# data[].attributes.headline
Art of Attachment - Jubilee library Festival event that you may be interested in...

# data[].attributes.subject
Art of Attachment - Jubilee library Festival event that you may be interested in...

# data[].attributes.body
' The nurturing and care we receive when young shapes the way we form relationships throughout life. This is attachment'...see below

# data[].attributes.headline
Here is the PowerPoint that Dr Alison Fox used to frame her 'Masterclass' today about ethics and the ways in which ethical considerations underpin every decision you make as a practitioner researcher at every stage whether this be as part of ethical review, as part of the research design, being 'in the field' when gathering your data, and afterwards when analysising and interpreting data and 'writing up' AND when thinking through the wider implications of your research for dissemination. The implications of Alison's input was very much that 'ethics' shoudl frame the writing up of the dissertation and not just appear within the 'methodology' chapter and be about how you negotatied the ethical review process and 'proved' your fitness to be allowed into the field. For those of you able to attend it would be well worth considering the implications of this presentation for how you 'feed' ethical considerations into every stage of your research and your dissertation.

# data[].attributes.subject
Here is the PowerPoint that Dr Alison Fox used to frame her 'Masterclass' today about ethics and the ways in which ethical considerations underpin every decision you make as a practitioner researcher at every stage whether this be as part of ethical review, as part of the research design, being 'in the field' when gathering your data, and afterwards when analysising and interpreting data and 'writing up' AND when thinking through the wider implications of your research for dissemination. The implications of Alison's input was very much that 'ethics' shoudl frame the writing up of the dissertation and not just appear within the 'methodology' chapter and be about how you negotatied the ethical review process and 'proved' your fitness to be allowed into the field. For those of you able to attend it would be well worth considering the implications of this presentation for how you 'feed' ethical considerations into every stage of your research and your dissertation.

# data[].attributes.body
Rebecca Webb

# data[].attributes.attachment_link.title
CIRCY masterclass presentation May 3rd 2018.pptx

# data[].attributes.headline
The YouTube videos that Kate mentioned was...

# data[].attributes.subject
The YouTube videos that Kate mentioned was...

# data[].attributes.body
'Amazing Things Happen'

# data[].attributes.attachment_link.title
Version 2 University of Sussex Inclusion without  videos.ppt

# data[].attributes.body
Jackson, D., (2016) Engaging with parents in early years settings. In M. Needham ed.: Los Angeles : SAGE.

# data[].attributes.attachment_link.readable_text
Part 1 Parents, children and practitioners together

Chapter 1 The nature of human development

Chapter 2 Researching with families

Chapter 3 The value of practitioners being with children and parents together

Part 2 A place to be and a space to grow

Chapter 4 Being together as parents

Chapter 5 Creating a nurturing community

Chapter 6 Nurturing parents, nurturing children

Part 3 Learning to learn in supported playgroups

Chapter 7 Children learning in collaboration with adults

Chapter 8 Learning to play together

Chapter 9 The influence of learning environments

Chapter 10 Developing transitional capital

# data[].attributes.attachment_link.title
Engaging with Parents in Early Years Settings

# data[].attributes.attachment_link.description
Part 1 Parents, children and practitioners together Chapter 1 The nature of human development Chapter 2 Researching with families Chapter 3 The value of practitioners being with children and parents together Part 2 A place to be and a space to grow Chapter 4 Being together as parents Chapter 5 Creating a nurturing community Chapter 6 Nurturing parents, nurturing children Part 3 Learning to learn in supported playgroups Chapter 7 Children learning in collaboration with adults Chapter 8 Learning to play together Chapter 9 The influence of learning environments Chapter 10 Developing transitional capital

# data[].attributes.headline
Parent partnership and ‘quality’ early years services: practitioners' perspectives

# data[].attributes.subject
Parent partnership and ‘quality’ early years services: practitioners' perspectives

# data[].attributes.headline
Research Paradigm. Hi, I found the following link really helpful so I thought I would share it here. Best, Amber 

# data[].attributes.subject
Research Paradigm. Hi, I found the following link really helpful so I thought I would share it here. Best, Amber 

# data[].attributes.body
http://salmapatel.co.uk/academia/the-research-paradigm-methodology-epistemology-and-ontology-explained-in-simple-language

# data[].attributes.body
Brain expansion/explosion

# data[].attributes.body
Amber’s play dough.

# data[].attributes.headline
And here is the new Ofsted report on the Reception curriculum...take a look and see whether you agree with Michael Rosen or not...

