Teachers sick on holiday‏

Why is it that teachers hold on till the end, committed to their children and colleagues? The number of people I know that save up their minor ailments till the school holidays is quite large. Is it poor pensions? Or is it dedication? Up to you to judge. 

Whichever you decide it is, this year I've joined them, ach well:). I can think of no better place and time to do it than on a sunny holiday. Here's the view from our balcony at 8 am this morning. 

So what if my nose is all blocked up? I love relaxing with my fiance and close family and I feel very privileged to have a fantastic team who, I know, will run the school exceedingly well in my absence. What a blessing they are! Here's wishing everyone a lovely Christmas with family and friends. May you have a relaxing and wonderful time, refreshed and happy at the start of 2012, your best year yet!

 

Facepainting with children: Fun & Magic

I never really understood facepainting. I didn't see much of it around where I grew up in the Netherlands, nor did I pay much attention when I did start to see it happening at community events in the UK. I didn't think it was anything special.

That changed a few years ago when I was invited to provide a children's stall at a local event in Horsham Park and I said 'Yes.' I had no experience and neither did the Montessori colleague who was helping me that day. We got some basic equipment and, most importantly, some pictures of painted faces to copy. We got going and we kept going all day long. Much to our surprise the children were delighted, and so were their parents. Not bad for my first experience, at age 48! That same colleague and I did another facepainting stall at an event in Southwater this summer and the children were queuing up.

The past weekend was my third time and my two helpers and I ran a special facepainting stall at Southwater's Christmas Festival, with a bit of Montessori information and a few activities added in to keep the children busy as they were waiting. Neither of my helpers had done it before, ever! The Christmas focus made it a bit special, with glitter added in! For the first time we made a small charge, as all the other stallholders did too. As in the summer, the children kept us very busy throughout the day, with only one short lull, in the early afternoon.

On the face of it, excuse the pun, facepainting is a common activity, simple and popular. Anyone can do it, but those who are creative tend to do well. I was not prepared, however, for its special magic.

See the full gallery on Posterous

To paint well, you have to get up close and personal to, in many cases, a complete stranger. For full-face designs this young stranger has to close their eyes and trust your stable hand. When you have just painted the area around the eyes and the child has sat still; when they then open their eyes and look at you, with such trust and vulnerability, that is a very special thing.

It reminded me how precious each child is and how lucky I am that I can give them this simple fleeting gift, enjoyed as much by its giver as by the child who receives it.

 

Children: a 'How To' on respectful communication

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What does ‘respectful communication’ mean?
The Australian Early Years curriculum gives some guidelines, specifically:

1. Greet children individually, upon arrival and departure;
2. Listen with attention and respond;
3. Explore each child’s interests and concerns;
4. Model a positive and respectful communication style;
5. Be accessible for a child to initiate contact;
6. Respond to non-verbal cues;
7. Acknowledge and accept a child’s feelings;
8. Respond to a child’s mood;
9. Promote a sense of fun and enjoyment.

Point 4 is the least clear and the most difficult, particularly for people who have not experienced this kind of communication in their own lives. It includes replacing any necessary ‘No’ with a ‘No, thank you.’ It includes consistently replacing ‘Don’t statements’ with ‘Do statements.’ Examples are: avoid saying “Don’t run in the classroom”, “No shouting!” and “Don’t push your friend!” Instead, say something like: “Classroom walking please”, “Inside voices please” and “Please be gentle.” Effective communication gives listeners something to aim for.

Thinking about the children around the child in question, in the example of negative language they hear words like ‘run’, ‘shout’ and ‘push,’ a negative auditory environment. In the positive example they hear ‘walking’, ‘inside voices’ and ‘gentle.’ Seeing that a lot of language processing happens almost unconsciously, the latter phrases encourage the kind of behaviour we would wish to see and the former does not.

More’s the pity that I still occasionally hear reports from parents visiting Early Years settings telling me of children being shouted at across the room. In my view this is noisy, disrespectful, indiscreet and extremely bad modelling. Unless there is real and imminent danger, it should never happen! If nothing else, it inflates the importance of a shout. If there was a really dangerous situation, the child would not listen either (if used to it). In extreme circumstances this could lead to avoidable loss of life! As with adults, children should be criticised in private and praised in public. THAT is respectful communication!

