Food for play O.K?

Sep26

Using Food for Play is a controversial topic that causes a lot of discussion in Early Childhood Education internationally.

Using food for play (not for consumption) is considered unethical in some countries and cultures. It can be viewed as wasteful and disrespectful.
Have you considered an alternative that is perhaps natural, more sustainable, better for our environment – create less waste and compostable?

In a centre environment, it is important to have these discussions with your families if you plan to use food for play.

Do you know:
How your families feel about using food for play?
If you are upsetting or triggering ANYONE?
1 person/family is enough to review your practice. 

As qualified and experienced Early Childhood Educators, we should always work to encompass ‘best practice’.
Best practice happens when we actively reflect on and review our practices, particularly in a cohesive team that is working towards a shared vision.

Reflect on these questions….

What is our WHY?
Why are we using food in play?
What does our philosophy say?
Why are we providing this experience?

Who is it for?
What are the benefits? 
What is the cost? – financially and physically (teacher time).
If we use this food item today, what will we use tomorrow?

What is the impact of using this food ?  On the environment, children, families, teachers and our community?

Is there an alternative?
Weigh up the pros and cons.

It can be argued that using food for play supports sensory learning….
Often there is a better alternative that similarly supports meaningful sensory learning and stimulation.

When you use actual food such as pasta…. what are you teaching the children? What messages are you giving them?

It is important we go back through our reflective questions in each instance.

Lets talk playdough for example….

Flour, salt, cream of tartar, oil.

Playdough is not gluten free and therefore not suitable for coeliac (unless using an alternative flour, prob more expensive).
The high salt content is not so good for our skin.
It is usually coloured artificially.
When it gets wet, its spoiled.
Takes teacher time to make regularly.
How is it disposed of when its ‘done with’?
What are you going to use tomorrow?

Is there an alternative to playdough? Yes!

CLAY!
Clay is natural, sustainable and accessible  – go to your local potter and ask for the clay seconds (cant be fired).  Or dig some up in your local area. You can also purchase through teaching side catalogues.

Clay is cheaper than the costs entailed with playdough.
It is easy to clean.
Clay is textile, add water and it’s still good.
It does not use food items!
It is natural, therefore is a sustainable option, (returned to the earth ‘when done’).
Clay promotes connection with nature . 
Clay is beautiful work with.  It works the hand and finger muscles, it smells earthy, it has a smooth texture and is soothing in its nature.

So tell me, why are you still making and using playdough??

Science experiments can be challenging to find an alternative..
What is our WHY? What is the purpose for the use?
Do you feel like ‘teaching science’ and making a volcano in the sandpit because its ‘fun’?
(For children to want to do so daily because of the spectacle?)

OR

Are you teaching through imaginative story telling?
Perhaps you are looking at sharing a cultural story about your local volcanos (Ruepehu and his brothers)?

Is there an alternative? I’ve seen similar done using a small, controlled fire in the sandpit.

In the garden…

What about cutting herbs for cooking/kitchen play? Is there an alternative to using a food source?  Yet still allows same processes for learning?
Consider growing a leafy, fast growing grass, wheatgrass ? grass is grass, we all know it grows fast.

Using grass avoids encouraging children to cut plants and flowers (needed for our eco system).
Grass is robust and plentiful.

Perhaps you use dried, crispy, crunchy leaves?

Consider providing other natural resources for ‘cooking’ …. sand, mud/dirt, gumnuts, pine cones, 2nd hand clay, water, grass, recycled paper/cardboard, used tea bags.

Reflect and review
When a controversial topic arises within your team or centre, here are some questions to consider…

What are our centre values and beliefs? What does our philosophy say?
How do we feel about it?
What does research suggest?
What do our families say?
Is this practice culturally and socially appropriate in our community?
Do we need to review our philosophy to align our practices??

Loose Parts – The Teacher’s Role

Sep20

Loose parts are simple resources that promote complex thinking, play and learning. 
The simplicity of Loose Parts foster learning through promoting complex thinking.  ‘Lots of the same’ encourages imagination,  creativity, planning, problem solving, curiosity and connection.

We can introduce Loose Parts at any time and you probably already have many available for children. Lots of the same is the key. Check out my previous post Loose Parts – as Learning Resources for more on the value and introduction of Loose Parts in your play space.

The teachers role in using Loose Parts as a learning resource:

1. Observe (from afar)
2. Recognize learning/urges
3. Respond through environmental change
4. Maintain and Refresh the space.


1. Observe

“We need to prioritise play
Not guided
No agenda
Open ended, Child Led play

Let them lead. 
While you Listen, look, watch and notice”.

– Kimberley Crisp

The more engrossed the play is, the more learning there is to recognize and respond to. While children play, we observe, watch and listen. Knowledge is power. We need to watch play in action in order to respond meaningfully.

In order to observe play in action, we need to give the children the time and space to become engrossed in their play, then the true learning happens.

This can be a mind shift. For years we have been taught to comment, extend, talk to and work alongside the children in their play. Yet children learn far more authentically and on a deeper level when we allow them the opportunity to get full engrossed in their work.
We must ensure children get uninterrupted time and space to play out their learning.  This is crucial.


2. Recognize and Respond
When we understand how children learn, we can respond by providing an environment that supports and enhances learning in a safe, supportive and responsive way.
I have learned, actively responding to childrens’ innate play urges makes for meaningful and rewarding teaching.

If you dont know about or understand childrens’ innate play urges/schemas, this is stage one of understanging the value of Loose Parts and the teachers role in an environment rich in them.
We as teachers need this information in the forefront of our thinking.

Example…Perhaps we notice a child with a trajectory urge… we could respond by sourcing resources that allow this child to play out this urge safely… balls, coasters, loafers, perhaps some buckets and baskets for the child to throw in to.

Or, maybe you notice a rotation urge – we can respond with wheels, balls, tyres, piping, cogs, cable reels etc.