# data[].attributes.subject
And here is the new Ofsted report on the Reception curriculum...take a look and see whether you agree with Michael Rosen or not...

# data[].attributes.headline
I also couldn't resist posting this for you all which I suspect many of you will have seen.  Thanks to Jule Bailey for alerting me to this from Michael Rosen writing to the new Education Secretary, Damien Hinds....

# data[].attributes.subject
I also couldn't resist posting this for you all which I suspect many of you will have seen.  Thanks to Jule Bailey for alerting me to this from Michael Rosen writing to the new Education Secretary, Damien Hinds....

# data[].attributes.attachment_link.readable_text
Tue 30 Jan 2018 02.00 EST
Dear Damian Hinds,
Welcome to one of the most powerful jobs available to any politician anywhere. You can open and close schools, set up advisory committees, stuff them with whoever you want, sack any committee member and make sure such committees recommend your or your party's line. Meanwhile, there are no longer any real powers invested in regions to act as a check or balance on whatever it is that you or your party thinks is a desirable thing to try out this year.

Yet you don't have to know anything about education, or to have spent time talking to parents, teachers, researchers, or state school children, or to have done any study that might enable you to assess and query educational research. Like me, you went to a grammar school. If you choose to, you can take your personal experience as the beginning and end of any evidence needed to justify expanding grammar schools and increasing the number of children who fail to get into one.

Your powers will enable you to ignore or act upon the Ofsted report that recently landed on your desk: "Bold beginnings: the reception curriculum in a sample of good and outstanding primary schools". Here's the report's second sentence: "For too many children, however, their reception year is a missed opportunity that can leave them exposed to all the painful and unnecessary consequences of falling behind their peers."

Schooling has been increasingly built around the idea that a proportion of children are "falling behind". There are "falling behind" tables. My children are tested once a week and each set of test results announces the fallen-behinds. But the report holds out, in the midst of setting and streaming, a no-one-falling-behind future. Perhaps you will acquire the special powers to prevent anyone from falling behind anyone else.

Apart from children being in an inevitable race to be not-behind, the report also assumes that the most important thing about four-year-olds is that they need to be pump-primed for what's going to happen next. We're told by Ofsted that if teachers get reception right, our children will get seven grade Bs at GCSE. I get the message: we should think of our four-year-olds as GCSE apprentices, though the report does give us a glimpse of childhood with two sentences: "[L]istening to stories, poems and rhymes fed children's imagination" and"[S]ome headteachers did not believe in the notion of 'free play'. They viewed playing without boundaries as too rosy and unrealistic a view of childhood."

It's not clear why "imagination" is self-evidently good, while "free play" is "unrealistic". Anyone who has spent any time thinking and writing about such things could as easily claim that "imagination" is "unrealistic" and "free play" is self-evidently good. However, to have this discussion would require the report to take up questions of children's emotional, reflective, cognitive and conceptual life - what feeds it, supports it, undermines it and what endangers it. Funnily enough, these are things we parents think and talk about all the time.

Perhaps, Damian, before you act on this report, you'll start a conversation about children and childhood - because the authors of the report seem to think children are units on a conveyor belt.
Yours, Michael Rosen Topics

# data[].attributes.attachment_link.title
Ofsted forgets our four-year-olds are not GCSE apprentices | Michael Rosen

# data[].attributes.attachment_link.description
Tue 30 Jan 2018 02.00 EST Dear Damian Hinds, Welcome to one of the most powerful jobs available to any politician anywhere. You can open and close schools, set up advisory committees, stuff them with whoever you want, sack any committee member and make sure such committees recommend your or your party's line.

# data[].attributes.headline
And a summarising blog to go with the video debate below...

# data[].attributes.subject
And a summarising blog to go with the video debate below...

# data[].attributes.attachment_link.readable_text
The rhetoric of 'evidence-informed practice' - or 'what works' as it is sometimes known for short - now pervades the school system in England, as it does in many other places. Through our latest IOE debate ' What if... we really wanted evidence-informed practice in the classroom ', we wanted to look behind the advocacy: where is this agenda taking our education system and the teaching profession in practice? How do we realise the prize and avoid the pitfalls?

