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Social justice is often embraced in early childhood education and care as a vision and philosophy which can drive pedagogical approaches. Central to this is a focus on creating more equitable and ethical spaces where all children can participate, and where children can relate to each other and to their communities in thoughtful and compassionate ways. When we engage with social justice in the early years, we often seek to explore issues and ideas around gender, sexuality, race, culture, and our environment. These are significant areas which can be exciting to explore with children; equally, they can raise challenges and uncertainties. This review explores the research on social justice and its significance in ECE. It will equip teachers with a heightened awareness around what social justice can mean and what it can contribute to their work with children, families, and communities, as well as how to navigate this area in confident and caring ways.
What is social justice?

The term 'social justice' has extensive meaning and history attached to it. Broadly speaking, social justice relates to a vision of equity for all. Relevant principles and issues often include those of human rights, access, and participation. Understanding how different people and communities experience the world is key, particularly with consideration towards aspects of identity (such as gender, sexuality, race, ethnicity, dis/ability, age, location), how these intersect and interact, and experiences of privilege and marginalisation.

There is a range of different perspectives and understandings regarding 'social justice' as a concept. Some key areas in terms of how we understand social justice and matters relating to it include the conceptual history of the term[1]; the wide-reaching effects of children's rights thinking[2]; and, with specific relevance to social justice in ECE, what is and what ought to be through a lens of love and hope[3]. There are different ways in which social justice is conceptualised and, as one author writes, 'As far as the conceptual history of social justice is concerned, this task is not yet complete'[4]. Even with this conceptual complexity, social justice in ECE is often driven by a strong focus on children's rights, which can serve communities in terms of supporting equitable access to education and supporting children's health, wellbeing, and safety[5]. As well as progressing forward through a lens of love and hope, critique and action are essential to effecting meaningful change across contexts and communities.

Why does social justice matter in early childhood education?

The significance of social justice is far reaching. It is relevant in educational contexts and beyond, and is very much a part of the lives that we all lead. Creating, sustaining, and enacting a vision of social justice can serve teachers in understanding, caring for, and supporting all children to learn and thrive. It is particularly important for teachers who may be navigating issues of justice or injustice in early childhood, which may include exploring children's questions and curiosities, working with family members, or navigating issues arising in the centre, school, or wider community.

What do teachers need to know about social justice?

Education and educational settings can be transformative for children, families, and communities, as well as for those teaching and leading in these settings. When we consider educational settings such as early learning centres and schools as sites for change and transformation, there exists the potential to address issues of injustice. For example, one author writes:

Schools alone cannot transform the structural factors that lead to the maldistribution of wealth nor can they eliminate racism, sexism and other forms of social exclusion and cultural oppression. However, teachers in tandem with parents, teacher unions and community groups can play an active role in contesting inequitable education policies and practices, advocating for a fairer funding system for disadvantaged schools, developing more socially just curriculum and fostering a sense of optimism, belongingness and trust amongst students[6].

In ECE settings, there is ample opportunity to undertake work of this nature in collaborative ways. The strong partnerships formed in ECE between teachers, children, families, and communities are conducive to engagement with advocacy and activism, as well as teaching for social justice. Key here is thinking across aspects of identity including gender, sexuality, race, culture, faith, and/or dis/ability, and how they exist in tandem and interact. In other words, an intersectional mindset is valuable[7]. Continued mindfulness towards socioeconomic disadvantage and its impacts is also important, as this was identified as a limitation of teachers' practice relating to social justice[8] in a recent study.

An ongoing focus on children's lives and perspectives is also key. For example, a recent study exploring children's enactments of fairness in early years settings revealed that children think about and contend with fairness in complex, thoughtful, and contextual ways[9]. The findings of this study reinforce the strong image of children held in ECE and the centrality of this to advocacy work[10].

In addition to embracing a strong image of children and a consciousness towards multiple and intersecting aspects of identity, there are many practical considerations for teachers seeking to enact a vision of social justice.

What does it look like to enact a vision of social justice in practice?

There are many ways in which ECE settings can be reimagined to honour and facilitate teaching for social justice.While there are principles, guidelines, and points of inspiration for teachers to embrace, there are also contextual considerations that must be factored in, such as the interests of children and the needs of the local community. Research reinforces the central importance of contextual relevance; for example, a recent study of Australian teachers in rural localities identified context and community as significant considerations[11]. The following section steps through more holistic considerations which can inform local contextualised decision-making.

Teaching for social justice involves meaningfully understanding children, their identities, and the lives they lead. This includes recognition of children's cultures and engaging in culturally responsive pedagogies, which can integrate critical literacy approaches to different texts, multicultural literature, and print-rich environments which are representative of diversity[12]. Cultural competence is often advocated for in the early years; like social justice, this is a concept which is multi-faceted, with some ambiguity and contestation attached to it[13]. Research has been undertaken to understand teachers' understandings of and journeys with cultural competence, with resulting recommendations indicating that teachers should constantly question and reflect, and 'start from a place of not knowing; be open to possibilities; incorporate principles of respect, reciprocity, trust and understanding; all of which underpin Indigenous epistemologies and ways of doing'[14].

Early childhood is a critical time for children to begin understanding and exploring gender[15]. As children navigate gender and their gendered lives[16], it is important to examine discourses around gender[17]. There remains a persistent tendency in early years settings for gender to be binarised in everyday and subtle ways[18]. For example, traditional gender roles may be reinforced through play experiences, such as continuing to equate superhero play with the masculine and princess play with the feminine, or typecasting particular professions as inherently male or female[19]. Teachers can engage in anti-bias[20] and gender-expansive[21] practices which acknowledge the gendered nature of early childhood and seek to address gendered issues in meaningful ways. This can include challenging assumptions which stem from a binary and conventional view of gender, and seeking to create space for dialogue, exploration, and possibilities for all children.

Important also to enacting a vision of social justice in ECE is developing a meaningful understanding of the impacts of trauma on children, families, and communities. Trauma can have a significant impact on people throughout their lifetime. This may include Adverse Childhood Experiences (ACEs) or events such as abuse, neglect, or natural disasters, which may be experienced individually or collectively. A recent and persistent example is the COVID-19 pandemic which continues to impact in individual and shared ways[22]. Guidelines relating to trauma-informed pedagogies for early childhood teachers may be further explored here, with an emphasis on integrating philosophies and practices aligned to a social justice lens.

Teaching around culture and gender are two key examples among many possibilities in terms of enacting social justice in ECE. Other issues which are relevant and important include:

Creating safe spaces where LGBTQI+ children and families feel welcomed, honoured, and supported - this includes resisting heteronormative ways of working[23] and ensuring rainbow families are meaningfully included and experience a sense of belonging[24].

Decolonisation of education spaces, which focuses on acknowledging colonisation and its continued impacts, while seeking to disrupt and reconceptualise colonial understandings[25]. It may mean critically reflecting on existing curriculum, resources, and practices, and considering whether they serve to sustain or privilege colonial narratives and how they can be reconsidered to make visible Indigenous and First Nations perspectives. In a conceptual paper focusing on the decolonisation of ECE, this is posited as a practice which can instil autonomy and self-belief in children to contribute to positive outcomes for all[26].

Climate change and sustainability, which are matters of critical concern where children deserve a voice and can make a difference[27] - for example, by exploring 'weathering-with' pedagogies which foreground connectedness between children, weather, and the world[28].

Across these areas and how teachers engage with them, ethical considerations are essential. For example, one author writes that, when embracing activist teaching with ethics at the fore, 'we must open rather than close dialogue, respect diverse perspectives in genuine ways, provide students with choices, be reflexive, and collaborate with others to ensure we don't abuse the power of our positions'[29]. These types of considerations can further inform how teachers honour children's rights and enact a vision of social justice. In particular, critical reflection, which holds a central place in ECE, is a common theme in the literature surrounding social justice in education. Critical reflection should be undertaken regularly with focus on examining the privilege apparent in educational paradigms and curricula[30]. Engaging in reflection around privilege can help teachers to understand their identities and experiences, as well as those of others, which can in turn develop and sustain quality practice[31].

Embracing and enacting a vision of social justice in ECE is an ongoing project for any teacher. Importantly, it is a collaborative endeavour where teachers can unite, learn from each other's perspectives and experiences, and support and care for each other. It gives teachers further opportunity to journey with children and families, in partnership, with a focus on understanding and supporting all children as individuals with their own voices and views. Meaningful engagement with philosophies and pedagogies for social justice also opens up space to explore issues of profound importance, such as gender equity, LGBTQI+ rights, trauma and its impacts, and the climate crisis. While these are key examples, there are many other issues and ideas to explore, and a multitude of perspectives that children can bring to these important conversations as we continue working to honour children's rights and social justice in ECE.
Recommended further reading
Chapman, R. (2022.) Moving beyond 'gender-neutral': creating gender expansive environments in early childhood education. Gender and Education, 34(1), 1-16. http://doi.org/10.1080/09540253.2021.1902485

Hargraves, V. (2019). Principles for culturally responsive teaching in early childhood education. https://theeducationhub.org.nz/principles-for-culturally-responsive-teaching-in-early-childhood-education/

Lee, S., Adair, J. K., Payne, K. A. & Barry, D. (2021). Revisioning fairness as social justice in Early Childhood Education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01233-x

Martin, K., & Berger, E. (2022). Childhood trauma and its impact. https://theeducationhub.org.nz/childhood-trauma-and-its-impact-2

Sinclair, K. (2021). Disrupting normalised discourses: Ways of knowing, being and doing cultural competence. The Australian Journal of Indigenous Education, 50(1), 203-211. http://doi.org/10.1017/jie.2018.23
Glossary
Intersectionality: The connection or intersection of different aspects of a person's identity, such as gender, sexuality, race, ethnicity, dis/ability. Examining identity through an intersectional lens helps in understanding multiple and overlapping factors which can create dis/advantage, marginalisation, or privilege for people and communities.

Marginalisation: Marginalisation relates to the exclusionary social positioning and limitation or denial of rights, status, access, opportunities, and/or resources to particular people or groups. It may be related to aspects of a person's identity or lived experience.

Privilege: Social privilege refers to the advantage and power afforded to particular people or groups based on their identity/identities or status within society.
Endnotes
[4] Jackson, 2005.

