June 2021 Parenta Magazine
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Issue 79<br />
JUNE <strong>2021</strong><br />
FREE<br />
Industry<br />
Experts<br />
Music and understanding<br />
the world in the early<br />
years: the natural world<br />
Teaching children the<br />
true meaning of the<br />
word ‘sorry’<br />
All you need to know<br />
about tantrums<br />
+ lots more<br />
Write for us<br />
for a chance to win<br />
£50<br />
page 8<br />
Meaningful connections,<br />
full of love<br />
If educators love the children in their care and understand how they prefer to be loved, they will better<br />
understand how to relate to them. Tamsin has written her book to encourage educators to adopt a loving<br />
pedagogy so that it underpins all policy and practice within their setting.<br />
CELEBRATING SUMMER SOLSTICE • DROWNING PREVENTION WEEK • REFUGEE AWARENESS WEEK
hello<br />
welcome to our family<br />
JUNE 2020 <strong>2021</strong> ISSUE 79 67<br />
IN THIS EDITION<br />
Regulars<br />
Hello and welcome to the <strong>June</strong> edition of the <strong>Parenta</strong> magazine!<br />
We are in <strong>June</strong> already - which means we’re almost half-way through the year… and the end of this academic year<br />
is drawing closer by the week! What better time than now to start getting ready for September before the madness<br />
of the holiday season starts? Don’t panic if you’ve not even started thinking about this yet – help is at hand. Turn to<br />
page 12 for some top tips we’ve created to help you get organised so that you can be fully prepared for the new term.<br />
<strong>June</strong> is also the month when we expect to be enjoying some warm weather! The lighter evenings are a welcome<br />
return, and the Summer Solstice on 21st - also known as Midsummer’s Day - is the longest day of the year, officially marking the start<br />
of summer. Even if the sun doesn’t make an appearance, this is still the perfect time to celebrate everything warm and sunny with the<br />
children – and we have some fabulous ideas to help your little ones celebrate the beginning of what we hope will be a lovely summer for<br />
everyone.<br />
Inside this month’s issue, guest author, Tamsin Grimmer, gives her valuable advice on meaningful connections and explores a loving<br />
pedagogy in her new book, “Developing a Loving Pedagogy in the Early Years: How Love Fits with Professional Practice”. We are very<br />
lucky to have three copies of this insightful book to give away - turn to page 14 for details. Once again, we have a packed edition and our<br />
industry experts cover many hot topics, including tantrums, drowning prevention, dyslexia and dyscalculia, teaching children the meaning<br />
of ‘sorry’, and so much more!<br />
As always, all the advice and guidance in our magazine is written to help you with the efficient running of your setting and to promote the<br />
health, happiness and wellbeing of the children in your care.<br />
Please feel free to share the magazine with friends, parents and colleagues – they can sign up to receive their own copy here!<br />
Please stay safe, everyone.<br />
Allan<br />
Getting ready<br />
for a new<br />
academic year<br />
12<br />
The new academic year<br />
brings changes and now is<br />
the time to be thinking about<br />
getting ready for September.<br />
18<br />
Music and<br />
understanding the<br />
world in the early<br />
years: the natural<br />
world<br />
Nature-themed songs and<br />
activities for your children.<br />
18<br />
SEN: dyslexia and<br />
dyscalculia<br />
20<br />
Two separate learning difficulties that<br />
can cause children to have problems<br />
with literacy, writing or numeracy, and<br />
are relatively common.<br />
8 Write for us for the chance to win £50!<br />
8 Guest author winner announced<br />
17 Congratulations to our learners<br />
24 Reveal pictures - part 2<br />
25 Lemony lemonade<br />
News<br />
4 Childcare news and views<br />
6 A round up of some news stories<br />
that have caught our eye over the<br />
month<br />
Advice<br />
12 Getting ready for a new academic<br />
year<br />
16 EYFS activity - physical development<br />
20 SEN: dyslexia and dyscalculia<br />
30 Celebrating Summer Solstice<br />
34 Drowning Prevention Week<br />
38 Refugee Awareness Week<br />
Industry Experts<br />
14 Meaningful connections, full of love<br />
18 Music and understanding the world in<br />
the early years: the natural world<br />
22 Celebrating difference and<br />
neurodivergence - part 3<br />
28 Violence against women: the role of<br />
the early years in preventing gender<br />
stereotypes - part 2<br />
32 Teaching children the true meaning of<br />
the word ‘sorry’<br />
36 All you need to know about tantrums<br />
Celebrating difference and neurodivergence - part 3 22<br />
Violence against women: the role of the early years in<br />
preventing gender stereotypes - part 2 28<br />
Drowning Prevention Week 34<br />
Refugee Awareness Week<br />
38
Childcare<br />
news & views<br />
Free sports class for all children<br />
attending a nursery in England<br />
A £1 million ‘early years sports fund’ has<br />
been launched by the government to give<br />
every child attending nursery in England<br />
the chance to have a free sports and<br />
activity class.<br />
COVID funding crisis causes<br />
cut in services at state-funded<br />
nurseries<br />
A survey by leading unions and charities<br />
has revealed that government-funded<br />
nurseries are facing a survival-threatening<br />
crisis due to COVID funding.<br />
They are losing an average of £70,000 of<br />
income but have to spend an extra £8,000<br />
for additional COVID-related costs, the<br />
poll by Early Education, NAHT, NEU and<br />
UNISON says.<br />
A third of maintained nurseries, which<br />
are financed and controlled by local<br />
authorities, are cutting staff and services<br />
because of the impact of coronavirus,<br />
and uncertainty over the funding they will<br />
receive in the next school year, the survey<br />
found.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
Early years settings fear they<br />
will have to turn parents away<br />
due to staffing crisis<br />
A recent report from Nursery World shows<br />
that many early years settings fear they<br />
will need to turn parents away due to staff<br />
shortages, caused by an increased lack of<br />
qualified Level 3 child practitioners.<br />
The DfE temporarily disapplied some<br />
specific staffing requirements within the<br />
EYFS where COVID restrictions prevented<br />
providers from meeting them, which the<br />
Department for Education has confirmed<br />
will end in August. But early years<br />
settings wanting staff to work as room<br />
leaders and requiring them to have a<br />
Level 3 qualification, are finding staffing<br />
particularly hard. The DfE has launched<br />
Level 3 funding for those aged 24 and<br />
over, who do not already hold any Level 3<br />
qualification.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
Urgent funding review needed:<br />
Early Years Alliance<br />
Following the findings of a recent survey,<br />
the Early Years Alliance is urging the<br />
government to undertake an urgent review<br />
of early years funding in England.<br />
Its latest survey revealed that just one<br />
in ten parents believe that early years<br />
childcare providers (both nurseries and<br />
childminders) are properly funded. 91%<br />
of survey respondents agreed that early<br />
years professionals should be paid on a<br />
similar scale to school teachers.<br />
Only 12% of parents surveyed believed<br />
that the current offer was financially<br />
sustainable for the early years sector, with<br />
65% agreeing that it was not enough to<br />
sustain settings and professionals, placing<br />
early years providers under threat.<br />
Neil Leitch, chief executive of the Alliance,<br />
commented: “While there is no doubt<br />
that the COVID-19 crisis has had a hugely<br />
detrimental impact on the early years<br />
sector, many of the financial difficulties that<br />
nurseries, pre-schools and childminders<br />
are currently facing existed long before the<br />
pandemic.<br />
“We in the sector have long argued that<br />
these challenges are a direct result of<br />
sustained government underfunding, and<br />
as these results show, parents are well<br />
aware of this too, with the vast majority<br />
recognising that the government’s support<br />
for early years providers is not enough for<br />
them to remain financially viable.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
Ministers urged to focus on<br />
pre-schools during COVID<br />
recovery<br />
Leading education charity, The Sutton Trust<br />
is urging the UK government to put early<br />
years at the forefront of the post-COVID<br />
education recovery programme; warning<br />
that schools in England “will pick up the<br />
pieces if early years are not prioritised”.<br />
It is calling for increased funding for<br />
the sector, and states: “The pandemic<br />
has reminded us how crucial the early<br />
years sector is for the functioning of our<br />
daily lives and our children’s futures. But<br />
it also laid bare the fragility of a sector<br />
which comprises many small and poorly<br />
funded private and voluntary providers,<br />
particularly those in less well-off areas.”<br />
In a YouGov poll commissioned by the<br />
Trust, 20% of the 570 parents of two to<br />
four-year-olds who took part said they felt<br />
the pandemic had had a negative impact<br />
on their child’s physical development. 25%<br />
said the same of their child’s language<br />
development, and 52% said their child’s<br />
social and emotional development had<br />
been negatively affected. 69% felt that not<br />
being able to play with other children had<br />
had an adverse effect on their child.<br />
The government is shortly due to<br />
announce its long-term plans for<br />
education recovery and funding postpandemic.<br />
It has already pledged £1.7bn<br />
for short-term catchup, including a £350m<br />
national tutoring programme providing<br />
one-to-one and small group tutoring<br />
for those most severely affected by the<br />
disruption to education.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
Specialist training available to<br />
help children falling behind in<br />
language and communication<br />
All state schools in England that have a<br />
Reception class are now able to apply for<br />
training and resources to help Receptionaged<br />
pupils who are struggling with<br />
language and communication skills, due<br />
to the pandemic.<br />
Government-funded early years catchup<br />
programme, Nuffield Early Language<br />
Intervention (NELI), has been developed<br />
by researchers from the Universities of<br />
Oxford, Sheffield and York. It gives specific<br />
language support to small groups of<br />
pupils offering catch-up language teaching<br />
sessions run by either a trained teaching<br />
assistant or early years professional. The<br />
government spent £9m on launching the<br />
first wave of the NELI programme and has<br />
now invested an extra £8m in the second<br />
wave of the programme.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
With many early years settings facing<br />
financial challenges during the pandemic,<br />
the £1 million early years sports fund has<br />
been created by Super Star Sport UK to<br />
provide every child who attends an early<br />
years setting in England an opportunity to<br />
take part in a sports and activity session.<br />
The aim is to impact as many children’s<br />
lives as possible through participation in<br />
sport - following multiple lockdowns over<br />
the past year or so.<br />
The class will follow the early years<br />
foundation stage guidelines and is<br />
specifically designed to ensure every child<br />
can participate - as well as to aid learning<br />
and development.<br />
The early years sports fund (EYSF) has<br />
committed to ensuring all of the costs<br />
involved are covered, ensuring the children<br />
at the nursery receive a 45-minute sports<br />
and activity lesson at no expense.<br />
Founder of Super Star Sport UK, Angelo<br />
Ciccarelli, said: “Following the COVID-19<br />
pandemic and multiple national<br />
lockdowns, we have seen many early<br />
years providers hit financially. We<br />
understand the strain they have been<br />
through and so wanted to launch a fund<br />
that can support them.<br />
Read the full story on the <strong>Parenta</strong> website<br />
here.<br />
4 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 5
A round up of some news stories that<br />
have caught our eye over the month<br />
Story source and image credits to:<br />
Day Nurseries, Nursery World, B31 Voices, Lancashire Post,<br />
Birmingham Mail, North Wales Chronicle, Children & Young<br />
People Now.<br />
Ofsted inspectors answer burning<br />
early years questions in Q&A session<br />
On 14th May, <strong>Parenta</strong> hosted a live Q&A<br />
session with Ofsted inspectors,<br />
Wendy Ratcliff HMI and Phill Minns HMI.<br />
The most popular questions were around<br />
Development Matters and the new Birth<br />
to 5 Matters, Inspections, COVID-19; and<br />
adapting to the new EYFS coming into effect<br />
in September.<br />
Boris Johnson paid for son’s<br />
childcare costs, confirmed by<br />
Downing Street<br />
At a press brIefing by the PM’s<br />
spokesperson, he was confronted with<br />
claims that Conservative donors were<br />
asked to help fund for a nanny.<br />
Watermead post tribute of the<br />
Duke of Edinburgh to the Queen<br />
After hearing the sad news about the<br />
late Prince Phillip a group of children<br />
and resident artist, Max, created the<br />
masterpiece pictured above, which is<br />
now with her Majesty the Queen.<br />
Peaky Blinders star, Charlotte<br />
Riley, aims to launch a nursery for<br />
film-working parents<br />
The star is aiming to launch the UK’s<br />
first mobile nursery on a double decker<br />
bus. It will be the first of its kind, and will<br />
travel to filming sites.<br />
Shenley Fields Daycare & Nursery<br />
have the Gold award by UNICEF<br />
The Gold award is the highest award by<br />
UNICEF UK and shows commitment to<br />
children’s rights. The Birmingham-based<br />
nursery is only the 4th early years provider<br />
to achieve Gold in the UK.<br />
Nursery Head teacher urges<br />
parents to enrol children after<br />
seeing effects of the pandemic<br />
Chorley-based Head teacher, Susan<br />
Conron, expresses concern of pandemic<br />
impact on language and other key skills,<br />
such as physical activities.<br />
The full session can be watched here.<br />
Click here to send in<br />
your stories to<br />
hello@parenta.com<br />
Busy Bees Ltd expand<br />
nurseries in Italy<br />
Using research from customers and<br />
staff, the Staffordshire based group have<br />
now started a nursery in Milan and also<br />
another setting in Como.<br />
Farah Kawal opens new nursery<br />
in Birmingham at 22 years old<br />
Despite a few parents questioning her<br />
age, Farah started working and gaining<br />
childcare qualifications at 18 and is proud<br />
to own Toddler’s Den, Bordeslet Green.<br />
Plant Parciau Nursery raise<br />
£3000 for Wales Air Ambulance<br />
90 nursery children between six months<br />
