The politics of parenting

Dr Stella Louis provides an overview around the grounding elements of the Froebelian approach. This includes unity and connectedness, observations and the role of the adult. The key messages are: starting from the child by observing what they already know and can do, having a good understanding of children's development and focusing on how children learn rather than what children learn. 

To learn more about Friedrich Froebel and the Froebelian approach visit: https://thevoiceofearlychildhood.com/early-childhood-pioneers/friedrich-froebel/ 

Episode break down:

01:25 - Unity and connectedness: Building on what children CAN do and already know
04:06 - Educational resources: Froebel's gifts and occupations
07:58 - The mother songs: Froebel's biggest contribution
10:43 - Physical development through the mother songs
13:00 - Childhood is a stage within its own right
16:15 - The role of the nurturing adult
19:26 - Real, tangible, first hand experiences
20:44 - Thinking beyond children's interests
24:10 - Respecting the process and not just focusing on the outcome
25:48 - Teachable moments come from knowing the child and community
28:35 - Knowledge of child development in curriculum building
30:06 - A summary of this episode 
31:55 - Dr Stella Louis' new book: Let's talk about race in the early years

For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Adam Marycz and Angelica Celinska discuss the divisive narrative between the early years sector and the Department for Education (DfE) and Ofsted. They discuss the challenging, unpleasant and damaging recent events around the education sector and Ofsted, including the case around Ruth Perry, the headteacher who took her own life, as well as the silencing of influential voices in the early years sector by the DfE. 

This is a podcast episode which is a challenging discussion, but it is highly required, as the time for change is now. This episode is steeped in shared reflection, challenge of both sides, critical analysis and pressing considerations for all stakeholders involved in early childhood. 

Read Adam Marycz's articles here: https://thevoiceofearlychildhood.com/ofsteds-and-the-dfes-voices-must-be-heard-whether-we-like-them-or-not/ 

Share your voice with Ofsted here: https://us18.list-manage.com/survey?u=0b942007e0712713ed7c55937&id=c5d3c16df0&attribution=false 

The Voice of Early Childhood (TVOEC) will be collating voices from the sector to share with Ofsted as part of our advocacy stance.

Some of the thought-provoking points discussed are: 

01:20 - Ofsted's impact on educators
03:45 - Pausing inspections only for schools
07:10 - Childcare vs education? - Language matters!
16:40 - Banning early years specialists from speaking at events
20:10 - Is the sector's response helpful? 
21:10 - Ofsted need to attend events as delegates too
23:00 - Influential figures need to model professional dialogue
26:34 - Humanising Ofsted and the DfE
30:20 - Do we refuse Ofsted access to our settings?
32:54 - Chief Ofsted inspector Sir Martyn Oliver's response to pausing inspections
37:10 - How do we prevent anxiety around inspections?
37:40 - Let's listen to all voices and be uncomfortable in conversations
40:30 - We are inviting Ofsted onto The Voice of Early Childhood Podcast
42:40 - Ofsted's priorities - 'The Big Listen'
45:50 - Ofsted involving the early years sector in decision making processes
54:40 - Has a line been crossed too far?
59:37 - Share your views with Ofsted through The Voice of Early Childhood (TVOEC)
01:00:44 - Let's challenge each other and have active dialogue and professional debate

You can find more podcast episodes and articles on The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Dr Kathryn Murray talks us through the Brain-SET Environments Formula, which is all about creating a calm learning environment through a skills based pedagogy. Dr Murray explains that it is much more than where you put the furniture; she shares with us a deeper look at creating learning environments with brain development at the centre.

Some of the thought-provoking points discussed are: 

00:30 - Dr Kathryn Murray's background
02:25 - The beginnings of Brain-SET
05:58 - Aesthetics of the learning environment
07:20 - Considering furniture in designing a learning environment
07:50 - Brain development as a big part in creating environments
10:00 - The environment is the 3rd teacher
12:13 - The structure of the brain
15:00 - What is 'foggy brain'?
16:00 - A calm brain is a thinking brain
17:09 - Multiple defined spaces are less threatening
19:20 - Using the language of learning
21:10 - Impacts of training in a 2-year-old room
23:50 - The brain doesn't do boring!
25:00 - Small spaces teach self-regulation/soft skills
27:15 - Decrease in behaviour issues
28:00 - Using interests to pull children into learning spaces
31:00 - Environments underpinned by research
52:58 - Freeflow rather than carouselling/rotation
36:11 - Brain-SET is a skills-based formula
37:35 - Learning ocurring naturally
38:15 - Continuous provision for repeating learning behaviours
39:50 - Carefully curating spaces to encourage skill development
42:52 - Seeing Brain-SET in action: The Astrea Academy Trust action research project

Read Dr Kathryn Murray's article and find out more about Brain-SET here:

https://thevoiceofearlychildhood.com/aligning-learning-environments-with-the-needs-of-the-brain/

You can find more podcast episodes and articles on The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/

If you enjoyed this episode, you might also like - 

• PE in early years with Josh Candy - www.thevoiceofearlychildhood.com/pe-in-early-years/ 
• Physical Development Early Learning Goals: What are they for? With Dr Lala Manners - www.thevoiceofearlychildhood.com/physical-development-goals-eyfs/ 

Dr Nalda Wainwright, Associate professor and Director of applied research academy for physical literacy at the University of Wales Trinity Saint David, talks us through her research on the importance of motor skills development in early childhood for all future development and health. 

