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Knowledge Makes Change Seminar 10

Knowledge Makes Change Seminar 10

Jan Dubiel speaks on " Significantly Different and Substantially the Same -
The challenges practitioners will face as early years children return to nurseries and settings after the Covid-19 lockdown"


Alison Whitmore

June 11, 2020

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  4. KMC Seminar Jersey’s Context Nicola Mulliner- Head of Early Years

  5. 3 things to share with you this evening 1. What

    we know about the impact of this pandemic on children. 2. What we know from the children of Jersey. 3. How we as an early years community are responding to this.
  6. 1. What we know about the impact of COVID 19

    on children? • That children will have had different experiences. • That they are likely to have experienced some sort of loss including, e.g. in routines, structure, friendship, opportunity or freedom. • They will be feeling a range of emotions just like we are - anxiety, confusion, anticipation, hope, excitement, fear, etc. • Their interests, characteristics and abilities may have changed.
  7. 2. What do we know from the children of Jersey

    The Children’s Commissioner and the Children, Young People, Education and Skills Department jointly commissioned a survey….some key headlines from over 2,000 responses: • Almost half (48%) of children stated that they were feeling worried. • More than 80% of children said that they missed their friends. • Around 95% of children felt safe at home, but a small number expressed concerns relating to covid-19, home life, or wellbeing. • A small number also stated that family life was a worry with a very small number concerned about domestic violence, alcohol use in the household and overcrowded housing. • About one in three children expressed some sort of concern, such as anxiety, sadness, or safety concerns. • Younger children were more likely to express sadness about going back to school. • 70% of children and young people knew who to reach out to for support.
  8. • So, how are we responding in Jersey? In practical

    terms… - Childminders, nannies and early years settings can re-open for all children from 8th June, following the safe exit guidance - Bubbles of children can interact and play naturally and responsively in line with this guidance. - Virtual contact and on line engagement with children and families - Induction and home liaison will be essential - Transition will look and feel different but the aims will be the same - No data submission for the Early Learning Goals for Reception required this year - Preparing for September- what should the learning environment look like, what learning shall we plan for, etc…
  9. In practice…what do we want to see • Realistic expectations

    that focus on well being, relationships and re-adjustment. • Doing what feels professionally appropriate • Autumn visits that feel very different- focus on Leuven Scales of well being and Involvement, Characteristics of Effective Learning and competence within the Prime Areas of Learning • Time for re- building together The Education Department will support you to achieve this through our expectations, key messages and communication.
  10. Thank you and enjoy the seminar 

  11. Significantly Different and Substantially the Same Examining Core Principles of

    ECE practice within the context of the current challenges Jan Dubiel 11th June 2020
  12. Values Beliefs Actions Evidence Curriculum Assessment Jan Dubiel

  13. Values “Values are principles, qualities, or objects that a person

    perceives as having intrinsic worth. Every individual has a personal hierarchy of values … The choices we make reflect what we value the most at a particular point in time. When people possess what they value, they are contented. If they are deprived of what they value, they feel frustration or dissatisfaction. Humans, therefore, unconsciously behave in ways that move them toward what they value or away from anything counter to that value.” (Lloyd-Yero 2010)
  14. Values – constant, embedded, determinant Beliefs – dynamic, flexible, reactive

  15. “…practitioners’ values, beliefs, attitudes, knowledge and assumptions about young children

    directly affect the provision they seek to create and the nature of their interactions… The Role of the Adult in Early Years Settings (Rose & Rogers 2012) 16
  16. “…practitioners need to systematically examine their thinking and actions through

    critically reflective research on practice” The Role of the Adult in Early Years Settings (Rose & Rogers 2012) 17
  17. ‘Ethical Praxis’ (Pascal) ‘…a realisation of a fusion of research,

    theoretical, conceptual and philosophical perspectives, values and ethics’ 18
  18. “Pedagogy is seen as an ‘ambiguous’ space, …as one- between-three