Finally, we have to ask: If this is the behaviour while there is a visitor in the room, what is the behaviour if there are no visitors?

 

 

Children: a 'How To' on respectful communication

What does ‘respectful communication’ mean?
The Australian Early Years curriculum gives some guidelines, specifically:

1. 
   Greet children individually, upon arrival and departure;
2. Listen with attention and respond;
3. Explore each child’s interests and concerns;
4. Model a positive and respectful communication style;
5. Be accessible for a child to initiate contact;
6. Respond to non-verbal cues;
7. Acknowledge and accept a child’s feelings;
8. Respond to a child’s mood;
9. Promote a sense of fun and enjoyment.

Point 4 is the least clear and the most difficult, particularly for people who have not experienced this kind of communication in their own lives. It includes replacing any necessary ‘No’ with a ‘No, thank you.’ It includes consistently replacing ‘Don’t statements’ with ‘Do statements.’ Examples are: avoid saying “Don’t run in the classroom”, “No shouting!” and “Don’t push your friend!” Instead, say something like: “Classroom walking please”, “Inside voices please” and “Please be gentle.” Effective communication gives listeners something to aim for.

Thinking about the children around the child in question, in the example of negative language they hear words like ‘run’, ‘shout’ and ‘push,’ a negative auditory environment. In the positive example they hear ‘walking’, ‘inside voices’ and ‘gentle.’ Seeing that a lot of language processing happens almost unconsciously, the latter phrases encourage the kind of behaviour we would wish to see and the former does not.

More’s the pity that I still occasionally hear reports from parents visiting Early Years settings telling me of children being shouted at across the room. In my view this is noisy, disrespectful, indiscreet and extremely bad modelling. Unless there is real and imminent danger, it should never happen! If nothing else, it inflates the importance of a shout. If there was a really dangerous situation, the child would not listen either (if used to it). In extreme circumstances this could lead to avoidable loss of life! As with adults, children should be criticised in private and praised in public. THAT is respectful communication!

Finally, we have to ask: If this is the behaviour while there is a visitor in the room, what is the behaviour if there are no visitors?

Awe and wonder in the garden

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Awe and wonder is part of the Early Years Foundation Stage (EYFS) ‘menu’ for young children’s learning in England. So how do children experience this? Well, sometimes it ‘just happens,’ if we let it, but at our Montessori school the kitchen garden is a source of endless inspiration. 

A few days ago a young boy, let’s call him John, was helping us discover what was under some bunched green leaves. He was well impressed to find two big white roots and he and his friends helped to dig out them out. They experienced the whole process: digging up the parsnips, scrubbing them clean, washing and cutting them, arranging them on a baking tray and smelling them all roasting hot from the oven. Finally, having them for a snack.

How’s that for a magical multi-sensory Montessori experience?

 

Leaves next . . . . . . . . :) 

Change in the Early Years, how to help children cope

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Autumn has come again and another wave of nursery children have moved on to primary school. They leave a big gap as they are missed by the teachers and children they leave behind.

Some parents may worry about the impact of change on their child's social development if a close friend has moved on while their child is still at nursery: “With all these younger children around, will my child get enough attention? Will my child miss old friends? Will they have enough friends the same age or older? If they are with these new, younger children, will their progress be delayed?”

And yes, of course they will miss their friends. It’s difficult to accept change, to accept that they won’t see their precious friends every day anymore, but it’s a natural process that will happen time and again in their lives as they grow up.

Will my child get enough teacher attention?

Younger children are not as independent and will need more help with putting on their coats, washing hands, having snack and many other small tasks. That is an opportunity for the suddenly ‘older child’ to shine. Let’s assume the ‘older child’ in this story is a girl. She knows where things are kept and how things are done. Soon she realises that she knows a lot more than these newcomers and turns into a little leader. She helps the little children with their shoes and their fastenings. She gets their cups or opens their lunchtime yoghurt pot for them. Instead of needing the teachers' help herself she now turn into an important ‘nursery asssistant’ and should get a happy ‘Thank you’ from her teachers and friends. That change feels good!

Will my child have enough friends the same age or older?