Some of the thought-provoking points discussed are: 

00:50 - Dr Nalda's research
02:00 - Introducing object control skills?
05:50 - A structured approach to physical development: The SKIP
08:30 - How has the SKIP programme affected children's development?
11:00 - The effects of chronic physical delay
14:17 - What are object control skills?
17:20 - The complex systems involved in learnng to catch
20:50 - Higher physical competence = higher academic outcomes
23:55 - Why are physical delays a new problem?
26:00 - What about formal sports activities?
33:40 - Training educators rather than bringing in external sports coaches
36:40 - Physical perception is one of the strongest drivers of self-esteem
37:30 - Children can't just do sport...
39:07 - Broad movement vocabulary
42:55 - Stillness is a skill
43:00 - Understanding children's development is VITAL
45:53 - Children judge play or work through physical activity
47:50 - CPD in children's development needs to be embedded in practice

Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/

In this episode Jordan Tully, an experienced Head of Operations in early childhood, discusses business and profit in education, specifically focusing in on what growth and sustainability looks like, seeking out investment, staff recruitment, retention, working with your local community and marketing your setting. Some highlights include:

• Retention reducing unnecessary spend on recruitment
• Look at the person and not just the position you want to fill
• You can teach someone about the EYFS, you can teach someone to carry out observations...You can't teach someone how to care. 
• Seeing your staff as an investment in your setting - they are your biggest asset
• Providing parents with a service they can only say positive things about...
• Parents are the best advocates for your setting - positive parent partnerships affect so many parts of the business.
• Understanding your local community - it's vital to do research on your local community - is your setting a right fit for your community?
• A recruitment success story

Take a look below at all of the thought-provoking points addressed in this episode...

Episode breakdown: 

01:45 - Profit is a dirty word in education...
05:14 - How to secure funding
10:10 - Defining what business sustainability looks like
11:40 - Staff retention: A holistic approach
16:00 - Your staff are your biggest asset
18:07 - Enabling your staff to grow
19:30 - A recruitment success story
21:00 - Recruiting staff who are willing to learn
28:14 - Word of mouth is the best advertising
29:50 - A parent is a customer - a consumer of our services
33:10 - Recruiting staff from your local community
36:50 - Settings closing their business
39:25 - The employee has the greater say
40:45 - Part-time vs full-time staff
44:15 - Are other settings competition?
49:21 - Running a business is hard...

Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Book onto Prerna Richards' Online Webinar and Q+A on The Voice of Early Childhood www.thevoiceofearlychildhood.com/the-brain-behaviour-and-learning-connecting-the-dots 

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/

Prerna Richards is an early childhood education consultant who helps educators and parents/carers to understand children's behaviour and support their development of new skills required to change challenging behaviour. Prerna shares with us some 'aha' moments through real life examples of children, educators and parents, and offers practical solutions to try. The main takeaway from this episode is that you can't use shame or punishment to change children's behaviour, to change behaviour you need to teach a skill. Essentially, replacing an unhealthy or challenging behaviour with a learnt skill...but how do we do this?

Take a look below at all of the thought-provoking points addressed in this episode...

Episode breakdown: 

00:49 - The 3 brain states
02:50 - The 7 F's displayed through behaviour
06:50 - Empowering children in communicating their need for space
09:25 - Dealing with biting
13:35 - The more you correct, the less you connect...
14:50 - You have to DSD...
20:00 - You have to play detective!
21:24 - Supporting a frightened child
22:44 - Fear creates a frozen brain
25:00 - Children lie when they are scared
25:35 - Fawning/people pleasing as a fear response
28:05 - 'You are safe, I'm here to help you'
29:58 - Switching from the survival to the emotional brain
31:25 - Asking for the child's voice
32:15 - Struggling as a mother and a teacher
34:15 - The problem with gentle parenting
35:25 - The need to be seen, heard, loved
36:50 - The 9 minute magic for parents and educators
39:32 - The learning brain - an evolving space
40:40 - 'Download your calm, don't upload their stress'
41:12 - Asking the 3 vital questions to 
42:18 - The power of 'SAIL'
42:45 - The power of 'yet'
43:40 - Reflecting on a more personal level
45:44 - Children are born capable and intelligent
46:15 - Equipping children with life skills
47:00 - Changing the world by starting with the early years
47:25- Language to articulate, to understand and to be aware

Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

If you liked this episode you might also like 'The brain that loves to play' with Dr Jacqueline Harding: https://thevoiceofearlychildhood.com/the-brain-that-loves-to-play/ 

Ben Kingston-Hughes will be presenting a keynote session at The Voice of Early Childhood Conference on 16th March 2024. Be sure not to miss out! 