We kicked off the debate with an individual at the centre of the what works movement in education, Sir Kevan Collins of the Education Endowment Foundation (EEF). Sir Kevan set out what was on offer if we truly moved beyond the rhetoric: transparency in place of black boxes; collaboration in place of competition; empowerment over compliance; professional curiosity in place of ritualised behaviours - oh, and an end to labour-intensive, multi-coloured triple marking.

Our second panellist, Daniel Muijs, Head of Research at Ofsted, noted the moral imperative to work out what works best and the social justice case for developing and deploying that evidence when the most disadvantaged pupils have the most to gain.

With Ann Mroz, editor of , they offered practical suggestions for better supporting evidence-based practice in practice: more evidence that is of relevance to the classroom; easier access to it (be that through the removal of paywalls or having more intermediaries to help reveal the wood for the trees); and greater local expertise and capacity to deploy it. Teachers' lack of time to engage with research in the current context was identified as a major sticking point. Few of us spend what is left of our evenings reading research articles; why should we expect teachers to put aside the latest dodgy thriller in favour of the findings of a randomised controlled trial (RCT) accompanied by 200 footnotes?

From there the debate got a little more complicated. And in many ways it was a microcosm of how 'what works' has played out in the system at large - with a certain lack of clarity on what is actually being argued for by its advocates. On the one hand there are exhortations to overcome the variation and fragmentation of the status quo (in turn raising concerns that narratives of "research informed = professional" risk de-professionalising teachers by negating their practical knowledge and expertise). On the other, there is recognition that evidence is never absolute, that research is about reducing uncertainty not providing certainty - that teachers meld research findings with their own knowledge and local context in a process of co-creation (and that poor implementation of 'well-evidenced' approaches can be as problematic as 'making it up as you go along').

On this reading, and contrary to some of the more ambitious rhetoric, what works is simply about developing a reflective mind-set, loosely supported by research that addresses classroom issues. If that's genuinely what's being aimed for, then the apparent disconnect with those who take a more sceptical view of the what works agenda seems less absolute. But it is a slippery debate.

On the face of it, our fourth panellist, Professor Gert Biesta of Brunel University, was arguing for the same thing - ensuring that teachers can be thoughtful in their actions. But in the process he posed some more searching questions - about the possibility of ever knowing 'what works', and about what education is for. Education, he argued, is complex: it has porous borders with what goes on outside; it is semiotic, discursive; it is recursive. It is not a closed, deterministic, linear system amenable to quasi-causal analysis and control. And we must pay attention to the costs of taking the what works agenda to its logical conclusion - losing sight of the very idea of education as a life-enhancing democratic process.

As the cause of evidence-informed practice matures we are perhaps edging towards a more nuanced understanding of what it can realistically offer in practice. Although it's rarely explicitly stated (with the exception of Whitty 2016), this invites recognition of the value of maintaining a broad church of education research - not just RCTs and not just research on classroom practice. It also has implications for teachers' professional learning: teachers can benefit from high quality empirical evidence on classroom practice, but they also need to be able to situate that in historical understanding, theoretical analysis, political awareness - to ask what (has) work(ed), but also why and whether it's a worthwhile endeavour in the first place.

And that returns us to the elephant in the room in the ongoing debate about what works: the place of values.

You can watch the debate here.

# data[].attributes.attachment_link.title
What works? examining the evidence on evidence-informed practice

# data[].attributes.attachment_link.description
IOE Events. The rhetoric of 'evidence-informed practice' - or 'what works' as it is sometimes known for short - now pervades the school system in England, as it does in many other places. Through our latest IOE debate 'What if... we really wanted evidence-informed practice in the classroom', we wanted to look behind the advocacy:...

# data[].attributes.headline
Here is an interesting debate and discussion framed within the context of 'evidence-based practice' which underpins the idea of our English education system regardless of whether a child is 0-5 or 18.

# data[].attributes.subject
Here is an interesting debate and discussion framed within the context of 'evidence-based practice' which underpins the idea of our English education system regardless of whether a child is 0-5 or 18.