[5] Smith, McLeigh, & Spaulding, 2016.

[6] McInerney, P. (2012). Rediscovering discourses of social justice: Making hope practical. In B. Down & J. Smyth (Eds.), Critical voices in teacher education: Teaching for social justice in conservative times. Springer.

[10] Lee et al., 2021.

[14] Sinclair, 2021.

[16] Robinson, K.H. & Diaz, C.J. (2016). Diversity and difference in childhood: Issues for theory and practice. McGraw Hill.

[17] Chapman, R. (2022.) Moving beyond 'gender-neutral': creating gender expansive environments in early childhood education. Gender and Education, 34(1), 1-16. http://doi.org/10.1080/09540253.2021.1902485

[18] Callahan & Nicholas, 2018.

[19] Callahan & Nicholas, 2018.

[20] Campbell, S., Smith, K., & Alexander, K. (2016). The gender factor: Continuing the dialogue. In R. R. Scarlet (Ed.), The Anti-Bias Approach in Early Childhood (3 rd ed., pp. 41-50). Multiverse.

[21] Chapman, R. (2022.) Moving beyond 'gender-neutral': creating gender expansive environments in early childhood education. Gender and Education, 34(1), 1-16. http://doi.org/10.1080/09540253.2021.1902485

[22] Phelps, Chavez & Sperry, Linda. (2020). Children and the COVID-19 pandemic. Psychological Trauma: Theory, Research, Practice, & Policy, 12. https://doi.org/10.1037/tra0000861;

Tosone, C. (2021). Shared trauma, shared resilience during a pandemic (pp. 1-11). https://doi.org/10.1007/978-3-030-61442-3

[23] Callahan & Nicholas, 2018.

Liang, X. M., & Cohrssen, C. (2020). Towards creating inclusive environments for LGBTIQ- parented families in early childhood education and care settings: A review of the literature. Australasian Journal of Early Childhood, 45(1), 43-55. https://doi.org/10.3316/ielapa.094674145589366

[25] Atkinson, S. (2016). The challenges and successes of Indigenous parents as decolonisers of 'mainstream' early childhood spaces in Melbourne, Victoria, Australia. In R. R. Scarlet (Ed.), The Anti-Bias Approach in Early Childhood (3 rd ed., pp. 145-156). Multiverse.

[26] Oppong, S. (2020). Raising a new generation in a postcolonial era through decolonised early childhood development and care services. Contemporary Issues in Early Childhood, 1-16. https://doi.org/10.1177/1463949120970238

[30] Vilson, J.L. (2017). Love as a language for educational justice. The Educational Forum, 81(4), 360-362. https://doi.org/10.1080/00131725.2017.1353324

[31] Nolan & Lamb, 2019.

By Dr Madeleine Dobson

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Social justice in early childhood education - THE EDUCATION HUB

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Social justice is often embraced in early childhood education and care as a vision and philosophy which can drive pedagogical approaches. Central to this is a focus on creating more equitable and ethical spaces where all children can participate, and where children can relate to each other and to their communities in thoughtful and compassionate ways.

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Junk Playground SLIDESHOW! with Teacher Tom. “Loose Parts, Freedom, and Child-Led Play”

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Bush Kinder_ nature, wellbeing and resilience - ABC Kids

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The Communication Milestones Kit provides information for parents and carers about the role of speech pathologists. The kit also assists parents and carers to find a speech pathologist if they are unsure about whether their child is having difficulty with speech, language and communication.

What's in the kit?

The Communication Milestones Kit is a series of A4-sized downloadable information sheets and an A3-sized poster. These outline the talking and understanding milestones for children aged 1-5 years.

The information sheets and poster outline how early childhood educators and speech pathologists can work together to ensure that children reach these milestones within the expected timeframes.

The kit also presents information on the role of speech pathologists and how to find a speech pathologist.

The information sheets are a useful tool to start a conversation about a child who may be having difficulty with their speech, language and communication.

Download the posters:
Download the A3-sized Communication Milestones Poster
Understanding and speaking "between the flags"

Children learn to communicate by interacting with early childhood educators, family, and friends. Early childhood educators and speech pathologists can support children to build their communication and keep them developing "between the flags".

Early childhood educators and speech pathologists can work together to:

find out which children are understanding and speaking "between the flags"

create communication-supporting learning spaces

help children with a range of communication needs.

Speech pathologists can also provide therapy to help children with:

understanding and using pictures, symbols, signs, gestures, speech sounds, words and sentences

taking turns and making eye contact

building skills for later reading and spelling

stuttering, voice and feeding difficulties.

Don't "wait and see"

Concerned about a child's communication?

Non-Association Resources

The NSW Government: Western NSW Local Health District have developed Waiting for Speech Pathology resources. Sometimes children need to wait to see a speech pathologist due to high demand for services.

These resources provide information for families and others to support children's communication development in everyday situations, while you wait to see a speech pathologist.

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The Communication Milestones Kit provides information for parents and carers about the role of speech pathologists. The kit also assists parents and carers to find a speech pathologist if they are unsure about whether their child is having difficulty with speech, language and communication.

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Australia has always been a multilingual country. According to the latest census, 24.8 per cent of Australian households speak a language other than English.

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Over the years, many Indigenous people have been forced to speak Standard Australian English (AusE) at the expense of ancestral language, Kriol, or Aboriginal English (AbE).

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What happens during the first 2000 days of your child’s life (pregnancy to age 5) has a huge impact on how they grow, develop and learn. Visit the Parent and Carer Hub to find out how to give your child the best start in life.

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Crucial Conversations for Kids | Crucial Learning

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Here are few ideas for teaching kids the skills from Crucial Conversations. Any suggestions you would add?

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Recording | Trainer Webinar Crucial Conversations with Kids

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a Crucial Learning Webinars Folder video

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Crucial Conversations with Kids: Tools for Trainers and Parents | Crucial Learning

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Talking about tough issues with kids—whether you’re a parent, teacher, or caregiver—needs a mix of patience, strategy, and communication skills. These conversations often go sideways, turning into power struggles or frustration on both sides. When we apply some skills from Crucial Conversations for Mastering Dialogue, we can create a space that resolves conflicts and builds a deeper connection with the child.

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Allies and Friends Early Childhood Education Series and Toolkit

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Racism. It Stops With Me is a national campaign that provides tools and resources to help people and organisations learn about racism and take action to create change. The campaign invites us to ask ourselves important questions about the role of racism in shaping society, the way we see ourselves and how we interact with one another. To explore these questions and find out more information, visit the About the campaign section of this website.

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Topic 6: Quality Area 1 - Educational program and practice

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Effective Curriculum Planning and Documentation Methods In

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As you know many preschoolers (especially these days) resist coming to the rug, have trouble sitting still, roll around on the rug, interject "off topic" remarks or otherwise interrupt our plans.

It turns out that developmentally this is to be expected of 2-5 year olds.

But yet you may be required to hold these large group experiences.

Or, at the very least it's customary in your program, center or school.

So what's a teacher to do!?

Well, what I learned was the focus of circle time and other large group experiences should be inspiring children to gather as a community.

Arguably the goal of large group in preschool is to learn to love coming to large group!

Simple as that.

And, if some children learn a thing or two beyond that then great, that's icing on the cake.

But in terms of the knowledge and skills we are assigned with teaching for most children those things are better learned during centers, small groups, and even integrated in transitions and games or even lunchtime conversation throughout the day.

Are you with me on this? Is this idea new for you? What do you think?

Let me know in the comments below.

AND if you're looking for effective and easy to implement strategies to inspire children to come to large group, check out our Transform Large Online Training.

Just click the button below to learn more.

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Large Group is Developmentally Challenging for Many Preschoolers

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Learning that circle time is not the best way to teach preschoolers changed my teaching. As you know many preschoolers (especially these days) resist coming to the rug, have trouble sitting still, roll around on the rug, interject "off topic" remarks or otherwise interrupt our plans. It

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How do you feel about group time? Do you see it as a negative concept that takes away from a child's autonomy and right to play, or a positive time for collaboration, connections and transition? Perhaps, like many aspects of early childhood education, it's all about how we approach it.

Pedagogical Leader Karla Wintle shares her experience with group time over the years, and how a critical reflection on inclusion and children's rights has changed the way she approaches group time.

Whether an expectation or a preference, group time has been a cause for discussion within the sector for some time.

My first experience of group time with 2 to 3-year-olds was not only nerve-racking but also quite a shambles. Some children were rolling around the floor, kicking others or crying. I guess I was very naive to think that 20 children of that age would sit and listen to me reading 'Goldilocks and the three bears'. However, I persevered for some time, because it was an expectation that we did group time with every age group.

That was around 10 years ago and over the years I've looked back and reflected on the why behind this practice, focusing especially on the question who is group time for?

Group time can be a positive experience for children when approached in the right way, providing a time and space for children to be together, reciprocally engaging in conversation or experience. However, sometimes our own agenda can cloud our pedagogical decisions, which disregard the voices of children and other colleagues. Using the methodology of power with rather than power over supports an holistic approach to group time, enabling us to advocate for those we work with.

A question of inclusion

When we consider the complex and individual nature of a particular group, are we being inclusive when we run group times?

I remember the constant battle to include everyone, due to some children having incredible confidence to be able to voice their thoughts and opinions while those who were more reserved struggled to be heard. I considered how it was for the children who found sitting still challenging, was I listening to what they were subconsciously telling me? "I could be learning this in a different way...in my own way."

Reflective questions such as who is advantaged and who is disadvantaged by our actions as educators can support social justice, equity and inclusion within our curriculum. In this case, such reflections enable us to consider both sides of the debate, including the benefits and drawbacks of engaging in group time vs not including group time in the program, and how much we should intervene to encourage children's involvement when they are already busy playing or engaged with other children.

A meditation on rights

The thing that really dominates my thinking is, what right did I have to sit at the centre and forefront of children's learning, being the holder of all knowledge?

I imagine myself sitting on a chair, higher than the children, hoping they would be listening to me and be interested in what I had to say. This contradicts what the Early Years Learning Framework tells us - that we should view children as active participants and decision-makers, opening up possibilities for us to move beyond preconceived ideas and expectations about what children can do and learn.