and 3 and a half all took part in various<br />
activities to fundraise. They also joined<br />
in educational indoor exercises including<br />
walking a mile a day.<br />
Queen announces that the<br />
Government are to ‘prioritise<br />
early years’<br />
The Government announce the sector will<br />
be prioritised, as the UK recovers from<br />
the pandemic. The strategy for the sector<br />
is yet to be announced.<br />
Bertram Nursery Group changes<br />
branding with an outdoor<br />
learning focus<br />
The nursery group has now changed<br />
their name to Thrive Childcare and<br />
Education. They have also launched a<br />
sub-group, Nature Kindergartens.<br />
6 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 7
Write for us!<br />
We’re always on the lookout<br />
for new authors to contribute<br />
insightful articles for our<br />
monthly magazine.<br />
If you’ve got a topic you’d like to write about,<br />
why not send an article to us and be in with a<br />
chance of winning? Each month, we’ll be giving<br />
away Amazon vouchers to our “Guest Author of<br />
the Month”. You can find all the details here:<br />
https://www.parenta.com/sponsored-content/<br />
Congratulations<br />
to our guest author competition winner, Gina Bale!<br />
WIN A COPY OF<br />
TAMSIN’S NEW BOOK,<br />
“DEVELOPING A<br />
LOVING PEDAGOGY”<br />
Congratulations to Gina Bale, our guest author<br />
of the month! Her article “Movement is for ALL<br />
children” encouraged us to consider how to<br />
introduce movement to children of all abilities and<br />
included some brilliant activities that could be used<br />
in nursery settings. Well done Gina!<br />
A massive thank you to all of our guest authors for<br />
writing for us. You can find all of the past articles<br />
from our guest authors on our website:<br />
www.parenta.com/parentablog/guest-authors<br />
We have three copies of Tamsin’s new<br />
book to give away. We want to hear from<br />
our readers who have adopted a loving<br />
pedagogy in their settings. Please send in<br />
your stories and anecdotes about how you<br />
demonstrate love to the children in your<br />
care. We will publish them in a future edition<br />
and three lucky readers picked at random<br />
will receive a free copy of her book!<br />
Even if you are not a lucky winner, you<br />
can still purchase Tamsin’s book here and<br />
enjoy 20% discount too!<br />
Discount code: SMA04<br />
Send to marketing@parenta.com<br />
by Friday 25th <strong>June</strong> <strong>2021</strong><br />
8 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 9
What our customers say<br />
I am writing today to express my thanks to Jeanette Arnold.<br />
She has been a fantastic support to our apprentice, Shani Brookman, and has given Shani more<br />
support in the last few months than any of the many previous assessors before her.<br />
My name is Erica Salé and<br />
I have recently passed my<br />
TQUK Level 3 Diploma for the<br />
Children’s Workplace (Early<br />
Years Educator) (RQF). I would<br />
like to express my sincere<br />
gratitude to Jeanette Arnold<br />
for her calm and relaxed<br />
manner in which she guided<br />
me through the course. I<br />
found it challenging during<br />
these extraordinary times,<br />
obviously during COVID-19,<br />
I was unable to learn or be<br />
taught face-to-face, but with<br />
the professionalism, clarity<br />
and well-laid-out tasks of<br />
Jeanette, I managed to get<br />
through. Whenever I spoke to<br />
Jeanette for either queries or<br />
professional discussion, I felt<br />
confident and at ease, which<br />
you will see from my feedback<br />
recordings, post discussions.<br />
Again, many thanks to<br />
<strong>Parenta</strong>, but especially<br />
Jeanette, who is a true asset<br />
to your company in these very<br />
unprecedented and difficult<br />
times.<br />
...<br />
Erica Salé<br />
I attended the “Supporting children with SEND”<br />
webinar today. I have to say it was utterly<br />
inspirational and would like you to pass on my<br />
gratitude to all ladies leading the sessions today,<br />
they were all brilliant! Sadly I had to leave the<br />
webinar early and just missed the end of it but I’m<br />
really looking forward to receiving all the info via<br />
email so I can match them up to my notes and pass<br />
on everything to my team. Great work guys, thank<br />
you again.<br />
...<br />
Sally Ward<br />
Jeanette is a pleasure to work in partnership with and is always transparent and honest. She<br />
gives praise and achievable targets that really filled Shani with the self-belief that she could<br />
complete and become an amazing practitioner.<br />
I am not confident Shani would be in the same position now if it wasn’t for Jeanette’s<br />
commitment and encouragement all the way.<br />
It seems very clear to me and I’m sure you would wholeheartedly agree, Jeanette is a complete<br />
asset to your team and every apprentice she works with.<br />
The only shame is that she doesn’t cover my area often or I would absolutely be requesting her<br />
for ALL our learners.<br />
...<br />
Amy<br />
My previous assessor, Pippa, was fantastic.<br />
Since doing my qualifications with <strong>Parenta</strong> and<br />
going through my apprenticeship with them, I’ve<br />
now gone on and have been given a place at<br />
university.<br />
I have been accepted at two universities with<br />
unconditional offers. Considering I had to retake<br />
my Maths and English with <strong>Parenta</strong> and retrain to<br />
get my qualification in childcare, whilst struggling<br />
with my dyslexia, to now be going to university is a<br />
really big change to my life.<br />
Pippa has changed my life completely and is the<br />
most inspirational person I’ve ever met. I will be<br />
eternally grateful for everything she has done.<br />
...<br />
Dawn Carter<br />
10 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 11
Getting ready for a new<br />
academic year<br />
It’s <strong>June</strong>, which means we’re already nearly halfway through the calendar year and are drawing<br />
to the end of the academic year, with all the changes, transitions, goodbyes, and hellos that that<br />
brings. In schools, children usually sit exams and look forward to the long summer holidays and<br />
the adventures that a new term will bring. In the early years sector, the new academic year brings<br />
changes and now is the time to be thinking about getting ready for September before the holiday<br />
season kicks in and it is too late to order that latest piece of furniture or recruit the best staff!<br />
Plan your year<br />
One thing that successful companies do<br />
is to put together a marketing plan for the<br />
year ahead, and you could think about<br />
doing this in your setting to maximise<br />
your time and budgets. Decide when<br />
things need to be ready, and then work<br />
backwards so that you are not running<br />
around at the last minute trying to create<br />
a Facebook post or a video guide on<br />
the day it needs to be published. You<br />
could consider outsourcing some of your<br />
marketing or check if your staff have<br />
hidden skills in this area that you can<br />
make use of and offer them some new<br />
career opportunities too.<br />
Get on top of recruitment<br />
If you are hoping to employ new staff in<br />
September, make sure you are advertising<br />
well in advance, especially if you are<br />
making use of the government-funded<br />
apprenticeship schemes. School leavers<br />
will be looking for jobs early in the year<br />
and you may have secured your new<br />
recruits then, but remember too that many<br />
school leavers are waiting for exam results<br />
that come out in August before deciding<br />
on their next move. <strong>Parenta</strong> can help you<br />
with all your recruitment needs. Just call us<br />
on 0800 002 9242 and leave yourself time<br />
for all the safer recruitment checks you<br />
need to do too.<br />
September when you are dealing with all<br />
manner of new people and challenges.<br />
Order your stock<br />
Everyone will be ordering for the new<br />
year at this time, so make sure you get<br />
your orders in early so that you are not<br />
disappointed and waiting for games/<br />
chairs/tables when you need them most.<br />
Update your training<br />
Plan your CPD schedule for the forthcoming<br />
year – are there courses that you’d like to<br />
attend, or can you schedule in some CPD<br />
each month? <strong>Parenta</strong> have a number of<br />
CPD courses so you could diarise a few<br />
over the year to help you plan. See cpdelearning-courses.parenta.com<br />
for more<br />
information.<br />
Calendars<br />
Update your annual calendar and get<br />
yourself prepared – put in awareness<br />
days/weeks you want to follow, add your<br />
staff and statutory holidays and have<br />
curriculum items marked on such as<br />
religious festivals, days out, and special<br />
days like Halloween or St George’s Day, or<br />
even highlight the time you suspect Ofsted<br />
will be round!<br />
Top ten checklist<br />
1. Check all fire and first aid equipment<br />
making sure it is still in date and<br />
replace as necessary<br />
2. Clear your book corner and replace<br />
any lost or damaged books<br />
3. Check your stationery cupboard and<br />
order new items<br />
4. Organise your recycling centre – can<br />
you recycle anything else?<br />
5. Clear your outside space – how about<br />
creating a vegetable garden or a<br />
nature corner?<br />
6. Get your filing done and sort all your<br />
teaching resources so things are easy<br />
to find<br />
7. Set up any new computer/tablet<br />
software and train your staff on how<br />
to use it<br />
8. Revamp your display boards<br />
9. Update your social media accounts<br />
10. Rename or relabel pegs or lockers with<br />
new student names<br />
And remember, “Time flies when you’re<br />
having fun” so although it may only be <strong>June</strong><br />
now, September will soon be here so follow<br />
our advice and get ahead of the game!<br />
Update your policies and admin<br />
files<br />
With so many changes happening this<br />
year (lockdown ending, social distancing<br />
easing, and the economy opening up<br />
again), it would be easy to miss some<br />
important things, so we’ve created an<br />
‘aide memoire’ to help get you organised<br />
and ahead of the game.<br />
All change in the EYFS and Early<br />
Learning Goals<br />
The new EYFS Framework and new Early<br />
Learning Goals become statutory in<br />
September. Hopefully, you will have been<br />
following our articles over the last few<br />
months and will already have begun to<br />
incorporate some of the new requirements<br />
into your settings. If not, look back through<br />
our last few magazines where we have<br />
explained the changes and what they<br />
mean for you. Remember to look through<br />
the new Development Matters and Birth to<br />
Five Matters advice documents too.<br />
Fill those spaces<br />
Each <strong>June</strong>/July, children leave nursery and<br />
prepare for the transition into the Reception<br />
year. This can leave gaps in your books<br />
(and in your income) come September if<br />
you have not thought ahead and been<br />
marketing your setting effectively. Many<br />
parents begin looking for nursery places<br />
early in the year, months or even years<br />
before they need them, so make sure your<br />
marketing and social media sites are up<br />
to date and that they show your nursery in<br />
the best possible light. You might consider<br />
advertising on different media to fill your<br />
places or ask parents to spread the word<br />
to potential new parents, family and<br />
friends. Think about making use of free<br />
‘advertising’ as well – such as sending<br />
in news stories and images to the local<br />
paper – they are often looking for local<br />
interest stories to fill their pages and a<br />
report of your setting’s summer fete might<br />
be just the one they need.<br />
The summer months are a good time<br />
to update and review your policies and<br />
protocols and update all admin files ready<br />
for the start of the term. There are usually<br />
updates to safeguarding advice each year<br />
and many councils also update their own<br />
policies at this time of year too. Look out<br />
for updated guidance and advice from<br />
children’s services, safeguarding partners,<br />
Ofsted, industry organisations and the<br />
Department for Education.<br />
Check your buildings/rooms<br />
Is it time to update your spaces? Do they<br />
need a lick of paint or is this the time to<br />
build that sensory corner you always<br />
wanted? Some settings don’t operate in<br />
the summer holidays giving them time to<br />
refurbish areas, and others sometimes see<br />
a drop in numbers during the holidays. By<br />
thinking ahead and getting any changes<br />
done now, you will save yourself stress in<br />
12 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 13
Meaningful connections,<br />
full of love<br />
I wonder why you began working with<br />
young children? For me, it was because<br />
of my connection and ability to bond with<br />
them. From an early age, I seemed to be a<br />
magnet for younger children, I remember<br />
looking after them during coffee time at<br />
church and my first job as a young teen<br />
was babysitting. I clearly remember my<br />
first-night babysitting because the parents<br />
of our charges were having dinner with my<br />
parents up the road, and my friend and I<br />
had been asked to look after their children<br />
to enable them to go out. There were<br />
four children all under about 5 and the<br />
youngest was a tiny baby - I remember<br />
holding him and feeling really honoured<br />
that their parents trusted me with their<br />
children. I enjoyed playing games with<br />
them all until their two-year-old decided<br />
to have a tantrum instead of going to<br />
bed and then I remember sitting behind<br />
their sofa with her at one point. I don’t<br />
know what I said or did, but I remember<br />
enjoying their company and thinking it<br />
was great because I was also earning<br />
some pocket money!<br />
I’m still really passionate about young<br />
children today – I love their company and<br />
can’t stop myself looking into a pram and<br />
cooing at every baby I see. Meaningful<br />
connections are full of love and, with<br />
this in mind, I’m really excited to share<br />
that my new book is now available, it’s<br />
called “Developing a Loving Pedagogy:<br />
How Love Fits with Professional Practice”.<br />
I strongly believe that if educators love<br />
the children in their care and understand<br />
how they prefer to be loved, they will<br />
better understand how to relate to them<br />
and will do so more appropriately, which<br />
in turn will enable the children to learn<br />
more effectively. I have written my book<br />
to encourage educators to adopt a loving<br />
pedagogy so that it underpins all policy<br />
and practice within their setting.<br />
14 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
Unfolding a loving pedagogy<br />
Defining love<br />
The Collins Online Dictionary defines the<br />
verb ‘to love’ as involving more than just<br />
emotions, “You say that you love someone<br />
