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Discover the benefits of dialogic reading for children’s language development and literacy skills through evidence-based practices and research studies.

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The self-assessment form, essential core criteria and supporting information for SSP programme validation applicants.

Since 2010, the government has sought to embed the effective teaching of phonics. We're committed to continuing to raise literacy standards, ensuring that all children, including those from disadvantaged backgrounds, can read fluently and with understanding.

To achieve this ambition, we recognised that more was needed to ensure all children had access to best-practice phonics teaching. In April 2021, we published updated essential core criteria for systematic synthetic phonics (SSP) programmes and launched a validation process.

Although the 2021 to 2022 validation process has now been completed, the information provided for it, including the self-assessment form, criteria and guidance, remains available for reference. We're not planning any imminent future validation rounds, but any update will be provided on this page.

When completing the self-assessment form, applicants were asked to:

demonstrate how their programme met each of the 16 essential core criteria

provide digital evidence of resources for the panel to review

The supporting documentation included:

the 16 essential core criteria that published SSP programmes had to meet

further explanatory notes

details for publishers of new programmes and those based on Letters and Sounds who wanted their programme to be considered for validation

the appeals and complaints procedure

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Systematic synthetic phonics (SSP) teaching programme validation

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The self-assessment form, essential core criteria and supporting information for SSP programme validation applicants.

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Developing children’s reading skills with phonics

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Janine Ashman, Director of Learning and Unlocking Excellence English Hub Lead at St. Peter’s Primary School in Somerset tells us about how using a phonics scheme has improved learners’ reading skills. Reading at the heart of our curriculum At St …

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Phonics is a way of teaching children how to read and write. It helps children hear, identify and use different sounds that distinguish one word from another in the English language.Written language can be compared to a code, so knowing the sounds of individual letters and how those letters sound when they're combined will help children decode words as they read.

Understanding phonics will also help children know which letters to use when they are writing words.

Phonics involves matching the sounds of spoken English with individual letters or groups of letters. For example, the sound k can be spelled as c, k, ck or ch.

Teaching children to blend the sounds of letters together helps them decode unfamiliar or unknown words by sounding them out. For example, when a child is taught the sounds for the letters t, p, a and s, they can start to build up the words: "tap", "taps", "pat", "pats" and "sat".

How is phonics taught?

Introducing young children to the joy and wonder of books requires a systematic teaching of phonics.

Synthetic phonics

The most widely used approach associated with the teaching of reading in which phonemes (sounds) associated with particular graphemes (letters) are pronounced in isolation and blended together (synthesised). For example, children are taught to take a single-syllable word such as cat apart into its three letters, pronounce a phoneme for each letter in turn /k, æ, t/, and blend the phonemes together to form a word.

Analytical phonics

A popular approach in Scotland, this method is associated with the teaching of reading in which the phonemes associated with particular graphemes are not pronounced in isolation. Children identify (analyse) the common phoneme in a set of words in which each word contains the phoneme under study. For example, teacher and pupils discuss how the following words are alike: pat, park, push and pen.

Analogy phonics

A type of analytic phonics in which children analyse phonic elements according to the phonograms in the word. A phonogram, known in linguistics as a rime, is composed of the vowel and all the sounds that follow it, such as -ake in the word cake. Children use these phonograms to learn about "word families" for example cake, make, bake, fake.

Embedded phonics

An approach to the teaching of reading in which phonics forms one part of a whole language programme. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.

Understanding phonics at home

If you are a parent and need support to understand more about phonics to help your child with their learning, you can find out more on our Words for Life website.

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What is phonics? | National Literacy Trust

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How phonics is taught including: synthetic phonics, analytical phonics, analogy phonics and embedded phonics

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Teaching children how to read is a crucial and sometimes complicated process. Phonics instruction becomes the foundation of reading, so taking an effective and proven approach is required if kids are to grasp these essential skills.

If proper instruction is so important, why are there different types of phonics in English education? Which method works best for teaching kids to read?

Let's look at the four main types of phonics instruction, the relationship each one has with reading, and how effective they are. Whether you're a teacher of a classroom or a parent wanting to help your early reader, knowing these methods can help you make informed decisions about which phonics program to use as your child develops literacy skills.

Synthetic Phonics

Synthetic phonics focuses on alphabetical letters (graphemes) and their correspondence to phonemes (individual sounds of spoken language). It is the 'synthesis' or combination of individual letter sounds to decode words.

The most effective method of using synthetic phonics is with an explicit and direct approach to teaching.

Here's how it works:

1. Students learn individual letter sounds (/a/ for 'apple,' /b/ for 'bin,' etc.)

2. They then learn how to blend letter sounds together (/b/ /i/ /n/ = 'bin')

3. Reading instruction is systematic, meaning children learn the simplest concepts first and then progress toward more complex ones. This motivates the mastery of buildable skills.

4. Readers learn to rely on decoding to read new, unfamiliar words they encounter in text.

Decades of scientific studies point to the reliability of synthetic phonics instruction. Because reading is a skill that doesn't come naturally to humans, it must be taught with clear, systematic instruction and lots of practice.

Synthetic phonics has also become the most effective and recommended method of teaching phonics to children diagnosed with or at risk of reading difficulties. Extensive brain research has found that this structured, synthetic method helps kids develop strong reading foundations.

Analytic Phonics

The analytic phonics approach uses the "analysis" of text. It teaches children to associate letter sounds with whole words. Typically, it involves a lot of recognition as well as breaking down familiar words into smaller parts.

For example, students learn whole words such as 'mat.' They then learn to identify individual sounds within the word and the alphabetical letters they represent. Instruction also involves pointing out similarities and patterns across words.

Analytic phonics can be useful in some cases but it's typically not as structured as a systematic teaching method. With the lack of foundation, children might struggle with this method-especially if they have a learning or reading disability.

Analogy Phonics

Analogy phonics is a subtype of analytic phonics. It focuses on identifying patterns and "analogies" of words.

Children learn word families that share letter-sound correspondences, such as 'cat,' 'mat,' 'rat,' 'hat,' and 'sat.' All of these words contain the ending /-at/. Students are expected to use prior knowledge of a similar word (such as 'cat') to make sense of patterns and then interpret new, related words.

While analogy phonics can supplement more systematic methods of phonics instruction, it's no longer recommended for educational settings.

Embedded Phonics

Embedded phonics is the opposite of explicit phonics, in which case students learn to read words through contextual, implicit reading.

Typically, teachers provide whole texts to students and then use the material to teach specific concepts-whether it be letter-sound correspondences, spelling patterns, or word families.

Through embedded phonics (also known as incidental phonics), phonics instruction occurs on an "as-needed" basis. Instead of preparing children with a strong foundation of explicit, systematic concepts so they can practice decoding new texts, students learn concepts "as they arise" in the text they're provided. Through this, students often have to rely on contextual letter recognition and memorization of sight words since the provided literature dictates which letter-sound relationships are practiced (often randomly).