My question is who is silenced, who is excluded and whose agenda are we following?

When we consider that children have a right to be listened to and to have their opinions taken seriously, then are we being ethical in our pedagogical practices?

Group time can work, but it needs to be collaborative and empowering

I'm not saying that group time is something we shouldn't include in our programs. In fact, socio-cultural theory tells us that children should be seen as co-constructors of learning, scaffolding the learning of others, which benefits children's self-confidence and self-esteem, and group time can be one way of enabling this.

I've seen fantastic group times that have been thoughtful, engaging and inclusive, whereby children can choose whether they participate or not.

So, let's consider an alternative collaborative approach to bringing children together.

Recently, as I was collating feedback for our quality improvement plan, I looked at the voices of the children within it and I had an instant light bulb moment.

What if we had a children's QIP review meeting, just like we do as a leadership team?

Reflecting in action, we spontaneously gathered a small group of children who wanted to participate in our leadership table.

At first, it was quite a novelty for the children, who laughed and engaged in humorous conversation, but providing them with the resources to draw and create their thoughts was a way in which we could invite and provoke ideas for our QIP in an ethical and inclusive way.

Knowing that it was the last day for 4 of the children as they were going to school, it was a great opportunity to draw out their ideas around what we could do to make Springvale Service for Children better for other children in the future.

We showed that the children's ideas were valid, respected and valuable to the service's vision for improvement. For some of the younger children who attended the meeting, it was an opportunity to see how they can contribute to the meetings we will have in the future. My role was to observe and listen, occasionally being the teacher without knowledge.

Minutes were taken with a note added to say:
All children in attendance chose to be present today. The children who chose not to attend this meeting were too busy in play and may attend the next meeting which is scheduled on [date]. The next meeting will be to organise and plan our Lunar New Year Event.
While meetings with children are already part of our program, this meeting seemed to hold a more powerful message. Children were now able to be visionary about the service, making decisions that will not only affect the service but the children who will attend in the years to come.

Group time doesn't have to be a part of the day where we are gathering children to get other tasks done or to enlighten them on a topic of our choice. It can be a powerful collaboration of minds that can happen anywhere at any time, allowing children's ideas to become a powerful tool for reflection and continuous improvement. It can also be a time for fun and laughter 💗

CELA's expert child care and early education service consultants have helped many new and existing providers across Sydney and Australia-wide to achieve success.

About CELA

Community Early Learning Australia is a not for profit organisation with a focus on amplifying the value of early learning for every child across Australia - representing our members and uniting our sector as a force for quality education and care.

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A reflection on the ethics of group time, a pedagogical dilemma?

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How do you feel about group time? Do you see it as a negative concept that takes away from a child's autonomy and right to play, or a positive time for collaboration, connections and transition? Perhaps, like many aspects of early childhood education, it's all about how we approach it.

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Children aren't born in litters, so why teach as if they are?
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Before I answer the question posed in the title of this blog, let's remind ourselves of the purposes of group story and song sessions in early childhood settings.

Purposes of group story and song sessions:

Reading aloud and singing with children is an impo rtant part of any early literacy program . Reading books together gives children tremendous insight into the act of reading long before they even begin to decode words on a page for themself. In addition, reading together serves to: i

However, all this is hard to achieve in large groups, partly because of the nature of young children, and partly because of the nature of large groups.

Nature of young children

To understand what makes group time so difficult for children, we need to remember what we know abou t child development. Four characteristics are relevant here: children's natural group size, their attention span, their language development, and their learning style.

In terms of group size, we know that young children naturally gather in groups where the number of children is one more than their age:

This natural group size tells us that, even when the setting is big enough to accommodate a large group, the children themselves can find it difficult to cope in a crowd, particularly when the task is demanding - such as during group story time, when their language, concentration and sensory integration skills may all be simultaneously challenged.

Concentration span

As for concentration span, I 've always thought of children's attention span for adult-led activities as being around three minutes multiplied by their age in years (up to a probable maximum of around 20 minutes). When you are fascinating, passionate and engaging, you can double this for around 80 per cent of children. However, you cannot double it for every child - and you cannot triple it for anyone, because concentrating for prolonged periods depletes children's energy and, with it, their ability to focus. iii

Language skills

Children learn language within their relationships. Their language abilities are directly related to how much time they spend talking with and listening to adults. iv

Children can experience a rate of words per hour at home ranging from 616 through to 2153 words per hour, depending on the socioeconomic*** conditions in which they are living. This equates to between 3 million (at the lower end of the scale), and 11 million words (for more advantaged children) across a year.

This means that children who are experiencing complex adversities at home, and therefore are at the lower end of the range, are most in need of one-on-one or small group interactions in their care and education settings to provide the language stimulation that they might not be receiving at home .

*** "Socioeconomic status is the position of an individual or group on the socioeconomic scale, which is determined by a combination of social and economic factors such as income, amount and kind of education, type and prestige of occupation, place of residence, and-in some societies or parts of society-ethnic origin or religious background. Examinations of socioeconomic status often reveal inequities in access to resources, as well as issues related to privilege, power, and control." Adapted from the APA Dictionary of Psychology as cited on the American Psychological Association website.

Large group settings do not readily match children's capacity to engage in them.

Children's learning s tyle

Play is the vehicle by which children construct knowledge about the world, and acquire and consolidate their skills. vii Seen in all mammals, it is children's primary way of making sense of their world. viii It is not children's 'work' so much as a way of using the mind ix that allows children to experience being in their element. x Another term for this experience is 'flow' - which is when our energies (or attention) are focused on achievable and meaningful goals that are under our control. xi

Movement and doing, then, are how children learn. As Dowling observes: 'The most demanding level of movement for a child is to stay still'. xii Of course, group times require that they do exactly this .

Disadvantages of large group settings

Many of these natural characteristics of children suggest that large group sessions do not readily match children's capacity to engage in them. Specifically, research tells us that compulsory group story and song sessions (or 'circle time') present many difficulties.

Self-efficacy

The first disadvantage is that these sessions are often mandatory. This deprives children of choice. However, I believe that the main goal of early childhood education is to teach children what is known as self-efficacy . This is the belief that we can make things happen in our lives, that we are effective at running our lives. In education, specifically it refers to teaching children that they can make learning happen for themselves: that they are effective learners.

Picture the c hild, then, who is busy trying to understand weights and measures (otherwise known as 'playing in the sandpit') who is testing what works and doesn't (otherwise known as being a scientist) and is forced to come away from that experiment to listen to a stor y that has nothing to do with science. If we want children to have self-efficacy, we must allow them to see through what they are doing to its natural conclusion . Given that we can't read minds, we have to assume that they are doing and thinking about some thing valuable - something, therefore, that should not be interrupted.

Large group sessions commonly over-extend children's concentration span.

Children with learning difficulties

Children with language difficulties, limited concentration span, or sensory integration difficulties can find it impossible to learn within the large group setting. Sometimes, I see these children being allowed to 'vote out' of the session - that is, to choose not to come. However, this makes an exception of a child whose developmental profile already puts him or her at risk of being ignored. It implies to the other children that it's okay not to expect this child to participate in their play.

As for children with delays and disabilities, they tend to be only passively engaged during group times, in which case they will be learning little. In contrast, they are more likely to be actively engaged and to interact with their peers during free play. xiv .

Emotional needs for connections

When conducting large groups, it is impossible to satisfy children's emotional needs for closeness and intimacy. xv Children's social acceptance and friendships are a major source of their pleasure in their educational settings. xvi And, although in early childhood they get more contact with peers than further up the schooling system, group times are intended to be social. Yet for the most part the children cannot interact with each other. Their drive to do so is why the children at the back are chatting to each other, despite constant reminders to listen to the educator.

Language skills

The main purpose of group sessions is language stimulation. However, the nature of large groups means that they fail spectacularly at this. Few children can get to talk within a large group. Even if everyone had equal turns, it is not possible for young children (or anyone of any age) to wait for 19 others to have their say before contributing to the conversat ion. By then, what we wanted to say would be off-topic. And none of us could have a dinner party with 20 guests where only one conversation was happening and we had to wait to have our say until the person to our left had theirs. No one - not even adults - can wait that long. Instead, at a dinner party we would break up into smaller groups of three or four, and have separate conversations. No wonder this is what happens during large group sessions with children.

Especially when children's home environment m ight not be supporting optimal language development, educators' conversational responsiveness is vital. This means responding to what our communication partner says, and maintaining topics over successive turns. xvii Children need b oth a high quantity of interactions (frequent conversations comprising four or more turns each by the adult and child) and high-quality (responsive) interactions to advance in their language skills. This can't be done in large group settings.

Children's re sponses to group times

As if the above disadvantages are not enough, research tells us that being deprived of choice and having limited opportunity for true interaction causes children to dislike large group sessions and to regard them as 'work'. xviii The result is that, although the sessions could be teaching valuable information, they might also be teaching children that learning activities are dull. This is the last thing we want.

Educators' responses to group time

And what about the educators? Having to run sessions with constant interruptions and disruptions is downright hard work . Doing so typically involves enormous numbers of corrective and directive statements from educators to keep individual children engaged. But, as Gottma n's ratio tells us, for every one of these negative instructions, we need to give children five positive comments. But there is no time to offset the negative tone of all those corrective statements. This is not good for children's emotional wellbeing... and educators do not want to be instructing children like this.

Luckily, there is an alternative. We can give ourselves a break - and be more effective at the same time.

The alternative

In my observations of large group sessions, I am struck by the one-third ratio: One third of the children are engaged for the most part. They are sitting up the front and joining in. One third of the children are engaged now and then and, during down times, are 'day dreaming' but not actively disrupting the session. And the remaining one third of the children are rolling around in the back rows, calling out now and then when something finally interests them but, on the whole, spend the time chatting to and poking the children nearby.

Other than the one-third who are engaged, what is group time teaching the remaining two-thirds? And if only one third is engaged, why not run a group time for just those children?

One simple solution, therefore, is to make group time voluntary. Instead of conducting whole-group sessions, we would offer a series of small-group interactive experiences throughout the day.