when their happiness is very important<br />
to you, so that you behave in a kind and<br />
caring way towards them” (Collins Online<br />
Dictionary, 2020). So to love someone<br />
includes action – it is not a passive<br />
emotion, but an active set of behaviours.<br />
Love and loving are not words that we<br />
always use in relation to early childhood<br />
settings. They might be viewed as<br />
inappropriate or out-of-bounds in some<br />
way because of their connotations with<br />
sexual intimacy. Part of the problem lies<br />
within the English language where we use<br />
Type of Love<br />
Agápe<br />
Philia<br />
Storgē<br />
Xenia<br />
Pragma<br />
Holding in mind<br />
the same word to express our love for our<br />
family, our children, our friends, our lovers<br />
and even our food! In other languages<br />
and cultures there are a wealth of words<br />
that mean these different aspects of love.<br />
The ancient Greeks had many different<br />
words to describe love, for example,<br />
agápe, éros, philía, philautia, storgē,<br />
xenia, ludus and pragma. It is helpful to<br />
unpick some of these different terms when<br />
thinking about our settings. Agápe, philia,<br />
storgē, xenia and, to a certain extent,<br />
pragma are all types of love which may be<br />
relevant to us as educators. They describe<br />
different aspects of how we might love<br />
the children in our care and have been<br />
explored in the table.<br />
Example from practice<br />
Our love does not depend on the children’s behaviour, it is<br />
unconditional. We genuinely want the best or the greatest good<br />
for the children in our care.<br />
We build up attachments with children which are strengthened<br />
through shared interests and experiences. Our children depend<br />
on and trust us and we encourage them to build strong<br />
friendships with both educators and their peers.<br />
We are acting in loco parentis, protecting children and helping<br />
them to feel safe and secure. Many settings are described as an<br />
extended family, and many educators naturally feel love for the<br />
children in their care.<br />
We offer our children hospitality in our settings, by feeding<br />
them and providing a safe, stimulating and engaging learning<br />
environment. We ensure that we respect others and role model<br />
being kind with caring behaviours.<br />
We have a practical duty to safeguard children and protect<br />
them and ensure that our environment is safe and secure. Also,<br />
putting risk assessments in place is an example of pragma in<br />
action.<br />
The phrase that I have found most useful when defining what love means within settings<br />
is ‘holding children in mind’ (Read, 2014). This reminds me how important it is for us as<br />
educators to be attuned, respond sensitively to children and hold them and their individual<br />
circumstances in mind. In practice, it’s the little things that make the different, for example,<br />
asking about their recent visit to their grandparent’s house or noticing the dragon on their<br />
T-shirt.<br />
Ways that we can be attuned and hold<br />
children in mind include:<br />
• Supporting the child in the moment,<br />
responding sensitively<br />
• Observing and noticing things they are<br />
interested in<br />
• Genuinely listening and acting upon<br />
what we hear<br />
• Co-constructing ideas during play<br />
• Being fascinated by what our children<br />
are doing and wanting to find out more<br />
• Considering the 100 languages of<br />
children<br />
• Using a mosaic approach to better<br />
understand our children<br />
• Interacting sensitively, with our focus on<br />
the child, not our agenda<br />
• Planning interventions for particular<br />
children<br />
• Providing specific resources based on<br />
our knowledge of the children<br />
• Working out our children’s love<br />
languages (see The Language of Love<br />
<strong>Parenta</strong> article)<br />
• Adopting a loving pedagogy<br />
Actively listening to children<br />
When we hold children in mind we are<br />
actively listening to them, which helps us<br />
to truly appreciate what children want<br />
and need, plan for this and support them<br />
appropriately. Article 12 of the United Nations<br />
Convention on the Rights of the Child (UNICEF,<br />
1989) explains that children have the right to<br />
have their views taken seriously, particularly<br />
in all matters affecting them. Many educators<br />
endeavour to give their children a voice,<br />
however, occasionally we can be so used to<br />
hearing our children’s voices that we forget<br />
to actively listen to them.<br />
When we are actively listening we are able<br />
to not only tune into any words or sounds,<br />
but also to respond sensitively to the child’s<br />
body language and way of being. In this<br />
way, we are attempting to better understand<br />
our children. There are various ways we can<br />
demonstrate that we value the children we<br />
work with and actively listen to them. For<br />
example:<br />
• Try to see the world from their<br />
perspective<br />
• Listen to their words<br />
• Notice their behaviour and actions<br />
• Interpret their facial expressions and<br />
body language<br />
• Act upon things that they say<br />
• Take their views into consideration<br />
• Plan with their interests and<br />
fascinations in mind<br />
• Include them in the conversation<br />
• Never talk to other adults over their<br />
head<br />
• Get down to their level<br />
• Mirror their actions or body language<br />
• Comment or provide a commentary<br />
about what they are doing<br />
• Observe them whilst playing alongside<br />
• Act as a co-player when invited to join<br />
their play<br />
Meaningful connections with children need<br />
to be full of love: we must keep in mind that<br />
we need to actively listen to them; and be<br />
aware of their needs and interests at all<br />
times. This sums up what I consider a loving<br />
pedagogy to be about: a caring ethos and<br />
approach which underpins our practice; and<br />
allows the children to remain central to all<br />
we do.<br />
References<br />
• Read, V. (2014). Developing attachment<br />
in early years settings: Nurturing secure<br />
relationships from birth to five years.<br />
(Second edition) Abingdon, United<br />
Kingdom: Routledge.<br />
• UNICEF (1989). United Nations<br />
Convention on the Rights of the Child.<br />
Retrieved from http://www.unicef.<br />
org.uk/Documents/Publication-pdfs/<br />
UNCRC_PRESS200910web.pdf<br />
WIN A COPY OF TAMSIN’S NEW BOOK<br />
“DEVELOPING A LOVING PEDAGOGY”<br />
We have three copies of Tamsin’s new book to<br />
give away. We want to hear from our readers who<br />
have adopted a loving pedagogy in their settings.<br />
Please send in your stories and anecdotes about<br />
how you demonstrate love to the children in your<br />
care. We will publish them in a future edition and<br />
three lucky readers picked at random will receive<br />
a free copy of her book!<br />
Tamsin Grimmer<br />
Tamsin Grimmer is an experienced early<br />
years consultant, author and parent who<br />
is passionate about young children’s<br />
learning and development. She believes<br />
that all children deserve practitioners<br />
who are inspiring, dynamic, reflective<br />
and loving. Tamsin particularly enjoys<br />
planning and delivering training and<br />
supporting early years practitioners and<br />
teachers to improve outcomes for young<br />
children.<br />
Tamsin has written four books –<br />
“Observing and Developing Schematic<br />
Behaviour in Young Children” , “School<br />
Readiness and the Characteristics<br />
of Effective Learning”, “Calling all<br />
Superheroes: Supporting and Developing<br />
Superhero Play in the Early Years”,<br />
and “Developing a Loving Pedagogy<br />
in the Early Years: How Love Fits with<br />
Professional Practice”. She is currently<br />
working on her next two, “Supporting<br />
Behaviour and Emotions” and “Self-<br />
Regulation in Early Childhood”.<br />
You can contact Tamsin via Twitter,<br />
her Facebook page, website or email<br />
tamsingrimmer@hotmail.co.uk<br />
Even if you are not a lucky<br />
winner, you can still purchase<br />
Tamsin’s book here and<br />
enjoy 20% discount too!<br />
Discount code: SMA04<br />
Send to marketing@parenta.com by Friday 25th <strong>June</strong> <strong>2021</strong><br />
parenta.com | <strong>June</strong> <strong>2021</strong> 15
EYFS activity –<br />
physical development<br />
Children undergo so much physical development from birth to age 5 that clearly, we are not able to<br />
cover all these changes in one article. We have therefore narrowed it down and focused on how you<br />
can work on an important physical attribute which we think may sometimes be under-estimated<br />
when it comes to looking out for physical development, and which, if not developed properly, can<br />
lead to lots of problems later in life. We’re talking about:<br />
Good posture is vital – the placement of<br />
the skeletal bones and the ability of the<br />
muscular system to support them, has<br />
an impact on our ability to move freely<br />
throughout life. A sedentary lifestyle and<br />
poor posture can contribute to problems<br />
with back pain or arthritis, so helping<br />
children develop a good posture in the<br />
early years is important. Obviously,<br />
children will develop their strength, core<br />
muscles, body control and balance as<br />
they get older, through general and<br />
specific play, practice, and by running,<br />
skipping, jumping etc. But how much<br />
attention are you paying to their posture?<br />
A lot of children nowadays spend<br />
many hours in front of a screen, which<br />
can exacerbate poor posture because<br />
children may slump forward over their<br />
devices or fail to sit in an upright position<br />
when using a keyboard (as do many<br />
adults).<br />
What is good posture?<br />
A child with good posture will have their<br />
weight placed evenly over both hips and<br />
feet when standing. Their back should<br />
be straight with their shoulders back and<br />
chin raised off their chest. Their head,<br />
shoulders, hips, knees and ankles should<br />
be in one straight line. This allows for<br />
the greatest freedom of movement with<br />
the least strain or compensation of one<br />
muscle group over another.<br />
When sitting, the child’s back should be<br />
straight with their shoulders back. Their<br />
buttocks should sit back in the chair<br />
allowing their spine to sit in a natural<br />
slight “S” position. Often children will shift<br />
16 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
POSTURE<br />
their hips forward in their chairs, allowing<br />
their pelvis to slide forward slightly,<br />
their back becomes rounded and their<br />
shoulders roll forward. This slouching<br />
position puts a strain on the lower back<br />
and also constricts their ability to breathe<br />
fully using their diaphragm.<br />
Fun ways to practice good<br />
posture<br />
1<br />
Remember the old debutante trick of<br />
walking with a book on their head? Well,<br />
rather that using a book, why not ask<br />
children to walk around keeping a bean<br />
bag on their head. You can mark out a<br />
flat ‘obstacle’ course on the floor using<br />
masking tape and get the children to<br />
walk along the lines, balancing the bean<br />
bag. Vary the direction so they have to<br />
turn at intervals, and you could have a<br />
spot where they have to turn 360˚ or even<br />
get them to walk backwards, slowly. You<br />
can develop this activity by changing the<br />
object – can they walk balancing a paper<br />
cup instead, or a plastic ruler? Can they<br />
do it to music, stopping when you stop<br />
the music? You can also bring in some<br />
cross-curricular links and tell some stories<br />
of people in other countries who carry<br />
water or goods on their heads to keep<br />
their hands free!<br />
2<br />
Another way to encourage children to<br />
develop a good posture is to use animals<br />
that they know to point out the differences<br />
between them so that the children start<br />
to learn and feel what is a good posture,<br />
and what is not. Asking them to walk<br />
around “as tall as a giraffe” or “as proudly<br />
as a lion” will generally help them to pull<br />
up out of their back, for example.<br />
3<br />
Practice rising up onto tip toes and walk<br />
around with arms out to the side and<br />
keeping their back straight.<br />
If you notice a child with poor posture,<br />
give a gentle reminder and praise children<br />
you see sitting up straight. If you suspect<br />
a child has a scoliosis of the spine, tell<br />
the parents and recommend they see a<br />
specialist.<br />
See also:<br />
• https://elht.nhs.uk/application/<br />
files/6315/8860/9005/Good_posture_<br />
V4.pdf<br />
• https://www.hss.edu/article_sittingposture-for-kids.asp<br />
• https://www.rehabmart.com/post/7-<br />
amazing-tips-to-help-improve-yourchilds-posture<br />
• https://morleyphysio.com.au/<br />
uncategorized/how-to-teach-yourkids-good-posture/<br />
Congratulations<br />
to all our <strong>Parenta</strong> learners!<br />
Congratulations to all these <strong>Parenta</strong> learners who completed their apprenticeship<br />
in April and have now gained their qualifications.<br />
These range from Childcare Level 2, Childcare Level 3 and Team Leading<br />
to Level 3 and Level 5 Management – that’s a huge achievement in the<br />
current climate.<br />
All that hard work has paid off – well done from all of us here at<br />
<strong>Parenta</strong> Training!<br />
Did you know?... <strong>Parenta</strong> has trained over 20,000 apprentices within the early years sector!<br />
Our Level 3 success rate overall is almost 10% higher than the national average.<br />
That’s down to great work from you, our lovely <strong>Parenta</strong> learners!<br />
If you have a learner with us who has recently completed their apprenticeship, please send in<br />
a picture to hello@parenta.com to be included in the magazine.<br />
M. Bowden<br />
M. Brightwell<br />
L. Brown<br />
S. Brown<br />
M. Cox<br />
S. Dispinseri<br />
J. Edwards<br />
K. Ellis<br />
D. Erazo Vasquez<br />
April’s wall of fame!<br />
M. Fonseca Da Silva<br />
A. Grantham<br />
E. Hearn<br />
D. Hyam<br />
C. Mackelden<br />
V. Martinez<br />
C. Meepegama<br />
A. Prickett<br />
A. Quarmby<br />
K. Rose<br />
S. Seager<br />
B. Smith<br />
I. Ucrainet<br />
L. Underwood<br />
E. Williams<br />
V. Yardley<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 17
Music and understanding the world<br />
in the early years: the natural world<br />
Children are fascinated with the natural world and gladly spend hours watching (and trying to play<br />
with) the creatures and environments around them – usually when we least have time! By creating<br />
opportunities for children to explore insects, plants, and animals around them, we allow them to<br />
discover their own hidden interests and abilities.<br />
Over in the meadow in a hive near a door<br />
Lived an old honeybee and her little bees<br />
four<br />
“Buzz!” said the mother; “We buzz!” said<br />
the four<br />
So they buzzed and they buzzed in the hive<br />
near the door<br />
Over in the meadow in a warren so nice<br />