Today, embedded phonics is widely known as an ineffective instruction method because it involves a lot of guesswork. Although it can be a useful exercise to expose readers to real-world, connected texts, it cannot replace the instruction needed to develop a reading foundation based on the science of reading.

Taking a Systematic Approach to Phonics Instruction

A systematic approach to phonics instruction has been proven to be the most reliable method because:

Emphasis is on decoding as soon as children begin learning to read, equipping them to figure out new words without relying on context or guesswork.

Reading specialists use synthetic instruction to help students with specific learning disabilities (such as dyslexia) learn to read.

The use of structured, progressive skill-building enables students to master the simplest skills first and gradually work their way up to the most complex.

It is the method that most aligns with how the brain learns to read.

Overall, the other types of phonics-analogy, analytic, and embedded-should not be the primary method of instruction. They often lead to confusion for many children unless there is a synthetic and explicit foundation provided first.

Which Type of Phonics is Best for Teaching Kids to Read?

The goal of phonics instruction is to equip students with the strongest foundation of skills for lifelong reading. Although different types of phonics have been used (and are still used) in specific scenarios, there is an abundance of modern research proving systematic, synthetic phonics works for most children.

Children must learn how to decode words and gradually progress onto more complex skills, eventually building strong reading proficiency. Other types of phonics such as analytic or analogy methods are most useful as a supplemental approach, with synthetic phonics taking the lead.

To learn more about phonics instruction, reading science, and literacy development, explore the resources at Phonics.org. We review synthetic phonics programs and provide educators and parents with honest ratings to see which one works best for young readers.

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The Different Types of Phonics Instruction - Phonics.org

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Here are the types of phonics instruction, explained! Learn different approaches to phonics, how they work, and which method to use.

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Help for early years providers : SEND assessment guidance and resources

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The resources have been developed by Dingley’s Promise in collaboration with the Department for Education.

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Which Should We Teach First? Counting or Subitising?

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Should we start teaching GPCs in Nursery?

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Learn more about the diverse world as part of the early years foundation stage (EYFS), including advice from experts and suggested activities.

Contents

Why diverse world is important

Diversity describes differences in age, culture, family structures, disabilities, ethnicity, gender, religion and sexual orientation. Understanding of a diverse world also includes understanding technological and ecological diversity.

There's diversity in all communities. The more experience children have of being out and about in their community the more they are able to understand their community and make a contribution.

Having an idea of who they are as a child, within a family, leads naturally to being curious about everyone else. Starting in a setting or belonging to a childminder's family, children begin to sense other relationships outside their own family.

From an early age children have formed attitudes towards children different from themselves. Support children to be curious about people around them, to see and understand similarities and differences. In this way children will be curious and respectful about others and become a positive member of a diverse world.

Children need to be able to form positive relationships, especially with other people who do things differently to themselves and their family. Children's natural curiosity needs to be nurtured, nourished and extended to include their friends in the setting.

The diverse world should be integral to everyday practice, as well as the celebrations of religious days, visitors and visits. Make sure your setting reflects the diverse world. For example, you can look at musical instruments you have and find out where they originate from. In this way knowledge is built up that can be used incidentally with the children.

Developing a child's understanding of a diverse world builds their knowledge of the world, about families, seasons and days of the week, places, days gone by, natural habitats and the built environment. Their knowledge of the world is enriched with non-fiction and story books and a growing repertoire of songs, rhymes and poetry.

Over time children become aware of the impact people have on the environment. Examples include understanding that it is important to care for small creatures, not to drop litter, the value of growing your own food, to reuse, recycle, reduce and repurpose.

Young children learn that they can make informed choices and selections. This helps them to engage in the world in a positive way. To further enrich the child's knowledge and sense of the world, help them to learn about the natural and built environments around them. Talk to young children about ecological diversity in terms of differences and similarities in:

animal habitats, including sea life, birds and minibeasts

weather

the seasons

the countryside such as farms, fields, woods, moorland and seaside

urban areas including towns and cities

places in the world, such as, forest, woodland, desert, jungle and oceans

built environments, types of buildings, different homes, roads and waterways

Diversity in technology can be defined in different ways, think about who has access to technological devices at home and in the setting. It's important to make sure all children are supported to become more technologically aware in the world around them. Talk about what is used in the home, in shops, including the use of mobile phones, tablets and computers.

The focus in the early years is on active learning, however, if children have no or little access to technological devices at home, it's important to include provision in the setting for them. Children love to be involved in audio and video recording and taking photographs. Young children start to learn how to keep themselves safe, so always ask children if they are okay with having their photographs taken. They will learn to ask permission of others.

Video

In this video, an early years expert explains the importance of the diverse world in the early years foundation stage framework. There are also some tips on how to support children in this area.

What the EYFS framework says

Listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains.

Statutory framework for the early years foundation stage. Page 10

What this means in practice

When you're confident in your own principles and values around diversity, you can ask genuine questions about families who are different to your own. In this way you're demonstrating to the children and their families that everyone needs to have a genuine interest in others. Your interests may be about a parent or carer's job, or a specialist skill, or heritage. If a child lives between 2 different homes, offer support to both parents or carers.

Recognise that one community that is represented, for example, by one religion is a complex entity. Not everyone in one community acts the same. Therefore, making an assumption about a person because of their difference is unhealthy.

Having people visit, or going out on trips helps develop yours and the children's ideas about the diverse world. Both need to be planned carefully. Consider the relevance of ecological diversity (natural and made environments) and technological diversity (seeing examples of technology in the environment) when planning visits.

Children, including babies, benefit from visitors. When professionals visit regularly, such as police officers, fire fighters, doctors or nurses, they become familiar people to the children. Children gain confidence to ask questions and listen actively.

Suggested activities

A Diwali celebration

Diwali, the festival of lights, is celebrated by Hindu, Sikh, Jain and some Buddhist communities. Hindu, Sikh, Jain and Buddhist families participate in the 5 day festival during the autumn, check online calendars for dates each year.

It's important in settings where the Hindu, Sikh, Jain and Buddhist communities are not represented to celebrate Diwali because of its significance in Britain's diverse cultures. When an event is not a direct experience for most of the children, it needs to be made as real and meaningful as possible by you.

Families celebrating Diwali will be creating Rangoli Patterns on their doorsteps, using chalk, exchanging gifts and Diwali cards, and eating specially prepared food. There are street lights, lighting Diva lights at home, as well as fireworks.

In your setting or childminder's home, enrich the environment to reflect elements of the Diwali festival, for example:

watch and play alongside the children and provide them with more information about the Diwali festival

use images and short films available from BBC Bitesize and CBeebies

have a selection of information and story books available, accessible to the children and read to them when they show an interest, simplifying the text if necessary

Inform the children's families of the 5 day long Diwali festival. They may have resources they can bring in such as, Indian artefacts like puppets, elephant ornaments or clothing.

You may want to hold back some parts of the activity like the cooking, until maybe, day 3 or 4.

On day 5, have a Diwali celebration, play Indian music, eat Indian food and provide music for dancing inside and out.