These sessions would look like this: An educator could sit outside and begin to play a musical instrument, or could approach one or two chil dren who were not deeply engrossed in play and would ask if they would like a story. Once captivated, others might choose to join the group also. Sometimes, everyone would elect to participate but, if the group became too large, some might decide to wait u ntil the next session. And for those attending, once their concentration had waned, they could leave.

A variant on this is to conduct 'workshops' that children can choose to attend but, once there, stay until the session ends. xix Children can come up with their own ideas for the topics of these workshops. xx

These sessions wou ld occur three or four times a day, with leaders noting on a card who attended. Over the course of a week, you would find that most children would be participating. Although children who attended the centre daily might participate in only three sessions ov er the course of a week (instead of daily compulsory sessions), those interactions would be more enriching and relevant for them and therefore they would potentially learn more.

Sometimes, what you offer will be so inviting that all the children choose to come. This 'voting in' is very different from making an exception of a few children, though. It avoids stigmatising the few 'exceptional' children, and still engages the children in actively choosing to manage their engagement themselves.

For the few child ren who do not choose to attend, you could conduct one-on-one sessions in an effort to understand the reasons they are not participating. You might look out specifically for whether:

the language is either too simple for gifted learners, or too advanced fo r those with language impairments or for whom English is their second or third language

the children have concentration difficulties

they have sensory integration problems that make them uncomfortable in group settings where they might get jostled or touched unexpectedly

they lack social motivation, as seen in children on the autism spectrum.

If your observations of these children then suggest a developmental concern, you would recommend that their parents obtain an assessment to guide you in how best to su pport their learning.

Benefits of voluntary group time

Conducting voluntary group times as described above will:

Voluntary sessions do pose scheduling challenges, which your team would need to plan for.

Wha t about school readiness?

Some say that we have to insist on compulsory group times to prepare children for school. However, when children choose to attend, they are choosing to regulate their attention, emotions and impulses - and this skill (not the abil ity to sit passively in groups) will be the most vital for their achievement at school.

Indeed this type of intellectual maturity in general and self-management skills in particular play a central role in children's readiness for and success at school, xxii accounting for 25 per cent of their adjustment and success in the early years of school. xxiii Their learning processes are more important than specific literacy and numeracy skills such as knowing the alphabet o r being able to count. xxiv

Success at making the transition to school also depends on children's social and behavioural competencies. xxv These account for around 10 per cent of childre n's reading and maths progress in the early school years. xxvi Children with poor learning-related skills begin school performing below their peers and contin ue to lag three years later. xxvii

Children's ability to regulate their emotions directly affects their success and productivity at school. xxviii This ability may be particularly crucial for navigating school entry, because the new learning environment and challenging academic tasks can arouse anxiety and frustration, which must be managed. In turn, teachers view well-regulated children more positively, which contributes to an improved teacher-child relationshi p that, in turn, also supports children's educational engagement and attainment. xxix

In other words, self-regulation (rather than being controlled by a 'boundary rider') is the most vital skill for a successful tran sition to school and for success once there.

Even if this were not true, just because particular behaviours such as sitting in a large group might be achievable by school-aged children, this does not mean that they are achievable - or even beneficial - at younger ages . What's more , most children will mature into school routines as they near the school starting age, but this is no more - and perhaps even less - likely if we force them to do so before they are capable.

Conclusion

We can meet our goals for children's learning at the same time as respecting their capacities when we offer activities and make resources available to them that are in tune with the natural rhythm of their day and which honour their learning through play, rather than interrupting i t for compulsory group times. For children to learn, they need to be able to trust that the world is predictable and they need to be able to trust themselves. Our job, then, is to put ourselves into contact with the intelligence of children, xxx so that they have the space and time to fall in love with what they are doing.

Conlon, A. (1992). Giving Mrs Jones a hand: Making group storytime more pleasurable and meaningful for young children. Young Children, 47 (3), 14-18.

Cook, P. & teachers from t he Early Assistance Action Research Project in South Australia. (2008). Whose language is group time anyway? In G. MacNaughton, P. Hughes, & K. Smith (Eds.), Young children as active citizens: Principles, policies and pedagogies ( pp. 193-209). Newcastle, U K: Cambridge Scholars Publishing.

Fields, M., & Boesser , C. (2002). Constructive guidance and discipline. (3rd ed.) Upper Sa ddle River, NJ: Merrill Prentice Hall.

Gestwicki , C. (2014). Developmentally appropriate practice: Curriculum and development in early education. (5 th ed.) Belmont, CA: Wadsworth.

Holt, J. (1982). How children fail . (rev. ed .) New York: Merloyd Lawrence.

Kemp, C., Kishida, Y., Carter, M., & Sweller , N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28 (1), 134-143.

Wiltz, N. W., & Klein, E. L. (2001). 'What do you do in child care?': Children's p erceptions of high and low quality classrooms. Early Childhood Research Quarterly, 16 (2), 209-236.

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Children aren't born in litters, so why teach as if they are?

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Disadvantages of large group settings in early childhood education and care settings and how you can adjust your program

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Inclusive educational programs for children with disability

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This series of 7 interactive webinars from STaR outlines the delivery of quality educational programs for children with disability and developmental delays.

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Did you know? Across all service types in NSW, Elements 1.3.1 (Assessment and Planning Cycle) & 1.3.2 (Critical Reflection) are the most significant drivers for not meeting NQS under Quality Area 1.

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Formative Assessment _ NSW Curriculum _ NSW Education Standards Authority

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Running, spinning, banging and shouting - preschoolers can sometimes seem to have limitless energy. In some cases, it may be a child's way of signalling that they are feeling overloaded or seeking sensory stimulation. Engaging children in 'heavy work' activities can be a great way to channel this energy and calm the mind by giving children a sense of purpose.

We speak with Paediatric Occupational Therapist Claire Joyce about proprioception (sometimes referred to as our '6th sense'), explore benefits of heavy work activities and provide a list of simple and fun heavy work ideas you can engage children in right away.

Proprioceptive input - our body's hidden sensor system

You know when you go to sit down on a chair and your body automatically senses how far you will need to squat in order to plant you backside beautifully on the seat? That's proprioception!

You may also think of it as body awareness.

"Proprioception is a form of sensory input to the muscles and joints which makes us aware of our 'position in space' such as, where we are in relation to other objects or people," says Claire Joyce, Director of mobile occupational therapy organisation Learn Through Play. "A child's sense of body awareness and balance comes from the information their brain receives from their receptors in their muscles and joints. This information tells the child where their body is in space, where each body part is and what each body part is doing. It is the way a child will know how much force to exert through their muscles and joints when completing a task, such as how much force to exert through a pencil for drawing or writing, or how much force to exert when throwing a ball".

Many occupational therapists have labelled proprioception as our '6th sense'.

How heavy work can stimulate proprioception

'Heavy work', is any type of activity that pushes or pulls against the body, and it's a great way of engaging proprioception which can in turn help to channel energy and aid children with sensory processing issues to feel centred.

Lifting, pulling or even pushing your own body weight are simple heavy work activities that stimulate proprioceptive input, and these are just unconscious movements that trigger this sense. There are countless fun activities that can be implemented to help children release energy.

Heavy work activities have many benefits for preschoolers, including helping to calm children or increase their attention and focus. As Claire affirms, the sense of awareness that emerges with such recreation combined with improved self-regulation, balance and stress levels, allows a child to feel more comfortable with their surroundings and enhance their inter and intrapersonal intelligence.

In considering when and who heavy work activities are best suited for, Claire states, "Unlike most other sensory systems, proprioceptive input rarely over stimulates the body. It is believed that 15 minutes of proprioceptive input, or heavy work activities, can last in the body for up to 2 hours, helping to keep a child calm and in an optimal state of arousal for learning".

All children can benefit from heavy work activities, however it can be particularly beneficial for those with difficulty interpreting proprioceptive input. These children may appear sleepy or clumsy, disruptive, or extremely energetic.

It is of course necessary to consider the individual needs and personality of a child and to not force any form of activity that may appear to cause them stress.

Activity Ideas

The great thing about heavy work is that you don't really need to go out and purchase any specific 'tools' or materials. Opportunities are all around us. Simple activities such as stacking large blocks, moving and sorting books and boxes of toys, pushing or pulling karts and raking leaves or cleaning windows are examples of heavy work that anyone can put into place almost immediately.

Here are five fun heavy work activity examples that you could try this week:

1. Balloon tennis

A great heavy work activity that will help kids stimulate their proprioceptive input is balloon tennis. This exercise will also activate their gross motor skills and improve hand-eye coordination through jumping, balancing, focusing, leaping and stretching! All you need for this activity are spoons and balloons. Watch Storypark's video to see balloon tennis in action.

2. Newspaper sports

Creating newspaper sports will help keep children engaged and focused. This activity will promote self-regulation and balance and improve stress levels! Give your pre-schoolers old newspapers to use as 'bats' and scrunch some paper into balls. Use cones or tape on the ground to create markers and let kids shoot goals or weave their paper-ball between cones through an obstacle course.

3. Animal walking

Animal walking is a simple and entertaining exercise that requires no external resources. These activities resemble the animal they are named after and will help stimulate any child's proprioceptors. Watch LemonLimeAdventures' video to see some of these walks.

The crab walk - squat down close to the floor and lean backwards. Place both hands on the ground so that you resemble a "tabletop". Walk sideways whilst keeping your back straight and your bottom off the ground.

Frog jumps - begin in a squat and place both hands on the floor in between your knees. Jump forward and land on the ground with both your hands and feet.

If you want to make it a bit more complicated, try turtle walks - rest a large pillow on a child's back and time how long they can crawl around like a turtle with a shell on its back.

4. Budge the bucket

Fill a bucket, basket, box or any other container with items of varying weights. Set up a "finish line" using tape or a distinct object and ask the children to move their container to the finish line in various ways, including pushing, pulling, tugging or lifting it. This activity will engage a child's proprioceptive sense through receptors in their muscles and joints being activated. This will help the child understand where their body is spatially, where and what each body part is doing, and how much energy to exert. Check out how St Luke's Preschool execute this activity through their video.

5. Did you know...

Sand play is another great activity to help increase proprioceptive input. The soft sand will drive neurological stimulation through the joints in the feet, legs and spine to the brain. To include additional heavy work activities in sand-play time, cut the bottom off an empty milk bottle and use it to scoop the sand back and forth between containers or dig in a sandbox for buried items.