# data[].attributes.body
You will see that Gert Biesta is on the discussion team and he speaks clearly and profoundly about 'the purposes of education' raising some important questions ideas of individual freedom, 'living well together' and democracy...watch and enjoy

# data[].attributes.attachment_link.title
What if... we really wanted evidence-informed practice in the classroom?

# data[].attributes.attachment_link.description
This event heard from leading commentators about whether, in their view, this is the correct agenda for education and, if so, what evidence-informed practice should look like and the steps needed to realise that vision across all schools. Join the debate about the implications for practice, teacher professionalism and education research itself.

# data[].attributes.headline
Early Years Research Conference March 3rd 2018

# data[].attributes.subject
Early Years Research Conference March 3rd 2018

# data[].attributes.body
In advance of the 2018 Early Years Research conference we recommend you peruse these six fine dissertations. They all achieved either a high merit or distinction. You will see that they represent a wide range of subjects. Please free to add reflective comments or pose questions.

# data[].attributes.headline
Thank-you Amber for taking this excellent image showing the full range of topics, titles and research questions you all came up with in yesterday's session.

# data[].attributes.subject
Thank-you Amber for taking this excellent image showing the full range of topics, titles and research questions you all came up with in yesterday's session.

# data[].attributes.body
I will be considering this carefully and sharing with colleagues so that I can come back to you when we meet next with the name of your supervisor

# data[].attributes.body
This is the article I mentioned by Nancy Stewart about Development Matters

# data[].attributes.body
RESOURSES FOR

# data[].attributes.body
RESOURSES FOR 10 01 18 R and R
For Enhancing Placement Baby Room reading suggestions see:  Fridy Sessions- Professional Knowledge - Toddlers and Babies

For Enhancing Placement Reception Class reading suggestions please see:
Friday Sessions - professional Knowledge - Play

# data[].attributes.body
Music Thinking - Maddie, Alessandro, Eliza, Emma, Alice, Alice, Donna

# data[].attributes.attachment_link.readable_text
The importance of nursery rhymes for the under 7's

Nursery rhymes play an important role in early childhood development and education. As well as being fun they are excellent teaching tools:

*Language and communication, songs and rhymes are language learners.

*Singing nursery rhymes can help children to develop emergent literacy skills.

*They provide a fun way to assist with learning early maths.

*Nursery rhymes help children to develop social, physical and emotional skills.

We are passionate about nursery rhymes and feel their importance shouldn't be overlooked in early years development. Each day in our classes, we see first-hand how children benefit from singing and playing along to songs and rhymes.

Over 2 million children have taken part in World Nursery Rhyme Week since its launch in 2013. Open to parents, Early Years practitioners and anybody who works with children under the age of 7, participation and resources are provided free.

Who can take part?

Previous participants: Primary Schools, Parents, Grandparents, Childminders, Nurseries, Preschools, Children's Centres, Kindergartens, Home Educators, Parent and Toddler Groups, Health Visitors, Speech and Language Therapists, Trainee Teachers, Supply Teachers, Advisory Teachers, Play Schemes, After School Clubs, Preparatory Schools, College and University Students, Researchers, Early Years Practitioners, Crèches, Breakfast Clubs, Children's Charities and Nannies.
This list reflects the main participants, but by no means the only groups and individuals who have taken part previously. In a nutshell, if you are involved with or work with children under the age of 7 you are very welcome to get involved.
What are the 5 rhymes for 2017?

The 5 rhymes for our 'Rhyme a Day Challenge' are:

Monday 13th November: 'Bobby Shafto'.

Tuesday 14th November: 'Lavenders Blue'.

Wednesday 15th November: 'Hickory Dickory Dock'.

Thursday 16th November: 'Wind the Bobbin Up'.

Friday 17th November: 'Old King Cole.

How do I register?

You can register for the event here. Once you have registered, you will be sent an email containing the link you need to access your free resources.

What resources will be made available?

Your resources include the following:

Welcome letter and resource guide, MP3 song downloads, Music Activity ideas, Colouring in sheets, Animated PowerPoint presentations, Sequencing activities, Bordered writing paper, Song Book, Activity ideas, Posters, Participation certificates, Logos, Additional Resources and a quiz.

Who organises the event?

World Nursery Rhyme Week was launched by Music Bugs in 2013 who continue to organise the initiative. Twinkl and Piccolo Music are the event sponsors. Further details about each organisation can be viewed below.