A popular Indian dance is the dance with sticks or Ludi. Show the children a film of a Ludi dance, readily available on YouTube. Children will enjoy making up their own Ludi dance. Check with the parents to see if anyone could demonstrate the dance for you. Note that the Ludi Dance is also performed at the Muslim Eid (Eid ul fitr and Eid ul adha) and wedding celebrations.

For a child to have their family's religious festival recognised is deeply personal and enriching. For children who are unfamiliar with Diwali their social understanding is developed, knowing what happens for other children (personal, social and emotional development). The Diwali celebrations will stimulate interaction between adults and children (communication and language). Opportunities for children to manipulate different materials like clay, paint, paper, scissors, will develop their fine motor skills, which contributes to later mark making and writing. physical development and literacy.

Visit to a local supermarket or corner shop

Family life has changed dramatically, and some children will not have experienced shopping at all. Local supermarkets, whether they are the equivalent to a 'corner shop' or are on a larger scale, offer a range of possibilities for supporting children's understanding of diverse worlds. There are opportunities to develop children's understanding of cultural, social, technological and ecological diversity.

The more frequently these visits are planned the more children will understand what it means to go shopping. Shopping with the family is a different experience and the children will benefit from you talking them through the experience.

Before the visit:

formally arrange the visit so that you are expected

plan to take as small group as is possible and visit several times, rather than trying to take everyone at once

visit the shop, with a colleague, before you take the children so that you know what to expect

inform the shop manager or owner that the children are very young and let them know if the group includes babies

complete a risk assessment and share it with every adult who is going on the visit

try to anticipate what might happen so that you are well prepared

take a first aid kit, as you would do for all walks outside of your setting or childminder home

if you need to travel on public transport, make this a part of the visit, it will offer much to support the diverse world and many other aspects of a child's learning and development

make a shopping list with the children, make it purposeful, for example:

a range of fruits (maybe the fruits for Handa's Surprise)

a selection of vegetables (the vegetables for Oliver's Vegetables)

cooking ingredients, for example for dough, a birthday cake, daal, soup, a favourite family recipe

if you are visiting a supermarket it may be best to visit just one section

On the way to the shop or supermarket, listen to the children and respond to any of their questions, concerns, needs. On arrival, explain to the children that this is potentially a busy place and so we need to be aware of everyone around us.

Some supermarkets provide child-sized trollies to use if you can.

Support all the children to be actively involved and have a role. Who is going to look after the shopping list and tick off each item? (Have a mini-sized clipboard), who is going to take items off the shelf? Who is going to look after the money?

Show the children where machines and devices are used. Give time for the children to observe while you describe what is happening. For example, when looking at the weighing scales in the fruit and vegetable section, ask, 'I wonder what this machine is for?'

Note the countries of origin. Some older children may have travelled abroad and can recall the experience. If they have been to Spain, it is likely that there will be fruit imported from Spain. If they or their family members have visited the Caribbean, show them the sweet potatoes. You could buy different types of potatoes to explore back at the setting.

If they or their relatives have been to either the Caribbean, Hong Kong, China, Pakistan, India or Bangladesh, show them coriander, chillies, ginger, garlic, aubergines and okra and rice, ingredients for Chinese cookery. You could cook a stir fry back at the setting.

With older children, think about how far the food has been transported to reach the supermarket. How has the food been transported? When returning to the setting see how many different trucks can be spotted that are transporting foodstuffs. These discussions will deepen children's ecological awareness of the impact of food transport on the environment.

Take photographs of the children.

For some children, the shop or supermarket will be familiar to them. Let them tell their story and show others around.

You will know when the children are ready to leave and walk back to the setting or childminder's home.

A supermarket visit could also have a science focus. Focus on how food is grown. Purchase onions, garlic and ginger to find how long before green shoots appear and then they can be planted either in the setting garden or in indoor pots. Root vegetables such as potatoes and carrots also sprout when left.

Buy the ingredients for tactile play and kitchen science experiments, such as cream of tartar, baking soda and vinegar, ingredients for bread or cream for making butter.

Explore different packaging and look at the materials used, are they fit for purpose?

Buy white flowers to take back to the setting and add ink to the water to observe the water move through their stems, the capillary action.

Go to the fish counter and choose a fish for the children to examine closely back in the setting. This needs to be done with the guidance of an adult. Children could learn to name the parts of the fish and experience touching the scales.

Visits out of the setting or the childminder's home offer rich opportunities for develop children's talking and listening ( communication and language). Visits are physically demanding for very young children, using their whole bodies to walk, get onto and off a bus or train and building their stamina ( physical development). Young children may be familiar with self-check-out and the use of cards to pay ( expressive arts and design). Having real money will be a new experience for many children ( mathematics).

Other activities

Over the period of a year, plan for as many different visitors as possible to come into the setting, but also for the children to visit their place of work.

Visits to cafes that offer foods from different parts of the world.

Invite performers into the setting who sing and play music from around the world (make sure you carry out the appropriate checks).

Ideas for how to bring cultural diversity into the early years.

What other nurseries and childminders are doing

"Everyone knows us in the community because we are out there going for walks, throughout the year. It's good for the children and it's good for the outside world to see them."

Julie, childminder, Ilkley.

"We ask families for some holiday photographs, which we print off, laminate and use as a resource. These resources spark lots of talk between the adult and children as well as between the children themselves."

Cathey, Nursery Manager, London

"This Christmas we asked every family to bring one tree ornament for the Christmas tree. It was wonderful. We had decorations from all over the world and every child knew which one was theirs."

Mandy, Naturally Learning, Truro.

Summary

Diversity describes differences in age, culture, disabilities, ethnicity, gender, religion and sexual orientation.

In Britain, there is diversity in all local communities.

From a very early age children have formulated attitudes towards other children and families different from their own.

Make sure your setting reflects the diversity in Britain and includes frequent visits out into the community and welcomes visitors into the setting.

Making sure that adults in the setting respect diversity supports children to develop their understanding of a diverse world.

A child's understanding of diversity in the world develops as they learn about the natural and built environments around them, as well as what they learn about the wider world.

Children need to be supported to become technologically aware in the setting and on visits. They need to learn to keep themselves safe.

Next steps

Think about your knowledge and understanding of the diverse world. Consider where you are most confident and where you know your knowledge is less secure. Research these areas.

Consider if your setting reflects a diverse world. Check your resources for diversity. For example, do dolls and small world figures reflect the diverse world.

Try singing songs in different languages. Set yourself the challenge of learning a 'hello' song in as many different languages as possible.

Check your books to make sure they reflect a diverse world. Identify any gaps and start to fill these. Include self-made books that reflect the diversity of the local community.

Plan some visits over the year, to make sure there is a variety as well as going back to places that are popular with the children.

Review your curriculum to ensure you cover the requirements in the EYFS for this area of learning.

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Learn more about the diverse world as part of the early years foundation stage (EYFS) including advice from experts and suggested activities.