The collecting, transporting and deconstruction urges can be challenging for teachers. As you can imagine, with lots of the same, Loose Parts are gathered and collected and they get spread around the play space.
We need to be prepared for this and put some thought into the Loose Parts you provide when these urges are strong.

Large resources are easier to gather and refresh… driftwood, sticks, pinecones, pumice, drainage fittings, log rounds big and small, mill crates,  large piping, types, planks and blankets/sheets.

Lots of baskets, bags, boxes, trolleys, wheelbarrows and barrels for collecting, storing and transporting. 
Rakes and brooms are useful for ease of gathering, refreshing and maintaining the play space.
When we think wisely, we can support both the children and the teachers.


4. Maintain and Refresh the environment
While the children play, teachers refresh.

Loose Parts are exactly that, LOOSE. Lots of resources that can end up scattered all over the place. As a result, there is a lot of refreshing to be done, which can be viewed as ‘picking up and tidying’.

This can come with some resistence from teachers. Again, it is a mind shift. Our role is different to what we have known for so long. It can be challenging to change our practice, but when we can recognize the value of uninterrupted and unadulterated play, it becomes easier to acceptance and embrace the change.

Remember… The spread of resources occurs because of all the learning that happened before that moment.

“To adults, it (Loose Parts) looks like junk, but we have to get rid of the aesthetically pleasing image of play out of our heads.”
– Leah and the First Years

When refreshing and maintaining an environment rich in Loose Parts, the positives definitely outweigh the negatives.

Refreshing gives us great opportunities to observe, from the outskirts of the play. This is potentially our most valuable position… Where we look busy, yet all of our senses are working. We are present, from afar. We can listen intently to the conversations nearby, watch that child working hard to climb and balance…, take a photo and make some notes to wrte a meaningful story about it all later. Refreshing gets us close enough to show presence, yet not close enough to interrupt. This can be very effective when conflict arises. Often just a slight (non-threatening) adult presence can be all that is needed to calm a situation.

When we refresh and replenish – we provide each child with the rich environment that the one before had.  Each child will explore same materials in totally different ways, highlighting the value of refreshing and maintaining, thus rewarding our efforts and encouraging us to provide the same for the next child. We are the home makers. We maintain and refresh the environment for rich learning to occur.

Remember to ensure the child/ren are finished in the space before you start refreshing. They have worked hard, a lot of effort, learning, thinking and fun has been had, please be respectful of this.  They may need photos of their work to share with their family, or they may want to continue this work later.  There is nothing worse than working hard on something for someone to undervalue it by destroying it, labeling it as mess. Be mindful of the energy we put out. Speak negatively of the situation and what does that teach?

This ‘mess’ was authentic learning in action. Whether you observed it or not, the learning was there.

Use this time as a time to connect with children nearby. They will surely see you and ask questions or naturally want to help and join you. This is when you can talk about refreshing the space for others.  Model respect and kindness.

Choose to make refreshing be a joyous task.  It can be a time to gather your thoughts, observe meaningful learning in action, an opportunity to connect with the leaning environment and the resources within it. Do it with a smile, it will feel much better.

Choose a positive perspective, notice the good
the value in the play. Watch to notice… What are the children learning? What skills are they developing during this play?

Create a space you want to spend time in, so it doesnt feel like work, and more like ‘pottering’. 
Work to love the environment like we do our home. Refresh it, maintain it and fill it with beauty and joy.

How can we support Resistance from the teachers
Resistence usually happens because of misunderstanding/misconception.

It is natural to feel resistance when a new concept is introduced. When we understand the reasoning and benefits of the new concept/practice, it is easier to develop acceptance.

Perhaps the most valuable way I have learned to tackle this, is to go on the journey together. Start an internal review.  Do the research together. Attend professional learning opportunities together, share your reflections and challenges. 

Resistence can be supported in a number of ways…

• Highlight the benefits and the valuable learning that is occurring.

• Capture and document these moments in learning stories,

• Share the the learning moments with families and fellow team members.

• Discuss the value of the simple resources that foster complex play and learning

• Role model. Share your joy and excitement for connection and learning.

The ‘DUMP’

Perhaps the most challenging play that can come with Loose Parts, is ‘dump’s’ …. this type of play may seem meaningless on the surface, but when you observe closer, the learning becomes visible.

*’Dumps’ typically happen when Loose Parts are initially introduced. Before the children have connected with the loose parts. The urge does pass*

We had a dump for over a week! This challenged our teachers on so many levels.

After refreshing on day one for the children to revisit the play again the next day, we decided not to undo the work this time and watch to see how it developed. This became a reflective learning moment for us all. 

Kimberley Crisp

The next day, the main players were there again. There were newcomers too. The children continued their play and throughout the morning, the play developed. There was a ticket person, a commander, searchers, sorters and transporters. There were road workers directing traffic with stop and go signs and a pathway drawn on the ground to follow.

The children were leading the play.  The learning was developing as children worked together, sharing their ideas, knowledge and opinions. They were communicating, navigating, problem solving, planning and sharing.
Literacy concepts were explored with the inclusion of signs and symbols and early math concepts were introduced with the tickets and sorting. This was just the learning on the surface. There was so much more happening for each individual child.

So many children were involved in this, with  varying ages and stages of development. Each person had a part and played a role suitable to their own learning needs. The children were communicating with each other.  Listening, sharing, planning, negotiating, solving problems and navigating social competencies.  We were able to watch this all unfold. Recognizing there was great value in this play.

When all of this learning was highlighted to adult onlookers, visitors and teachers, a sense of understanding and shared value was recognized.

…Just think, if we had refreshed the dump at the end of the day yesterday, the play would have had to start again from the beginning. Would the play have developed the same?

For the teachers, the ‘dump’ provided a great opportunity to clean the storage boxes as they were empty.  It also enabled us to look busy while  observing play and learning from the outskirts.