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/

Ben Kingston-Hughes talks about giving children the chance to be children through experiencing more moments of joy in their lives. Ben gives us insight into the work he does with vulnerable children and the knowledge he has from neuroscience as he explains the power of play, humour, laughter and imagination.

Take a look below at all of the thought-provoking points addressed in this episode...

Episode breakdown: 

00:41 - Why children need joy
01:40 - The English curriculum - EYFS - doesn't mention the word 'joy'
03:12 - A real example of joy changing lives
05:30 - The catastrophic effects on children who don't experience joy
06:20 - Humour and laughter helps to embed learning
09:20 - Immersive narratives: What does this mean?
12:50 - Supporting children's confidence through imagination
14:38 - What's the difference between creativity and imagination
21:24 - The pleasure of writing books
22:30 - The healing power of imagination
25:44 - Why adult's should initiate play, particularly for vulnerable children
27:54 - Creating an environment which makes children feel secure and comfortable
30:52 - Have you forgotten to tell your face to smile? - Consciously checking your body language

32:41 - A funny and embarrassing story from Ben to make us all laugh! 

Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Kinderly Learn proudly sponsors this podcast with Dr Valerie Daniel - one of Kinderly Learn’s regular expert speakers and authors.

To find out more about Kinderly Learn, visit www.kinderly.co.uk/cpd-training

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/. 

Dr Valerie Daniel discusses creative pedagogical practices - From being responsive to children's needs and constructing the curriculum to leadership and the pressures of school improvement. 

Take a look below at all of the thought-provoking points addressed in this episode...

Episode breakdown: 

00:50 - What are creative pedagogical practices?
02:20 - Prescriptive practice
04:40 - Building a curriculum and setting ethos
08:37 - Your learning community
13:33 - Explorers, researchers and inventors
16:01 - Letting go of control
18:17 - Working within the constraints of legislation
25:55 - Don't assume children are too young
31:45 - Navigating the early years landscape
39:01 - The pressures of school improvement
41:22 - Learning from others and good quality CPD
47:00 - The value of being challenged as a leader
52:53 - Seeing yourself as an imperfect leader

Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/

In this series on the science behind outdoor play Angelica talks to Gemma Goldenberg who is researching how indoor and outdoor environments affect children's stress, attention and self-regulated behaviour.

In this episode, part 4 of the series, Gemma shares her results around children's behaviour and attention during and after outdoor and indoor sessions. Gemma and Angelica discuss the findings in more depth, beyond the general trends, which raises implications for wider educational research as well as pedagogy in classrooms around 'controlling' children's behaviour, looking at averages in data and listening to children's preferences when it comes to their own individual learning. 

Episode breakdown:

01:10 - What we already know about impacts of the outdoors on attention
03:30 - Individual differences and preferences
04:45 - Controlling measures in the research study
06:00 - How do we measure behaviour and attention?
14:32 - Implications for 'good listening'
17:20 - Did you find what you expected to find in the research?
18:30 - What use is identifying the average and looking at general data/trends?
21:00 - Implications for educational research
23:00 - Preference impacts learning: Listening to children's preferences matters!
26:40 - What do teachers need to control and when can they release control?

Listen to the full 4-part series and read Gemma's articles on:

The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

This episode is sponsored by Learniture - Experts in the design of educational furniture for settings and schools who recognise that learning environments can positively impact achievement.

To find out more about Learniture, visit www.learniture.co.uk

For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/. 

If you enjoyed this episode, you may also like:

Tricia Mohamed's episode on:

The skill of observation -www.thevoiceofearlychildhood.com/the-skill-of-observation

Let's flip practice on its head - instead of a 'language rich environment', how about we have an environment which doesn't rely on language? Angelica has a conversation with Marlis Juerging-Coles who gives us a different perspective on language, and really challenges common practices. Take a look below at all of the thought-provoking points addressed in this episode...

Episode breakdown: 

01:27 - Three common factors in supporting language
02:55 - Language is our social currency
05:05 - Should we use the child's first language in settings?
12:54 - Tokenism and cultural differences
17:00 - An environment that doesn't rely on language
20:17 - No child has chosen to be at your setting
25:50 - Does it matter if children don't use English?
28:40 - Achieving deep level learning
32:27 - Creating an environment which doesn't rely on language
36:30 - Don't be too quick to make changes...
39:00 - Involving children in constructing their environment
43:00 - Getting to know and respecting families' preferences
48:40 - Reflection and asking questions is not a negative
51:37 - What would you say to Ofsted?

Read Marlis' article and find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com