Lived an old mother rabbit and her little<br />
bunnies five<br />
“Hop!” said the mother; “We hop!” said the<br />
five<br />
So they hopped and they hopped in their<br />
warren so nice<br />
Over in the meadow in the stream near the<br />
bend<br />
Lived an old mother fishy and her school of<br />
fishes, ten<br />
“Swim!” said the mother; “We swim!” said<br />
the ten<br />
So they swam and they swam in the stream<br />
near the bend<br />
This song can be explored with younger<br />
children all acting out the actions and<br />
voices of the animals. Older children may<br />
have the patience to begin with one child<br />
and gradually add more children to their<br />
number as they act out each animal.<br />
The ways that we can explore nature<br />
includes recognising the similarities and<br />
differences between the natural world<br />
and other environments. Natural changes<br />
include the colour changes of leaves<br />
from green to orange to brown, showing<br />
the change of seasons, as well as the<br />
changing states of matter, like ice to water<br />
to steam. Songs and musical games<br />
are great ways to remind children of the<br />
natural phenomenon that they find.<br />
Kellert (2002) found that despite<br />
occasional references by biologists<br />
and poets to the wonder that children<br />
experience in nature, actually, very little<br />
had been studied on the experience of<br />
children in nature. Instead, “ecology”<br />
referred to the immediate environment,<br />
e.g. Bronfenbrenner’s (1979) Ecology of<br />
Human Development, where ecology<br />
referred to the increasing influence of<br />
relationships on children.<br />
Kellert suggested that interactions with<br />
nature could affect children’s:<br />
• Emotional and feeling capacity<br />
• Thinking patterns and problemsolving<br />
skills, and<br />
• Development of values, beliefs and<br />
moral perspectives<br />
The extent of the impact that nature had<br />
on children depended on whether they<br />
learn:<br />
• Directly, though spontaneous physical<br />
contact and play<br />
• Indirectly through organised activities,<br />
like museums, farms and zoos, or<br />
• Symbolically/vicariously, through<br />
pictures, cartoons/films and books<br />
Preparing children for their encounters with<br />
nature helps to reinforce their experiences,<br />
from singing “rain, rain, go away, come<br />
again another day”, through to “Incy Wincy<br />
Spider”. Here are a few more ideas for<br />
songs about nature.<br />
Frosty Weather<br />
Frosty weather<br />
Windy weather<br />
When the wind blows we<br />
All stick together<br />
This lovely wintry song could be played as<br />
simply as walking in a circle for the first<br />
three lines and all coming together to the<br />
centre of the circle for the last line. Older<br />
children may like to stand opposite each<br />
other, and have one person walk around<br />
the other (do-si-do) for the first line, the<br />
other walks around the first for the second<br />
line, and then link arms, walking around<br />
each other in the last two lines. Lightweight,<br />
transparent scarves would be a<br />
nice touch!<br />
Over In The Meadow<br />
Over in the meadow in the sand, in the<br />
sun<br />
Lived an old mother tiger and her little tiger<br />
one<br />
“Roar!”, said the mother, “I roar,” said the<br />
one<br />
So they roared and they roared in the<br />
sand, in the sun<br />
Over in the meadow, where the stream<br />
runs so blue<br />
Lived an elephant mother and her little<br />
calves two<br />
“Stomp!” said the mother; “We stomp!”<br />
said the two,<br />
So they stomped and they stomped where<br />
the stream runs so blue<br />
Over in the meadow in the sky near a tree<br />
Flew an old mother bluebird and her little<br />
chicks three<br />
“Fly!” said the mother; “We fly!” said the<br />
three<br />
So they flew and were glad in the sky near<br />
the tree<br />
Over in the meadow in a shed near some<br />
sticks<br />
Lived an old mother cow and her little<br />
calves six<br />
“Moo!” said the mother; “We moo!” said<br />
the six<br />
So they moo’d and they moo’d in their shed<br />
near the sticks<br />
Over in the meadow, where the grass is so<br />
even<br />
Lived an old mother mouse and her little<br />
pups seven<br />
“Squeak!” said the mother; “We squeak!”<br />
said the seven<br />
So they squeaked and were glad in the<br />
grass soft and even<br />
Over in the meadow by the old mossy gate<br />
Lived a brown mother fox and her little cubs<br />
eight<br />
“Hunt!” said the mother; “We hunt!” said the<br />
eight<br />
So they crept and they hunted near the old<br />
mossy gate<br />
Over in the meadow where the quiet pools<br />
shine<br />
Lived a green mother frog and her little<br />
froggies nine<br />
“Croak!” said the mother; “We croak!” said<br />
the nine<br />
So they croaked and they splashed where<br />
the quiet pools shine<br />
Spontaneous experiences of nature<br />
continues to massively decline with<br />
each generation. This is because of the<br />
increase in population, buildings and<br />
infrastructure, as well as changes in family<br />
traditions and recreational activities. Kellert<br />
found that indirect and vicarious contact<br />
did not produce the same experience<br />
as direct contact. Forest Schools have<br />
come some way in returning children to<br />
natural environments, with varying levels<br />
of freedom, depending on the school<br />
context. Songs about nature not only help<br />
to reinforce learning but often stay with<br />
people well into adulthood, with fond<br />
memories.<br />
All songs found on Musicaliti’s account on<br />
Soundcloud and YouTube as part of the<br />
Learning With Music series.<br />
References:<br />
• Bronfenbrenner, U. (1979). The ecology<br />
of human development: Experiments<br />
by nature and design. Harvard<br />
University Press.<br />
• Kellert, S. R. (2002). Experiencing<br />
Nature: Affective, Cognitive and<br />
Evaluative Development in Children.<br />
In Children and Nature: Psychological,<br />
Sociocultural and Evolutionary<br />
Investigations (pp. 117–151). MIT Press.<br />
Frances Turnbull<br />
Musician, researcher and author,<br />
Frances Turnbull, is a self-taught guitarist<br />
who has played contemporary and<br />
community music from the age of 12. She<br />
delivers music sessions to the early years<br />
and KS1. Trained in the music education<br />
techniques of Kodály (specialist singing),<br />
Dalcroze (specialist movement) and Orff<br />
(specialist percussion instruments), she<br />
has a Bachelor’s degree in Psychology<br />
(Open University) and a Master’s degree<br />
in Education (University of Cambridge).<br />
She runs a local community choir, the<br />
Bolton Warblers, and delivers the Sound<br />
Sense initiative “A choir in every care<br />
home” within local care and residential<br />
homes, supporting health and wellbeing<br />
through her community interest<br />
company.<br />
She has represented the early years<br />
music community at the House of<br />
Commons, advocating for recognition<br />
for early years music educators, and her<br />
table of progressive music skills for under<br />
7s features in her curriculum books.<br />
Frances is the author of “Learning with<br />
Music: Games and activities for the early<br />
years“, published by Routledge, August<br />
2017.<br />
www.musicaliti.co.uk<br />
18 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 19
SEN: dyslexia and<br />
dyscalculia<br />
Dyslexia and dyscalculia are two separate learning difficulties that can cause children to have<br />
problems with literacy and writing, or with numeracy, and are relatively common in children. It<br />
is estimated that 10% of people have some degree of dyslexia. Although these are not the same<br />
condition, they both come under the umbrella of neurodiverse conditions and there are similarities.<br />
Some dyslexic people also have dyscalculia and vice versa.<br />
There are a number of different types of<br />
dyslexia such as:<br />
• Phonological dyslexia (difficulty<br />
breaking speech into individual<br />
sounds)<br />
• Surface dyslexia (takes longer to<br />
process language)<br />
• Visual dyslexia (the brain does not<br />
receive the full picture of what is seen)<br />
• Primary dyslexia (an inherited<br />
condition)<br />
• Secondary dyslexia (occurs as a result<br />
of a brain problem in the womb)<br />
• Acquired or trauma dyslexia (occurs as<br />
a result of brain trauma or disease)<br />
Some children present with delayed<br />
speech and language and this would<br />
need further help. If you suspect a child<br />
may have dyslexia, it is important to tell<br />
the parents and your SENCo so that testing<br />
can be arranged. Extra help may then<br />
be given and if this is insufficient, then it<br />
may be possible to gain a more in-depth<br />
assessment from a specialist dyslexia<br />
teacher or an educational psychologist,<br />
either through the setting/school or directly<br />
through the British Psychological Society or<br />
via a voluntary organisation, such as a local<br />
branch of the British Dyslexia Association.<br />
These tests may examine a child’s:<br />
• Reading and writing abilities<br />
• Language development and<br />
vocabulary<br />
• Logical reasoning<br />
• Memory<br />
• Visual and auditory processing speeds<br />
• Organisational skills<br />
• Approaches to learning<br />
Although quite difficult to pick up in the<br />
early years, the earlier that a diagnosis is<br />
made, and help becomes available, the<br />
more effective help is likely to be. Strategies<br />
can be implemented so the child does not<br />
miss out on learning which can include 1-1<br />
teaching support and help with phonics,<br />
as well as technology such as the use of<br />
speech recognition software which can help<br />
children record their thoughts and answers<br />
instead of using traditional writing. Some<br />
people use coloured overlays over typed<br />
text which helps the words to stop ‘jumping<br />
around’ on the page.<br />
Dyscalculia<br />
Dyscalculia is a condition that affects a<br />
person’s ability to acquire arithmetical and<br />
mathematical skills. People with dyscalculia<br />
may have difficulty understanding simple<br />
number concepts and lack an intuitive<br />
grasp of numbers. They may struggle to<br />
learn number bonds to 10 and 20 and the<br />
mathematical things they are able to do are<br />
often done mechanically and without much<br />
confidence. In comparison to dyslexia,<br />
dyscalculia is less prevalent, occurring<br />
in 3% – 6% of the population. Dyslexia<br />
is sometimes missed in schools, but<br />
dyscalculia is often even more overlooked.<br />
In the early years, a child with dyscalculia<br />
may struggle to count and/or connect<br />
a number to an object such as knowing<br />
that the number “4” can be applied to the<br />
number of wheels on a car, or the number<br />
of legs a cat has, for example. They may<br />
also struggle to recognise patterns or<br />
shapes so they may not be able to<br />
re-arrange blocks in order of size. In<br />
Reception class, they may display difficulty<br />
in recalling basic number bonds and<br />
understanding the four basic maths<br />
functions (addition, subtraction, division,<br />
multiplication). Dyscalculia is not the same<br />
as maths anxiety, however many children<br />
with dyscalculia can develop maths anxiety<br />
too.<br />
How to help<br />
In an early years setting, it can sometimes<br />
be more difficult to recognise some of<br />
the symptoms and signs of dyslexia and<br />
dyscalculia because of the development<br />
stage of the children, and the basic nature<br />
of the maths and literacy taught at this<br />
stage. However, settings can look out<br />
for students who they feel may be falling<br />
behind their peers in simple literacy or<br />
number tasks, and alert parents to any<br />
concerns as soon as possible. There is a list<br />
of some simple signs to look out for on the<br />
BDA website, and practitioners should also<br />
be looking out for speech and language<br />
difficulties that can be a precursor for<br />
literacy problems later on. Looking out for<br />
children who have difficulty in counting or in<br />
recognising different values or patterns, is<br />
also important.<br />
What is vital though, is to remain patient<br />
with children and focus on the progress<br />
they are making with their effort rather than<br />
simply their attainment. Praise children<br />
for trying rather than just achieving an<br />
outcome (e.g. count to 10), and you will<br />
be developing a growth mindset in the<br />
children, rather than reinforcing a negative<br />
belief that they ‘just can’t do’ maths or<br />
reading. The biggest strategy you have<br />
at this age is to guard against imprinting<br />
children with a fixed mindset about a<br />
particular issue, which can lead to low selfesteem<br />
and cause further anxiety.<br />
For more information, see:<br />
• https://www.geniuswithin.co.uk/whatis-neurodiversity<br />
Dyslexia<br />
Dyslexia is a lifelong problem and<br />
although there is no ‘cure’, there are<br />
strategies that people can use to help<br />
overcome some of the difficulties they face.<br />
Having a diagnosis of dyslexia does not<br />
mean people cannot succeed, although<br />
many may not do as well as their peers at<br />
school, due to some of the problems they<br />
face with reading and writing. However,<br />
there are many very successful people<br />
who are dyslexic, such as Sir Richard<br />
Branson, Tom Cruise, Jamie Oliver, and<br />
Stephen Spielberg, and many people<br />
with dyslexia have skills and abilities in<br />
other areas such as creative thinking and<br />
problem-solving.<br />
Dyslexia often comes to light when<br />
children first begin to learn literacy or<br />
writing skills. They may confuse the<br />
order of letters in words and put letters<br />
the wrong way round such as writing<br />
“b” instead of “d” or “p” instead of “q”.<br />
However, many younger children also do<br />
this when they are first learning letters or<br />
mark-making, so identifying it can be tricky<br />
in the early years. Problems with phonics<br />
and spelling may come to light later, and<br />
as with other special educational needs,<br />
children with dyslexia may have problems<br />
following a set of instructions or may seem<br />
disorganised.<br />
• https://www.dyslexia.uk.net/<br />
• https://www.nhs.uk/conditions/<br />
dyslexia/<br />
• https://www.dyslexicadvantage.org/<br />
• https://www.dyslexia.uk.net/specificlearning-difficulties/dyscalculia/thesigns-of-dyscalculia/<br />
• https://www.parliament.uk/<br />
documents/post/postpn226.pdf<br />
20 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 21
Celebrating difference and<br />
neurodivergence - part 3<br />
Other people are different on the inside<br />
This article is the third article in a series of six from Sensory Engagement and Inclusion Specialist,<br />
Joanna Grace, the activities described in each article build up to form a toolkit for celebrating<br />
difference and neurodivergence within your setting in a way that will benefit both the children and<br />
the adults. Joanna runs online training courses focused on strategies for supporting differently-abled<br />
