1. Have high expectations and child-centred approach
“If children recognise that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.”
Steven Levy, Starting from Scratch: One Classroom Builds its Own Curriculum, 1996.
“Research indicates that it is important that pedagogy remains child-centred, and developmentally appropriate, with an emphasis on play-based learning.”
Pedagogy in Early Childhood Education and Care: an international comparative study of approaches and policies - July 2015, Wall et al
To what extent do you:
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think about and carefully plan during the first few weeks to ensure that routines, learning opportunities, interactions and relationships foster self-belief and a positive self-image in all children?
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provide support and challenge where necessary to ensure that ALL adults working within the EYFS have high-expectations of every child and share the ethos of a child-centred approach?
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ensure that ALL adults working within the EYFS understand and effectively use the Characteristics of Effective Learning Grids from Development Matters, particularly the column “What adults can do”?
Do you think that adults in your setting may base some of their expectations on the gender, term of birth, or other characteristics of a child e.g. FSM, EAL, SEND, etc? Unconscious bias is common and we are not always aware - try to be alert to this, particularly in the first few weeks. Consider an article from this section to stimulate discussion.
Resources
- This research paper gives further information and insight into what a child-centred approach means and can support you in defining what a child-centred approach means in your setting.
Great expectations: how to help your students fulfil their potential
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The Guardian explains how your pupils will believe in themselves when you believe in them. It goes on to offer suggestions of how to create a culture of positivity in your class. Contains links to research and further information.
Adults' influence on behaviour: Great expectations
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Children tend to live up to what adults think of them, so early years practitioners must be careful to get the message right, says Penny Tassoni in her “Nursery World” article
2. Know each child well, understand and respond to their interests, strengths and needs
“1.6. Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.”
Statutory Framework for the Early Years Foundation Stage, 2017
To what extent do you:
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find out about, value and plan using children’s individual interests and fascinations to motivate them and extend their learning?
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find out about and keep up to date with children’s interests in media and popular culture, valuing these by using them to inform planning?
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plan flexibly, adapting and responding to your current cohort of children (particularly if you plan via themes or bought in schemes)?
If an early years colleague from another setting/school visited your classroom, on a scale of 1 to 10, how well would they be able to identify what your children’s interests and fascinations are, just by viewing the learning environment, indoors and outdoors? Talk about this as a staff - you might like to try it out!
Resources
Study of Early Education and Development: Good Practice in Early Education - January 2017, Callanan et al, NatCen Social Research
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This research report explores how good quality early years settings articulate, establish and sustain good practice that has the potential to improve child outcomes. Focusing on provision for two to four-year-olds it examines good practice in relation to curriculum planning, assessment and monitoring, staffing, managing transitions and communication with parents and home learning.
Child led play and exploration - the Reggio Emilia approach
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Empowering children in their own learning process. The Reggio Emilia Approach is led by the child's curiosity, connection to the world around them, and the belief that children have the ability to develop their own potential.
Helen Sanderson Associates website - One page profile template
Helen Sanderson Associates website - Blog - introducing the approach
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Helen Sanderson advocates using a person centred approach to support children through transition. Her website has examples of one page profiles summarising a child’s individual strengths and needs. One page profiles capture what’s important to the child; what people admire about them and how they like to be supported. The knowledge gained from one-page profiles can support practitioners to provide the right support at the right time in the right way. This is crucial in order to negate the traditional ‘transition dips’ in attainment, and support children to make optimum progress.
3. Give each child time, space and support to express their feelings and talk about what matters to them
“If young children feel their views are respected and valued by adults then this can have a positive effect on their self-confidence. This can be of particular benefit to those children who find it hardest to communicate their perspectives or who have had limited experience of adults who listen to them … Listening to young children can challenge assumptions and raise expectations. Seeing and hearing children express their interests and priorities can provide unexpected insights into their capabilities. Practitioners and parents may see children in a new light.”
Listening as a way of life - Young Children’s Voices Network
To what extent do you:
- plan in time for key persons to listen to children’s voices and consider how to do this most effectively (e.g. conversations with children, looking through existing learning journeys together, home visits, using photos to communicate preferences, etc.)?
- find out about, value and plan using children’s comments, questions and feelings about starting school?
- use your new insights about each child to plan an emotionally nurturing environment which enables them to feel secure and develop in confidence? E.g. acknowledging how children’s existing friendships can impact on and be used to support transition; how do you help children who transition without their friends to develop relationships?
Would every child due to start with you feel that you had listened to their individual thoughts, worries and questions prior to the start of the school year? How could you further develop this practice once children are in school?
Resources
Open University Early Childhood and Primary Education - transitions in the lives of young children
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Provides an overview of concepts of school readiness, and a review of strategies required to ensure continuity in children’s experiences of successful transitions.
The 100 languages of children - Reggio Emilia
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Loris Malaguzzi, founder of the Reggio Approach, describes the "infinite ways that children can express, explore, and connect their thoughts, feelings and imaginings."
Children’s perspectives on transition – Ministry of Education, New Zealand
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People experience and respond to change in different ways. How change effects each person is personal; the experience of one person is not exactly the same as another. Transitioning into an early childhood setting, moving from one setting or area to another, and starting school are all times of change for not only children, but also their family. Each of these changes will impact on the child and their family in a way that is unique for everyone involved.
Mind the Gap - Supporting Children through Transition
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Produced by The Early Years Inclusion and Childcare Service, ‘Mind the Gap’ is a set of booklets which are full of ideas and guidance for childcare providers to help children through transition. The pack is full of simple ideas to help make transitions as stress free as possible.