Check out these other resources to learn more about heavy work!

Have you seen our live webinar training calendar?

Many sessions to choose from, including many of our most popular training topics, redesigned for webinar format.

Topics are delivered in a variety of 2- 3 hour sessions or 2 part series. Every course provides a practical, hands-on approach to professional development.

CELA has been supporting the professional needs of the early and middle childhood sector for over 40 years.

We trained over 7,000 early education professionals across 2020 through the calendar and customised sessions with a focus on developing quality practice for the benefit of children.
View our sessions
About CELA

Community Early Learning Australia is a not for profit organisation with a focus on amplifying the value of early learning for every child across Australia - representing our members and uniting our sector as a force for quality education and care.

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How heavy work can help preschoolers with regulation

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We speak with PaediatricOccupational Therapist Claire Joyce about proprioception (sometimes referred to as our '6th sense'), explore benefits of heavy work activities and provide a list of simple and fun heavy work ideas you can engage children in right away.

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You might be aware of schema for infants - such as the schema that helps newborns to suck or grasp. Schemas continue on through a child's development, and identifying and understanding children's schemas can provide important information.

In this post, a new guest writer for Amplify, Casey Francis, of Gunning Early Learning Centre in rural NSW, describes how to identify and make use of schemas to help children progress in their development of the Fundamental Movement Skills (FMS).

A Munch & Move coordinator, Casey has nearly 20 years experience working in rural long day care services and mobile preschools and is supported by Gunning Early Learning Centre's Director, Lynn Morphett and Educational Leader, Libby Eather.

The resources in the article have been developed by Gunning Early Learning Centre in partnership with Southern NSW Local Health District as part of NSW Health's Munch & Move program.

The article includes useful references and a helpful table to download or print- great for students or to share in a staff development discussion.

Schema theory

Have you ever observed a child, continually moving things around, insisting on a particular order for objects? This child is demonstrating a positioning schema, learning about order, logic and symmetry.

Schemas are the urges that children have to do things - often repetitively. They emerge through play, and the repetitive nature of the behaviours help the brain to form connections and master skills.
Schema theory can be identified as the journey from perception to integrating experience and thinking.
(Martin, 2008)

While working on schemas, children will look engaged and concentrating on their play. Children may display one very dominant schema, or may display a number of schemas. Schemas evolve over time.

Schemas are rooted in Piaget's cognitive development theory. Children learn when their prior understanding and knowledge (schemas) is changed (accommodated) by taking in new information (assimilation). By recognising and understanding children's schemas, we can support their development.
Not all children have schemas that are easy to recognise and respond to - they can be difficult to observe at times in individual children, but wonderfully rewarding!
How you fit in

Early childhood educators play an important role in creating individual learning environments that is rich in resources and materials and purposefully supporting the development of concepts by scaffolding and extending learning.

FMS practice can be effective when it supports children's natural learning behaviours and patterns.

The planning, documenting and evaluating cycle supports educators to use their observations of child's interests to inform planning.

Educators can support development of FMS using a child's schemas by:

1. Observing - when you observe children over time you will begin to see patterns of repeated behaviour, which can help you identify their current schema.

2. Supporting - subtly support the child's actions, offer resources and plan repeated, real and first-hand experiences that will motivate them to extend further.

3. Extending - plan resources and FMS opportunities to extend the child's skill and use of a schema, at the child's pace.

Schemas are just one way of thinking and talking about child development - there are lots of others.

Not all children have schemas that are easy to recognise and respond to - they can be difficult to observe at times in individual children, but wonderfully rewarding!

This may look like

You could promote fundamental movement skills development by...

In practice...

Rotating

Turning wheels

Drawing circles

Spinning on the spot

Swinging around

Transforming

Encouraging the whole body movement in messy play, like jumping through paint allows children to experiment with cause and effect. What happens when we step in paint and walk across paper?

Further Reading

Athey, C (1990) Extending Thought in Young Children: A Parent-Teacher Partnership, London, Chapman Press

Atherton, F and Nutbrown, C (2013) Understanding Schemas and Young Children: From Birth to Three, London, Sage Publications

Louis, S, Beswick, C, Magraw, L, Hayes, L and Featherstone, S (ed) (2013) Understanding Schemas in Young Children: Again! Again! London, Bloomsbury Publishing

Martin, M. (2008) 'Chris Athey; John Dewey.' Early Years Educator. Volume 10 No 3. pp 24-26

Van Wijk, N (2008) Getting Started with Schemas: Revealing the Wonder-full World of Children's Play, Auckland, Playcentre Publications

Casey Francis is the Munch & Move Coordinator at Gunning Early Learning Centre. This resource has been developed by Gunning Early Learning Centre in partnership with Southern NSW Local Health District as part of NSW Health's Munch & Move® program. For more information and ideas on healthy eating and physical activity go to www.healthykids.nsw.gov.au

Meet the author

Casey Francis is the Munch & Move Coordinator at Gunning Early Learning Centre. Casey has nearly 20 years experience working in rural long day care services and mobile preschools and is supported by Gunning Early Learning Centre's Director, Lynn Morphett and Educational Leader, Libby Eather.This resource (Schemas for Fundamental Movement Skills) has been developed by Gunning Early Learning Centre in partnership with Southern NSW Local Health District as part of NSW Health's Munch & Move® program. For more information and ideas on healthy eating and physical activity go to www.healthykids.nsw.gov.au

About CELA

Community Early Learning Australia is a not for profit organisation with a focus on amplifying the value of early learning for every child across Australia - representing our members and uniting our sector as a force for quality education and care.

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Exploring schema to develop Fundamental Movement Skills

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You might be aware of schema for infants - such as the schema that helps newborns to suck or grasp. Schemas continue on through a child's development, and identifying and understanding children's schemas can provide important information.

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How to engage with the AEDC data?

Mary Taiwo and Jacqui Ward speak with Yasmin Harman-Smith and Tess Gregory about the Australian Early Development Census (AEDC). They discuss the value of the AEDC data and how schools and early childhood education services can use the AEDC data to inform policy and practice. they highlight a few examples of how other schools and services have used the data in to develop practice, as well as highlight some ideas on how to interpret and apply the AEDC data at the school and community level (29 minutes 48 seconds).

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A series of podcasts that discuss quality early learning and teaching practices

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The event is an opportunity to understand the value of the AEDC dataset, to reflect on current practice and integrate the evidence, to improve outcomes for all children.

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Neuro-affirming practice: How can we implement it

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Neuro-affirming practice recognises that all children have unique strengths, interests and needs. The focus is on creating an inclusive and supportive learning environment that celebrates the unique strengths and supports the unique needs of every child. We explore this emerging and vital practice, and share strategies for implementation. Includes insights from educational and developmental psychologistSandhya Menon, education consultant Rika Whelan and professor Jodie Simpson. <p paraeid=

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What is relational practice and why is it important? - Centre for Community Child Health

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The Centre for Community Child Health tackles the unjust differences in children’s health, development and wellbeing, known as inequities. By working together, we can ensure every child has the opportunity to reach their full potential.

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Engaging families in parent support services: ‘Hard to reach’ families or difficult to access services? - Centre for Community Child Health

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The Centre for Community Child Health tackles the unjust differences in children’s health, development and wellbeing, known as inequities. By working together, we can ensure every child has the opportunity to reach their full potential.

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Queensland Curriculum and Assessment Authority

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Knowledge frameworks of Aboriginal and Torres Strait Islander peoples

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Worldviews of indigenous peoples around the world are typically highly integrated: each aspect of culture, history and society connects with all other aspects. This is true of the worldviews or ‘knowledge frameworks’ of Australia’s First Peoples.

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The Inquiry Cycle - Little Scientists Australia

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Get in touch and tell us how we can help you with early-years STEM PD, STEM in-service and service certification.

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Education Hub - Body Blocks by Embrace Kids - Embrace Hub

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education hub body blocks by embrace kids sign up now welcome early childhood educators! Body Blocks by Embrace Kids is a groundbreaking new program for early childhood educators that aims to prevent body image issues in young people by getting in early with messages of body appreciation. It’s the world’s first publicly available, broadly disseminated […]

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World-first early childhood program offers new hope for prevention of body image issues and eating disorders — TheEmbraceCollective

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A groundbreaking new program for early childhood educators aims to prevent body image issues later in life by 'getting in early' with messages of body appreciation for young people.

The program, Body Blocks by Embrace Kids, is the latest initiative from The Embrace Collective, the health promotion charity run by 2023 Australian of the Year Taryn Brumfitt and international body image expert Dr Zali Yager.

Body Blocks is the world's first freely available body image program specifically designed to support early childhood educators to empower young children to develop positive relationships with their bodies, food and movement, right from the very beginning of their lives.

The program draws on evidence-based practices and expert input to address the unique needs of children aged birth to eight years of age. Early childhood educators will be provided with seven professional development modules and a range of activities and resources to use in their centres, including the Embrace Your Body picture book and song by Ms Brumfitt.

"Body image is so often assumed to be an issue that only affects adolescents, but it's impacting our children at a younger and younger age," said Ms Brumfitt. "We know that childhood is a critical period for shaping attitudes and behaviours, so we need to get in early and help them build the foundations for a lifelong positive relationship with their bodies."

Research has shown that children aged three to five years of age have already developed negative attitudes towards larger bodies, and there is evidence that children become dissatisfied with their own bodies in the same age window.

This, the Embrace Collective says, is concerning given that children who have internalised these ideas at this early age may be more likely to engage in disordered eating or have mental health concerns later in life.

"For this age group, it's not about sitting them down for a lesson about body image," Dr Yager explained.

"It's about how we as the adults around them talk about food and movement and bodies - kids are little sponges who absorb everything around them."

The program was developed by paediatric dietitian Dr Lyza Norton and a team of body image experts based on the latest research, including the research that informed the Confident Body, Confident Child program led by Dr Laura Hart from The University of Melbourne.

Body Blocks by Embrace Kids is one of nine initiatives funded by the Albanese Government as part of the Embrace Kids Australia package, which aims to prevent body image issues and eating disorders by improving protective factors and reducing risk factors in all the environments where young people live, learn and play.
Early childhood educators can sign up to have Body Blocks by Embrace Kids delivered straight to their inbox here.