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What can quantitative analyses tell us about the national impact of the phonics screening check? - Education Policy Institute

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A new report published by the Education Policy Institute (EPI) examines the impact of the national phonics screening check (PSC) on early reading development in primary schools across England. The research by EPI uses national pupil-level census data for all…Read more What can quantitative analyses tell us about the national impact of the phonics screening check? ›

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Early years foundation stage (EYFS) statutory framework

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The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

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A three-part subject-based curriculum research review focused on early years education.

Details

This research review explores literature that relates to early years education and draws on a range of sources, including academic and policy literature. The review focuses on the pre-school age range, from birth to 4 years and has been produced to support early years practitioners to raise the quality of early years education.

The 'Best start in life' research review:

'part 1: setting the scene' examines the factors that contribute to a high-quality early education

'part 2: the 3 prime areas of learning' explores the factors that contribute to developing young children's knowledge and skills in the 3 prime areas of learning in the early years foundation stage (EYFS)

The next part of the review will look at the 4 areas of learning.

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Best start in life: a research review for early years

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A three-part subject-based curriculum research review focused on early years education.

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Which Resources Work Best for Teaching 'Number Sense'?

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Getting started with play-based learning in early years

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In this guide, we will look at what the research says about play and play-based learning and make suggestions about how you can improve your practice in following this approach. We will also provide prompts for reflection and further study.

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Should I let my pupils play freely without restrictions? Should I step in with a solution? Shall I ask a question? Am I interrupting? I think as practitioners we often ask ourselves these questions. We feel as though we need to be constantly 'doing' something with our pupils whether making notes, suggesting ideas or providing structured play, often with specific targets at the back of our minds.

This blog will explore the important and varied role adults have when supporting children's play.

The Importance of Recognising and Valuing Play

Time is a precious commodity to teachers and there never seems to be enough! However, when children are given sufficient time for play, they are often able to work things out, explore ideas and develop decision-making skills. I know at times I placed too much focus on the end goal rather than valuing the learning process.

If a child is absorbed in play which is clearly satisfying and rewarding, they certainly don't want to be interrupted unnecessarily. Yet how many times are children called away from meaningful play to complete an adult-prescribed task?

Pupils can experience joy and deep learning through play, as they explore current interests, ask questions and extend their thinking. Children can concentrate for sustained periods and communicate well with others in order to sustain play. It is important for practitioners to engage with children during play and to bring playful elements to adult-directed activities.

How to Make Thinking Explicit

Through experience, I found that discussing and wondering about a problem together can really help children with their thinking processes.

If we make our own thinking and the thinking of pupils explicit by reflecting, thinking aloud and giving feedback, children learn how to learn. For example, if a child was trying to connect water channels together to fill a bucket but couldn't manage to link the channels correctly it can be useful to ask them how they are getting on and crouch down to the child's level.

Ask the child to explain their problem, watch and wait, repeat their thoughts back to them, ask a question and then talk about a possible solution that they may want to try. Showing a real interest in children's play and providing them with some choices can really improve motivation and engagement.

Encourage Children to Question and Learn Alongside Each Other

Even young children can begin to self-regulate their own learning. They can develop a plan to achieve a specific task, monitor their performance and with support learn to reflect.

Asking probing questions rather than giving answers can be a really useful tool when extending play and opening children's minds to new possibilities. Pupils should be allowed to develop their own lines of enquiry but practitioners should be ready to ask 'I wonder what would happen if...'

Children's play doesn't need to stop when an adult comes to join in, a teacher should be viewed as a co-explorer, remaining curious and enquiring. Pupils should not view an 'adult' as a person who has all of the answers and necessary knowledge.

Learners may start to feel that they will always be shown and told how something should be done whereas we want to develop a narrative together, solving problems and evaluating through a shared conversation. When we really listen to children and value their thoughts and ideas, we can guide them into deeper thinking and challenge them beyond their comfort zone.

Enter into the Spirit of Play

At times, adults need to enter into the spirit of play with their pupils. This allows the adult to facilitate, scaffold and support play in a way that is not possible from a distance. Sometimes we can find it hard to join in with imaginative play but when we do, we are able to show children that we respect and value what is important to them. We get to know our children better and understand their experiences. When we collaborate with our pupils, we build caring relationships by encouraging children to take risks, experience success and develop resilience.

Being a participant in play enables the adult to gently scaffold and hold play together for a child or a group of children. Children's play can be fast-moving and dynamic both physically and imaginatively. An adult can help a child to engage by providing a set role, acting as a partner, modelling what is expected or providing a way for a child to stop play when they are ready.

I know from my two-year-old daughter that most young children want adults to take notice of their play. It's simply not enough to watch them, they really want you to become an active participant. As a teacher, it is a privilege to be invited into a young person's world of play, to see things from their perspective and to watch what happens. Fully immersing yourself in play can allow for greater observation and understanding at times, rather than standing back.

It is important when considering joining play: Will the children benefit if I step in? Do they want me to? Do they need me to? It is important to trust children's play-making decisions and to be available and present without taking over.

Foster Communication Skills

Complex communication that occurs within the play can be challenging. Some pupils may need longer to fully absorb the meaning of others' words or may find it difficult to express themselves. Within the play, children use facial expressions, body language, verbal clues, sounds and actions to convey meaning.

Sometimes signals can be lost, and children may not pick up on or understand what a certain child is trying to communicate at the moment and this could lead to frustration. An adult can help children with communication difficulties to fully engage in play by expanding and giving more information for example in a role-play scenario: 'The dentist has called for you. Are you ready to go in?'

An adult may need to repeat information such as, 'Tim thinks this piece could go there. Shall we try it? Often simplifying and slowing down can help, for example, if a group of children are suggesting many things to make in the mud kitchen for a party. 'They would like some cakes for the party. Shall we make those?

When teachers narrate and describe what is going on in play, without interrupting or directing it, we can help to introduce new and interesting words as we describe what we see.

Positive interactions between adults and children make a big difference to how well communication and language skills develop. Children benefit from playing with enthusiastic adults who show interest in talking with them. By playing amongst a group of children, adults are able to encourage them to express their views and thoughts, to value each other's opinions and to show respect.

Child-Led Play and Learning

Child-led learning allows pupils to show independence and initiative when given the freedom to select how they play. Children can be highly motivated which leads to increased concentration and perseverance.

Pupils can set their own goals and challenges which can be enhanced by adult support if needed. An effective practitioner learns to follow a child's lead and their first role will be to observe.

* What is the child actually doing?
* How are they feeling/expressing themselves?
* What are they interacting with?
* How is the child developing?

It may be appropriate for an adult to watch and wait before deciding to interact. At first glance, it may appear that a child needs support but sometimes when you really observe, a child may be repeating something familiar or consolidating learning.

Depending on the situation and the desired objectives, an adult should adapt their role accordingly.

Through observation, teachers can get more information about children's play and themes that interest them. Practitioners can observe which areas and resources interest children the most, the complexity of play and how social skills are developed, the roles the children take, the duration of play and how pupils communicate with each other.

Playful Adult-Led Activities

Adult-led activities introduce new knowledge, skills or ideas. An idea may be developed further or skill could be practised. Perhaps pupils are revisiting learning or taking their learning to a deeper level with teacher support.