As children dispersed from the space, I slowly started collecting and sorting. Gaging the response from the children, listening and watching. 
I was not focused on getting it all put away. I just wanted to minimize it a little, so I slowly stated collecting a box of plumbing fittings.
I did most of this ‘pottering’ silently but when asked, I talked about how at the dump things are sorted so I was doing my bit to help. This drew interest…. some children watched, some talked and asked questions and others helped.

There was no hurry or need to have it all sorted and put away.  I was minimizing the mountain and refreshing some resources to provoke play and thinking in other ways.  My actions were not calling an end to the play, my choice of words kept the opportunity open for the play to continue.

I took the box of fittings to another space and quietly started to build, balance a create with them.

Leah and the First Years reminds us:

“It can take some time for children to get used to using Loose Parts in their play. Especially if they are used to working with ‘toys’ that do all the thinking work for them… an apple is an apple” whereas a stick, tyre or blanket can be used in so many ways.

The ‘dump’ play allowed the children to connect with the materials, it allowed them to discover what was available to them, it had them searching the play space for things to use. This was the beginning of complex learning with simple resources.

As the children moved through this urge over the coming days, the play began to change. The children started connecting with the resources and using them in different ways.

The dump materials were being collected to use in other play.  “I know what we could use”. ” I know where theres a good stick”

The ‘dump’ also allowed me the opportunity to connect with the resources.  Observation, reflection and presence in the learning, helped me form a positive relationship with the concept of loose parts.

The next day I mindfully set up inviting play spaces to capture interest and show different ways of using loose parts.
As the team worked together to provide inviting provocations in our environment, it challenged our thinking, imagination and creativity…. It was challenging,  it made us work together and communicate… just like it does for the children.  We had interest in observing how the children played in these spaces, causing reflection and further collaboration.

This was the beginning of the teachers developing a positive relationship with Loose Parts as a learning resource.

‘Dumps’ WILL occur. ‘Dumps’ allow children to work through innate play urges… collecting, transporting and deconstructing.  They will work through this and as they build a connection with the materials,  their play will develop into more complex play. 

Ultimately, the teachers role in using Loose Parts for learning, is to observe the play, recognize the learning, respond to learning and provide an environment that is maintained and refreshed to promote thinking, connection and play.

TIPS

Storage
An environment rich in Loose Parts needs a storage area filled with baskets, buckets and bowls. Tools to support easy refreshing – brooms, rakes, helping hands, trolleys.

Collect and source
Encourage your team and families to source Loose Parts. Be willing to reimburse small costs and remember to Thank them for their time and effort.

Actively Reflect on the learning we see in action and How we can enhance the environment?

Read and research.
Start here:

The Sacred Urge to Play
Pennie Brownlee with Kimberley Crisp

Loose Parts book 1 by Lisa Daly

Designs for living and learning by Deb Curtis and Margie Carter

Alternatively, if you are in New Zealand,
Check out Professional Learning Development with:

• Kimberley Crisp
• Pennie Brownlee
• 4Es Consulting
• Longworth Education
• Junky Monkeys (Auckland only).

Wishing you happy refreshing as you observe serious play in action.

Loose Parts – as Learning Resources

Sep12

Loose Parts can be defined as ‘open-ended objects with no predetermined purpose, use or set of rules’. There is no right or wrong way to use them and they can be used on their own or with other materials, sollitarily or socially. It is the child who leads the play with Loose Parts, therefore the learning naturally supports individual needs, abilities and interests.

Using a recycled shoe rack with plumbing fittings and bangles -wooden and resin

The concept of Loose Parts was originally created in 1972 by architect Simon Nicholson who describe the use of open-ended materials in a child’s environment, which he believed was strongly linked to creativity and critical thinking later in life.

“Loose Parts should be part of every list of ‘core’ resources.  It is basically how we grew up, using those bits of treasure around us and playing outside for hours! How many of you remember building and creating huts and tree houses using blankets, sticks, planks, pegs, ropes.”
-Kimberley Crisp

“The more passive the object, the more active the mind.”
– Emmi Pikler

Problem solving to use the milk crates to get on to the cable reel

Action reaction (usually plastic) toys typically have only one purpose or limited use, therefore the brain doesnt have to think very hard to work it. When toys have one purpose or look like a specific thing it is harder for our brain to turn it into something else, or give it another use. Whereas, Loose Parts have no specific function or goal. They can be moved, arranged, designed, taken apart and more!

Playing and experimenting with open-ended materials encourages creativity and imagination. Skills in planning, communication and problem solving are developed – and because there is no prescribed way to use the parts, children make the decisions. They learn, through play, at the level that they are ready for – and naturally stretch themselves by setting their own goals and challenges (Play ‘n’ Learn).

Loose Parts foster spontaneous and creative ways for children to engage in their environment.
When we provide an environment rich in resources it allows children to create, imagine, manipulate, investigate, connect and problem solve. This deep learning in action is an utter joy to watch.

Lisa Daly explains Loose parts as

“Natural or synthetic found, bought, or upcycled materials-acorns, hardware, stones, aluminium foil, fabric scraps, for example-that children can move, manipulate, control, and change within their play”.
-Lisa Daly

Making music using old bicycle wheels and sticks

These parts can be completely unrelated and their size and nature can vary depending on the user and their setting. They can be offered by an adult or collected by children and can be played with alone or with others. Loose Parts are unlimited.

Kimberley Crisp captures all essences of Loose Parts in her acrostic poem…

“L-ots
O-rdered
O-pen ended
S-aves the planet
E-vokes imagination

P-lay and more play
A-ttention and awareness
R-elationships, risk and resilience
T-ime to tinker and potter
S-aves the pocket”

-Kimberley Crisp

Is it a doilie or is it
a plate,
a placemat,
a doll bed or blanket,
a stepping stone,
a sign,
a lily pad,
a biscuit, pizza
Or something else?

When you see a child, fully engrossed in play, working in the kitchen, using a shell for a bowl and gumnuts for snacks, they are not only working their imagination muscle, they are connecting with nature building a relationship with those treasures.