Well, our young lady friend may well be the most senior of the children, but she is probably closely followed by others not far behind. While it may well be the first time this happens, it certainly won't be the last. With each change of school, from early years to university, she starts again as the little fish in the big pond and ends up as the big fish in the little pond. At each stage she not only acquires skills and knowledge, but she is also learning about friendship and leadership. Soon new relationships develop and she finds her own ‘followers’ who like her, look up to her and copy her. That change gives her motivation to do a good job, because she's being watched with admiring eyes. This learning is very good for her social development. It creates the kind of friendship that we find in families, among siblings. It promotes co-operation rather than competition and it is one of the hallmarks of good Montessori practice.

Will my child be learning enough?

I should think so! Having witnessed this annual exodus and entry of children more than a dozen times over the past fifteen years I can testify to the fact that the change to 'being older' creates a new and different kind of thirst for learning. The motivation is different. Instead of looking up to her seniors and wanting to be like them, she realises that the new children look up to her as a role model. She won't want to disappoint them. She appreciates her special time with her teachers more than before and seeks out learning in a new way.

Will her progress be delayed?

No, absolutely not! Eighty percent of success in life is from getting on and working with others and only twenty percent or less is about the knowledge we hold as individuals. Learning to lead, even on a small scale, is very important and so is learning to adapt to change. It may not be examined and it may not be marked, but it sure counts in life. The confidence that comes from feeling senior is a great motivator.

Will she want to be with these younger children?

There will be times when a younger child gets in the way of her learning, but Montessori has specific ways of minimising disruption to children who are concentrating. Individual work is respected and this respect is taught from the beginning. Trained teachers know how to recognise the signs of concentration. They know it’s precious and will assist the senior child in their attempts to achieve something for themselves, most likely by distracting the younger child away from them. Most of the time, though, the older child will enjoy the friendship with younger friends. Who does not enjoy being admired and looked up to? What is a leader without followers?

Will she miss her friends?

Yes she will, change can be difficult to deal with, but it's natural. Missing a loved one feels sad. At the same time she is learning that it is not final. She can still see her old friends after school and at the weekends. Loving parents can support the ongoing friendships until such a time as strong new friendships have been made. Loving teachers can support her social development by talking with her and sharing her feelings of sorrow and joy.

This autumn term I've seen one girl's sadness at missing her best friend, who was just a few weeks older than her. Things have just started to change. Her parents are very sensitive and they support her with her special book, which she writes and draws in most days. She comes with us teachers to answer the door and to help children collect their things before going home. She loves to ‘read’ the children’s name cards and hand them to them as they arrive. She enjoys working with the sandpaper letters to learn to recognise the sounds and the way they are written.

She is ‘coming out’ and this is a joy for us to witness. She is finding a new dignity and a new happiness. She feels privileged to do ‘difficult’ work and we feel privileged to assist her in her learning journey.

Ten Top Tips for Taming Toddler Tantrums

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Ten Top Tips for Taming Toddler Tantrums

   

Introduction

            

When your toddler has developed a will, but not yet the means to express their needs or wants in a way that works, you may be faced with a tantrum. Tantrums are difficult to deal with, and even more so when you are tired and if they happen in a public space with plenty of spectators.

 

So, what to do? My tips are in two groups, ‘Prevention’ and ‘Cure.’ The conclusion explains a bit of my experience with Montessori education, an approach to communicating with children that I love. I hope that you may find something of use to you, and that it may strengthen the bond of love between you and your precious child. 

 

Prevention

 

1.   Give choices

 

Who does not like choice? When your toddler realises that there are choices and that your choice for them may not be what they want, they may protest. If they feel strongly about it and they don’t know how to express their feelings they protest may develop into a tantrum. It may not be a conscious choice, but just a strong need to express their frustration.

 

One way to prevent this is to give your child the freedom to choose. It is an expression of love and respect because it shows your child that you trust their own ability to decide.

 

2. Enable action

 

Children love to be in action, it’s part of their nature and helps them learn about the world. Restricting them in highchairs, buggies and other devices may sometimes be helpful or necessary, but it can cause frustration and if it takes too long, may develop into a tantrum.

 

As a general rule, if it is safe for the child to move freely, give them their freedom. If not, explain why it is necessary and when they will be able to more around again. 