children and promoting inclusive practice. Click here for more information.<br />
In articles one and two, we explored simple<br />
activities to get children thinking about<br />
their internal and external differences and<br />
we have repeatedly challenged ourselves<br />
to discuss these differences with children<br />
using non-judgemental language. A<br />
challenge, those of you who have taken<br />
it, I am sure will have discovered is harder<br />
that it first appears! The activity associated<br />
with this article is going to extend that<br />
thinking for the children even further, as<br />
they consider not just their own differences<br />
but the differences of others. But before we<br />
move on to that, it’s worth stopping to ask<br />
why we are doing this.<br />
Recognising and accepting difference<br />
allows everyone to be more authentically<br />
themselves. In addition to this, there<br />
are two big reasons why it is especially<br />
valuable for neurodivergent people, and<br />
especially so in the early years.<br />
Firstly<br />
When we publicly acknowledge that the<br />
internal workings of people’s brains are<br />
different, and we do this in an open and<br />
pragmatic manner, we protect against the<br />
misunderstandings that occur when people<br />
presume all brains work in the same way.<br />
I always like to draw the analogy between<br />
different types of computer software<br />
and hardware. Imagine you have two<br />
different computers: one Apple machine,<br />
one Windows. Both work. But they do<br />
so in different ways. When you try to run<br />
a Windows programme on the Apple<br />
computer, it doesn’t work. Not because<br />
the computer is broken, or the programme<br />
is wrong, but simply because of the<br />
mismatch.<br />
A lot of neurodivergent people grow up<br />
in environments set up for neurotypical<br />
people, receiving instructions that work<br />
for neurotypical people. When those<br />
environments and teaching strategies do<br />
not work for them, they are labelled as<br />
broken or disabled, when in fact, what<br />
they are, is different. Think about how<br />
careful you have been being about talking<br />
about difference using non-judgemental<br />
language. As you reflect on the impact of<br />
the misunderstanding described above<br />
you can appreciate the value in your<br />
carefully chosen words.<br />
Secondly<br />
Tremendous damage is caused by<br />
the narratives that develop around<br />
neurodivergent people. I am a big<br />
research geek, if you follow me on<br />
Twitter (@Jo3Grace) you will know how<br />
much I value researched-based practice<br />
and how much research I consume. When<br />
you explore the long term outcomes for<br />
neurodivergent people, so many of the<br />
struggles they face in later life are not<br />
a consequence of their difference but<br />
a consequence of the narratives that<br />
surround their difference.<br />
Here is an example. A child is born with<br />
a neurodivergent condition. One aspect<br />
of this condition is that they have different<br />
sleep patterns (this is a common feature<br />
of many neurodivergent conditions). Of<br />
course they look externally like any other<br />
baby, and no one knows as yet that they<br />
are different on the inside. They struggle<br />
to sleep, they are described as a “fussy”<br />
baby. They get older, in their toddler<br />
years the way they process language<br />
is different to their neurotypical peers<br />
(again this is common for neurodivergent<br />
conditions) receiving instructions they<br />
struggle to follow they often do not do<br />
as they are told. The adults around them<br />
refer to them as “naughty” and they<br />
receive various punishments. They move<br />
on to primary school where their sensory<br />
processing differences (again common<br />
in neurodivergent communities) make it<br />
difficult for them to sit still and focus on<br />
their work. The adults around them refer to<br />
them as “difficult”. All the while the story is<br />
developing that the problem is them. “Of<br />
course he is a naughty child, he was such<br />
a fussy baby what did you expect?” “He’s<br />
being difficult again, he’s always been like<br />
this, even as a baby he was so fussy.”<br />
When they hit their teenage years, their<br />
understanding of self is made up out of<br />
these stories. They believe themselves<br />
to be wrong in some way, to be lesser,<br />
to be bad. Their self esteem is low. They<br />
notice their difference from their peers and<br />
interpret it in the same way that the adults<br />
they have experienced in their life have<br />
taught them to do so. They witness their<br />
peers achieving and themselves failing,<br />
and they blame themselves.<br />
It is no surprise that when I read the<br />
research surrounding these populations,<br />
I find increased rates of mental ill health,<br />
greater likelihood of self-harm or substance<br />
abuse, greater risk of dying by suicide,<br />
lower rates of employment, and so on.<br />
It starts small but the language we use<br />
around difference is the beginnings of these<br />
stories. It is the stories, not the conditions,<br />
that cause the low self esteem and the<br />
mental health difficulties; these stories are<br />
dangerous.<br />
For a wonderfully positive example, I<br />
remember a young man who showed me<br />
around the special school that I worked at<br />
when I was a newly qualified teacher. He<br />
was about 14 when I started at the school<br />
and as a member of the school council, he<br />
had been tasked with giving me, the new<br />
teacher, a tour of the school. He started<br />
out by smartly introducing himself, clearly<br />
proud of the responsibility he had been<br />
given. He then immediately said “I have a<br />
learning disability, it can take me longer to<br />
understand things, and it helps me if you<br />
show me anything you want to explain as<br />
well as tell me about it.” And in his next<br />
breath he went on to talk about how good<br />
he was at swimming.<br />
I was so impressed. Here was a child who<br />
had been openly talked to about their<br />
difference, in his first utterances to me, he<br />
had already given me strategies I could<br />
use to support his understanding, and he<br />
had celebrated his abilities. That young<br />
man will have faced struggles in his life as<br />
he attempted to learn new skills, but the<br />
confidence he had in himself, knowing who<br />
he was and how his brain worked will, I’m<br />
sure, have equipped him to meet those<br />
struggles and overcome them. Imagine<br />
who he would be if he had felt that his<br />
difficulties in learning were in some way his<br />
fault? Which leads me on to why this is so<br />
important in the early years:<br />
Early years<br />
Often times, in early years settings you are<br />
supporting children who may be diagnosed<br />
with a neurodivergent condition later on in<br />
their lives. The differences between children<br />
become more apparent with age. But<br />
the impression we make and the stories<br />
we tell when children are small are the<br />
foundations for the stories other people will<br />
tell. Do you describe the child as “bossy”<br />
or as having “leadership skills”? Do you<br />
say “Peter always fidgets” or “Peter’s body<br />
likes to move”? The differences are subtle<br />
but they set a direction now that points to<br />
where that child might end up. The nuances<br />
matter.<br />
Imagine a start point, and an arrow<br />
pointing out from that start point. We direct<br />
this arrow with our utterances. It points to<br />
where that child ends up. The difference<br />
between “Peter always fidgets” and “Peter’s<br />
body likes to move” is small but the nuance<br />
matters. “Peter always fidgets” blames<br />
Peter, it is something he does, and it always<br />
has a notion of value judgement. Add to<br />
that the tone in which it is said and the<br />
arrow points very definitely in one direction.<br />
“Peter’s body likes to move” is very different,<br />
it’s now not Peter himself, but his body, and<br />
the “likes to move” could be used positively<br />
in a different context; “Let’s choose Peter for<br />
this game because his body likes to move.”<br />
The arrow points in a different way. Your<br />
words set the direction. The child grows and<br />
moves in that direct, a difference of a few<br />
degrees now can make a huge difference<br />
between where that child ends up.<br />
So set yourself that challenge again, that<br />
I have set you in all three of these articles:<br />
How can you tweak how you talk about<br />
difference to remove the judgement?<br />
Explore different turns of phrase, which<br />
would be best? Where do they lead?<br />
The task for the children is to make a reveal<br />
picture as before, but this time, not of<br />
themselves but of someone else. It could be<br />
fun to do one for a child in a book so that<br />
everyone is thinking about the same child.<br />
The question the children are answering<br />
is “What do you think they are thinking?” It<br />
is a very hard question, and you can offer<br />
support by giving possible answers. You<br />
could pair them up with friends and ask<br />
them to draw their friend thinking about<br />
their favourite food. The children could<br />
then find out what each other’s favourite<br />
food is and draw that. What we are<br />
aiming for them to appreciate, is that the<br />
other person maybe thinking differently to<br />
themselves. And whilst they are doing that,<br />
we are going to support them by talking<br />
about difference using non-judgemental<br />
language: good luck!<br />
Jo provides in person and online training to<br />
settings looking to enhance their inclusive<br />
practice for more information visit www.<br />
TheSensoryProjects.co.uk where you can<br />
also find resources to help you include<br />
children of all abilities. Jo is active on social<br />
media and welcomes connection requests<br />
from people curious about inclusive<br />
practice.<br />
Joanna Grace<br />
Joanna Grace is an international<br />
Sensory Engagement and Inclusion<br />
Specialist, trainer, author, TEDx speaker<br />
and founder of The Sensory Projects.<br />
Consistently rated as “outstanding” by<br />
Ofsted, Joanna has taught in<br />
mainstream and special school settings,<br />
connecting with pupils of all ages and<br />
abilities. To inform her work, Joanna<br />
draws on her own experience from her<br />
private and professional life as well as<br />
taking in all the information she can<br />
from the research archives. Joanna’s<br />
private life includes family members<br />
with disabilities and neurodiverse<br />
conditions and time spent as a<br />
registered foster carer for children with<br />
profound disabilities.<br />
Joanna has published four practitioner<br />
books: “Multiple Multisensory Rooms:<br />
Myth Busting the Magic”, “Sensory<br />
Stories for Children and Teens”,<br />
“Sensory-Being for Sensory Beings”<br />
and “Sharing Sensory Stories and<br />
Conversations with People with<br />
Dementia”. and two inclusive sensory<br />
story children’s books: “Voyage to<br />
Arghan” and “Ernest and I”. There is<br />
new book coming out soon called ‘”The<br />
Subtle Spectrum” and her son has<br />
recently become the UK’s youngest<br />
published author with his book, “My<br />
Mummy is Autistic”.<br />
Joanna is a big fan of social media and<br />
is always happy to connect with people<br />
via Facebook, Twitter and LinkedIn.<br />
Website:<br />
thesensoryprojects.co.uk<br />
22 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 23
Reveal Pictures - part 2<br />
Lemony lemonade<br />
This craft is in relation to the “Celebrating difference and neurodivergence - part 3” article by<br />
Joanna Grace, and was created with her son imagining what his baby brother might be thinking<br />
about. This is similar to the activity associated with the previous article.<br />
This recipe has been<br />
kindly supplied by<br />
Katherine Houghton, from<br />
her wonderful cookbook<br />
“Early Years Recipes for<br />
Children”, available to<br />
purchase here.<br />
You will need<br />
Instructions:<br />
• Paper<br />
• Pens/crayons/coloured<br />
pencils<br />
• Glue sticks<br />
• Optional: Cardboard (some<br />
packaging boxes that books<br />
or DVDs are delivered in<br />
are perfect for this as we<br />
discovered)<br />
1. Fold an A4 piece of paper<br />
so that the two end quatres<br />
meet in the middle of the<br />
length, hiding half of the<br />
page.<br />
2. Take a second piece of<br />
paper and attach it to the<br />
first so that it folds down<br />
covering the half page.<br />
3. You now have three layers:<br />
1) the folded outside, 2) the<br />
covering flap 3) the inside.<br />
4. Draw the outline of a head<br />
on the first and third layer.<br />
On the middle layer draw a<br />
brain or alternatively, print<br />
a brain drawing. We have<br />
a free template you could<br />
download here.<br />
5. Ask the children to draw<br />
their own face on the<br />
outside layer.<br />
6. Invite them to colour in the<br />
brain that is revealed when<br />
they look inside their heads:<br />
7. Ask them what their friend<br />
might be thinking and have<br />
them draw this below the<br />
flap.<br />
What do you need?<br />
• 10 x lemons<br />
• Sugar<br />
• Sparkling water<br />
Instructions<br />
1. Wash the lemons<br />
2. Cut the lemons into halves<br />
3. Squeeze the lemons, twist and turn until all the juice is out<br />
4. Add a cup of sugar and stir<br />
5. Pour in a bottle of sparkling water and mix<br />
6. Enjoy the best ever lemonade!<br />
24 <strong>June</strong> <strong>2021</strong> | parenta.com parenta.com | | <strong>June</strong> <strong>2021</strong> 25
Paediatric First Aid Course<br />
CPD courses….<br />
<strong>Parenta</strong> is always looking at new ways to support the Early Years Sector. We<br />
are pleased to announce that we now offer Paediatric First Aid training to all<br />
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The certificate is valid for 3 years from<br />
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This course offers a blended approach<br />
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It costs only £120 per learner<br />
Nationwide training venues are<br />
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0800 002 9242 hello@parenta.com
Violence against women: the role of the early<br />
years in preventing gender stereotypes - part 2<br />
‘Gender equality is a human fight, not a female fight.’ - Frieda Pinto<br />
Last month we looked at violence and how a collaborative effort in the early years can transform<br />
stereotypical attitudes and behaviour in boys, and help reduce violence against women and girls.<br />
This month we look at how we can best support girls to become women of purpose and resolve.<br />
A girl’s identity is informed by her<br />
genes, temperament, parents, home<br />
environment, friends, and the world<br />
around her. Early years providers have the<br />
opportunity to help girls become robust<br />
and confident individuals in their early<br />
years, impacting resilience for life.<br />
Social roles and norms are formed<br />
early and stick around for life unless<br />
