Featured
Posted by
Kathy Brodie on July 21, 2017.
I had the great pleasure of attending the second Men in The Early Years (MiTEY) Conference in Bradford this week.
There were so many great people – the first two people I met when I arrived were the amazing dynamo who is Nathan Archer and the man who started the Men in The Early Years Conference last year in Southampton, David Wright (aka Mr Paint Pots), a brilliant start to the day! And the content of the day turned out to be just as impressive.
Dr Jo Warin, along with Yuwei Xu, spoke about the gender flexible Early Years practitioner. In this fascinating keynote, Dr Warin talked about a number of interesting facets of being a man in a female dominated environment but the one area that grabbed my attention was the discussion about our understanding of ‘gender’.
Featured
Posted byKathy Brodie on May 24, 2017.
Today is ‘National Simultaneous Storytime 2017′ in Australia, where all over the country children will be reading The Cow Tripped Over the Moon, written by Tony Wilson and illustrated by Laura Wood.
Linked with the fact that May is National Share a Story month which has the theme of ‘Picture a Story’ all about the illustrations, it seemed too good an opportunity to share all your favourite picture book ideas with everyone.
I had lots of great suggestions and you won’t be surprised to hear that the Gruffalo was strongly recommended by many, including Sharon Wood who was the first person to nominate this great book, illustrated by Axel Scheffler.
Pamela Davenport chose another classic: We are Going On a Bear Hunt. She says “The book and wonderful illustrations by Helen Oxenbury captured my children’s imagination, making up different endings to the story. Going on walks and exploring nature and the environment, my children loved to explore the swishing swashing grass, squelching mud and a variety of other senses associated with the story”.
Featured
Posted byKathy Brodie on May 5, 2017.
The month of May is National Share a Story month. For 2017 the theme is ‘Picture a Story’, encouraging children to look at illustrations and pictures in books. This is part of the Federation of Children’s Book Groups (FCBG) aim of bringing children and stories together.
It reminded me of a visit that I had to an art gallery with Early Arts many years ago. We were asked to look at the pictures hanging on the wall, and then to look at them through a kitchen roll tube. It was amazing how the pictures looked different when you viewed them in this way – picking out the details – even if the detail was a patch of colour or a seemingly insignificant piece of background, it suddenly came alive.
Of course, this is a technique that great authors have been using for many years, from the Ahlberg’s ‘Peepo!’ book to Nick Sharratt’s ‘Shark in the Park’. Another Ahlberg book where the illustrations are as much of the story as the text is ‘Each Peach Pear Plum’ (and I used to know this off by heart when my children were small!). These delightful illustrations encourage both careful observation and also an understanding of the nursery rhymes and stories, making it a great book to start discussions about different stories.
One of my absolute all time favourite writer/illustrators – and I have to confess I have many favourites
Featured
Posted byKathy Brodie on April 8, 2017.
In today’s guest post, Mrs M. explores the world of sensory processing. For many of us, we assume that others experience the world in the same way that we do – lavender is a calming smell, it is pleasant to have soft music playing in the background and the smell of bacon frying makes your mouth water. However, this is not always the case.
Mrs M. takes us through some of the different experiences that children with autism have and, most importantly, how we can support children to make sense of the world around them and thrive in it.
*****
Imagine living in a world that bombarded you from every angle with sensory information that you couldn’t process…
Imagine desperately wanting to open your morning snack, but being unable to as your fingers feel as if you are wearing a thick pair of gloves.
Imagine walking into your classroom every morning only to be hit by the smell of your teacher’s perfume which is so strong that it makes you feel sick just to be near her.
Imagine the labels in your uniform scratching against your skin like a cactus, making your skin sore and irritated.
Imagine the flickering of the light in the classroom flashing so brightly that it was like a strobe light in a disco.
Imagine the smell of lunch wafting down the corridor which is so overpowering that you simply can’t focus on anything else.
Imagine not being able to feel your seat underneath you, almost as if you had been numbed. No matter how hard you wriggled around you just can’t get comfortable.
Imagine snapping your pencil in half every time you tried to write as you can’t judge the amount of pressure you are applying on the paper.
Imagine the sound of the chairs scraping along the floor as if it was fingernails being scratched down a blackboard.
Imagine being surrounded by beautiful bright displays that make your eyes go funny and your head spin around like you’re on a fairground ride.
Imagine having to filter out all the noises, visual distractions and smells from around the classroom every second of every day.
Imagine having to hold all this in.
Having to concentrate.
Trying to focus.
Attempting to follow instructions from your teacher.
Featured
Posted byKathy Brodie on February 12, 2017.