As well as the rich thinking and learning that comes from Loose Part play, it saves the pocket and the planet, 2 very important values to teach our children.
For the most part, Loose Parts are free or cost very little.
If natural, when finished you can simply return them back to the earth, to decompose naturally, rather than to a hole in the ground to live on for another 100,000 years!

Many of us enjoy collecting, as do children.
Encourage your team and families to collect.
In large numbers, lots of the same.


Make it a staff challenge.

For more inspiration and ideas,  get your hands on Lisa Daly’s books… retailing at approx $60NZD, these books are a valuable resource for any home or centre.

You will notice Book 2 focusses on infants and Toddlers, which is great for when children are prone to mouthing and we need ideas for play resources that are large and safe.

Starting out with a collection can because little overwhelming.  I suggest starting with one area at a time….

Play kitchen/home play space….
First, look at what plastic and single purpose items you have in this space and make a list of things you could swap out for Loose Parts /multiple purpose items.
For example, plates, cups and bowls can be swapped out for Shells, Coasters, Doilies and large bark pieces, wood rounds.
Cutlery can be replaced with small twigs/sticks.
Food items can be swapped for gum nuts, shells, stones, bark, wood rounds.

Outside
Cable reels, boxes, sheets, blankets, ropes, milk crates, log rounds, wheel barrows, piping, plankts, gutter pipe, tyres, cushions. Nature treasures such as drift wood, pine cones, pumice, robust shells, gum nuts, sticks, logs Etc. Etc.

Remember,

“When we provide simplicity
Children create complexity 

When we provide complexity 
Children are robbed of creating in the way they are impulsively urged to.”
-Kimberley Crisp

The teachers/adults role in an environment rich in loose parts is quite different to that of an environment fill of single purpose and plastic items.  For starters, there will be lots of Loose Parts to manage and maintain.  Priorities change as teacher practice and philosophies are challenged.
I will delve into this more next week, so keep your eyes out. You wont want to miss it.

Click the link here: Loose Parts – The Teacher’s Role

To teach or to listen? Teaching with intent

Sep6

Intentional Teaching:
To be always thinking about what we are doing and how it will foster the childs development, to produce lasting learning.
-Epstein

As a passionate Early Childhood educator of some 18+ years, I have learned the value and benefit of talking/’teaching’ less and listening more. In Early Childhood Education, it is more important we encourage children to have a voice, to speak up, to share, to believe in themselves.  To support them in developing a positive sense of self and worth.

During my studies and early years in practice, I was encouraged to talk talk talk…. comment on what learning is happening to validate my position as a ‘teacher’. For example sitting alongside a child who is working with blocks and commenting “You are moving the blue block. The blue block is balancing on the top. Now you are adding the yellow block. Your tower is getting tall. When you added the red block it wobbled.”
Or when painting… “you are making circles with the green paint”.

Over the years, I have learned that commenting on childrens play and learning (a.k.a. unneccessary interruption) does not help to build a relationship or foster trust.  Such connection is developed through presence, listening and responding when invited in to their play.

“Adult chat interrupts play and inhibits potential learning that could occur”.
– Nickie Mackwood

Imagine you (as an adult) are baking a cake or doing something you really enjoy, and a friend stands next to you saying things like “you are adding the flour, now you are adding one cup of milk.  You are mixing the cake to combine the ingredients”
How would you respond?
I would say probably something like “actually, I know what Im doing, and that wasn’t flour,”.

However, if my friend said to me “you are working really hard in the kitchen” (or ‘with the blocks’), I would smile, possibly say thank you and get back to my work.

We need to think before we speak….

“Interrupted play is interrupted learning.”
-Nickie Mackwood

Children need and deserve for adults to give them the space to work through their own learning, and to value their voice when they choose to share.
Usually, the less we say, the better. That way, when we do talk, children are more likely to listen than if we literally talk hot air all day long.
There are a number of quotes that capture the essence of what I am trying to share;

“Hold your tongue
Sit on your hands
And Just observe…
SHHHHHH”
-Heart School

“What we dont say is just as important as what we do say.”
-Heart School

“The best teachers have bite marks on their tongue.”
– Alfie Kohn

“The greatest sign of success for a teacher is to be able to say: “The children are playing as if I dont exist”.
– Maria Montessori

A story for you…

A 3 year old boy, looked up at the hills and pointed …

“Look Nickie, there’s smoke up in the hills”.

He continued with great excitement in his voice …

“they caught a pig, the dogs have caught a pig. They are singeing it on the fire and cooking it for dinner”.

He seemed so sure about this.

This was the moment when the child invited me in to his ‘play’.
I could have ‘corrected them, by telling them that in fact there was no smoke, it was fog but why? What for? Because I know better?
Because my truth is more important than his? Was this an appropriate time to go into a full lesson about Fog?

“Children do not need us to shape them.
They need us to respond to who they are.”
-Naomi Aldort

I reflected and thought of all the benefits to biting my tongue.

In this moment, the child is imagining, communicating, developing self worth through sharing, fostering connections with me and the land, he is thinking as he remembers back through his experience and he is happy.

I responded with a smile of interest and presence,

“that sounds tasty”.

When I suggested it sounded tasty, he briefly agreed before going on to share more

“yeah, I go pig hunting with my dad. He has 3 dogs but one of them is naughty and gets lost all the time.”

It was obvious with this response, it wasnt the taste of the dinner that mattered. 

* Imagine if I over shared here or went on about it… that would have been me guiding/steering the conversation, (my truths are not more important than theirs. It is their voice we want to hear). I would have not gained any more information about them, their home life or their experiences. I would have lost their interest, their confidence and their connection. They most likely would have stopped sharing, imagining and feeling the joy and connection.

Bubble (of play and learning) POPPED!!

In this moment, I realised, he was the expert here.  My role was to listen and encourage his sharing.  He was teaching me.  And connecting with me.

“Unless the teacher is a discoverer, an inventor or a creator of new methods, he is a mere assistant and no master”
-Rudolf Steiner

Can you imagine the feeling of confidence and pride he felt as he shared his knowledge? Now imagine if I had corrected him and taught him all about FOG!?!