# data[].attributes.attachment_link.title
World Nursery Rhyme Week - sponsored by Music Bugs

# data[].attributes.attachment_link.description
Nursery rhymes play an important role in early childhood development and education. As well as being fun they are excellent teaching tools: *Language and communication, songs and rhymes are language learners. *Singing nursery rhymes can help children to develop emergent literacy skills. *They provide a fun way to assist with learning early maths.

# data[].attributes.body
What a Steiner Kindergarten looks like in practice

# data[].attributes.attachment_link.title
Learn through play - Kindergarten at The London Steiner School

# data[].attributes.body
https://www.youtube.com/watch?v=09Y-huCMjIchttps://www.youtube.com/watch?v=09Y-huCMjIc

# data[].attributes.headline
Mark, Donna, Amber, Denise present on the aproach and pedadogogy of babies of Emma Pikler. Asia unforyunately was absent

# data[].attributes.subject
Mark, Donna, Amber, Denise present on the aproach and pedadogogy of babies of Emma Pikler. Asia unforyunately was absent

# data[].attributes.body
https://www.youtube.com/watch?v=D9Ko7U1pLlg&list=PLINHbgJyLTdaT-zD1huZCe8KpvUFTxa9D

# data[].attributes.body
Charlie, Emma, Szofia (and Maddie ‘in absentia‘) present on a Montessori aproach to Early Years Education.
Charlie introduced us to an introductory text ‘How children learn’ (Linda Pound) in the series of Practical Pre-school books.

# data[].attributes.body
Kate, Jess, Olivia presented on the pedadogy of a Reggio Emilia approach to Early Childhood Education also representing Anna was unfortunately absent

# data[].attributes.headline
Leigh, Helen, Callum and Hannah present Froebel and a Froebelian philosophy of education with input also from Marion who was sadly absent

# data[].attributes.subject
Leigh, Helen, Callum and Hannah present Froebel and a Froebelian philosophy of education with input also from Marion who was sadly absent

# data[].attributes.body
Alice, Alice, Joy and El za present the philosophy pf ‘Mind Up’ started by the Hawn Foundation.

# data[].attributes.body
Steiner presentation from Stephanie, Alessandro, Anna and Pippa

# data[].attributes.body
Here's the Poweroint for 30 09 17

# data[].attributes.body
I think you will find this useful:
What is research (clough and nutbrown ch1 and R.Webb 29.9.17)
https://www.camscanner.com/share/QoIGY/0/w105s18l0ya0d
Induction sessions
https://www.camscanner.com/share/QoIGY/0/w105s18wtohwk
book 1 references
https://www.camscanner.com/share/QoIGY/0/w105s185t1wve
Shared using #CamScanner

# data[].attributes.body
Another delightful creation I found in the woods

# data[].attributes.body
Look what I found in the trees.

# data[].attributes.body
Gill's gorgeous wooden disc creatures. What a lovely day in the woods. Exceptional.

# data[].attributes.body
Admire Our Shelter!

# data[].attributes.body
Print making with natural materials

# data[].attributes.body
sawing wood for the forset camp fire

# data[].attributes.body
Pattern making on wooden disks

# data[].attributes.body
'Owl Babies' inspired woodland creativity

# data[].attributes.body
generating that spark for the woodland fire

# data[].attributes.attachment_link.title
Learning to generate a spark for the wooldland fire

# data[].attributes.body
Forest crowns

# data[].attributes.body
Displaying my forest crown

# data[].attributes.body
clay woodland sprites

# data[].attributes.body
If you need some refreshing on words and music for nursery rhymes etc this is a lovely book.

# data[].attributes.body
15.9.17

# data[].attributes.headline
Class notes from our Biesta reflection. 

# data[].attributes.subject
Class notes from our Biesta reflection. 

# data[].attributes.body
One way to 'read ' Biesta' by Maddie

# data[].attributes.body
Amber, Anna, Donna, Emily, Steph and Joy

# data[].attributes.body
by Amber and Maddie

# data[].attributes.body
Parking and travel

# data[].attributes.body
Organisation

# data[].attributes.body
Negotiating timetable

# data[].attributes.body
Dissertation

# data[].attributes.body
Emotional wellbeing

# data[].attributes.body
Lack of classroom experience

# data[].attributes.body
Setting relationships

# data[].attributes.body
Money

# data[].attributes.body
Life/work balance

# data[].attributes.body
Planning