Dr John Siraj-Blatchford is a well-known name in Early Childhood research and a staunch advocate for improving the outcomes for young children. I have read a lot of his writing, but one article caught my eye when preparing the Early Years Summit – Wellbeing and Sustainable Development. Co-authored with Lynette Brock – a passionate supporter of play for children – the article explores how sustainability and integrated cross-generational initiatives are essential to improving children’s wellbeing and welfare.
This was a fresh perspective on children’s wellbeing that I’d not come across before, but which made a lot of sense. So I was delighted when Dr Siraj-Blatchford and Lynette Brock submitted the guest blog post below, linked to this very subject!
At the end of the blog post, you will find a link to the original article, along with links to other, free articles, and details of training sessions and conferences.
Education for Sustainable Citizenship in Early Childhood
by Dr John Siraj-Blatchford and Lynnette Brock.
Education for Sustainable Development is about Environmental Education, it is about Global and Intercultural education, and it is about the Economics of wellbeing and the virtue of thrift. Most important of all, Education for Sustainable Development is also about improving the learning outcomes of children who are currently underachieving. Inequality and underachievement provide a significant barrier to sustainable development and this has been identified as a major priority in the United Nations Sustainable Development Goals. References are provided at the end of this posting to free to download resources that provide more detailed explanations and rationale.
Education for Sustainable Citizenship in Early Childhood (ESCEC) draws upon the logic of the Convention on the Rights of the Child which requires us to consult the child on all matters that affect them. In fact their future is the central concern of Sustainable Development, and we therefore believe they should be given a voice in determining this future. From the ESCEC perspective it is important for children to learn about the interdependency of humanity and nature, and about their interdependency with other people near and far. But it isn’t enough just to learn about the efforts being made in achieving a more peaceful and sustainable world, in adopting a ‘rights’ perspective it is clear that children also need to be involved in contributing to these efforts.
Featured
Posted byKathy Brodie on January 28, 2017.
Eamon is an award winning, international early years educator. Although only in his early twenties, he has worked in America and Germany, as well as having significant experience in his home town, Dublin.
His international experience and highly diverse experiences in Ireland make for an interesting narrative.
Enjoy!
Podcast: Play in new window | Download
Subscribe:
Eamon’s Twitter:
You can find out more about Dimples Crèche and Montessori here: http://dimples.ie/
If you enjoy the podcast, please leave a review on iTunes too – it helps to promote the podcast and get it to reach a wider audience.
Featured
Posted byKathy Brodie on January 20, 2017.
It seems particularly apt to have a post from Mrs M. about the different faces of anxiety in January, as this month is often linked with the Janus, the Roman God of war and peace or the beginning and end of conflict. In this guest blog, Mrs M. describes how we can recognise the signs of anxiety in children with autism, and then some really practical strategies for managing anxiety. It is an honest and inspirational piece. Please do share and comment.
Enjoy!
For my son, anxiety is part of who he is.
In fact, it is as much a part of his make up as the colour of his hair or the freckles on his nose that come out every summer. It is his constant companion and is far more than just a bit of worry that can be soothed away with some reassuring words of encouragement.
It is with him forever, and it is important we take it seriously as it plays such a huge part in his life.
It was also actually one of the first indicators to us as he was growing up, that something wasn’t quite as it should be. The older he got the bigger his worries seemed to grow. But at the time we didn’t realise that all the different behaviours we were seeing were driven by this hidden force lurking inside him. And the more we tried to overcome it and force him into situations that we thought he should be able to cope with, the worse we made it; because we didn’t take his anxiety seriously. We didn’t realise how much his anxiety was controlling his emotions and behaviours.
So we bowed down to pressure.
Pressure to make him conform because he looked so ‘normal.’ Pressure from professionals who didn’t have the answers we were so desperately seeking. And pressure from ourselves to live up to the perfect family image that everyone expected us to be.
Pressure to fit our son into societies neat little boxes.
But in fact, we quickly learnt that the key to us being able to move forward as a family unit was far more about us learning to accept and embrace his differences as much as anything else. Learning to accept that his anxiety was part of who he was, and it wasn’t going anywhere. And after all that we had to learn how to unpick his behaviour to see what was really going on underneath the surface.
And so out of necessity his anxiety became our constant companion. We have reluctantly learnt to share our lives with it, having to let it into our routines and family time. Allowing it to dictate the ebb and flow of daily life like the tide. It’s inevitable when your child has anxiety linked with their autism, there is no hiding from it…ever! So, we learnt to accept that it is part of what makes him so unique and roll with it.