I believe he would have felt unheard, like his knowledge and experience wasn’t important or valid. I believe he wouldnt have been interested in hearing about fog.

“No interest = no learning”.
-Nickie Mackwood

This child is not going to get to adulthood and not understand Fog if I dont teach him now at age 3. 

Believe in yourself. Do what is right for you and your family

Aug30

Perhaps the 2 most common worries I hear from parents and teachers are “am I doing ok?” and “is my child developing ‘normally’?

It is so hard to hear parents and teachers doubt themselves and their practice like this. Sadly, it happens too often.

Self doubt is detrimental. It is detrimental to our own wellbeing and it is also detrimental to those who are looking up to and learning from us, our children.

I am not here to tell you what or how, my blog space is purely to support, reassure, motivate and inspire, without judgement. Ultimately, I encourage you to take care of yourself, connect with nature and teach from the heart.

Lets address these two common questions…

AM I DOING OK AS A PARENT/TEACHER?
This is a reflection of where your head is at. Self belief, self worth, self love. You are doubting because you don’t believe. Let’s talk about that…


#1. Put yourself first
Quality teaching and parenting starts with self. To be the best teacher and/or parent, we need to be our best self. Self belief, self worth, self love. See How do we develop self love and self worth?

When we believe in our self, our worth and strength is reflected in our interactions, our belief systems and our actions.
The mere fact that you are questioning your ability is a sign of deeper thinking and reflection.
I have written before about how ‘we teach who we are’ … see What makes a great teacher and/or parent

Put time and effort into YOU. To become the best version of yourself. In doing so, you radiate and reflect this, which then teaches quality values and inner peace to our young ones.

#2 Know your Values
As part of our self love, worth and belief journey, knowing our values is key. What is important to you?
What do you value and what does this look like?
What do you want for your child/ren?
These values will shape your parenting. They will influence your actions and interactions. This is when we connect Head, Heart and Hands. We feel, we believe, we do. It is not up to anyone to tell you what to value, how to parent or what your child needs. Your family values are going to be different to the next. What is important to you and your family? Take some time to reflect on this, perhaps write your values as a family.

As teachers, we often talk about teaching from the heart.
This reflects the importance of not only being kind to ourselves, but also being kind in our thoughts, interactions and actions.

As teachers, we develop our personal and centre philosophies. These values shape our practice.
In my teaching, I value connection with self, others and nature, through a lense of empowerment. So all my actions reflect this… how I teach, how I communicate and the experiences/environment I provide.

What are your family values?
What do you want for your child/ren?
What does this look like in practice?


#3 Action
When we believe in ourselves and know our values, then we can BE in our parenting and teaching. This is when we connect our Head, Heart and Hands.

Do we want our children to be independent and capable individuals?
Encourage them to do things for themselves. Encourage thinking and problem solving, allowing them the time and space to work things out for themselves. – see Empowering our Young Children

IS MY CHILD DEVELOPING ‘NORMALLY’?
What is ‘normal’? It’s a terrible word…. as is the word ‘just’. Let’s try not use them! Erase then from your vocabulary.

We are all unique. There is noone in the world like you! You are it. This is the same for children too. There is no one like them, with their family, background, values and experiences… They will develop at their own pace, individually.

There are recommended ‘windows’ put out for development but remember, we all come from different places, different situations, different background, siblings, values, beliefs, home life and experiences. So naturally we develop differently. That’s how it is. Not one child is like another. We all have different stories. That’s what makes us who we are! So of course children will hit ‘milestones’ at different times. They WILL hit them!
I personally didn’t talk till well past 2yrs old… I had an older sister who doted on me so much that when I pointed to something, she would tend to my needs. When I did start talking, there was no problem with my language and communication at all.
*Too often I hear people asking how many months old an infant is, to try compare developmental stories (in a centre setting, I believe this information should not be given out freely).
Let’s stop comparing! Dont put that pressure on yourself. We are ALL different. And we all learn, grow and develop at our own pace.

You can always give additional support to your child/ren in areas YOU feel neccessary. But that is up to you, don’t let anyone tell you what your child needs. You research, explore it and do it yourself.

Perhaps you attend professional learning opportunities, read books and talk to people… only take the treasures of learning that resonate with you and your situation. As teachers we also do this. Because what works for one may not for another. Take what you want from these opportunities and leave the rest. The same goes for my blog .. there will be things I write about that will resonate with you and there will be things that may not sit so well…. take only what you want, what you feel is appropriate for your situation, what feels right for you in this moment.
I hope to inspire you to reflect on your parenting and teaching, and support you to be the best you can, for yourself and your children. I share practical strategies to support you, teaching through a lens of empowerment. I share my experience without judgement. My blog is a practical research tool for you, from a passionate and experienced teachers’ perspective.

Ultimately, you know your child best. Listen to your inner voice.

“Let your inner voice be the kindest voice you know “

Making meal times enjoyable for all

Aug7

Kia ora koutou,
After my recent post Keeping it real with meals I had questions about HOW to make meal times more positive.

So, here are my top tips.

*Involve your child in the preparation as much as possible.

*Give them choices (2 at a time), but choices of foods you want then to eat… sandwich or crackers? Apple or celery?

*Use “When ….. Then ….”
“When you eat your …… then you can have a biscuit/cake”

*This one may seem so simple, but it is so important and so effective…. eat together. At the table. It is so important to eat together. This is a time to role model table manners, talk about nurturing our bodies, talk about the good yummy food, talk about what you are grateful for. This is a time to connect. If you are not hungry, just make a small portion of what you are feeding your child.

*Eat the same food as your child. Give your child the same food as you are having… or they will want yours. Show them what you have given them is good enough for you too.

*Turn off all technology. No phone. No tv.

*Grow your own. There is nothing better than picking beans, tomatoes, silverbeet or strawberries straight from the plant!!