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New program for early childhood to bead body image issues

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Body Blocks by Embrace Kids is the latest initiative from The Embrace Collective, the health promotion charity run by Taryn Brumfitt.

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Resources Archive - Little Scientists Australia

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Exploring nature with children: Wayfinding sticks - STEM Provocations & ideas

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Are you looking for new ways to experience nature with children? It is amazing what you can find along the way and how you can train your observation and orientation skills by creating wayfinding sticks...

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Snap Judgement_ photographs in early learning

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Do you want me to ‘be’ with your child or photograph your child_ - The Spoke – Early Childhood Australia's Blog

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Risky outdoor play can boost science education _ REDI

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Bush kinder: STEM learning in nature - Little Scientists Australia

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What are bush kinders_ And what makes a good one_

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Bush kinder turns nature novices into eco-experts _ Pursuit by the University of Melbourne

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Risky outdoor play can boost science education _ Deakin

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Shared rituals and routines for kindergarten Indigenous teaching and learning

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By: Diane Kashin, Ed.D, RECE. and Nicole Pierce RECE.

In the time of COVID as children return to early learning environments after being in isolation in their homes, how will they feel? Will children feel a sense of belonging in this new normal of physical distancing, mask wearing, toy sanitizing and hand washing? They will if they feel that they are in third spaces that welcome them as members of a community. The concept of a third space is one that is distinct from the home (first space) or work (second space). Third spaces are the in-between spaces, where the first and second spaces work together to generate a new space that is communal. Bringing shape and life to the space shared by children and educators can be accomplished with rituals and traditions. Historically, rituals have been important to every culture. They have been the glue that connects families and helps them through challenging times (Howell & Reinhard, 2015). The pandemic of 2020 has produced challenges for everyone. As educators return to the classroom, rituals and traditions are more important than ever! This book written by Jacky Howell and Kimberly Reinhard suggests that the impact of creating rituals and traditions is long-lasting. "They create a safe, warm and secure environment where children are able to learn and grow" (p. 1). This is what we want for children, now more than ever.

This is a stressful time. Rituals and traditions can support children and educators as they navigate the COVID world. Rituals and traditions unite and connect. Rituals and traditions create memories and strengthen bonds. Rituals and traditions support a sense of belonging and the building of a strong community or third space.

Rituals are different than routines. A routine can become a ritual. Early childhood routines can be arrival and departure times, handwashing, snack time and mealtimes, diaper changing and nap time. Routines are repeated, predictable events that are planned parts of the day, week or month. According to Gillespie and Peterson (2012), rituals are "intentional ways of approaching a routine, with careful consideration of the needs of the individual within the routine" (p.77). They are a way of connecting on a deeper level with families and their children. They are a way to create secure environments that nurture relationships. The following chart adapted from Howell and Reinhard (2015) illustrates the differences between routines, rituals and traditions.

When our family business reopened in June, my son who is the manager returned to work. With child care centres in our province closed at the time, he needed care for his 3.5-year-old son. This is my COVID gift. I get to be with Griffen on a daily basis. To help with the routine of arrival time, every day, Griff and I go through a list of play possibilities and daily routines that I have created based on his interests and needs. This planning helps to frame the day and creates a sense of belonging and well-being as he becomes empowered to co-construct our time together. The list has become a ritual. While it helps to frame our day it also gives me an opportunity to share some of my favourite things with him like buttons and agates!

Now in the time of COVID, creating rituals and traditions will "provide an opportunity to connect in meaningful ways that children, families, and teachers may remember for years to come" (Howell & Reinhard, 2015. 2015, p. 97). It may be something that you have not thought about before. My friend, Nicole, has been thinking about ritual for a while now. Nicole is a registered early childhood educator who works with toddlers at the Seneca College, Newnham Campus Labschool. I have asked her to share her experiences here. I know they will inspire you as they have inspired me!

Over the last year and a half before the Lab School closed due to COVID-19, my partner Areeba and I have been reflecting on routine moments that held deep meaning for us as a toddler community through this new lens of ritual. We began to notice that we have been creating rituals that are sacred to us as a community of children, educators and families, for years without realizing it. While considering which to share here, there were several that rose to the front of my mind and heart. The first is a community ritual shaped between the children, educators and the sun, through the disco ball that hangs in one of our classroom windows.

This disco ball has long been a source of wonder, light, and magic; what one of the toddlers a year ago named the "Sunshines". The spots of light that magically appear and dance all around the room when the sun hits the ball at just the right angle through the window, holds a special place in our hearts, as well as a very special feeling and importance in our day as a community. In the fall, these "Sunshines" don't appear for most of the day. However, at around 10:00/10:30 am on most days, as the sun rises over the residence building behind our playground, the sun finally touches the ball and these beautiful dancing lights are cast all around the room, as if by magic. It is a moment, where the whole room tends to stop, to pause, to take a collective breath in awe and wonder at these "Sunshines" together. Sometimes for a brief moment, sometimes for a while, but always together. These "Sunshines" have the innate ability to radiate a sense of wonder, joy, and a reason to come together. This tends to coincide with the time we usually are ready as a group to begin winding down to head outside, and so the ritual of coming together in this magical moment offered to us by the sun has replaced the routine of relying on the clock to tell us when to stop what we are doing, tidy up and go outside. Instead, we live in this ritual, a dance between us and the sun, calling us to pause, slow down, connect and come play, together, as one community.

Another ritual that comes to mind is a ritual that was developed between me and one of our toddlers when picked up at the end of the day. We usually would wave, blow a kiss and say "bye bye" or "good-bye" as they went to leave. However, all of a sudden, this speaking of the words "good-bye" would cause the child to begin to cry and get quite upset. We took some time to discuss with Mom if anything had changed, and it turned out that the child's grandparents who had been visiting from China had gone back home. This time saying "good-bye" didn't mean they would be back again soon as it had for so long. Dad too lived in China, and she continued to describe how upset the child began to get whenever Dad said "good-bye" on a video call, with the child beginning to realize that "good-bye" in these cases can mean it may be a long time before we see each other again. So we developed our own "good-bye" ritual, making the choice to no longer say those words but instead to end each day by saying "see you tomorrow" (or see you on Monday if it was a Friday), which the child would repeat, followed by me saying, "明天见 (Míngtiān jiàn)" (meaning "see you tomorrow" in Mandarin) which the child would also repeat, and then we would hold our hands up as though about to blow a kiss, but pause, jokinly hesitate, and then blow three kisses, "Muah, Muah, Muah!". This end of the day ritual was always followed by smiles and giggles from both of us and become a very important and meaningful part of our day. So strong was this ritual, and so strong was the bond it helped us from with one another, that even after the child went to the preschool room, we would still seek each other out whenever one of us was leaving for the day (even a year later), to perform this end of the day ritual. Strangely, or perhaps not strangely at all, this is one of the things I remember and miss most vividly during this time away from the children, because of COVID-19. Our last "see you Monday" lingers unfulfilled, a ritual, a promise we made to one another, broken across time and space due to circumstances beyond our control. We have seen each other on a Zoom call, though wonderful, is still not the same, and the ritual didn't resonate the same when we were ending the group call, as it did between the two of us at the end of each day in person. I wonder if this ritual lingers in the child's mind and heart the way it does in mind, longing to be repeated when we do finally get to see each other once more.

Many other moments we spend together in our toddler community have been transformed from routines to rituals through our intentional practice. Those rituals have become even deeper and more meaningful when we transitioned our thinking, into focusing on them as sacred moments between us; the educators, children, families, bugs, birds, trees, sun, water, all the beings that make up our community at the Lab School. The more we began to see these moments as possible rituals, the more intentionally we established them as such. The more we practised these rituals, the more they transformed into traditions and were repeated with new groups of children without us choosing to teach them; the rituals just became a part of the culture of our community. They live in the space and the children pass them on to new children as they enter, the sun calls to us through the disco ball without us needing to initiate the ritual. The children who have recently joined the community feel it's pull as much as those of us who have now lived with this ritual for years.

It simply, yet complexly, took us slowing down enough to notice that these rituals already existed but passed by as routine moments because we didn't give the amount of intention and attention needed to make that shift before. Casper Ter Kuile describes in his book, The Power of Ritual: Turning Everyday Activities into Soulful Practices, that for something to truly become a ritual it requires "intention, attention and repetition" and he has "come to believe that just about anything can become a spiritual practice" or ritual. What happens when we allow ourselves to view the time we spend together with children as a spiritual practice? What deeper meaning and sense of belonging and connection can it conjure in not only the children but us as well? Casper also reminds us that "we are all inherently born into belonging" and that rituals, or turning mundane secular moments into spiritual practices, can be "tools to help us remember." In the time of COVID we are so disconnected from one another, perhaps feeling less of that sense of belonging and community that we have been able to awaken in ourselves before. These moments of ritual can be just that, "tools to help us remember", that we ARE connected, we DO belong, and we CHOOSE to belong here, now, together in this community. We ARE awakening once more as we return to spaces with children, families and each other.

Nicole and I are also very excited to be offering a webinar on the topic of rituals and traditions on August 19 th, 2020 at 7:00 pm EST. Please join us! This will be an opportunity to dialogue and share our own rituals and traditions. We also invite you to comment below to share with the readers how rituals and traditions have impacted your practice and life.

Our individual lives are ordered and made meaningful with daily [routines] ... the first cup of coffee, goodbye kisses, routes taken to school or work ... Ritual joins routine and the physical order as the secure skeleton that holds individuals and groups together in those times of stress, against the uncertainties of teachers and children who come and go ... These [rituals] are marked by symbolic acts that have great meaning and emotional power. Group daily rites [rituals] - i.e., sharing the same song and the same story day after day - reassure against the unknown void. Individual rituals between children and caregivers can become pinions of security - a special touch, a shared joke, any regularly shared exchange (Greenman, 1988, p. 122).

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The Importance of Rituals and Traditions in Early Learning: Now More Than Ever!