challenged. ‘Boys will be boys,’ ‘Girls are<br />
sissies.’ Girls are often seen as ‘bossy’<br />
or ‘interfering’ when displaying their<br />
confidence or assertion. Boys, on the other<br />
hand, are more likely to be praised for<br />
being assertive. What a contradiction!<br />
In a recent meeting with several early<br />
years, primary and secondary teachers,<br />
the conversation turned towards girls’<br />
Age in<br />
months<br />
Outcome<br />
12 She laughs and interacts with people she loves<br />
18<br />
She engages with her parent/carer in her daily<br />
routine<br />
24 She enjoys showing some independence<br />
30<br />
36<br />
She is confident enough to deliberately seek and<br />
keep an adult’s attention<br />
She has the confidence to state her own preferences<br />
and interests, even if different from others<br />
42 She enjoys carrying out small acts of responsibility<br />
48<br />
54<br />
60<br />
She shows confidence by talking freely to familiar/<br />
unfamiliar girls or boys when playing<br />
She has the confidence to independently choose an<br />
activity and then gather and use all the materials<br />
needed<br />
She has the confidence to talk positively about herself<br />
and others<br />
60+<br />
She shows confidence in speaking out, trying out<br />
new activities, asking for help, and sharing ideas<br />
confidence throughout school. It was every<br />
teacher’s experience that girls speak up<br />
less and ‘let the boys do the talking.’ In<br />
short, boys dominated. Even in a gender<br />
equality lesson, it was observed that the<br />
boys answered the questions or debated<br />
the point. The girls were silent. Why<br />
were girls less likely to speak out? The<br />
teachers’ collaborative view was that girls’<br />
confidence gradually weakened as the<br />
girls got older, with a pronounced dip in<br />
secondary school.<br />
Building skills that counter<br />
violence<br />
Young girls need to know that that they<br />
can thrive not only irrespective of, but<br />
because of their gender.<br />
Not yet<br />
reached<br />
Nearly<br />
reached<br />
Reached<br />
Providers need to ensure that girls have a<br />
keen awareness that they are true equals<br />
in every aspect of their development.<br />
This begins with the skill of confidence.<br />
Confidence grows with support and<br />
flourishes when encouraged. It is vital that<br />
we start this process right at the start of a<br />
child’s life.<br />
Gauge the confidence levels of every girl in<br />
your setting. This is a crucial starting point,<br />
as the self-reliance that accompanies<br />
a strong sense of self is key to creating<br />
women who feel empowered.<br />
Start the process by completing<br />
the confidence outcomes below for<br />
each girl. (1)<br />
Suggested support<br />
Provide daily one-to-one interactions, filled<br />
with warmth and laughter<br />
Have a predictable and deeply enjoyable<br />
daily routine<br />
Always be warmly and lovingly responsive to<br />
her social and emotional cues<br />
Continue building a special and warm<br />
relationship<br />
Always be alert to her facial and postural<br />
cues by interpreting and labelling them<br />
Provide plenty of genuinely enjoyable<br />
opportunities for her to help with<br />
Encourage enjoyable and exciting<br />
collaboration with some highly appealing<br />
group activities<br />
Provide highly appealing activities and<br />
events that follow her keen interests<br />
Create a responsive environment, full of<br />
praise and encouragement, always following<br />
her effortful attempts with positive feedback<br />
Create plenty of opportunities for group<br />
activities where she can enjoy collaborative<br />
work with others<br />
How did they do? Have you noticed a<br />
pattern? If each girl’s confidence levels<br />
are strong, keep doing what you are<br />
doing. If there are gaps, then follow the<br />
activities, and then re-assess the girls<br />
after a few weeks.<br />
Choice and voice<br />
Empowerment is the expansion of choice<br />
and the strengthening of voice through<br />
the transformation of power relations, so<br />
women and girls have more control over<br />
their lives and futures. (Eerdewijk et al<br />
2017)<br />
Girls’ habits and practices around choice<br />
and voice are key to their identity. For girls<br />
to be truly empowered, we need to ask<br />
ourselves the following questions:<br />
Does the provision:<br />
• Support girls in making choices and<br />
having control over their actions?<br />
• Empower girls to act and realise<br />
aspirations right from the start,<br />
regardless of social norms, so that<br />
they have achievable hopes and<br />
desires?<br />
• Encourage girls to express<br />
themselves?<br />
• Encourage girls to negotiate?<br />
A new social norm<br />
Social norms are subtle, insidious, and<br />
potentially toxic. They are the breeding<br />
ground for shaping rules about behaviour<br />
and habits that may well be harmful<br />
to both boys and girls. They potentially<br />
devalue the potential of girls across<br />
many areas of learning, particularly later<br />
on in school, where girls may perceive<br />
themselves as not ‘smart’ enough for<br />
science or maths choices.<br />
We need to embrace a mindset where<br />
we are keenly sensitive to all gender and<br />
social norms, ensuring that they never<br />
impact the learning of girls or the future<br />
potential of women. Awareness must<br />
be planted deep within the framework<br />
of what is taught and shared with our<br />
youngest citizens.<br />
Attitudes around girls or women being<br />
weak, or in need of protection, or striving<br />
harder to get ahead are myths based on<br />
the social and gender norms that have<br />
shaped our society for centuries. Such<br />
stereotypical assumptions based on<br />
‘shared’ traits should have no place in our<br />
education system.<br />
Helen Garnett<br />
Helen Garnett is a mother of 4, and<br />
a committed and experienced early<br />
years consultant. She has a wealth<br />
of experience in teaching, both in<br />
the primary and early years sectors.<br />
She co-founded a pre-school in 2005<br />
where she developed a keen interest<br />
in early intervention, leading her into<br />
international work for the early years<br />
sector. Helen cares passionately<br />
about young children and connection.<br />
As a result, she wrote her first book,<br />
“Developing Empathy in the Early Years:<br />
a guide for practitioners” for which she<br />
won the Professional Books category<br />
at the 2018 Nursery World Awards,<br />
and “Building a Resilient Early Years<br />
Workforce”, published by Early Years<br />
Alliance in <strong>June</strong> 2019. She also writes<br />
articles for early years magazines, such<br />
as Nursery World, Early Years Teacher<br />
Organisation, QA Education, Teach Early<br />
Years, and Early Years Educator.<br />
Helen is the co-founder and Education<br />
Director at Arc Pathway, an early years<br />
platform for teachers and parents.<br />
Helen can be contacted via LinkedIn.<br />
Everyone is different. Everyone is diverse.<br />
Everyone is an individual. Our shared<br />
traits are to be celebrated, not conformed<br />
to. This is our new social norm!<br />
References<br />
1. Arc Pathway<br />
28 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 29
Celebrating Summer Solstice<br />
<strong>June</strong> is the month of the year when we all look forward to enjoying some warm weather, lighter<br />
evenings, and a long-awaited summer holiday. It is also the month of the Summer Solstice – the<br />
longest day of the year which officially marks the start of summer.<br />
A little bit of astronomy<br />
Our earth revolves around the sun once<br />
every 365.25 days, which we know as<br />
a year. However, as well as orbiting the<br />
sun, the earth also spins on its own axis<br />
(the imaginary line running from the<br />
North to the South Pole), taking 24 hours<br />
to complete a full rotation and creating<br />
hours of daylight and darkness, which<br />
we call day and night. But that doesn’t<br />
explain why we get seasons (spring,<br />
summer, autumn, and winter), or why we<br />
have some days that have more daylight<br />
(in summer) and some days that have<br />
less daylight (in winter).<br />
This happens because the earth is not<br />
in an upright position relative to the<br />
sun, but is tilted at an angle of 23.5<br />
degrees from the vertical. As the earth<br />
revolves around the sun, the tilt of the<br />
axis remains the same. So, when it is<br />
summer in the northern hemisphere, the<br />
northern hemisphere is tilted towards<br />
the sun, whilst the southern hemisphere<br />
is tilted away from the sun, thereby<br />
experiencing winter. When the earth gets<br />
to the opposite side of the sun in its orbit,<br />
the situation is reversed, and it is winter<br />
in the northern hemisphere and summer<br />
in the southern hemisphere. That’s why<br />
the Australians can enjoy their Christmas<br />
lunch on the beach, while we build<br />
snowmen and snuggle up with a hot<br />
cocoa! The earth’s tilt also explains why<br />
we have seasons and why the amount<br />
of daylight we get varies throughout the<br />
year. There’s a good video for children<br />
which explains the movement of the<br />
earth and why we have seasons here.<br />
So, what is the Summer<br />
Solstice?<br />
The Summer Solstice marks the point<br />
in the year where the earth reaches<br />
its closest inclination to the sun (which<br />
is not the same as its closest distance<br />
from the sun, however). In the northern<br />
hemisphere, this will be on Monday, <strong>June</strong><br />
21, <strong>2021</strong>. This will be the Winter Solstice<br />
in the southern hemisphere. It is also<br />
the day that the UK receives the most<br />
hours of daylight during the year, but the<br />
exact amount of daylight we get varies<br />
according to location. The North Pole<br />
has constant daylight at this time of year<br />
as it is angled towards the sun, whilst<br />
the South Pole experiences continual<br />
darkness. Daylight at the equator is<br />
constant throughout the year with equal<br />
amounts of daylight and darkness.<br />
At Stonehenge in Salisbury, thought by<br />
some to be an ancient astronomical<br />
calendar, Midsummer’s Day will see the<br />
first rays of sun at 04:52 and say goodbye<br />
to them at 21:26 giving almost 17 hours<br />
of daylight. Although, as we well know<br />
in the UK, daylight hours are not the<br />
same as sunshine hours, as our weather,<br />
clouds, and rain can get in the way of<br />
that, but even if this happens, the sun is<br />
still out there….somewhere!<br />
How to celebrate Summer<br />
Solstice in your setting<br />
Summer Solstice is the perfect time to<br />
celebrate everything warm and sunny<br />
with your children, so here are 17 different<br />
ideas to help your little ones celebrate<br />
– one for each hour (or part hour) of<br />
daylight on Midsummer’s Day!<br />
1. Make a sun and earth mobile using<br />
pom-poms or simple circles of<br />
coloured card<br />
2. Plant some seeds – cosmos, dianthus<br />
and nasturtiums are easy to grow,<br />
and should do well if planted at this<br />
time of year<br />
3. Make some sunshine headdresses<br />
or masks or use some face paint to<br />
create representations of the sun and<br />
the earth – then create a dance or act<br />
out the earth moving around the sun<br />
and spinning on its axis<br />
4. Listen to some classical music –<br />
Vivaldi’s “Summer” from his “Four<br />
Seasons” is calming and evokes long<br />
summer days<br />
5. Celebrate with a Midsummer fete or<br />
festival – make sure you serve the<br />
quintessential British summer treat of<br />
strawberries and cream<br />
6. Press some summer flowers and<br />
make them into a solstice greeting<br />
card<br />
7. Create some sunrise or sunset<br />
pictures – you can use different<br />
shades of paper cut out in increasing<br />
sized semi-circles to create the<br />
sunrise/sunset<br />
8. Watch the sunrise live at Stonehenge<br />
via a live link on Facebook here (if you<br />
are up early enough) or watch it in<br />
your setting later on YouTube (so you<br />
can have some extra time in bed!)<br />
9. Make some fairy peg dolls and<br />
have the children create a dance<br />
on Midsummer’s Day – in folklore,<br />
Midsummer is traditionally a day<br />
when magic is strongest, and fairies<br />
and pixies can get up to mischief!<br />
10. Make a simple sundial by using a<br />
long stick and some coloured or<br />
painted stones. Push the stick into the<br />
ground outside in the full sun and use<br />
the stones to mark where the shadow<br />
falls each hour. You can find some<br />
instructions here<br />
11. Make some summer-inspired treats<br />
such as lemon fairy cakes, butterfly<br />
cakes or decorate some pancakes<br />
with sunny faces using bananas,<br />
strawberries, grapes, and raisins<br />
12. Learn some English country dances<br />
based on the idea of circles and<br />
rotation<br />
13. Tell a simplified version of<br />
Shakespeare’s “A Midsummer Night’s<br />
Dream” in storytime or read some<br />
educational books based on summer<br />
such as “What can you see in<br />
summer?” by Sian Smith, or “A Perfect<br />
Day” by Lane Smith<br />
14. Make a daisy or dandelion chain,<br />
or a flower headdress to mark the<br />
occasion<br />
15. Meditate with your children, giving<br />
thanks for the day, and incorporate<br />
some simple yoga poses to<br />
strengthen balance and body<br />
awareness<br />
16. Sing some songs that celebrate<br />
summer – a YouTube search using<br />
“summer songs for kids” brings up<br />
many favourite songs as well as<br />
some new ones you might like to try<br />
17. And finally, sit around a small bonfire<br />
(following all safety precautions,<br />
of course) and toast some<br />
marshmallows – the perfect end to a<br />
perfect summer’s day!<br />
And if all that fails, and it does rain….<br />
make a colourful fake fire inside and<br />
eat the marshmallows anyway!<br />
30 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 31
Teaching children the true<br />
meaning of the word ‘sorry’<br />
After a few stand-offs with my toddler, trying to force him to say ‘sorry’ (for walloping his sister<br />
around the head with a toy and calling her ‘poopy head’), I decided to take a step back and<br />
actually question my approach.<br />
Through my business, Early Years<br />
Story Box, I deliver training in the<br />
childcare sector about how the mind<br />
is programmed in early childhood and<br />
how this silently guides us through life.<br />
Quite often our intention as a parent<br />
and practitioner versus the message we<br />
are delivering is inadvertently different.<br />
We can also often get caught up in<br />
subconsciously repeating parenting<br />
patterns and approaches of the<br />
generations before us.<br />
Knowing this, I often analyse my own<br />
actions and question if there is a better<br />
approach than the one I am using and<br />
when I actually sat back and thought<br />
about it, I realised that what I was<br />
teaching my son by forcing an apology<br />
was actually the opposite of my intention.<br />
I wanted to teach him to take<br />