“Food should ALWAYS be a pleasure”
-Dr. Emmi Pikler

If you are arguing or getting enraged by the fact your child is not eating, take a step back and ask yourself why? What could you do differently here to encourage positive meals and food as a pleasure not a chore.

Remember, if you say something once, it is vital you follow through. When you don’t stick to what you say it blurs the boundaries and the child gets confused.. This is when you get children challenging you with difficult behaviours because they know they can push you but they aren’t sure how much… until you snap. Dont snap. Stick to your word. Do what you say you will do!! DWYSYWD! This is crucial in parenting and teaching. Stick to what you say.

For more, another perspective, check out
www.penniebrownlee.weebly.com
Article: food_should_always_be_a_pleasure

Plastic or real with meals??

Aug2

I watched a video the other day where adults would give a young child an egg and see what they would do with it and if they would break it. The adults were suprised the child would care for the egg, being gentle and kind.
This made me think about how it is so common for adults to underestimate our young children. Depriving them of lifes simple beauties, joys and opportunities to be seen as capable, gentle and respectful.

When I worked in an infants and toddlers centre a few years ago, the children ate from plastic plates and used plastic cups.
The plastic plates had scratches all over them, the cups had bite marks and bends in them. They were out of shape and looked tacky and cheap.

As we reviewed our eating practices, we had the lens that food should always be a pleasure. Almost immediately, we made the change from plastic cups and plates, to using open glasses and crockery plates. Real teaspoons instead of plastic. Immediately it felt like the children were more valued and trusted, as capable beings. They were viewed as able. We all know it, children always want what adults have. They want the food off mums plate. This highlights the value of keeping it same same. When children are allowed to use real things, they are empowered and it shows them they are trusted. It gives them a sense of confidence and belief that ‘I can’.

Baby food jars proved to be great drinking glasses for our littlest friends – the size was great, only a small amount of water and easily held as their little hands easily grasped around. This was also a sustainable choice.
Glass, crockery, porcelain and stainless steel are sustainable. They last longer and you will have to replace them far less than their plastic counterparts.
Not to mention: Plastic has the potential to leach ‘toxins’.

We had surprisingly few breaks. More in the beginning, but still only a few. The real materials allowed the children to learn natural consequences … drop a glass and it will break. Less table swiping happened. The children learnt to adjust their movements to protect the fragility of their environment.

The glasses seemed to bring more joy and concentration when drinking. There was no more flicking of water from their sippy cups. Children learnt to use two hands to control the glass and to place it on the table instead of drop it. This was a meaningful and real way to learn about kind and gentle hands.
They even helped eachother to remember and they seemed to drink MORE water.

The children soon learnt the plates and cups were heavier than the plastic ones and they weren’t nearly as ‘fun’ to throw. If the children did drop them off the table, it followed with a process to tidy up. Actually most of the breakages that did occur were simply learning accidents – plate sitting too close to the edge, or being knocked off with the back of an arm – encouraging more mindful eating.

Our eating table became a place of beauty and respect. Setting the table became a ritual. We picked greenery and flowers and placed them in a vase, we used placemats filled small water jug and we all sat around together. This created a space of peace, community and sharing. Our meal times lasted longer. Yes there were spills but the process of cleaning them up became learning events. We talked about it, we helped each other and we learnt.

These very young children proved very quickly that they were totally capable. Visiting adults to the centre would notice and comment on the calm meal time and how nice it was to see children using glasses and real plates.

Children were not put in high chairs, they were sitting at a low table with chairs that had sides. If they were not yet able to sit, the baby was held by a teacher who sat at the table with the other children.

When we do everything for our children and act as though they can’t or dont know, then they wont. Ultimately, we can open up a world of “I can, I will, I am”, and they will show us just how capable they are. Let them show us they can. This makes for easier parenting and teaching, as the children are now doing it for themselves. Watch them flourish. They can and they will if only we let them!

Oh and be sure to eat together at home. Even if you are not ready for your dinner, make a small plate of the same. Role model, for this is a teaching moment.

Climbing … monkey bars or trees?

Jul18

Do you remember climbing trees when you were young?
I Remember sitting in a tree as a child.
An escape, a space away from everyone, a perch where my imagination could run wild
Grounded, connected, at peace. A sense of calm.
A space to be alone. With my thoughts, feelings and observations.

I still enjoy climbing trees. It is good for the soul, and great for my mental health.

Climbing trees VS Monkey bars

Spoiler alert: our best climbers – Monkeys – live and play in trees, not on ‘monkey bars’… there is good reason for that.

Worldwide statistics of playground injuries are far higher than injuries caused by children falling from trees….
Why?
‘Monkey bars’ are uniform in size, shape and distance apart. They are predictable. There is a rhythm that comes with ‘monkey bars’, therefore little thinking is needed, there is little need for concentration. There is no ‘connection’ to steel like there is with nature.

Trees have branches for swinging, just like monkey bars. But theres is so more meaningful learning that comes when climbing a tree. When children climb trees they have to concentrate and they connect authentically, with the tree.
Children develop their muscles, co-ordination, balance, resilience and thinking skills when they are challenged.

Tree cimbing is a sensory activity where children need to feel, balance and grip to the tree. For this reason, we should always encourage children to climb BAREFOOT.
Barefeet help us connect with the earth.
Children will develop connection and learn about the tree as they feel it, find its nooks and explore its natural ledges. They will find what to hold on to to pull themself up, they will learn about the strength of thin branches …. which we want them to learn at a lower height before being ‘put’ in the tree to fall. Children will hold onto and use this knowledge of the tree, and how they got up, on their way back down. Children will hold on to this new knowledge because of the meaningful connection they made in their learning and they will use it next time they get to explore this tree… just watch!

Tree climbing fosters physical learning, develops thinking, problem solving, perseverance, resilience and connection.
Perhaps more significantly, above the physical development and thinking that happens when children climb trees, they get a greater sense of achievement, a sense of pride! They did it ALL BY THEMSELVES. They worked it out, persevered and negotiated their way up the tree. Now they can explore the tree, or just sit, watch, listen and feel…. Before making their way back down, which can be just as challenging as climbing up.