    (actions, theories and beliefs) in an interactive, constantly renewed triangulation. Convening beliefs, values and principles, analysing practises and using several branches of knowledge (philosophy, history, anthropology, psychology, sociology amongst others) constitutes the triangular movement of the creation of pedagogy. Pedagogy is thus based on praxis, in other words, an action based on theory and sustained by belief systems” Pascal 2014
  19. The locus of power • ‘…there are day-to-day realities that

    we can challenge and construct ourselves because the locus of power exists with the practitioner. We can reclaim what we know is important and right for children and challenge any attempts to distract, compromise or interfere with this. Through our expertise, our knowledge, the value prism and the intuition that makes us as skilled and as powerful as we are, we can construct a reality that enables us to remain ‘true to ourselves’ and true to the children we are responsible for.’
  20. • What do we mean by learning? (Purpose) • What

    do we want children to learn? (Content) • How do we want children to learn? (Process)
  21. What is the purpose of ECE? • What is a

    successful learner? • What do we want children to know? • How do we want children to use their knowledge, skills and understandings? • How do we want children to be?
  22. The tension between… Children’s immediate Health and Safety and the

    impact of Covid-19 infection Children’s Wellbeing, Psychological and Emotional long-term Health and Development
  23. Key issues / considerations Risk Assessment “Every setting should carry

    out a risk assessment before opening. The assessment should directly address risks associated with coronavirus, so that sensible measures can be put in place to control those risks for children and staff. All employers have a duty to consult employees on health and safety, and they are best placed to understand the risks in individual settings.”
  24. Key issues / considerations Class sizes and availability • Existing

    ratios for EYFS classes • Small isolated groups (‘bubbles’) • Ratio of 1:15, in EYFS / Y1 Socially distanced from other ‘bubbles’ but not within the same bubble • avoiding contact with anyone with symptoms • frequent hand cleaning and good hygiene practices • regular cleaning of settings • and minimising contact and mixing
  25. Curriculum Assessment Pedagogy Impact and Progress Jan Dubiel

  26. Curriculum “What needs to be learned” “The role of the

    (Early Years) Teacher is to teach the children what they need to know” Beth Harris, Red Panda
  27. Indicators of Later Success Research and Evidence identifies…. • Language

    (Snowling 2011, Roulstone 2011) • PSED (Goodman 2015) • Physical Development (Grissmer 2010) • Self Regulation (Whitebread 2012) • Executive Functioning (Diamond 2013, Blair et al 2008, Roebers 2014) • Metacognition (Whitebread and Bingham (2014) • Cognitive flexibility (Diamond, 2010; 2013) • Working Memory (Ornstein et al 2010) • Inhibitory Control (Diamond 2013)
  28. Lilian Katz (2015) • Academic goals are those concerned with

    the mastery of small discrete elements of disembodied information. • Intellectual goals …are those that address the life of the mind in its fullest sense (e.g. reasoning, predicting, analyzing, questioning, etc.), including a range of aesthetic and moral sensibilities. 29
  29. “An appropriate curriculum in the early years then is one

    that includes the encouragement and motivation of the children to seek mastery of basic academic skills, e.g. beginning writing skills, in the service of their intellectual pursuits.” Katz (2015) 30
  30. An ECE Curriculum that focuses on: • Self care, hygiene

    and keeping safe • Explaining the importance of handwashing and self care, ensuring that is it part of the routine • Understanding the importance of being safe outside the classroom, and explaining the reasons for the current arrangements within it • Wellbeing and emotional literacy • Opportunities to talk about, enact and communicate anxieties, fears and questions about what is happening • Introducing and reinforcing the language and terminology required
  31. An ECE Curriculum that focuses on: • Social Development •

    Supporting and promoting social interaction with peers, • re-establishing friendships and friendship groups • Reinforcing routines and expectations within the classroom and the rhythm of the day • Discussing the changes and differences within the environment and why • Language Development • Opportunities to talk and develop new vocabulary to describe and express specifics of the situation • Opportunities to Story tell to re-enact and process experiences • Opportunities to express ideas, thoughts, fears, anxieties, hopes and frustrations through drawing and artwork
  32. An ECE Curriculum that focuses on: • Physical development •

    Gross motor opportunities in the outside area • Reinforcing and discussing the need for exercise and healthy eating • The importance of the Characteristics of Effective teaching and Learning • Supporting effective learning behaviours through all activities and experiences
  33. Pedagogy “The interface between the science of learning and the

    craft of teaching” (The vehicle by which children learn / are taught)
  34. Ofsted: Evaluation schedule for inspections of registered early years provision