 

3. Communicate about Cause & Effect

 

Your toddler may not yet understand your explanation of why they need a coat to go outside, for instance. Opening the door to let them feel the cold may help help, or putting on your own coat, or pretending you are cold. Other examples could be negotiating going home time in the playground, or wearing an apron to do painting. In general, don’t just say ‘No!’ but explain why if possible. It does not guarantee understanding or acceptance, but it is kind and it helps your child to learn.

 

4. Distract

 

If explanation does not work, you may be able to distract your toddler. You may be able to draw attention to a passing butterfly, a big cloud (or even an aeroplane) in the sky, a few drops of rain or a Daisy. You might just be lucky. If distraction fails too, then one of the next few tips may help.

 

Cure

5. Ensure safety

 

First of all you need to make sure that your child cannot hurt themselves or others, or cause damage. If a tantrum is in full swing, negotiation is not an option. If all is safe, then you can ….   

 

6. Let it run

 

A full-blown tantrum is hard to interrupt and puts your toddler temporarily out of reach. Don’t try to restrain them or talk to them. If you can hold them without struggle, then fine. If not, just be there in the space with them and let the tantrum run its course. It takes an enormous amount of energy and at the end your child will be exhausted. If a hug is welcomed, hug them and hold them. If not, let them know that you love them by being with them. The message they need to receive is that you will not join them in their frustration but you are there for them. You know more peaceful and harmonious ways of getting what you need and you will help them learn those ways. 

 

7. The three C’s:  be Calm

 

The three C’s: Calm, Consistent and Curious, are absolutely essential.

 

A child throwing a tantrum is creating a mini-emergency. In an emergency we need reassurance. First aid workers are trained to calmly assess the situation, remove any dangers, then deal with any casualties. A tantrum is no different. Is your child in danger? If so, remove the danger. Is the casualty breathing? Clearly they are, so it’s not an emergency, just an over-reaction. Let it subside, then respond. Your child will learn that they can rely on you to be there for them when they need you.

 

8. The three C’s:  be Consistent

 

NEVER let the child’s tantrum change your previously agreed and explained rules. If you do, the tantrum was successful and will be used again. Your child is simply learning about the world and their place in it, all the time. If there are good reasons for doing or avoiding certain things, then talk about them to prevent tantrums, and talk about them after any tantrums. Do this when the emotions have subsided, perhaps not even directly but through a character in a book. Make it relaxing and make it fun.

 

9. The three C’s:  be Curious

 

Every tantrum is an opportunity for you to learn about your toddler. What is it that makes them feel so strongly. When does it tend to happen? Is it when they are tired? Is there a time of day when it is most likely? Do they feel strongly about certain people, or toys, or food?

 

Take the time to observe, and, afterwards, talk and listen. The better you get to know your child, the less likely it is that they will feel the need to resort to extreme behaviour that is very costly to them, too.  

 

Conclusion

10.                   The Montessori approach:
Be your child’s best friend.

 

The Montessori approach was developed from close observation of children’s needs and then providing for those needs and that is what I am suggesting you do.

 

What a child wants is not always the same as what they need, as every parent knows. A best friend has the courage to be honest and does not shirk from telling the truth. Likewise our children need us to ‘tell them the truth’ about the rules in this world, so that they have the best chance of staying healthy, growing up and making friends. Not giving in to unreasonable demands is giving up short-term popularity in the interest of long term loving respect. Which would you rather have?

 

Invitation

 

I would love for you to respond to this blog post or email me with your experiences at: thea@montessori-uk.co.uk. Please let me know if you would like to receive the full version of my Toddler-Tantrum-Taming Tips on which this blog is based so that I may send you the full PDF version. 

 

 

}

 

Ten Top Tips for Taming Toddler Tantrums

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Ten Top Tips for Taming Toddler Tantrums

 

Introduction

         

When your toddler has developed a will, but not yet the means to express their needs or wants in a way that works, you may be faced with a tantrum. Tantrums are difficult to deal with, and even more so when you are tired and if they happen in a public space with plenty of spectators.

 

So, what to do? My tips are in two groups, ‘Prevention’ and ‘Cure.’ The conclusion explains a bit of my experience with Montessori education, an approach to communicating with children that I love. I hope that you may find something of use to you, and that it may strengthen the bond of love between you and your precious child. 