Have you heard the old quote about learning “it’s not about the product, it’s the process”?
This is spot-on for tree climbing.

So what is the adults role here?
Understandably, adults get nervous. Statistics say we need not worry. Weigh up the risks VS the benefits. This will help you find peace with the climb.
1.Encourage your child to climb barefoot.
2.Allow and encourage your child to climb up and down BY THEMSELVES. Do not tell them how or do it for them.
3. Encourage your child to think and feel.

“The greatest help you can give children is the freedom to go about their work in their own way, for in this matter, your child knows better than you.”
-Maria Montessori

The climb UP
If your child cannot get up the tree by themselves it is not fair to lift them up. They will feel unstable, insecure and disconnected from the tree, therefore not know how to get down and thus feel unsafe thd whole time they are up there.
When you put/lift a child into a tree, you rob them of so much learning. They have not learnt how to get up therefore they cannot know how to get down.

If the tree is too big or the branches are too high, find another tree they can climb. If you are nervous/worried as the adult, start small, invite the child to ‘climb this tree’.

Please allow children the opportunity to navigate, problem solve and connect with the tree. Let them do their own risk assesment. They WILL work it out. Give your child the chance to do/learn this themselves. What they will learn in finding their own way up is far more valuable, and, they will hold onto this information far better than if you ‘tell’ them or do it for them.

“Be careful what you teach, ir might interfere with what they are learning.”
– Magda Gerber

My beliefs are the same with all things children learn and do… empowerment guides my practice. I believe children are capable. We need to trust them more, believe in their abilities and understanding and allow them the opportunity to drive their own learning journey.

I believe in ‘freedom of movement’ where we refrain from ‘placing’ a child ANYWHERE they cannot get themselves in and out of, or, to and from.
We often see adults at the playground, ‘lifting a child to the top of the slide’…. If they cannot climb either up the ladder or up the slide, then they shouldn’t be on the slide. (Yes, I believe climbing UP the slide IS ok. If you want to know my ‘why’, I can share)
Clearly the slide is too big and not developmentally appropriate for the stage the child/ren are at. Find a slide they can access themselves, make their learning successful and empower them to do things for themselves.

Say encouraging things like “look for spaces to put your feet” “can you see any branches to hold on to?” ” how does your body feel up there”
If you feel they are going too high, you could say ” look how high up from the ground you are? Do you feel safe up there? How does your body feel?”

WHILE they are up
Tree climbing is a great activity for children to learn about intuition. That feeling inside of us that tells us we do, or don’t feel safe. It is vital we allow children to learn about and feel these feelings when they are young so as teens they can recognize when they are not feeling safe and secure. Tree climbing is a great way to foster healthy risk taking, do own risk assesment and recognize intuitive feelings.

“If you want your children to grow into capable, independent adults,
Give then the space to make their own decisions,
Without controlling their every move.
Let them try.
Let then fail.
It’s not about always getting it right,
Its learning not to be afraid to try.”
– Brooke Hampton

If you are concerned about something, comment without sharing your ‘fear’ … Fear is contagious.
Try encourage presence, thinking and connection …
“How does the wind feel on your body?”
“That branch looks bendy, do you think it is strong enough to hold your weight?”
“Listen to your body”.

Try to avoid using the words ‘be careful’. This makes children immediatately recheck and worry something ‘bad’ is about to happen. It throws them off their balance, belief in themself and their connection with the climb.

Whatever you say, WILL influence their thinking, their sense of balance and their calm, so be mindful of this and think before you speak.

“Raise them with an inch of caution
A mile of freedom and
A bucket full of strength.
Children need our courage, not our fear.”
– Neil Regan

Getting DOWN
Same rules apply. Let them do it themselves.
Give them the gift of believing in and trusting them and their abilities, both physical and mental.
“You got yourself up there, you can get down”
If you need to support them down, keep you hands to yourself and use the same strategies for climbing up. You could add encouraging phrases like “you are nearly there”. “You are working really hard”.
“Feel for places to put your feet”

Once children get a taste for the feeling of being in a tree, the pride and the connection, they will want to do it again, challenge their own ability, solve the problem of how to get up and down.

Children will form connections with certain trees, wanting to revisit the same ones. This is where their connection will deepen and their learning will be authentic, meaningful and unlimited.

“We’ve become strangers to nature. The best way to live longer, healthier lives is to re-wild ourselves by returning to nature whenever we can.”
– Daniel Vitalis

So, your challenge is to go and hug a tree and encourage your child to climb it… (without your help of course).

I invite you to share your stories in the comments below OR share and tag me in your tree climbing photos on Instagram @strengtheningconnections

Much love and happy climbing,
Nickie

Nature: our treasured learning space

Jul11

Nature is a space for learning, connection and grounding. It promotes good mental health, imagination, creativity, curiosity, problem solving and respect. We MUST value nature and the outdoors as a key learning space for our children. It is a place full of magic, wonderment and discovery.

Research shows, children who regularly engage in unstructured play outdoors, have improved emotion regulation, confidence and cognitive functioning.
Richard Louv has researched and documented the negative consequences that can occur when children have a childhood disconnected from nature.
Nature helps us (children and adults) to feel calm, connected and grateful, as we breathe fresh air and ground our feet on the earth.

How do we foster a connection with nature for our children?

First, we must connect with nature ourselves. Embrace nature. Go outside. Stop and notice. Take time to connect.
Be the change you want to see.
Role model respect, connection, curiosity and joy. Its time to change our attitude

As you embrace and model connection, your children, will also connect.

Respect – the earth mother/papatuanuku,
Teach and model respect and love for our land to foster a sustainable future – care for the earth or we have nothing to live for in the future.

Your children will see you respecting Papatuanuku/earth mother and will learn about kindness, connection and sustainability, through your actions.