Practitioners will present these activities in a way that reflects a playful approach. Imaginative, hands-on resources can be used and pupils will be able to make choices and express their ideas. A good idea is to leave out resources introduced in adult-led activities for the children to freely explore. Children will be able to further practise or extend their skills which reinforces learning.

Creating the Right Environment for Play

A crucial role for practitioners is to provide opportunities for children to choose between well-planned, varied learning activities. Practitioners will be able to provide the right mix between child-led play and playful adult-led opportunities.

Teachers are skilled at examining and arranging their play spaces. Physical spaces are arranged to support the development needs of the class and the objectives set for them. We must support pupils as they take risks in their play, trusting their decisions and allowing them to set appropriate challenges.

Children need plenty of opportunities to explore, observe and recreate experiences, freely choosing resources to enhance their play. Interesting objects can be provided that children can explore in their own way without adult interruption.

There should be spaces for children to take part in group and solitary play. Play schemas that the children are presenting may be considered and there should be opportunity for children to return to the same activity.

The role of an adult in play is an important and varied one. Often changing from communicator, caregiver, facilitator and observer. It is our job to really listen to a child, to develop trust, help to overcome difficulties, show a genuine interest and take time to build meaningful relationships. Teachers are extremely flexible in their roles, when children are happy and engrossed in play, plans can be changed and play can continue and be enhanced over several days.

Sometimes a practitioner's role is to observe play, to give a smile or a nod. We may set the scene for play or make suggestions. At times we are a co-player, modelling skills and positive interactions and sometimes we direct play to focus on specific learning opportunities. When children have difficulty getting started or play begins to waiver we can enrich and extend ideas, giving direct suggestions or demonstrations.

Warm, positive relationships play a major role in children's development and level of confidence. Taking the time to become play partners with our classes is extremely valuable. It is through skilled interactions with practitioners that really help to inspire children, to ensure progress and learning to move forward.

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The Role of the Adult in Supporting Children's Play

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Are you looking to understand whether your pupils should be freely playing without any restrictions? Check out this blog to hear tips and tricks on what you should be doing to support your pupils' play!

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2. The Coaching Leader

The Coaching leader's approach is, "Try this."

This style centers on having in-depth conversations that may have little to do with people's current work, instead focusing on long-term life plans and how these connect with the organization's mission.

When to Use It

Use the Coaching style when you have a team member who needs help building long-term skills, or if you feel that he or she is "adrift" in your organization and could benefit from a coaching or mentoring relationship.

However, coaching can fail when it's used with an employee who is not making an effort, or who needs a lot of direction and feedback. In these cases, Pacesetting or Commanding leadership may be more effective.

How to Develop It

3. The Affiliative Leader

The Affiliative leader believes that "People come first."

The Affiliative leadership style promotes harmony within the team, and emphasizes emotional connections. It connects people by encouraging inclusion and resolving conflict. To use this style you need to value others' emotions and have a strong awareness of their emotional needs.

When to Use It

How to Develop It

4. The Democratic Leader

The Democratic Leader asks, "What do you think?"

The Democratic leadership style focuses on collaboration. Leaders using this leadership style actively seek input from their teams, and they rely more on listening than directing.

When to Use It

This style is best used when you need to get your team on board with an idea or build consensus. It's also effective when you need your team's input.

The Democratic leadership style shouldn't be used with people who are inexperienced, lack competence, or aren't well informed about a situation. It's best to ask for input from team members who are motivated, knowledgeable and capable.

How to Develop It

5. The Pacesetting Leader

The Pacesetting leader says, "Do as I do, now."

The Pacesetting leadership style focuses on performance and achieving goals. Pacesetting leaders expect excellence from their teams, and they will often jump in themselves to make sure that targets are met.

This style doesn't "coddle" poor performers - everyone is held to a high standard.

While this can be a successful style, it can have a negative effect on the team, leading to burnout, exhaustion and high staff turnover.

When to Use It

Try the Pacesetting leadership style when you need to get high-quality results from a motivated team, quickly.

How to Develop It

6. The Commanding Leader

The Commanding Leader demands, "Do what I tell you."

Commanding leaders use an autocratic approach. This often depends on orders, the (often unspoken) threat of disciplinary action, and tight control.

So, it's important to remember that people in democratic countries are used to having a high level of control over their lives and their work, and that this approach could deprive them of this. What's more, because this leadership style is so often misused, it can have a profoundly negative effect on a team.

When to Use It

The Commanding leadership style is best used in crises to jump-start fast-paced change and with problem team members.

How to Develop It

Be cautious when setting out to develop a Commanding leadership style. Remember, this style is very easily misused, and it should only be used when absolutely necessary.

Terms reprinted by permission of Harvard Business Review. From ' Primal Leadership' by Daniel Goleman, Richard Boyatzis, and Annie McKee. Copyright © 2013 by the Harvard Business School Publishing Corporation; all rights reserved.

The Six Emotional Leadership Styles in Action

It's not always easy to know which of the six emotional leadership styles you should adopt in any given situation. To help you to choose, consider how each style might work out in practice, in the following six scenarios.

1. The Visionary Leader: "Come With Me"

Imagine that, in order to meet some aggressive sales goals, you've decided to overhaul the way that your department connects with new clients. The techniques and processes you've developed are radically different from the ones that your people are used to and you're concerned that the team will be resistant to change.

However, you're genuinely excited about the new process and confident that these changes will boost team members' morale - and their productivity. You adopt the Visionary approach to help to get them on board with your ideas.

2. The Coaching Leader: "Try This"

You meet with Jim and you help him see that being in the office five days a week does have distinct advantages over working from home. For instance, showing up every day allows him to bond with the team and network with colleagues who could turn into strategic allies in the future. You also encourage him to use your organization's training library, which he can visit on his lunch break to learn the skills he needs for a promotion.

To inspire and motivate Jim you assign him projects that will stretch his skills and knowledge base. Instead of being overwhelmed, he expresses excitement and enthusiasm about the opportunity.

After your talk Jim takes your advice and starts making the most of his time in the office. He works on his projects with dedication, impressing both you and your boss.

3. The Affiliative Leader: "People Come First"

After a difficult year, Karen's boss has been asked to leave. Although he was proficient at his job, his management style was dictatorial. It didn't matter what he had to do or whose feelings he hurt - meeting department goals was his top priority.

Her first few meetings are just spent talking. She allows everyone to open up about how their old boss made them feel. They're allowed time to vent their anger and frustration. They quickly realize that, although they went through their own tough times, they all experienced similar emotions.

After two meetings the atmosphere in the team is better and more open to new relationships. Because people's emotional needs were met first, they are now ready to focus on new projects and goals.

4. The Democratic Leader: "What Do You Think?"

Your department has lost money over the past two quarters and you're eager to reverse this. You know that if you can't figure out how to make your department profitable soon, something radical (and unpleasant) will have to be done to stem the losses.

Your team members talk through their options and you reach a consensus on what to do next.