responsibility and to understand the<br />
impact of his actions. However, I realised<br />
that by forcing him to say ‘sorry’ (when<br />
he clearly showed no remorse at all) was<br />
doing the exact opposite. Really it was<br />
just teaching him that ‘sorry’ was a magic<br />
word that can be said in order to avoid<br />
consequences.<br />
After this realisation, I decided to ditch<br />
the forced apologies and take a different<br />
approach that I have now broken down<br />
into 4 steps:<br />
Step 1 - Calmly ask what<br />
has happened and LISTEN<br />
Behaviour is communication, therefore<br />
there is always a reason or trigger for<br />
children to act a certain way. When I<br />
asked my son why he had smacked his<br />
sister and called her ‘poopy head’, it<br />
turned out that she had been winding<br />
him up. Now this does not justify his<br />
actions, however, by knowing this it<br />
gave me a chance to teach him how<br />
to manage his feelings in a more<br />
appropriate way. By simply forcing an<br />
apology, this would have skipped this<br />
whole process.<br />
Step 2 – Acknowledge<br />
EVERYBODY’s feelings<br />
Quite often in this situation we would<br />
naturally focus on the child who has been<br />
hit. However, by also acknowledging my<br />
son’s frustration with his sister winding<br />
him up, it made him feel heard and<br />
opened the lines of communication.<br />
You rarely get the best out of people<br />
when they feel attacked or backed in a<br />
corner and children are no different. By<br />
acknowledging that his actions hurt his<br />
sister (which wasn’t okay), as well as<br />
saying that I understood that his reaction<br />
was caused by frustration, my son felt<br />
understood and therefore was more open<br />
to hear what I had to say.<br />
Step 3 – Identify people’s<br />
feelings<br />
Once I had my son’s attention and he was<br />
calm, I then asked him how he thought his<br />
sister might have felt when he hit her and<br />
called her names. At first, he struggled to<br />
answer this question so I turned it around<br />
and asked him how he would feel if his<br />
sister hit him every time she felt frustrated<br />
with him. He immediately said that it<br />
would make him feel sad so I asked him<br />
if he could see that this would have made<br />
his sister feel the same way. He agreed.<br />
In this moment he realised that his actions<br />
had an impact on others. I also asked<br />
my daughter the same question about<br />
winding her brother up so that she knew<br />
this wasn’t okay either.<br />
Step 4 – Find an<br />
alternative/solution<br />
After going through this whole process<br />
I asked my little boy if he could think of<br />
things he could have done instead of<br />
hitting and name-calling when he felt<br />
frustrated. He said that he could have told<br />
Mummy, which I agreed would have been<br />
better. I then asked him what he could do<br />
to make things right. His response was “I<br />
know, Mummy, I could call her ‘Unicorn<br />
Girl’ instead”. His sister’s eyes lit up and<br />
we all laughed and agreed that this was a<br />
far nicer name than ‘poopy head’.<br />
Step 5 - Model the apology<br />
I then asked my little boy if he wanted to<br />
say sorry for hitting and calling his sister<br />
names. Most of the time this leads to an<br />
apology, but on the odd occasion that<br />
it doesn’t, I say sorry on his behalf and<br />
model the apology by saying something<br />
like “I’m sorry your brother hit you and<br />
called you names because I know he is<br />
kind and wouldn’t want to hurt you”.<br />
At the end of the day ‘sorry’ means<br />
nothing without action. I used to put so<br />
emphasis on this word, when in reality<br />
it is the smallest part of an apology. This<br />
process has not only helped to teach my<br />
children about the true meaning of the<br />
word ‘sorry’ but has also developed their<br />
ability to take responsibility, empathise,<br />
and have compassion. I too have regained<br />
my sanity by avoiding the tireless ‘say<br />
sorry’ stand-offs, that let’s face it, we rarely<br />
win!<br />
SORRY!<br />
Stacey Kelly<br />
Stacey Kelly is a former teacher, a parent<br />
to 2 beautiful babies and the founder<br />
of Early Years Story Box, which is a<br />
subscription website providing children’s<br />
storybooks and early years resources.<br />
She is passionate about building<br />
children’s imagination, creativity and<br />
self-belief and about creating awareness<br />
of the impact that the early years have<br />
on a child’s future. Stacey loves her role<br />
as a writer, illustrator and public speaker<br />
and believes in the power of personal<br />
development. She is also on a mission<br />
to empower children to live a life full<br />
of happiness and fulfilment, which is<br />
why she launched the #ThankYouOaky<br />
Gratitude Movement.<br />
Sign up to Stacey’s Premium Membership<br />
here and use the code PARENTA20 to get<br />
20% off or contact Stacey for an online<br />
demo.<br />
Email: stacey@earlyyearsstorybox.com or<br />
Telephone: 07765785595<br />
Facebook: https://www.facebook.com/<br />
earlyyearsstorybox<br />
Twitter: https://www.twitter.com/<br />
eystorybox<br />
Instagram: https://www.instagram.com/<br />
earlyyearsstorybox<br />
LinkedIn: https://www.linkedin.com/in/<br />
stacey-kelly-a84534b2/<br />
32 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 33
Drowning Prevention Week<br />
Death has been in the headlines continually in the last year. However, one statistic you might not<br />
have heard, is that on average, 402 UK and Irish citizens die each year of accidental drowning,<br />
deaths which the Royal Life Saving Society (RLSS) argue are completely preventable, stating that<br />
“Even one drowning is one too many”. And they are on a mission to change it.<br />
From the 19th to the 26th <strong>June</strong>, the<br />
RLSS is organising Drowning Prevention<br />
Week as part of their mission to help<br />
everybody enjoy water safely. The<br />
campaign encourages schools, parents,<br />
leisure centres, water sports providers,<br />
and the wider community to use water<br />
resources safely and to take the time<br />
to teach people the skills they need to<br />
enjoy a “lifetime of fun in the water”. The<br />
campaign is needed more than ever this<br />
year because a lot of time and education<br />
has been lost during the pandemic with<br />
swimming pools closed and swimming<br />
lessons cancelled, revealing a large<br />
education gap in water safety.<br />
What is even more worrying is that in<br />
some communities, where engagement<br />
with water safety activities and swimming<br />
has been traditionally low, this gap<br />
seems to have increased and there needs<br />
to be a large and more focused effort to<br />
reach out to these communities and get<br />
the messages across.<br />
Some of these under-represented<br />
communities include the Black community<br />
where 80% of children and 95% of adults<br />
do not swim. Other groups where the<br />
society is keen to get safety messages<br />
across are in younger people, particularly<br />
males since over 80% of those who<br />
drown accidentally are male and 23% are<br />
aged between 16-30, with a massive 46%<br />
reported as never intending to go in the<br />
water.<br />
Sharing is caring!<br />
On July 31 last year, a ten-year-old boy,<br />
Ravi Saini survived for more than an hour<br />
using floating advice he had remembered<br />
seeing on a BBC TV documentary, after<br />
being swept out to sea whilst enjoying<br />
a day out at a beach near Scarborough.<br />
His RNLI rescuers praised him when they<br />
found him floating on his back, with his<br />
arms and legs spread, shouting for help,<br />
and were convinced that his ‘Float to live’<br />
technique (see below) had saved his life.<br />
34 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
One of the best things you can do to help<br />
the campaign, therefore, is to spread the<br />
simple water safety messages, and to<br />
raise awareness of the issue among your<br />
staff, parents and friends.<br />
Last year, the RLSS educated nearly<br />
two million people with essential water<br />
safety advice, and this year, they are<br />
hoping to reach many more. You can<br />
show your support by downloading and<br />
sharing images, templates and banners<br />
from their website to add to your social<br />
media accounts, and use the following<br />
hashtags and Twitter tags with messages<br />
of support:<br />
• #drowningpreventionweek<br />
• #enjoywatersafely<br />
• @RLSSUK<br />
The society is also producing a range of<br />
educational materials and a toolkit to use<br />
in your settings and there are resources<br />
aimed especially at pre-schoolers,<br />
primary, and secondary schools too. The<br />
toolkit includes suggested social media<br />
posts, example emails, and blogs to<br />
advise parents about the week, so a lot<br />
of the work has been done for you. It is<br />
just a matter of getting the message out<br />
to the people you know. And there’s a<br />
prize draw for everyone who uses the<br />
hashtags/tags, giving them the chance to<br />
win a Dryrobe changing robe, so there’s<br />
an extra incentive to get the message out.<br />
What are the main messages?<br />
This year, there are 3 main messages:<br />
1. Throughout 2020 and <strong>2021</strong>, young<br />
people have vitally missed out on<br />
the opportunity to swim, leaving a<br />
dramatic gap in school swimming<br />
and water safety education<br />
2. Drowning is preventable – even one<br />
drowning is one too many<br />
3. Through free, accessible education<br />
and training, everyone can enjoy<br />
water safely<br />
Follow the Water Safety Code<br />
The Water Safety Code is a simple code<br />
to follow whenever you are near water<br />
and is the backbone of all water safety<br />
education. Its messages are simple and<br />
aimed at helping people make the right,<br />
early critical decisions around water,<br />
as well as telling them what to do in an<br />
emergency.<br />
However, water safety is not just about<br />
going swimming and their advice extends<br />
to keeping people safe at home, using the<br />
bath, paddling pools, swimming pools and<br />
aquaparks, and whilst walking near water<br />
in winter too. Check out the website for lots<br />
of helpful advice for families and people<br />
of all ages, and you can even learn how to<br />
gain lifesaving qualifications or participate<br />
in lifesaving competitions.<br />
Below are some of the main messages<br />
and advice to follow.<br />
OPEN WATER SAFETY<br />
• Check water sites for hazards, and the safest places to swim,<br />
and always read the signs<br />
• Take time to check the depth and water flow of open water<br />
sites<br />
• Swim with any children in your care – it’s more fun and you<br />
can keep them close and safe<br />
• On beaches, check the high/low tides and ensure you will not<br />
be cut off by the rising tide<br />
• Learn to identify and stay away from dangerous rip-currents<br />
• Do not use inflatable dinghies or lilos in open water<br />
• Do not swim near to, or dive from rocks, piers, breakwater or<br />
coral<br />
• Always swim parallel to the beach and close to the shore<br />
‘Float to live’ advice from<br />
the Royal National Lifeboat<br />
Institution (RNLI)<br />
People are urged to follow this potentially<br />
lifesaving advice if they find themselves in<br />
trouble after falling into cold water.<br />
ALWAYS FOLLOW THE<br />
WATER SAFETY CODE<br />
Whenever you are around water:<br />
STOP AND THINK<br />
STAY TOGETHER<br />
In an emergency:<br />
CALL 999 OR 112<br />
FLOAT<br />
1. Fight your instinct, not the water<br />
– meaning don’t try to swim hard<br />
or thrash about as this can lead to<br />
breathing in water and drowning,<br />
especially if people are suffering from<br />
cold water shock<br />
Look for the dangers.<br />
Always read the signs.<br />
Never swim alone. Always<br />
go with friends or family.<br />
Shout for help and phone<br />
999 or 112.<br />
If you fall in, float or swim on<br />
your back. Throw something<br />
that floats to anyone who<br />
has fallen in.<br />
WATER SAFETY AT HOME<br />
• Empty paddling pools as soon as they have been used<br />
• Always turn paddling pools upside down once empty<br />
• Always supervise your children around water, including bath<br />
time<br />
• Never leave children unattended near water, even for a<br />
moment<br />
• Always use gates, fences and locks to prevent children from<br />
gaining access to pools of water<br />
• Securely cover all water storage tanks and drains<br />
2. Instead, relax and float on your back,<br />
spreading your arms and legs out<br />
like a starfish until you have regained<br />
control of your breathing<br />
You can find more advice on the RNLI’s<br />
website including videos on how to teach<br />
children to float.<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 35
All you need to know about tantrums<br />
If there’s one simple word that strikes fear into the heart of both parents and carers, it has to be the<br />
word “tantrum”. After all, they are almost impossible to avoid, difficult to understand, and in the heat of<br />
the moment, can be hard to handle.<br />
place where others are not watching and<br />
where you can deal with it more calmly –<br />
out of the public gaze.<br />
Stay close and be calm. Remain nearby<br />
but don’t try and reason with the child<br />
initially.<br />
At what point are toddler<br />
tantrums a worry?<br />
Seek some professional help if the<br />
tantrums are becoming regularly very<br />
numerous.<br />
Here Tanith Carey, author of “What’s My Child Thinking? Practical Child Psychology for Modern Parent”,<br />
with clinical child psychologist Dr. Angharad Rudkin, shares research from the book.<br />
Are tantrums normal? How<br />
common are they?<br />
Yes, they are a normal and necessary part<br />
of a child’s development.<br />
In that moment, the child is handling the<br />
situation the only way they know how,<br />
which is using their bodies and crying.<br />
Tantrums are usually caused by feelings of<br />
overwhelm, powerlessness, or frustration.<br />
All these feelings are common for a small<br />
child, who doesn’t yet have the words to<br />
express how they feel and gets told what<br />
to do all day by adults at a time when they<br />
want to explore the world and become<br />
more independent.<br />
Are tantrums a sign of bad<br />
parenting or childcare?<br />
No, tantrums are not a sign of bad<br />
parenting.<br />
But parents can sometimes react - with the<br />
best intentions – in ways that make them<br />
more serious and last longer!<br />
For one thing, I think the shame that<br />
parents often feel when other people see<br />
their child having a tantrum can make<br />
things worse.<br />
This is because the parent’s brain also<br />
goes into fight-or-flight mode – or they try<br />
to ‘showboat’ firm parenting in a bid to<br />
show ‘who’s in charge.’<br />
This often makes it harder to respond in a<br />
more calm way, which is what your child<br />
needs now.<br />
So I’d say to any parents, be kinder to<br />
yourself and reframe how you think of<br />
tantrums.<br />
Avoid seeing them as a sign of defiance,<br />