Collect only from the ground and return treasures to nature when finished with them. Take only for purpose.
Show respect for all living things: trees, insects, birds, butterflies and bees.
Take notice, give respect to the weather. In New Zealand, you can use knowledge and understanding of Maori Atua and talk about Tawhirimatea/God of winds and storms, and do not underestimate the power of nature.

Be curious. Learn to read the signs of nature.
Research the different bird songs and their calls, find out how they tell you of incoming weather. Learn about how the different trees swaying read varied knots of wind.
Be prepared.
Read the signs and be sure to dress and act accordingly.

“No such thing as bad weather, only bad clothing”. – Alfred Wainwright

Let them play
In nature, the learning is fun, its endless and it’s ever changing.

Allow the child to drive the learning.
When children show interest and ask questions, reciprocate the interest in their inquiry.
Let them drive their learning and play the assistant.
When they ask questions, pretend you dont know the answers … encourage research and thinking. “Im not sure… / I wonder why? / How could we find that out?”
Even if you know the answer, dont answer it for them. Ask open questions, promote research and encourage thinking. Give them time and space to think.
Allow them the opportunity of discovery.

Let them get dirty and get a scratch.
Let them climb trees (see Climbing … trees!), scale mountains/dunes, go off track, let them balance along that log or wade through the water.

You are there, you will keep them safe, IF anything was to happen. The key is to only intervene if they fall in to danger..remember:

“If you want your children to grow into capable, independent adults, give them space to make their own decisions without controlling their every move.
Let them try,
Let them fail.
It’s not about them always getting it right,
It is learning not to be afraid to try.”
-Brooke Hampton

When you dont allow your child to take small risks when they are younger, they are less likely to take bigger risks when they are older.

It is better for children to learn about connection, intuition, balance and risk taking now, than on a higher, more dangerous scale when they are older. Allow your child to be free in nature.

****************************************

Go barefoot wherever possible

“Shoes insulate humans from the earths healing energy”

Here’s what ‘Dance with me in the Heart’ say about shoes and being barefoot… follow them on Instagram and Facebook for inspirational and educational content.

Barefeet for balance, connection and grounding.

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What does learning look like in Nature
There is learning available to us, everywhere in nature.
The lifeforce in itself is incredible with infinite learning opportunities.

We have to be curious.

Sit and watch the clouds, what do you see? Use your imagination. Tell a story – this is creative expression, language, literacy.

Rummage the forest floor, can you find a stick shaped in the first letter of your name? Draw in the sand/dirt? Early Literacy learning, gross motor skills.

Collect treasures – gumnuts, pinecones, shells, rocks or similar.
Sorting and ordering, representation, counting, size and shape = mathematics

Make ‘nature’s perfume’ (see 5 experiences to foster Connection with Nature). Mixng dirt/sand with water? Watch the tide? Questions or discoveries about the weather?
Eco-literacy and Science, slearnjbg through senses, promotes curiosity and language.

Build a fort, a den, a nature kitchen, or a fairy home? Construction, team work, planning, thinking and language.

Climbing, balancing, running, jumping are great physical activities which foster problem solving, determination, negotiation, perseverance (See Climbing … trees!).

It’s all there. Nature IS the best classroom.

Bring nature inside to continue fostering the connection. Plants, clay, loose parts, etc. For more, read Loose Parts – as Learning Resources

“When your teach a child something you take away forever, their chance of ever discovering it for themselves”
– Jean Piaget

5 ways to foster a Connection with Nature

Jul4

Kia ora and hello,
As you are probably aware, I am a ‘Nature Play’ advocate.
Below are my top 5 experiences to foster a connection with nature. These are suitable for both children and adults.

*If you give any of these a go, I would love to hear your experiences. Please share in the comments section*


1. “Smelly cups” (Sarah Sheenan)
Get a cup, bowl or even a shell.
Go Outside
FIND a stirring/mixing STICK.
CREATE a perfume from nature using what is in your backyard by collecting ingredients from the ground.
STIR, SMELL, MIX, ADD… REPEAT
NAME your perfume
SHARE your perfume with each other.
RETURN it to the earth and make another!

*Smell it, connect with it, name it, share it*


2. Plant a sensory garden
Thyme, lavender, mint, lemongrass, chives, pansies, nasturtium,
So easy… use what you already have/eat
Ask neighbors for cuttings – connect with your community,put a shout out on local pages
For pots – pallets are great, but so are old crockery bowls, ramekins, pots you have laying around,gumboots or even create a new space in a corner of your lawn.
*A sensory garden is a great addition to an outdoor play kitchen* see Create an ‘Outdoor Play Kitchen’


3. Imaginative storytelling in nature
Lay on the grass/sand or other (nature… not concrete), look for pictures in the clouds and take turns to tell imaginative stories about what you see.

4. Awaken the senses
5 things you can see
4 things you can hear
3 things you can feel
2 things you can smell
1 thing you can taste

*You can do this everywhere… your daily walks, on the back lawn, when you explore new places or even as a calming tool for your child if feeling anxious*

5.Play. Uninterrupted play.
Allow your child the time and space to just BE in nature. Watch what they notice. Watch what makes them curious. Notice what interests them.

As the adult, play the silent or minimalist role. Speak only when they seek your input and hold back from giving ‘answers’.

Example
“Mum, look, I found a spider.”
*Move closer, go and look.
“What is it doing mum?”
“I’m not sure son, let’s watch”
But mum, where does it live?
“I’m not sure son. I wonder how we could we find out?”

When we answer for children, we take away their chance of discovering it for themselves. When we do this, children miss out on the whole array of things they will discover and learn along the way of finding out the ‘answer’.
Pretend you dont know the answer.
Allow them the time to think.
Give them the tools for research – look/listen, think, read.

Overarching rule when connecting with nature is GO BAREFOOT.

“Shoes insulate humans from the earths healing energy”.

Of course, having an environment rich in natural resources will authentically foster a connection with nature. Plants inside, collections of natural treasures for play and exploration and a healthy attitude towards being with nature. Its time to change our attitude

For further reading, check out this book: