how she can die well, but also how she can live well now. This conversation was full of laughter and joy but also, some soul-searching for all of us about how do we live well now? I feel the question of how do we nurture ourselves is woven in with how do we live well now.

In my role of nurturing young children, I want to help them feel special, to feel loved, to find joy and learn to love life and live well. I am aware these are things I want for myself, my family and friends. So my aim this week is to continue trying to nurture myself. Part of this is spending time with friends, finding joy each day and to continue learning how to live life well.

The photo was taken this morning, seeing the sun rise over the meadow by our house. My start this morning at living well and nurturing myself.

As adults do we play?

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As adults do we play? One thing I love about my job is hearing what children say. I have heard 4 yr olds over the last few weeks tell me that adults don’t play. Play in the early years is vital, play in all of childhood is vital but it is still (at the moment) recognised in the early years as the main way children learn. As an early years worker playing is an essential skill, so hearing children say that adults don’t play is possibly suggesting they are not seeing a lot of play from the adults around them, which is worrying. A new advert has come out recently from Ikea. It asks children to write a letter to the Three Kings (Sweden’s equivalent to Father Christmas) saying what they want for Christmas. It then asks the children to write a letter to their parents, saying what they want from their parents. Lots of the children say in the letter to parents, play with me more. I am pretty sure this was set up and scripted, but I know from research I was involved in gathering for The Children’s Society’s Good Childhood Inquiry, that children often say they want adults to spend more time with them and to play with them.

This leads me to the question, do we still know how to play? How playful are we? What do we do in our lives that is playing? For me playing is something which is not work, it is something which brings me pleasure and joy. Play is something I can lose myself in and there doesn’t have to be a result at the end. I play a lot in my job, this week I have been playing Superheros (happy and sad ones). I have been playing with jelly and squirty cream and playing with fuzzy felt faces, but this is work for me. It’s great work but it’s not really playing I would choose! The type of play I would choose is crunching through leaves in the meadow behind our house. I never tire of the sound of walking through leaves, and noticing the changes in the meadow. The type of play I would choose is swimming. I swim every weekday early morning, I love the rhythm and the feel of gliding through the water. The type of play I would choose is Reading. Although this is not an active play thing, it is something which brings me great pleasure, in which I can lose myself and relax. The type of play I would choose is Felting. This is a creative play activity for me, which I learnt a few years ago. The joy of felting for me is the process, it’s often not about the finished piece. Most of the felting I do is abstract, its about exploring and playing with colours and fibers. I love how you never really know what you will end up with when you are felting, the piece at the beginning looks very different to the piece at the end.

Within the world of early years, we need to make sure we are playing with our children and not just observing their play. As parents, we need to play more with our children, on things that they choose. As adults we need to find time to play, doing things that bring us joy.

The photo is of my latest piece of felting

Celebrating small things

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Throughout my career, I have learnt the importance of celebrating small achievements. So often we can be fixated on the idea of big achievements and can miss the small details. Early in my career, I worked with children with non-organic failure to thrive; young children who refused to eat. My role was to support families and help to encourage the children to eat. I learnt early on in this role to celebrate the small details. I would often sit with a family during a meal time and exuberantly show delight at a child for eating a pea, even if they ignored, threw and refused to eat the rest of the meal. I would be celebrating with the child and the parents for the one pea that was eaten. It’s similar in my role now, often finding myself searching for those small details of change and helping staff to celebrate the small positive changes. My delights this week have been, a girl agreeing to play and explore the “Frozen” themed play dough I had made, seeing a child agree to come inside after only being reminded three times and not having a tantrum, and seeing a year 1 child begin to write 2 words. These are small events, they are things which most other children aged 4 and 5 would do easily, but for these children they were small and important achievements; and small achievements is what we need to celebrate.

It can be the same for ourselves, in own lives. Often we don’t recognise the small things we do achieve as adults. For the last two weeks, I have been frustrated and cross at myself for not managing my time well and not finding the space to sit and write and start a new project. This weekend I decided I needed to be kinder to myself. To stop being irritated at what I haven’t achieved but instead, find joy in what I have achieved. Changing my way of thinking has helped me to find a bit of space, to start writing and planning and more important it has helped me to find some calmness and acceptance.

When the way forward in our work is unclear.

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There are times working with children when it can feel as if everything in front of us is misty and unclear. For early years workers and educators, there are clear guidelines about the development that children are expected to make. There are increasing numbers of hoops our children need to jump through and an increasing number of targets to be met. For some children these targets are set far too high; they may be aged four but they could be working at the development of a two-year-old or younger. It can be hard for the educators working with these children to know how to move forward, and how to scaffold and extend the child’s learning. The way forward can be misty and unclear.

My role is supporting staff working with children who are finding it hard to transition into school. These children often don’t meet the development guidelines for their age. I have had many conversations over the last few weeks about the way forward for these children, and about how we might adjust our expectations and our way of working to meet their individual needs. To find a different path through the mist. I am really aware that it is so easy in my role as a nurture specialist to advise, support and try to guide the staff, but the really hard work is for the teacher to be willing to step away from the usual path they take and to try new things. To take risks and to accept that the mist will probably not clear quickly. This can be a scary path to take and one which often means letting go of some control and being willing to be a co-explorer with the child.