 

Prevention

 

1.   Give choices

 

Who does not like choice? When your toddler realises that there are choices and that your choice for them may not be what they want, they may protest. If they feel strongly about it and they don’t know how to express their feelings they protest may develop into a tantrum. It may not be a conscious choice, but just a strong need to express their frustration.

 

One way to prevent this is to give your child the freedom to choose. It is an expression of love and respect because it shows your child that you trust their own ability to decide.

 

2. Enable action

 

Children love to be in action, it’s part of their nature and helps them learn about the world. Restricting them in highchairs, buggies and other devices may sometimes be helpful or necessary, but it can cause frustration and if it takes too long, may develop into a tantrum.

 

As a general rule, if it is safe for the child to move freely, give them their freedom. If not, explain why it is necessary and when they will be able to more around again. 

 

3. Communicate about Cause & Effect

 

Your toddler may not yet understand your explanation of why they need a coat to go outside, for instance. Opening the door to let them feel the cold may help help, or putting on your own coat, or pretending you are cold. Other examples could be negotiating going home time in the playground, or wearing an apron to do painting. In general, don’t just say ‘No!’ but explain why if possible. It does not guarantee understanding or acceptance, but it is kind and it helps your child to learn.

 

4. Distract

 

If explanation does not work, you may be able to distract your toddler. You may be able to draw attention to a passing butterfly, a big cloud (or even an aeroplane) in the sky, a few drops of rain or a Daisy. You might just be lucky. If distraction fails too, then one of the next few tips may help.

 

Cure

5. Ensure safety

 

First of all you need to make sure that your child cannot hurt themselves or others, or cause damage. If a tantrum is in full swing, negotiation is not an option. If all is safe, then you can ….   

 

6. Let it run

 

A full-blown tantrum is hard to interrupt and puts your toddler temporarily out of reach. Don’t try to restrain them or talk to them. If you can hold them without struggle, then fine. If not, just be there in the space with them and let the tantrum run its course. It takes an enormous amount of energy and at the end your child will be exhausted. If a hug is welcomed, hug them and hold them. If not, let them know that you love them by being with them. The message they need to receive is that you will not join them in their frustration but you are there for them. You know more peaceful and harmonious ways of getting what you need and you will help them learn those ways. 

 

7. The three C’s:  be Calm

 

The three C’s: Calm, Consistent and Curious, are absolutely essential.

 

A child throwing a tantrum is creating a mini-emergency. In an emergency we need reassurance. First aid workers are trained to calmly assess the situation, remove any dangers, then deal with any casualties. A tantrum is no different. Is your child in danger? If so, remove the danger. Is the casualty breathing? Clearly they are, so it’s not an emergency, just an over-reaction. Let it subside, then respond. Your child will learn that they can rely on you to be there for them when they need you.

 

8. The three C’s:  be Consistent

 

NEVER let the child’s tantrum change your previously agreed and explained rules. If you do, the tantrum was successful and will be used again. Your child is simply learning about the world and their place in it, all the time. If there are good reasons for doing or avoiding certain things, then talk about them to prevent tantrums, and talk about them after any tantrums. Do this when the emotions have subsided, perhaps not even directly but through a character in a book. Make it relaxing and make it fun.

 

9. The three C’s:  be Curious

 

Every tantrum is an opportunity for you to learn about your toddler. What is it that makes them feel so strongly. When does it tend to happen? Is it when they are tired? Is there a time of day when it is most likely? Do they feel strongly about certain people, or toys, or food?

 

Take the time to observe, and, afterwards, talk and listen. The better you get to know your child, the less likely it is that they will feel the need to resort to extreme behaviour that is very costly to them, too.  

 

Conclusion

10.                   The Montessori approach:
Be your child’s best friend.

 

The Montessori approach was developed from close observation of children’s needs and then providing for those needs and that is what I am suggesting you do.

 

What a child wants is not always the same as what they need, as every parent knows. A best friend has the courage to be honest and does not shirk from telling the truth. Likewise our children need us to ‘tell them the truth’ about the rules in this world, so that they have the best chance of staying healthy, growing up and making friends. Not giving in to unreasonable demands is giving up short-term popularity in the interest of long term loving respect. Which would you rather have?