5. The Pacesetting Leader: "Do as I Do, Now"

Although the holidays are coming up, your boss is pressing you to improve your team's numbers by the end of the quarter, which is only a few weeks away. Your team members are motivated and capable, but they're also tired. They're not looking forward to a last-minute push right before their break.

You decide to move forward anyway. You know they can handle the pressure and, if they meet their performance goals, they'll be rewarded with a great end-of-year bonus. So, you get them fired up one more time, asking everyone to work extra hours to ensure success. You also work extra hours yourself and you help anyone who falls behind.

You know it's a "big ask," and that it may have a negative effect on your team in the short term, but you decide it's in everyone's best interests to comply with the boss's wishes on this occasion. You know your team's limits and you'll be in a good position to push back if it happens again, or if the boss's demands keep increasing.

6. The Commanding Leader: "Do What I Tell You"

Eric has just learned that his CEO is stepping down, as of today.

As the executive vice-president, he's next in line for the position. But right now, the board is in turmoil. Everyone is trying to decide what to do before the financial markets open and the shares plummet.

When the crisis has passed, eric switches to a more democratic leadership style, respecting the experience and expertise of his executive team.

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Six Emotional Leadership Styles - Choosing the Right Style for the Situation

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Six different styles of leadership (Visionary, Coaching, Affiliative, Democratic, Commanding, and Pacesetting) stem from emotional intelligence.

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Children are little curiosity boxes - they want to see, touch and explore everything around them. From throwing food on the floor to see if it sticks to picking up their fortieth leaf on your morning walk, they're fascinated by the big, brand-new world they've just come into.

Giving them new experiences is a fantastic way to encourage their questions and help them learn, but is there a way that you, as Early Years practitioners, can boost this curiosity in your setting? This is exactly where learning provocations shine.

Learning provocations are activities or experiences to boost children's engagement - put simply, they're spaces where children can pick up, touch and explore different objects. Think of them as an open-ended invitation to explore, wonder and be creative.

If that didn't convince you, provocations spark interest, stimulate thoughts and ideas, and encourage questioning - all of which help children understand, learn and develop. Oh, and you can create them from objects you probably already own. What's not to love?

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What does a learning provocation look like?

There's no right or wrong way; they're completely open-ended. There's also no prescribed objective or outcome - it's simply an invitation to explore. The more you experiment, the more inspired you'll become. You'll get ideas based on children's interests and their engagement, and you can gauge if they're learning as much as they can as you go along.

Below are a couple of examples to give you an idea of what these spaces can look like. The aim is to spark interest, and encourage children to explore and share their thoughts while they play:

Maps

Magnets

Painting and sculptures

Fossils and rocks

Tinker trays with natural treasures

An old suitcase with artefacts

A selection of photos

Transient art

Scented items

An arrangement of flowers with a selection of paints

A Pretty Tea Set

Provocations are extremely flexible - you can base them on children's current interests, the weather, the context of the provocation and age of the children. The possibilities are endless!

One of my favourite provocations is to freeze objects in ice and display them in a tuff spot for the children to explore. It's fascinating to hear the discussions this promotes, as children wonder how the lego people became stuck in the ice or why the coins are now frozen. We then think about how we can melt the ice, what would work best and how long it might take - absolutely perfect for sustained shared thinking!

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Why Learning Provocations are so beneficial

The aim of a learning provocation is to inspire a child to wonder and think. With that, children are encouraged to talk, to share their ideas and thoughts through hands-on, practical experiences. This has some fantastic benefits.

For example, I hear wonderful descriptive language as children chat together. They use words to talk about sizes, shapes, textures as well as words related to thinking such as why, how and where. Their creativity and curiosity are sparked in a way that encourages them to continually ask questions.

But it's not just curiosity and a thirst to learn that makes these spaces incredible learning opportunities - they encourage creativity itself. Because there is no outcome, and the fact that the activities are open-ended, children can freely engage with them. They're free to test out ideas and explore concepts as they see fit. A win-win!

As an added bonus, these learning experiences also help develop focus and concentration. Uninterrupted play allows children to learn and think independently as they navigate the activity in front of them, and how to focus on one thing at a time.

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Unleash your creativity

One of the most amazing aspects of these spaces is how free you can be with them. No need to break the bank or be very extravagant - the point is to inspire and extend thought. Sometimes the simplest of set ups promote the most engagement!

Spaces can be set up anywhere you like - you might want a dedicated corner, or you might prefer to mix things up by moving them around the room week by week. There's no right or wrong answer, just do what works best for you.

Bring the creativity outdoors! Think about how you can use the weather, and the changing of the seasons. Use leaves to spark a conversation about autumn and why trees shed, or use plants to inspire questions about smells and colours. These won't last long, but use that to your advantage. Show why watering and taking care of plants matters, and that they wither if they're neglected or handled roughly.

How long you leave a provocation out for is dependent on how it's being used. If children are really involved and enjoying a provocation, think about keeping it out for longer so the play can evolve. You never know where it might lead, and they need some extra time to fully explore and question the objects in front of them.

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Independent learning

Are these spaces always adult-led? Definitely not! As adults, we facilitate the experience or activity, but our role is then to step back and leave the children time and space to independently explore.

With limited intervention from adults, children can fully immerse themselves and further their own learning. They might choose to play independently or investigate as a small group - let them explore and decide for themselves.

Some things to think about when making space for independent learning:

Stand back and observe the play. Consider what has worked well in terms of children's engagement - what particularly sparked interest? This is a great way to make plans for future provocations and extend their learning.
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Observe and tune into the children's experiences. This lets you deeply understand children's play skills and how each individual child learns. You know that each child is different, and therefore their interaction with provocation spaces will also be different.
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Use these observations to hone your skills. Understanding how each unique child uses provocation spaces also benefits your holistic understanding of how children learn in all aspects of the Early Years Foundation Stage. Observing is a great way to develop your skills and see where you could improve.
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If children decide to draw you into their play, this is completely okay. This is the perfect time to engage in sustained shared thinking - wondering and learning together as you both navigate the provocation and question it. Learning provocations and sustained shared thinking go hand in hand as they both promote a child's innate drive to be curious. Provocations can inspire us to wonder how, why and when which enable us, as adults, to model thinking skills. A learning experience for all.
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It's important to note that you shouldn't be put off if your space just looks like a pile of scattered objects. This represents something to a child as they independently explore the objects and use their imagination as they play. Just let them use the resources as they choose to.

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How to make sure these spaces are safe

Before setting up your learning provocation for little ones to use, you'll need to ensure it has been risk assessed for safety:

Check for sharp edges or broken parts which could cause an injury to little fingers.
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You will need an adult to supervise if you're using small parts, particularly if you're using loose parts such as glass nuggets, beads and coins - these could all be choking hazards.
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Take the age and stages of development of children using your learning provocation into account, and check whether the objects you're using are appropriate.
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Check for allergies. This is particularly important if you're using natural items or objects, as the child could have a reaction.
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Use delicate objects as a learning tool for the children. Playing with a china tea set or maps that need to be unfolded will require a gentle touch, but use this experience to teach children to adapt their behaviour and treat these objects with care.
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Navigating careful play is tricky, as too much input from you takes the activity away from the children and stops them discovering the objects themselves. It's a learning curve and you might not get it on the first try. Just remember to be patient and take it slowly!