Sometimes we can all see his anxiety, even people that don’t know him inside out like I do. It is etched on his face, in his body language and it seeps out of every muscle in his movements. There’s no mistaking it. It controls him like a puppet master making him bite his nails, compels him to ask the same questions again and again with nothing being able to satisfy its hunger. It makes him pace around the room like a caged tiger, and at times it completely takes over his body. Primal instincts kick in which trigger the fight or flight reflex in his body.
But this anxiety also has a darker more secret side.
Featured
Posted byKathy Brodie on January 13, 2017.
Artist and qualified teacher, David Veron invented a creative construction toy for his wife’s daycare nursery in 2015. Realising its potential he offered it to nurseries and schools near his hometown of Otley in Yorkshire. By the start of the second year began exporting across Europe and as far away as The Falkland Islands. The construction toy he called u-nu has now been enjoyed by thousands of young children.
David has kindly written this guest post about some of the things he has learned about how children use construction to further their learning, imagination and design skills.
I’m now approaching the end of my second year exploring the subject of early years construction and I’m finding out all sorts of interesting data.
There can be little doubt that early years construction is a vital part of how we encourage children to explore the world around them. By combining different kinds of construction materials, both bought and found, and making them available in an area of continuous provision, we offer children the opportunity to develop a diverse range of skills, from creativity to collaboration – from gross and fine motor skills to numeracy.
It goes without saying that we should also take an holistic approach to their learning, and where children are engaged in one activity, we as practitioners need to remain aware of the opportunity to introduce elements from their other experiences.
Take for example the activity of building a tower. This could relate to a book that has recently been read to the children, let’s use for example the classic story of Rapunzel.
What if we then introduce some small world toys and engage with the child to recount the story, asking them questions about how Rapunzel feels being trapped up in a tower. They may wish to subvert the story and to take ownership of the narrative. This in turn may feed back to redesigning the original structure of the tower to provide Rapunzel with her own means of escape.
Featured
Posted byKathy Brodie on December 14, 2016.
I am super excited to tell you that Mrs M. has written a special Festive blog for us, full of her usual great practical advice and top tips. I love Mrs M’s writing because I can really relate to it (I get a wiggly tummy sometimes too!) and it always makes me smile, but most of all, she has a great knack of emphasising the positives – perfect for the holiday season! I hope you enjoy it as much as I have.
Hi folks, it’s lovely to be back doing another guest blog for Kathy after what has been a hectic few months in our household I can tell you.
I ended up having to take a few months off from writing. So, for those of you waiting for my series of blogs to continue in which I have been looking at supporting children with autism in the classroom, don’t worry I’ll be back in the swing of things by January with my next instalment as promised. In it I will be looking at managing anxiety in the classroom, and how unmet sensory needs can lead ‘challenging behaviour.’ Keep an eye out for that one in the new year, and apologies for my absence these last few months…what can I say? Sometimes life just has a habit of getting in the way at times doesn’t it!
Anyway, back to the here and now and I can’t believe as I am sat here writing this how quickly we’re hurtling towards Christmas. And I don’t know about you, but for me, this is the time when panic usually starts to set in as I realise how much I still have left to do in the coming few weeks.
The shopping, wrapping, unexpected guests, decorations, school concerts, parties… I mean the list goes on and on. If I allow myself to dwell on it all too much little wave of nausea washes over me as I stress about the Christmas cards write yet and how on earth I am going to manage to be in three places at once next Wednesday as my kids school commitments ramp up by the day.
So, let’s take a deep breath and pause from the Christmas chaos for just a minute.
Featured
Posted byKathy Brodie on November 22, 2016.
I love reading about the different perspectives and pedagogical approaches to young children’s play, learning and development. It is fascinating to me that different people can view the same scene of children playing, but be able to analyse this in many, many different ways.
The more you reflect on different types of pedagogy, the greater your understanding of how children learn, play, grow and develop. It is vital that practitioners don’t fall into the (very easy) trap of ‘We’ve always done it like this’ and forget to reflect on their own practice.
There are some great opportunities for self-reflection and professional development, such as attending conferences, having professional discussions with others in networks or sharing on social media sites. But for quiet, personal reflection there is nothing to beat a great book, especially if it challenges some of your existing thinking.
So, when I received my copy of ‘An Anthology of Educational Thinkers’ written by Sally Featherstone, I was a little nervous that this would just reinforce all my current thinking, giving few opportunities for reflection.
How wrong can you be!
Kathy Brodie on July 21, 2017.
Artist and qualified teacher, David Veron invented a creative construction toy for his wife’s daycare nursery in 2015. Realising its potential he offered it to nurseries and schools near his hometown of Otley in Yorkshire. By the start of the second year began exporting across Europe and as far away as The Falkland Islands. The construction toy he called u-nu has now been enjoyed by thousands of young children.