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By: Diane Kashin, Ed.D, RECE. and Nicole Pierce RECE. In the time of COVID as children return to early learning environments after being in isolation in their homes, how will they feel? Will children feel a sense of belonging in this new normal of physical distancing, mask wearing, toy sanitizing and hand washing?

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When we are first getting our heads and hearts around rituals, it would be easy to focus on the 'things'. The beautiful tablecloths for the lunch tables, the gorgeous 'birthday tray', or the stunning woollen hot water bottle covers for the winter-warm up ritual.

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Time, pace and rhythm

Dr. Lynn J. McNair |

A study by Brecht Peleman et al. (2020) showed that three-year-olds in Kindergarten in Flanders spend up to 20 to 30 per cent of their time waiting. The reason for this is that teachers, feeling pressured to prepare the children for the expectations of the next academic year, focus much of their time on organising transitions to various activities like lunch or outdoor time as 'efficiently' as possible. As a result, much of their time and of the children's time is spent on organising the transition times to lunch, to outdoors, or to other activities, and the group must wait until the last child is ready (Vandenbroeck, 2020, in Clark, 2023).

Many people will share the feeling that the daily experience of young children in early childhood and care environments can be hurried and full. Professor Alison Clark suggests that childhood today is 'accelerated', and through her extensive research, she invites practitioners to consider an alternative approach, Slow Pedagogy. This way offers children the 'time, pace and rhythm' for their play and their lived experiences. A Slow Pedagogical approach can greatly benefit both the child and the practitioners.

External pressures can make it difficult for educators to prioritise what's best for children over what is expected of them, as shown in the opening quote. As part of the Contesting Early Childhood series, Alison has written an excellent book, Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Education, which exposes some of the challenges practitioners can face today.

As someone who follows Froebelian principles, I find myself in agreement with Alison Clark's Slow Pedagogy approach. A key principle of Froebel is recognising early childhood as its own distinct period, which means valuing and celebrating a child's experiences in the present moment without rushing them towards the next activity or experience. Froebel believed that learning through hands-on experience was more effective than simply learning through verbal communication of ideas. Children require time to develop their ideas, and practitioners play an important role in supporting and guiding them through sensitive and encouraging dialogue. For Froebel, a practitioner's role was critical in promoting "freedom with guidance" for young children. This approach involves the adult observing, supporting, and extending a child's learning through thoughtful attunement. It is not a laissez-faire approach but rather an active one where the practitioner provides the child with the time, space, and understanding they need while being perceptive, considerate, knowledgeable, and nurturing.

The following lived story was recorded over several days. I share it with you to show how the practitioner used their knowledge of the child, sensitively moving in to offer guidance when they thought it was the right time to do so:

Dear David,

Today as you arrived at nursery, you quite quickly made your way to the outdoor workshop area. You gathered lots of paper and then folded it together. It appeared that you were quite keen to be alone. But when other children showed their interest in what you were doing, as they often do, you welcomed them. I was available to answer questions or chat, but you seemed confident and determined. As I observed, it looked as if you were making a book. You made your 'book' secure by cutting and tying string to hold the pages together. You seemed to test it, by pulling the pages to check they were where you wanted them to be. All the while, other children had come to observe what you were doing, and then two other children (Peter and Sophie) began making their own books. Once you were happy with your 'book', you picked up a green pen and began 'writing' signs and marks on each page. You carefully wrote from left to right. When you had completed your book, you looked at it, turning each page thoughtfully. After checking the content, you picked up your pencil and added a little more to one page. When it was complete, you began reading out your writing to the observing children, who all listened very attentively to what you had written.

David, over several days, you have shown an interest in symbols. Some weeks ago, you were playing with stones, and you realised that you could scratch marks on the paving slabs. You seemed to enjoy this, taking a lot of time and using your whole body to express yourself. You returned to this activity over the next two days to add more marks to the previous ones. You seemed very interested in a kind of 'wobbly cross' and drew this everywhere, sometimes scratching with stone, sometimes with chalk on the ground, or on bits of wood, sometimes on the outdoor chalkboard. As your play developed, you would collect large bits of paper or card (from cardboard boxes) and draw the same symbol on them. You showed your proficiency in cutting out paper. You progressed to collecting masking tape and sticking your 'notices' up all around the garden. You began exploring different tools, e.g., felt-tip pens or thick pencils. You also began writing 'D' for David. You came to me to ask me to write your name, and then you added other letters that you had knowledge of, 'M', 'L' and 'S' which were all the letters of names familiar to you. You also asked me to write 'Stop', and then you copied it out.

David, over several weeks I have been so excited by your fascination with symbols. What you were able to demonstrate was that symbol-making/writing is important to you. It can be a difficult skill to learn and master, but through my observations, I came to understand that what you needed most of all was time. With that time and with rich resources and opportunities your interest in symbols developed into writing that was meaningful to you.

I really enjoyed observing your writing progress, David, and I look forward to seeing how this develops further over time.

Love Alison

In the lived story above, Alison closely observed David, ready to engage but not to overpower. Additionally, David had the opportunity to revisit his mark-making on the paving slabs, as his symbols were not hosed away, but were left, respectfully, for his return. There is also a sense of David having 'unhurried' time, creating his book over a lengthy period. He was not dragged away to attend a nursery routine. Alison was able to tune in and respond to David's interests, and through time he developed and mastered his skill. "Thinking about 'slow' is not intended to add new burdens to an already overstretched and pressured sector but to encourage a culture where slower practices are supported and celebrated for the differences they can make to the everyday lives of young children and those who work with them" (Clark, 2022).

References:

Bruce, T. (2021) Friedrich Froebel A Critical Introduction to Key Themes and Debates London: Bloomsbury

Clark, A. (2023) Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education. Oxon and New York: Routledge.

Clark, A. (2022) Taking Time Back. Available from: https://www.nurseryworld.co.uk/opinion/article/taking-time-back [Accessed 18 July 2023].

Peleman, B., Van Avermaet, P., and Vanderbroeck, M. (2020) Early learning opportunities for children at risk of social exclusion. Opening the black box of preschool practice. European Early Childhood Education Research Journal. 28, pp. 21-42.

Vandenbroeck, M. (2017) Introduction: Constructions of truth in early childhood education. In: M. Vandenbroeck, ed. Constructions of neuroscience in early childhood education. London: Routledge.

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Dr. Lynn J. McNair | A study by Brecht Peleman et al. (2020) showed that three-year-olds in Kindergarten in Flanders spend up to 20 to 30 per cent of their time waiting.

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Mary Ainsworth and her Significant Contributions to Early Childhood Education

In the realm of early childhood education, certain individuals stand out as pioneers who have reshaped our understanding of child development. One such luminary figure is Mary Ainsworth, whose groundbreaking work in the field of attachment theory revolutionized the way we perceive the emotional bonds between caregivers and children.

In this blog article, we will delve into the life of Mary Ainsworth, explore the foundational principles of her attachment theory, discuss how her ideas align with the Early Years Learning Framework (EYLF), recommend some educational toys/resources inspired by her methods, and provide additional reading resources to further your understanding of her work.

Who is Mary Ainsworth?

Mary Dinsmore Salter Ainsworth was born on December 1, 1913, in Glendale, Ohio, USA. She developed a keen interest in psychology during her undergraduate years at the University of Toronto, which eventually led her to pursue a Ph.D. in developmental psychology at the University of Toronto. Ainsworth's early work was influenced by the renowned psychologist John Bowlby, who focused on the importance of early attachments between infants and their caregivers.

In 1950, Mary Ainsworth began her groundbreaking research in Uganda, where she spent several years studying the behavior of mothers and infants in a naturalistic setting. Her extensive fieldwork laid the foundation for her influential "Strange Situation" experiment, which examined the nature of the attachment bond between children and their primary caregivers. Ainsworth's findings, published in her seminal work "Patterns of Attachment" (1978), established three distinct attachment styles: secure, anxious-ambivalent, and avoidant.

What are Mary Ainsworth's Significant Contributions to Early Childhood Education

Ainsworth's attachment theory has had a profound impact on early childhood education. Her research emphasized the critical role of secure attachment in a child's emotional and social development. Securely attached children tend to exhibit better emotional regulation, higher self-esteem, and improved problem-solving skills, making them more receptive to learning in educational settings.

What are the Foundational Principles of Ainsworth's Attachment Theory?

Ainsworth's attachment theory is founded on several key principles:

1. Attachment Styles: Ainsworth identified three primary attachment styles - secure, anxious-ambivalent, and avoidant. These styles describe how infants relate to their caregivers and provide insights into their emotional development.

2. The Strange Situation: Ainsworth's groundbreaking "Strange Situation" experiment allowed her to classify infants into these attachment styles based on their reactions to separations and reunions with their caregivers in a controlled setting.

3. Importance of Caregiver Responsiveness: Ainsworth emphasized the significance of caregivers' responsiveness to a child's needs. Secure attachment is more likely to develop when caregivers consistently and sensitively respond to their child's cues.

4. Lifelong Impact: Ainsworth's work highlighted that attachment styles formed in early childhood can have a lasting impact on a person's relationships and emotional well-being throughout their life.

How Does Ainsworth's Theory Align with the Early Years Learning Framework (EYLF)

Ainsworth's attachment theory aligns seamlessly with the Early Years Learning Framework, which is designed to guide early childhood educators in providing high-quality, play-based learning experiences. The EYLF places a strong emphasis on children's social and emotional development, acknowledging the importance of secure attachments in fostering healthy relationships and emotional resilience.

Educational Toys/Resources that Support Attachment Theory and Ainsworth's Methods

To promote secure attachment and emotional development, consider incorporating the following educational toys/resources:

1. Soft Toys and Comfort Objects: Plush toys or comfort blankets can provide a sense of security and familiarity for young children, supporting them in times of stress or separation.

2. Sensory Play Kits: Sensory play encourages children to explore their environment, enhancing their emotional regulation and self-awareness. Kits with textured materials and sensory objects are excellent for this purpose. We have a broad range of sensory play resources on our shelves.

3. Cooperative Games: Games that encourage cooperation and teamwork can help children develop healthy social skills, fostering secure attachments and positive relationships.

Mary Ainsworth's contributions to early childhood education, particularly her work on attachment theory, have left an indelible mark on the field. By recognizing the importance of secure attachments and emotional development, educators can better support young children in their journey towards a brighter future.