Emma's top resources

Your local charity shop is the best place to go. Make friends with the owners! I often give mine a list of things I'm looking for and they'll give me a call when they're donated.
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A deep tuff tray. With higher sides than a usual tuff spot, it's fantastic for learning provocations which can get a bit messy!
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This book on provocations was great for extending my own thinking about learning provocations.
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Picture frames are fantastic for displaying provocations and encouraging children to make patterns and arrangements. They can be picked up for a reasonable price from Ebay or Ikea.
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Try scouring Ebay for vintage suitcases, maps, 'treasure' related items and fabrics - you never know what you'll find!

The most important advice is to have fun and enjoy facilitating wonderful learning experiences for the children which impact on all areas of development.

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What are learning provocations and how can we use them?

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Children are little curiosity boxes - they want to see, touch and explore everything around them. From throwing food on the floor to see if it sticks to picking up their fortieth leaf on your morning walk, they're fascinated by the big, brand-new world they've just come into.

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Alistair Bryce-Clegg on how to create a great Early Years space - Nursery World 2022 | Famly

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Bilateral coordination (bilateral integration) is the ability to use both sides of the body to complete daily tasks.

During child development, bilateral coordination plays an important role in how the children are used to the everyday activities that they perform. Without these types of control everyday activities such as moving buttons and drawing can pose great difficulty to youngsters. The definition of coordinating, formerly called coordinating a bilaterally integrated system, means that both parties are regulated in coordinating their activities. Those coordinate signals show that the left side of the brain work together and communicate. Integration is demonstrated through actions including climbing stairs, dressings, strings, and cutting.

Good bilateral integration/ coordination is an indicator that both sides of the brain are communicating effectively and sharing information. Children who have difficulty coordinating both sides of their body can have difficulty completing daily living tasks (dressing, tying shoes), fine motor activities (banging blocks together, stringing beads, buttoning), visual motor tasks (drawing, writing, cutting, catching/ throwing), and gross motor activities (crawling, walking, climbing stairs, riding a bike).

"Crossing the midline" is an integral skill related to bilateral coordination. Crossing the midline refers to the ability to spontaneously cross over the midline of the body during motor completion/ functional tasks- moving one hand, foot, or eye into the space of the other hand, foot, or eye (i.e. sitting with legs crossed, scratching the opposite elbow, successfully intersecting lines to draw a cross- without switching hands, reading left to right, etc.).

Babies and toddlers may use both hands equally and initiate picking up or interacting with an object with whichever hand is closer (i.e. if the item is on the left side of the table he will likely use the left hand, if it the object is on the right side, he will likely use the right hand). However, by 3-4 yrs. of age a child should typically have mastered the skill of "crossing midline." Establishing hand dominance (a "worker hand" vs. a "helper hand") is an indicator that the brain is maturing and lateralization is occurring- this is strongly correlated with the ability to cross midline. The child who avoids midline crossing can have difficulty coordinating both sides of the body and often times, has difficulty establishing hand dominance; tends to alternate hand use when coloring, writing, eating, throwing, etc.

TYPES OF BILATERAL COORDINATION:

There are three different types of bilateral coordination. Let's break these down.

1.) Symmetrical movements- Both hands do the same thing at the same time. An example of this would be pulling up pants or socks. Other activities that can work on this skill include

2.) Alternating Movements- Using the two extremities in alternating motions. You will see alternating bilateral coordination with swimming or climbing a ladder. Activities to work on this skill include:

3.) Dominant hand/Non-dominant hand- Using one hand to perform a task while the other assists is needed for many fine motor skills. This type of bilateral coordination is needed for writing, and cutting with scissors. Activities to work on this skill include:

The Link Between Bilateral Development and Academic Skills

Many academic skills rely on solid bilateral development.

In reading a book on their own, for example, children must learn to hold the book, turn the pages, and move their eyes from left to right, dropping down to a new line at the end of each line completed.

Writing requires many of the same abilities, in addition to guiding the pen or pencil.

Being able to cross the midline is important for smooth and natural movement during these academic activities.

How Do You Help Your Child Develop Good Bilateral Coordination Skills?

You can find many simple activities and games throughout the course of a day to encourage strong bilateral integration. First, determine your child's needs by being observant as to how they perform certain functions.

Keep in mind that it is common for babies or toddlers to use the hand that is positioned closest to an object. As kids reach the age of three or four, you can expect to see them crossing the midline and choosing a dominant hand.

Also notice if your child is overly clumsy or fearful of having their feet off the ground, such as in swinging, which can indicate a lack of body awareness.

Through observation, you can determine whether your child has poor bilateral coordination.

Bilateral coordination activities are essential for coordinated and fluid movements that require both sides of the body. Also called bilateral integration, the movements of both hands together in activities requires processing and integration of both hemispheres of the brain to enable both hands working together at the same time, or bilateral movements. Without bilateral coordination, a child might appear to be clumsy or drop items, use primarily one hand in activities, or switch hands during tasks that require a dominant hand and a helper hand. Development of bilateral coordination skills is powerful in functional skills like self-feeding, handwriting, self-dressing, grooming, and more.

Through the following kinds of bilateral integration activities, you can help your child strengthen her coordination skills.

You and your child may recognize most of these activities as "play," but remember, how kids learn is through play!

Symmetrical Activities

With these types of exercises, your child uses both hands at the same time to do the very same thing:

Painting with a Squeeze Bottle

Paint may need to be thinned with a bit of water to squeeze out easily. Fill one bottle for each colour desired.

Your child holds the bottle with both hands and squeezes it onto the target surface.

This can also be accomplished with clear water outside on a warm day, to squeeze onto the sidewalk or patio.

Blowing and Popping Bubbles

Use homemade or purchased bubble solution with bubble wands or straws.

Adults blow the bubbles and kids pop them between both hands. With a group of children, they could take turns blowing the bubbles.

Rolling with a Rolling Pin

Your child first squeezes the playdough with both hands, which is a symmetrical activity. Then holding the handles on both ends of the rolling pin, he presses down and rolls the pin to flatten the dough.

Pulling Cotton Balls Apart

Grasp one cotton ball at a time with the fingers of both hands and pull them apart.

These are great to use later on in glueing art activities.

Pulling Up Clothing

Certain types of clothing lend themselves well to this activity, such as pants and socks.

Kids grip the article with the fingers of both hands and pull up while dressing.

Tearing Strips of Paper

All kinds of paper may be used for this activity. Challenge your child to tear strips as straight or as curly as possible.

Bouncing and Catching Balls

Bounce large playground balls and catch them with both hands.

This can be played individually or as a partner/group activity.

Performing Jumping Jacks

Show your child how both her feet/legs and both her arms/hands do the same thing while performing jumping jacks.