 

Invitation

 

I would love for you to respond to this blog post or email me with your experiences at: thea@montessori-uk.co.uk. Please let me know if you would like to receive the full version of my Toddler-Tantrum-Taming Tips on which this blog is based so that I may send you the full PDF version. 

 

 

}

 

One sunny day

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Today's blog is a guest post, written by one of our Nursery Assistants.

 

Joey  built a 'parachute tent' in the morning, using the tables and chairs,  
with the parachute as a roof - very creative!

When everyone else started arriving, they thought it was fantastic!

  

We added the tunnel to make the entrance look more interesting and fun to crawl through. Katy, Andy, Tim, and Cindy thought peeking through the hole in the middle was great fun and took it in turns to shout “BOO!” through the hole.

Jack found a half built tower and added some blocks himself to finish it off, making a brilliant tower. This inspired Otto, Mick and Ollie to come over and do some building too. The boys all worked together to make an impressive rocket that they sat on and did ‘countdown.’

Later in the afternoon, Joey used his creativity again and putting the slides together, he made an obstacle course. Some of the other children joined in, but with all the children and only three slides to climb up and slide down, we decided to work together and make an even bigger obstacle course with all the equipment in the garden for everyone to use.

 

There was a variety of things to do, starting with jumping in some hoops then whizzing down the first slide, then testing your balance on one of the balance beams, crawling under the table, climbing up and sliding down two smaller slides then walking across the other balance beam before walking up the steps then shooting down the last two slides.

Everyone had great fun and some of them even tried doing it backwards
which they found quite easy!

 

 

 

 

 

One sunny day

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Today's blog is a guest post, written by one of our Nursery Assistants.

 

Joey  built a 'parachute tent' in the morning, using the tables and chairs,  
with the parachute as a roof - very creative!

When everyone else started arriving, they thought it was fantastic!

  

We added the tunnel to make the entrance look more interesting and fun to crawl through. Katy, Andy, Tim, and Cindy thought peeking through the hole in the middle was great fun and took it in turns to shout “BOO!” through the hole.

Jack found a half built tower and added some blocks himself to finish it off, making a brilliant tower. This inspired Otto, Mick and Ollie to come over and do some building too. The boys all worked together to make an impressive rocket that they sat on and did ‘countdown.’

Later in the afternoon, Joey used his creativity again and putting the slides together, he made an obstacle course. Some of the other children joined in, but with all the children and only three slides to climb up and slide down, we decided to work together and make an even bigger obstacle course with all the equipment in the garden for everyone to use.

 

There was a variety of things to do, starting with jumping in some hoops then whizzing down the first slide, then testing your balance on one of the balance beams, crawling under the table, climbing up and sliding down two smaller slides then walking across the other balance beam before walking up the steps then shooting down the last two slides.

Everyone had great fun and some of them even tried doing it backwards
which they found quite easy!

 

 

 

 

 

Rainy Day

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“Rain, rain, go away,                  

please come back another day,

 little Johnny wants to play!”

 

Not at Montessori……

........ our children LOVE the rain and welcome every opportunity to get out there.

 

Let me tell you what some of the children got up to……..

Jack did his favourite thing: filling up the tipper with water and then releasing the catch to “make a BIG splash!”

Later he joined in with the cleaning team as they set to cleaning the sandy area around the water butt. A brief rain shower had topped up the water butt and the tarmac was still wet. At the suggestion that we might want to tidy the area a bit a few of the children rushed off to get the brooms and brushes. Then the fun began. Water and sand make lovely mud. There was a team of willing volunteers and we had a ‘works meeting’. Marcus, bless him, stopped moving the wet sand around for a bit to exclaim: “I LOVE the rain!” and then carried on. Of course, all we were doing was moving mud around, but it was done with a great sense of purpose, not to mention joy.

That same morning, Matt and Katey carried out a junior science experiment. They lifted a heavy bucket filled with water and ducks onto one side of the balance. Then Matt stepped onto the other side, taking care not to slip. Having lost some water in the process, Katey carefully topped up the water, filling the bucket to the brim again. Then Matt jumped and, sure enough, the bucket slid off and the balance was washed clean. Not science you think?

 

“Play is the highest form of research“

Albert Einstein

I rest my case.