    Nov 2013 “Teaching should not be taken to imply a top-down or formal way of working. It is a broad term, which covers the many different ways in which adults help children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structures and routine of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take advantage of their interests and dispositions to learning (characteristics of effective learning), and use the information to plan children’s next steps in learning and monitor their progress.” 35
  35. “There is an ongoing judgement to be made by practitioners

    about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction” 36
  36. Supporting learning “…the key element here is the adoption by

    professionals of a flexible approach to teaching, based on the level of development of the individual child.”
  37. “When working with young children, the exchange between adults and

    children should be fluid, moving interchangeably between activities initiated by children and adult responses … Throughout the early years, adults should be modelling, demonstrating and questioning. … The provision of meaningful interaction between adults and children to guide new learning is an essential element of the EYFS.” 38
  38. “I considered what supporting children’s learning and development should actually

    mean in practice. A definition I found very helpful describes this support as the difference between what a child can do on their own, and what they can do when guided by someone else – either an adult or a more able child. This simple concept captures many of the valuable interactions between an adult and a child, and is the type of relationship that the requirements of the EYFS are intended to support.”
  39. When considered from this perspective, all of the interactions between

    a child and parents, carers, early years practitioners, other adults or other children, could be described as learning or teaching interactions. The purpose of the EYFS is to ensure that when these types of interaction take place between children and early years practitioners, practitioners recognise these and can consciously build upon them. I believe it is right that all early years practitioners are, in this way, expected to guide children’s learning and development 40
  40. Effective pedagogy in the Early Years • “…effective pedagogues model

    appropriate language, values and practices, encourage socio-dramatic play, praise, encourage, ask questions, and interact verbally with children. Excellent settings tended to achieve an equal balance between teacher-led and child-initiated interactions, play and activities” Saraj-Blachford et al 2002
  41. Effective Pedagogy in the Early Years • Teacher’s extending activities:

    “…a particular form of teacher initiation that may also be applied in cases where initially the child initiated. The most effective settings were found to provide both teacher-initiated group work and freely chosen yet potentially instructive play activities. ” (Siraj-Blatchford et al 2002)
  42. EPPSE research

  43. Pedagogy • Strengthening Key person and attachment • Sensitive interaction

    – some children won’t want to talk, others will want to tell you everything • Environment that supports and enables language, storytelling, communication and relationships • Discussing and exploring the differences and similarities • Starting with Typical familiar activities and opportunities for open ended child led activities • Opportunities for uninterrupted deep level Child led activity (supported or unsupported by an adult) • Identifying gaps and supporting gaps in attainment in the Curriculum of: • Self care, Hygiene and keeping safe • Wellbeing and Emotional Literacy • Social Development • Language Development • Physical Development • Characteristics of Effective Teaching and Learning
  44. The Learning Environment • Principles of • enabling environment in

    the EYFS • ‘Balance between AD and CL activities’ • Spaces for • Whole group • Small group • Areas of Provision (within limitations of space) • Resources that are cleanable and less likely to harbour virus • Rotated resources • Quarantined Resources • Individual personal resources • Areas of provision that provide suitable range of experiences • Mark making • Small world • Small Construction • Investigation and Observation • Playdough (made daily) • Water (small scale) • Books (need for 5 day quarantine)
  45. The schedule and routine of the day • Establishing a

    Daily Routine and a judgement regarding a more directed structure of the day • Initial structure but flexibility in routine • Adapt a appropriate and in response to children as a group • Opportunities for • Whole group • Small group • Individual • Child led learning • Using schedule and routine to specifically support Curriculum of • Health and hygiene • Emotional wellbeing • Importance of Whole Group experience • Jenny Mosley ‘Circle time resources’ • Ferre Leavers ‘Box of feelings’
  46. Assessment “How we know that teaching has been successful and

    learning has happened / the curriculum has been delivered” “Knowing and understanding children in order to support their learning and development” Which • Expresses values of education and perception of learners • Defines the curriculum, pedagogy and outcomes • Enables accountability”
  47. Assessment • Assessment will need to take place in the

    usual way: • Establishing relationships to talk to, question and provoke children’s learning and development • Observing children in self led activities • Communication with parents / carers • Recording as necessary to • Inform future support and challenges – record what you need to • Provide communication with parents • Consider using the Leuven Scales for Wellbeing and Involvement • No formal Assessments or records will be required • Children will not need to be assessed in order to complete the EYFS Profile
  48. Email:jandubiel@yahoo.com @jan_dubiel

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