Further Reading + Additional Resources
For a deeper understanding of Mary Ainsworth's work and its implications for early childhood education, consider exploring these additional reading resources:

"Patterns of Attachment" by Mary Ainsworth: Ainsworth's own book offers a comprehensive look at her attachment theory and research.

"Attachment in the Preschool Years" by Joan Stevenson-Hinde and Peter Marris: This book delves into attachment theory and its application in preschool settings.

"Attachment Theory in Clinical Work with Children: Bridging the Gap Between Research and Practice" by David Oppenheim and Douglas F. Goldsmith: A practical guide on applying attachment theory in clinical settings with children.

Want to learn more about early childhood theory and theorists?

Want to learn more about the Theorists and Thought Leaders that have influenced early childhood education? Check out our list of over 80 theorists here! Our goal is 100, so check back and see if we make it to that number!

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Theorist in the Spotlight: Mary Ainsworth - Sticks & Stones Education

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In the realm of early childhood education, Mary Ainsworth helped shaped our understanding of child development theory and the role of attachment.

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Friedrich Fröbel: A Pioneer in Early Childhood Education: An Introduction to Fröbel's theory and his significant contributions to early childhood education as we know it.

In the world of early childhood education, Friedrich Fröbel stands as an iconic figure, recognized for his groundbreaking contributions to pedagogy and the development of kindergarten. His life story and ideas have left an indelible mark on the way we understand and approach early childhood education. In this blog, we will delve into the life of Friedrich Fröbel, explore his foundational principles, discuss their alignment with the Early Years Learning Framework (EYLF), suggest educational toys and resources inspired by his methods, and provide additional reading materials to help you dive deeper into his work.

A Brief Biography of Friedrich Fröbel:

Friedrich Fröbel was born on April 21, 1782, in Oberweissbach, Germany. His early life was marked by personal struggles, including the loss of his mother at a young age, but he overcame adversity to become a key figure in the development of early childhood education. After studying architecture and botany, Fröbel turned to education. He worked as a private tutor and founded a school, the Keilhau Institute, which emphasized holistic and experiential learning.

It was during this time that Fröbel developed his most famous contribution, the concept of "kindergarten," a word meaning "children's garden" in German. This innovative educational setting allowed young children to learn through play and exploration. His educational philosophy centered on nurturing a child's natural curiosity and creativity, laying the foundation for a lifetime of learning.

Foundational Principles and Key Ideas of Friedrich Fröbel's Theory:

Friedrich Fröbel's educational philosophy was underpinned by several key ideas that remain influential in early childhood education today:

1. Play as Learning: Fröbel believed that play was the natural language of children and that it was through play that they made sense of the world. Play-based learning remains a fundamental principle in modern early childhood education.

2. Gifts and Occupations: Fröbel introduced a series of educational tools called "gifts" and "occupations" designed to stimulate a child's cognitive, physical, and creative development. These materials encouraged hands-on learning and exploration.

3. Unity of Education: Fröbel's approach focused on the unity of a child's physical, intellectual, and emotional development. He emphasized the importance of nurturing the whole child, not just their academic skills

The principles of Froebelian education, as expressed by Professor Tina Bruce both in 1987 and again in 2015, encapsulates a holistic approach to early childhood education.

1. Childhood Valued: In Froebelian education, childhood is celebrated for its intrinsic value, recognized as a vital part of life, rather than merely a preparation for adulthood. Education is viewed in a similar light, emphasizing its significance in the present rather than just a means of preparing and training for the future.

2. Emphasis on the Whole Child: Froebelian principles place a strong emphasis on the well-being of the whole child. This includes physical and mental health, the importance of nurturing emotional well-being, fostering cognitive development, and acknowledging spiritual aspects.

3. Holistic Learning: Learning is not compartmentalized; instead, it is seen as a interconnected web where everything is linked. This interconnectedness encourages a more comprehensive and integrated educational experience.

4. Intrinsic Motivation: Froebelian education values intrinsic motivation, which leads to child-initiated, self-directed activities. This approach places significance on a child's natural curiosity and drive to explore the world around them.

5. Self-Discipline: Self-discipline is a central tenet of Froebelian education. Children are encouraged to develop self-discipline and self-regulation, fostering independence and responsibility.

6. Receptive Periods of Learning: Recognizing that children develop at different stages, Froebelian principles acknowledge the existence of specially receptive periods for learning. This underscores the importance of tailoring education to the child's developmental stage.

7. Strengths-Based Approach: Froebelian education starts with what children can do rather than focusing on their limitations. This strengths-based perspective empowers children and builds their self-confidence.

8. Inner Life of the Child: Froebelian principles emphasize that every child possesses an inner life, which flourishes especially under favorable conditions. Nurturing this inner world is key to supporting a child's holistic development.

9. Significance of Interactions: The people with whom the child interacts, including both adults and peers, are of central importance in Froebelian education. Positive and enriching interactions play a pivotal role in a child's learning and growth.

10. Three Dimensions of Quality Education: Froebelian education places equal importance on three core dimensions- the child, the learning environment, and the knowledge and understanding the child acquires. Quality education encompasses a harmonious integration of these elements to create a well-rounded educational experience.

These Froebelian principles provide a robust foundation for early childhood education, fostering an environment that values the unique qualities of each child, supports their comprehensive development, and prepares them for a lifelong journey of learning and growth.

Friedrich Fröbel's Work and Alignment with the Early Years Learning Framework (EYLF):

Friedrich Fröbel's educational principles resonate strongly with the Early Years Learning Framework, an Australian framework that guides early childhood educators. The EYLF acknowledges the significance of play-based learning, recognizing it as a fundamental way for children to explore, develop, and learn.

Recommendations for Friedrich Fröbel Inspired Educational Toys/Resources:

1. Fröbel Blocks: Inspired by Friedrich Fröbel's "gifts," these building blocks are designed to promote creativity, spatial reasoning, and fine motor skills. They encourage children to experiment and construct, much like the original gifts.

2. Nature Exploration Kits: Fröbel's love for nature and his belief in the importance of understanding the natural world can be echoed in nature exploration kits. These kits can include magnifying glasses, binoculars, and guidebooks, allowing children to connect with the environment.

3. Sensory Play Materials: Fröbel's emphasis on experiential learning can be embraced through sensory play resources like kinetic sand, water tables, and sensory bins. These materials engage multiple senses and foster imaginative play.

Further Reading + Resources on Friedrich Fröbel :

For those eager to learn more about Friedrich Fröbel and his contributions to early childhood education, consider these resources:

Websites on Friedrich Fröbel :

Publications on Friedrich Fröbel :

"Friedrich Fröbel and the Origins of Kindergarten" by Helene Scheu-Riesz.

"Friedrich Fröbel's Pedagogics of the Kindergarten" by Friedrich Fröbel.

"The Fröbel Education of Children" by Friedrich Fröbel.

"Froebel's Gifts" by Kate Douglas Wiggin.

Educational Resources on Friedrich Fröbel:

Friedrich Fröbel's legacy in the realm of early childhood education is profound, and his ideas continue to shape how we educate and nurture young children today - even if we don't know it! By understanding his life, principles, and how they align with modern frameworks, we can provide a solid foundation for the next generation's pathways of lifelong learning. We hope you're inspired to further explore his educational methods and incorporate his insights into your practice to create rich, meaningful early learning experiences for children.

Want to learn more about early childhood theory and theorists?

Want to learn more about the Theorists and Thought Leaders that have influenced early childhood education? Check out our list of over 80 theorists here! Our goal is 100, so check back and see if we make it to that number!

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Friedrich Fröbel: A Pioneer in Early Childhood Education - Sticks & Stones Education

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Friedrich Fröbel was a Pioneer in Early Childhood Education and his legacy in the realm of early childhood education is profound, and his ideas continue to shape how we educate and nurture young children today - even if we don't know it!

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Relational pedagogy, also known as relationship-based pedagogy, is an educational approach that places a strong emphasis on building positive and meaningful relationships between educators and students ( Bovill, 2020). It recognises the vital role of relationships in fostering effective teaching and learning experiences. Relational pedagogy goes beyond the traditional teacher-student dynamic, focusing on trust, empathy, mutual respect, and understanding as the foundation for a successful learning environment. Bovill (2020) argues that with the massification of HE, all staff in HE institutions face the challenge of how they can support students to feel that they belong and are valued when we regularly teach students in large classes.

According to Bovill (2020), relational pedagogy and co-creating learning and teaching foster meaningful relationships based on values, shared respect, and the importance of dialogue. Hickey and Riddle (2022) propose three fundamental directions in pedagogical relations: relations between students, relations between students and teachers, and relations between students, teachers, and spaces of learning. BEL+T's DIAgram includes these and other elements as part of the learning design framework. These interactions and the development they prompt are iterative and suggestive of wider circles of relationality. Students and teachers connect to the private contexts of the home, peer networks, and wider socioeconomic and socio-cultural circumstances. It is with these four fundamental relations that teachers can consider the design of relational pedagogy and the positions of all.

Some suggestions for enacting relational pedagogy include:

Considering the tone we set in our conversations with culturally and linguistically diverse learners from day one, to explore their cultural backgrounds relevant to learning tasks and to connect them with each other as well as to the teacher and learning content;

Developing and delivering some curricula and learning resources that students can find personally meaningful and relevant to their learning journeys and future professional motivations;

Conducting regular open-ended dialogues which are of interest to the diverse learners in the classroom and to emphasise the need to develop and grow active, respectful, and deep listening skills of various cultural viewpoints and worldviews; and,

Working in partnership with students to create components of curricula, pedagogy, and assessments. This leads to a reciprocal outcome and fosters shared responsibility across both parties.

There are many examples of educators enacting relational pedagogy successfully. For instance, a 2021 case study by Hall and colleagues provides a compelling example of students partnering in curriculum decolonisation. This initiative involved the joint creation of a podcast series with teaching faculty and the launch of a student-staff curated blog named DeCol.

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In our Scéalta blog post this week we reflect on the value of slowing things down to enable rich relationships and learning to develop.

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‘Stretched time’ in early childhood education and care

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Time is not often made explicit in discussions about working with young children, but is fundamental to how young children experience ECEC.