 

On the same day Tim built what initially looked like a computer desk. He assured me, however, that it was a fireworks machine. He was happy to have his machine’s picture taken, so that we could  share his achievement with his friends and parents, and with you!

 

 

Rainy Day

 

“Rain, rain, go away,                  

please come back another day,

 little Johnny wants to play!”

 

Not at Montessori……

........ Our children LOVE the rain and welcome every opportunity to get out there.

 

Let me tell you what some of the children got up to……..

Jack did his favourite thing: filling up the tipper with water and then releasing the catch to “make a BIG splash!”

Later he joined in with the cleaning team as they set to cleaning the sandy area around the water butt. A brief rain shower had topped up the water butt and the tarmac was still wet. At the suggestion that we might want to tidy the area a bit a few of the children rushed off to get the brooms and brushes. Then the fun began. Water and sand make lovely mud. There was a team of willing volunteers and we had a ‘works meeting’. Marcus, bless him, stopped moving the wet sand around for a bit to exclaim: “I LOVE the rain!” and then carried on. Of course, all we were doing was moving mud around, but it was done with a great sense of purpose, not to mention joy.

 

That same morning, Matt and Katey carried out a junior science experiment. They lifted a heavy bucket filled with water and ducks onto one side of the balance. Then Matt stepped onto the other side, taking care not to slip. Having lost some water in the process, Katey carefully topped up the water, filling the bucket to the brim again. Then Matt jumped and, sure enough, the bucket slid off and the balance was washed clean. Not science you think?

 

“Play is the highest form of research“

Albert Einstein

I rest my case.

 

On the same day Tim built what initially looked like a computer desk. He assured me, however, that it was a fireworks machine. He was happy to have his machine’s picture taken, so that we could  share his achievement with his friends and parents, and with you!

 

 

Enjoy the Great Outdoors

Summer is the best time to get outside and get busy. Why?

 It's great fun, and that's enough reason in itself!

© Children can get active and ride their cars, run, jump and shout; 

© Children can get sociable and pretend, the can run an ice-cream stand, do a car wash, look after the baby, or take their bear for an outing.  

© Children can get busy and plant, water, paint or build with lovely hollow blocks from Community Playthings. Here's a link to a video about these wonderful blocks and what children get out of playing with them:    
   http://www.communityplaythings.com/products/blocks/video/video.html

© Children can get creative and messy, do some digging, play about with water, "paint the wall" (with water and big brushes:-), do some finger- or footprinting, or draw on the ground with big chunky chalks;

See the full gallery on Posterous

It's official: children who play outside laugh more. This was observed by Dr. Tessa Livingstone, Child Psychologist and one of the researchers who contributed to the BBC study 'Child of Our Time.' Dr. Livingstone said:

"Children who are allowed to play and explore outside are likely to be more adventurous, self- motivated and better able to understand risk when they grow up." 

Do we need any more reasons?  

 

Seven Simple Steps to Choosing a Good Nursery School

Seven Simple Steps to Choosing a Good Nursery School

Choosing a nursery can be a daunting process for you as a parent. You clearly want the best experience for your child but you may not be able or willing to stay at home all day yourself. Other people who may be able to help you include family, a nanny, a childminder, a playgroup or a nursery. If you have decided that a nursery is the most suitable solution for your family’s needs the next question is: “Which one?” This blog is intended to help you make a good choice.
I outline seven simple steps. I believe that all of them are important, but depending on how well you know your area you may want to change the order you take them in.   

Step one:
Decide what you want for your child & write a list of questions;

 You are the expert on your child. You know their habits, needs and wants, their special talents and challenges. You know what upsets them and what delights them. Now you need to find a place with a group of people whom you can trust to take a genuine interest in your child. So what is it you are looking for?
-      People who care?
-      People who are professional?
-      An attractive place?
-      A clean and safe place?
-      A place nearby (does it have to be within walking distance?)
-      Do you need cover between 8 to 6 so you can return to work?
-      Do you want to take a part-time place and leave time to do things together (trips to the park, art activities, swimming and visiting friends and family)?
-      Does your child need a place during term-time only, or all year around?
-      What price are you willing to pay, if any, for the quality you are looking for?
-      Will you and your child have any friends there?
Not all of these questions will be relevant to you and I’m bound to have missed some, but it will be helpful to write your own short list and then use the internet and/or local magazines to pre-select a few nurseries you’d like to visit. With your list ready at hand, check each nursery off immediately after your visit so you can compare them afterwards. 