or naughtiness, designed to make your life<br />
harder.<br />
Toddler tantrums and the terrible<br />
twos – when do they start?<br />
Why are children at this age<br />
particularly prone to throwing<br />
tantrums, is there any science<br />
behind this?<br />
You are likely to start seeing tantrums<br />
between the age of 18 months and two<br />
years.<br />
At this age, they are also starting to master<br />
control of their bodies and becoming more<br />
independent. However, the fast pace of<br />
this physical development is racing ahead<br />
of their emotional development – hence<br />
the fireworks.<br />
Throughout our lives, our reasoning and<br />
emotions are governed by the frontal<br />
lobes, which also put the brakes on<br />
emotional, impulsive behaviour. But at<br />
this age, this part of the brain is only just<br />
getting wired up. So toddlers can’t slow<br />
themselves down, without help.<br />
What exactly causes tantrums?<br />
Are they caused by the child’s<br />
brain/external factors?<br />
Children at this age want to be the boss<br />
but they’re also learning that the world<br />
is a place where not everyone does their<br />
bidding and that’s why tantrums start to<br />
happen now.<br />
At two, they also understand far more<br />
than they can say at this age, which adds<br />
to their frustration. At the start of this year,<br />
they usually have a bank of between 50 to<br />
200 words.<br />
As their vocabulary lags behind what they<br />
want to express, this leads to irritation -<br />
they are not being understood, which can<br />
manifest as tantrums.<br />
Are some children just ‘better<br />
behaved’ than others?<br />
Some children are more reactive or more<br />
‘wired’ to react and some find it more<br />
difficult to communicate than others. These<br />
children need more help from grownups to<br />
notice their triggers and work out what to do<br />
to handle them.<br />
So it’s not really about being ‘badly<br />
behaved.’<br />
Is there anything you can do, as an<br />
adult, to avoid tantrums?<br />
As a parent, you can reduce the number of<br />
tantrums and how long they last by staying<br />
calm, providing reassurance, and helping a<br />
child to feel heard.<br />
Look for flashpoints like transition times –<br />
when they are switching from one activity to<br />
another – like going from playing with their<br />
toys to having to have a bath.<br />
These can be difficult - and feel like a real<br />
wrench to a toddler engrossed in a play<br />
- so give them lots of warnings. Say you<br />
understand they are sad to have to do<br />
something new, so they won’t feel the need<br />
to protest as much. Also, give them some<br />
time to finish what they are doing and<br />
prepare them for the next step by giving<br />
gentle and firm warnings like: “One more<br />
turn making a Lego tower and then it’s bathtime.”<br />
As a child gets older, get them to notice the<br />
signs they are about to blow.<br />
Help them imagine their anger as a volcano<br />
or something outside themselves so they<br />
find it easier to talk about.<br />
Give them some words to express<br />
themselves. Suggest when they feel like they<br />
are going to get angry, that again he tells<br />
you first: ‘I’m tired, ‘I’m hungry’, ‘I need some<br />
quiet time’ or ‘I want you to listen’.<br />
What are some of the most<br />
effective ways to handle a tantrum?<br />
First, make sure the child won’t get hurt.<br />
In public, try to gently take them to a quiet<br />
When the worst has passed, and the child<br />
starts to settle, get down on their level, use<br />
a soft voice and a gentle touch to soothe<br />
and encourage them to respond more<br />
calmly.<br />
How can I head off a tantrum<br />
before it happens?<br />
You will never be able to avoid tantrums<br />
completely, but you can reduce how often<br />
they happen and how long they last.<br />
To head off tantrums, also give a child<br />
more ‘safe’ power so they feel less of the<br />
need to exercise their will via a tantrum.<br />
For example, if a child is refusing to wear<br />
their coat to go outside tell them: “I can see<br />
this is hard for you today. I can help you<br />
decide what to wear outside if you like”.<br />
By allowing them to say what they want,<br />
they are more likely to relax. Or offer them<br />
the choice of two coats so they feel they<br />
have some input. After a tantrum, don’t<br />
shame or tell a child they have been<br />
naughty.<br />
Chat to your child about what you both<br />
could have done differently – and let them<br />
try to express, even if only in basic words,<br />
how they felt then and how they feel now.<br />
What are some phrases to avoid<br />
and use during a tantrum?<br />
Don’t tell a child to “Stop this now” and<br />
“You’re OK. Say things instead like’ I’m<br />
here”.<br />
Use short simple sentences “Big breaths”<br />
– to remind them to breathe deeply and<br />
calm themselves - and offer a cuddle<br />
when they are starting to calm down.<br />
Is it ever okay to ‘give in’ to a<br />
tantrum?<br />
I don’t think ‘give in’ is a helpful way of<br />
looking at it. It frames the tantrum as a<br />
battle of wills between parent and adult.<br />
Hold onto reasonable limits and manage<br />
the situation and use distraction instead<br />
which still works well at this age.<br />
So five to ten tantrums are a sign of a bad<br />
day. But if these bad days are the norm,<br />
then it might be time to seek some outside<br />
help.<br />
Researchers have found the average<br />
tantrum lasts about 11 minutes though<br />
it probably seems longer than that. But<br />
when a child’s typical tantrums last more<br />
than 25 minutes – and they are regularly<br />
deliberately hurting themselves, then it’s<br />
wise to get the situation looked at.<br />
Is there any advice for keeping<br />
calmer yourself when a child has<br />
a tantrum?<br />
It will be a lot easier to remain calm if you<br />
see tantrums as a necessary phase of<br />
development - a sign that a child’s physical<br />
development has raced ahead of their<br />
emotional development.<br />
It’s not a sign of ‘naughtiness’ or ‘bad<br />
behaviour’. It’s a sign a child is becoming<br />
more independent and learning through,<br />
trial and error, how to manage their<br />
emotions.<br />
Understand instead that at this age their<br />
higher brains just aren’t developed enough<br />
yet to deal with the powerful feelings they<br />
are experiencing. While it’s happening,<br />
take some deep breaths and view it as<br />
like a cloud flying overhead. It will soon<br />
pass. Remember that a child doesn’t enjoy<br />
having a tantrum. What they want most is<br />
to feel safe and back in control.<br />
With your help and time, these outbursts<br />
will get less and less. See it is a necessary<br />
phase that a toddler will pass through.<br />
Tanith Carey<br />
Tanith Carey writes books which offer<br />
a lucid analysis of the most pressing<br />
challenges facing today’s parents and<br />
childcarers – by looking at the latest<br />
research and presenting achievable<br />
strategies for how to tackle them. Her<br />
books have been translated into 15<br />
languages, including German, French,<br />
Arabic, Chinese and Turkish. Her 2019<br />
publications are “What’s My Child Thinking?<br />
Practical Child Psychology for Modern<br />
Parents” and “The Friendship Maze: How<br />
to help your child navigate their way to<br />
positive and happier friendships”.<br />
An award-winning journalist, Tanith also<br />
writes on parenting for the Daily Telegraph,<br />
The Times, the Guardian and the Daily<br />
Mail, in which she also serialises and<br />
promotes her books. She is also a regular<br />
presence on TV and radio programmes,<br />
including the NBC Today Show in the US<br />
and Radio Four Woman’s Hour and You<br />
and Yours.<br />
Her full bio can be found on her website at<br />
www.cliomedia.co.uk and you can follow<br />
her on social media channels @tanithcarey.<br />
From “What’s my child thinking?<br />
Practical Child Psychology<br />
for Modern Parents” with Dr.<br />
Angharad Rudkin, published by<br />
DK.<br />
36 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 37
Refugee<br />
Awareness Week<br />
Most of us have suffered during the pandemic in one way or<br />
another: we’ve been in lockdown, perhaps lost some income<br />
and have been prevented, temporarily, from seeing friends, and<br />
family. But what if that was a permanent change? What if we<br />
had lost everything we ever owned, had travelled thousands of<br />
miles to find a safe place for ourselves and our children, and<br />
had left behind all our family and everything we knew, with little<br />
or no prospect of ever seeing them again? Understanding this<br />
dilemma is going some way to understanding the challenges<br />
faced by the tens of thousands of people who become refugees<br />
each year through no fault of their own.<br />
It would be easy to think that the life<br />
of these refugees is one of misery and<br />
suffering, and there is no doubt that<br />
many people suffer as a result of being<br />
a refugee. But refugees often have<br />
incredible strength, resilience, and<br />
fortitude and can use their experiences<br />
to help others through telling their stories,<br />
finding their voices, and expressing their<br />
creativity.<br />
Refugee Awareness Week is a weeklong,<br />
UK-wide festival, coordinated by<br />
Counterpoint Arts, which seeks to go<br />
beyond the stereotype and celebrate the<br />
“contributions, creativity and resilience of<br />
refugees and people seeking sanctuary.”<br />
It was founded in 1998 and is held every<br />
year around the 20th <strong>June</strong>, which is World<br />
Refugee Day. This year in the UK, the<br />
week runs from the 14th – 20th <strong>June</strong> with<br />
the theme “We cannot walk alone”. This<br />
is a reference to a line from Martin Luther<br />
King’s iconic “I have a dream” speech,<br />
which describes the interconnectedness<br />
and interdependence of all humans.<br />
During the pandemic, we have heard the<br />
line “no one is safe until we are all safe”,<br />
which also underlines a fundamental fact<br />
of human life – that we must all ultimately,<br />
rely on each other to thrive; for by making<br />
the world a better place for our fellow<br />
humans, we also make it a better place<br />
for us.<br />
The organisers understand that we are<br />
also not all the same; that there are still<br />
differences in experience and access to<br />
power and resources that exist, but that<br />
these different experiences are part of<br />
a ‘bigger us’ which we can use to our<br />
advantage. Refugee Awareness Week<br />
is, therefore, as much about celebrating<br />
the stories of refugees through the arts,<br />
culture, sporting, and education events,<br />
as it is about raising awareness of their<br />
plight, fighting negative stereotypes, and<br />
educating people about the reasons why<br />
people become refugees in the first place.<br />
As the website states:<br />
“Refugee Week is a platform for people<br />
who have sought safety in the UK to<br />
share their experiences, perspectives, and<br />
creative work on their own terms.”<br />
It is a partnership project coordinated and<br />
managed by Counterpoint Arts, working<br />
with many national organisations such as<br />
the British Red Cross, the NEU teaching<br />
union, UNHCR, Refugee Action, various<br />
national refugee organisations, and<br />
Amnesty International, to name but a few.<br />
How to get involved in your<br />
setting<br />
There are many ways to get involved in<br />
Refugee Week, and you do not have to<br />
have refugees in your setting in order to<br />
take part. The idea is that you are making<br />
people aware of the refugee issue and<br />
celebrating their contribution; this could<br />
be locally, nationally, or internationally.<br />
As lockdown eases, it is becoming easier<br />
to hold events again so you might want<br />
to organise something or plan to visit<br />
another event. You can find out what’s on<br />
in your locality by looking on the website<br />
at the events calendar or you can upload<br />
your own event as well. There are also<br />
lots of promotional posters, postcards<br />
and downloadable resources you can<br />
use on the official website which can be<br />
downloaded here.<br />
Simple acts<br />
One of the things that the organisers want<br />
people to promote are some ‘simple acts’<br />
that everyone can do, such as starting a<br />
conversation or reading a story. These are<br />
things that could easily be adapted for<br />
an early years setting by simply doing the<br />
things you normally do, but focusing on<br />
refugee stories or the theme of “We cannot<br />
walk alone”. We’ve listed these acts below<br />
and adapted some of them for pre-school<br />
children.<br />
The simple acts are:<br />
1. Sing a song - learn and share a song<br />
related to togetherness such as “The<br />
More We Get Together” which you can<br />
find on YouTube here or a song about<br />
saying “Hello” in different languages,<br />
which you can find here<br />
2. Watch a film – you can hold a film<br />
event for adults and watch some of the<br />
films recommended on the website or<br />
find some younger age-appropriate<br />
animations that introduce children to<br />
the plight of refugees<br />
3. Have a chat - start a positive<br />
conversation about some of the things<br />
that refugees can bring to a new<br />
country – think of things like food, art,<br />
clothes and culture and stress the<br />
benefits for everyone of cross-cultural<br />
collaboration<br />
4. Read a book – use your storytime to<br />
read some related stories such as “Lily<br />
and the Polar Bears” by Jion Sheibani<br />
or “My Name is Not Refugee” by Kate<br />
Milner<br />
5. Say it loud – create a message<br />
board with messages of support<br />
and welcome – it could be a physical<br />
board in your setting for people you<br />
know, or it could be an online version<br />
that can reach everyone<br />
6. Play a game/learn something new –<br />
play some games which encourage<br />
everyone to join in or are ice-breakers<br />
– it could be a circle game (see here<br />
for a list), or you could learn a new<br />
dance from another country<br />
7. Walk together – on 20th <strong>June</strong>, one of<br />
the events is the ‘Great Walk Together’<br />
where you can join others celebrating<br />
inclusion and togetherness either as a<br />
setting or as different families<br />
8. Join the movement – extend the week<br />
to last all year by planning other<br />
events at different times and make<br />
sure that you are promoting tolerance,<br />
understanding and inclusion<br />
throughout the whole year<br />
Remember, ‘refugees’ is a collective term<br />
but each person is different and their<br />
experiences are unique, and as such,<br />
each will have a unique insight and<br />
different gifts to offer, so celebrate those.<br />
And whatever you decide to do, remember<br />
to tell us your news and send us your<br />
stories and pictures to hello@parenta.com.<br />
38 <strong>June</strong> <strong>2021</strong> | parenta.com<br />
parenta.com | <strong>June</strong> <strong>2021</strong> 39
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