Step two:
Contact candidate nurseries to arrange visits;

Hopefully step one will have narrowed your search down to just three or four nurseries. You are now ready to call them all and to arrange a first visit. With your list at hand it will be a good idea to make some notes on how friendly and welcoming they are on the telephone. Be prepared to leave a message if the use an answer phone system. Do they answer straight away or phone back quickly if you leave a message? Remember that once you have chosen a nursery it may be important to you to be able to contact them quickly if necessary.
Once you speak to them, are they pleased you called? Do they listen to your questions and do their best to help you? Can they send or refer you to further information straight away? Does the call leave you feeling keen to go and visit?

Step three: 
Visit without your child: notice your first reaction, then look and see;

There’s no doubt about it: first impressions count. Each nursery is different and you will probably get a feel for a place within minutes. It may not be so easy to put into words, but do make a note as soon as you leave. Do the children appear to have access to lots of interesting activities for them? Can they play inside and outdoors? Do they move around freely?
It’s important to look around and focus on the people, children first. Do they look happy? Are they occupied? Are they kind to one another and considerate? Are they busy playing? Do they look like they are interested in what they are doing? Are they friendly and trusting with the adults in the room?
When you look at the adults, how do they occupy their time? Do they interact with the children? Do they observe them? Do they speak quietly and calmly or are they loud and overbearing? Are they well-spoken, gentle and polite and would you trust them as role models for your children?
When you speak with the adults, are they keen to answer your questions and do they appear knowledgeable and confident? Are they kind and do they seem to love the company of children? Do you see them as professionals? Can they answer some of your questions? Do they prioritise the needs of the children they look after, or ignore them to answer your questions? Remember it could be your child on future occasions. 

Step four: 
Visit with your child: watch and ask;

The first visit, without your child, may have already eliminated some of your options but you may still like all the nurseries you pre-selected. In the second visit the focus is on your child and the staff’s interactions with your child. How does your child appear to feel about this place? Does it seem scary to them? Is it loud and chaotic or is there a pleasant buzz of activity and excitement? After some time, is your child taking an interest, perhaps even joining in with an activity? Do the other children seem kindly disposed towards newcomers? Does your child get smiles and attention from them and/or the adults in the room? Do they allow your child to explore unfamiliar things and make a bit of a mess perhaps? How do they respond to children who appear to overstep the mark at times (if this happens).
If you have unanswered questions from your last visit, or new questions, this may be a good opportunity to ask one of the teachers in the room. 

Step five: 
Talk with Head, Teachers, and/or Administrators about their approach;  

Perhaps you can have a few minutes with the Leader of the room, perhaps the school has organised for a person to be available just for you and your child. If not, you can phone up afterwards and talk to an administrator. If the nursery school has a strong ethos then all the staff will be informed and keen to share it with you. 

Step six:  
Talk with your child and your partner;

Your child is going to be the one attending the nursery, so their opinion if, of course, very important. Maybe you can just simply ask direct questions. If this doesn’t work so well you can try a drive-by with an invitation to go back for another visit. Your child’s reaction is bound to tell you more. One of the reasons that I suggest you only visit a smaller number of pre-selected places with your child is to prevent confusion and uncertainty for them.   

Step seven:
Check your conclusions with Ofsted & others, friends & neighbours;

Ofsted reports, websites and official documents can tell you how well organised a nursery school is and how they intend to run their provision. What they can’t tell you is what that feels and looks like in practice. That’s why a visit is so important. If you have visited with your partner or a friend then you can compare notes. If not, the grapevine is an important tool to learn more. Don’t be shy to ask around. Other parents will usually be glad to share their experiences with you. 

My wish for you:

If you follow these steps you and your child will have learnt a lot in the process and know what you like. You will also have started with what you want, rather than with what others say. That’s why we put step seven at the end, not at the beginning.
I hope that this will help you to find a place you and your child will come to love and cherish. The early years are so important. You owe it to your child and to yourself to get it right. Good luck in your search!