Alternating Activities

In alternating activities such as those that follow, your child uses the opposite hand/arm or foot/leg in alternate motion:

Climbing a Ladder

Many playgrounds offer safe opportunities for children to climb ladders. Have them practise climbing both up and down.

Playing the Drums with Alternating Hands

Model a rhythm for your child with alternating hands. Challenge him to copy your beat.

Marching

Marching is like exaggerated walking and draws focus to the movements. For added fun, plan a parade.

Air Biking

Show your child how to lie on her back and pedal her legs in the air.

Activities that Require Different Skill Sets for Each Hand

These exercises require a dominant hand and a "helper" hand to perform the tasks:

Lacing on Cards

Make your own cards or buy prepared sets.

Using shoelaces with plastic ends, lace from one hole to the next, following the outline of the illustration on the card. One hand holds the card while the other guides the lace.

Tying Shoes

Using shoes on his own feet or a fun lacing sneaker, encourage your child to practice various methods of making the loops or "bunny ears" and wrapping the lace around and through while holding with the other hand.

Spreading or Frosting

While holding the bread, cracker, or cookie with one hand, spread or frost using a blunt knife or spreader with the other hand.

Sewing for Kids

Use your own materials or buy prepared kits.

Using stiff fabric such as felt, your child can "sew" with a blunt needle and yarn through pre-punched holes.

Create various patterns on the fabric, such as straight lines and zigzags.

If your child needs practice to build awareness of the sensations and locations of their various body parts, these types of activities can help:

Playing Simon Says

With a focus on body parts, give commands such as, "Simon says touch your knee."

Playing Follow the Leader

The leader touches various locations on their own body and names the parts. Children follow their lead and name parts of the body.

Playing Hokey Pokey

Sing the song as a group and/or play the music. Follow the directions given in the song.

Instead of facing the children, stand alongside them to help with the left vs right factor of the song.

Moving Like Animals

Ask for ideas on how snakes, crabs, bears, inchworms, birds, and gorillas move. Talk about the body parts and what they are doing.

Then have fun practicing.

Moving Through Obstacle Courses

Indoors or outside, set up simple obstacle courses with various materials and equipment.

Your child can walk, run, and crawl to go under, over, around, and through objects.

Pushing, Pulling, and Carrying Objects

Get your child to move heavy objects, which makes him more aware of his body and capabilities.

This is also a good activity for building strong muscles.

As adults, we naturally want to help kids. However, helping too much can actually interfere with skill development.

And sometimes, we don't even realize that we're helping them with the task!

For example, something as simple as holding the paper still while a child cuts... or keeping a container still so they can remove the lid... interferes with their coordination.

Moreover, providing assistance with a task that seems tricky for a kiddo, actually prevents the child from problem solving, adjusting motor movements and learning from each step of the task.

The more kiddos can feel and problem solve independently, the better it is for brain development!

So, try to help... by not helping!

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Why is bilateral coordination important Bilateral coordination (bilateral integration) is the ability to use both sides of the body to complete daily tasks. During child development, bilateral coordination plays an important role in how the children are used to the everyday activities that they perform.

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Bilateral coordination is the ability to use both sides of the body together in a coordinated way. It is also known as bilateral integration. Many childhood and school activities require your child to be able to use both hands together well.

A child who is delayed in developing bilateral coordination skills may prefer to use one hand alone rather than both hands together, and may appear awkward or clumsy in some gross and fine motor activities.

Studies have also found that there is a link between bilateral motor skills and academic performance. Some researchers suggest that coordination exercises may stimulate the parts of the brain that are needed for thinking and for paying attention.

Tasks That Require Bilateral Integration

Coordinated bilateral movements engage different sensory and motor areas on both hemispheres of the brain as well as the corpus callosum and cerebellum. Those parts of the brain work together to help to produce the complex bilateral movements that make up so much of our daily lives.

Below are just a few of the many activities that need both sides of the body to work together well. When bilateral integration is poor, then the child may avoid these activities, or the child may seem clumsy, inefficient and uncoordinated when taking part in them.

The Three Basic Bilateral Movements

Your child needs to develop bilateral coordination skills in three different areas: symmetrical movements, reciprocal movements, and movements requiring a supporting hand.

Symmetrical bilateral movements are usually the first ones to be mastered, followed by reciprocal movements and lastly the asymmetrical movements of a leading and supporting hand. However, your child does not need to completely master one kind of movement before moving on to the next - there is a lot of overlap and interdependence in the development of coordination skills.

Here is a brief breakdown of each kind of bilateral movement:

1) Symmetrical Movements

Watch out for: your child using one hand to do something that needs two hands, or having one hand doing more of the work, resulting in a lop-sided movement. In gross motor activities, watch out for one leg doing a better job or jumping/skipping etc than the other.

2) Reciprocal Movements

Look out for: movements which are jerky and don't flow well, or when one hand or leg does more work than the other, resulting in lop-sided action.

3) Leading Hand and Supporting Hand

During handwriting, if a child does not stabilise the paper with the non-writing hand, then writing can be less efficient.

Watch out for: awkward positioning, where the supporting hand does not help the leading hand properly. During scissor cutting activities, check that the supporting hand is holding and moving the paper in such a way that the cutting hand can easily keep the scissors on the line. In some cases, the child may avoid using the supporting hand altogether!

If you are at all concerned about your child's development, please consult your health professional. The information on this page is not intended to take the place of an occupational therapy evaluation and treatment!
The Vestibular System and Bilateral Integration

The vestibular system (which is situated in the inner ear and helps the brain to process movement information) plays a vital role in a child's physical development.

Children who struggle to process movement information from their vestibular systems may also struggle with bilateral integration.

For this reason, occupational therapists who use sensory integration techniques may include specific movement activities in their therapy sessions to stimulate the vestibular system before carrying out activities to boost bilateral coordination skills.

At home, you can give your child's vestibular system a boost by having your child jump on a trampoline, roll on the grass, use a swing or do somersaults.

Help Your Child Develop Good Bilateral Coordination Skills

Now that you know what the different kinds of bilateral movements are, you can look out for ways of incorporating these into your child's daily routine.

1) Try the free activities on my site!

2) Get my Printable Bilateral Coordination Resource!

If this page was helpful, please share it with your friends!

Related Pages

References

Buchele Harris, H.; Cortina, K.; Templin, T.; Colabianchi, N. and Chen, W. (2018). Impact of Coordinated-Bilateral Physical Activities on Attention and Concentration in School-Aged Children. BioMed Research International. 2018. 1-7.https://dx.doi.org/10.1155/2018/2539748

Collmer, Katherine. Handwriting and the Non-Dominant Hand. 5 January 2016. (Retrieved 14 January 2016)

Ivry, R.; Diedrichsen, J.; Spencer, R.; Hazeltine, E. and Semjen, A. (2004). A Cognitive Neuroscience Perspective on Bimanual Coordination and Interference. In: Swinnen, S.P.; and Duysens, J. (Eds)Neuro-Behavioral Determinants of Interlimb Coordination. Springer US. https://dx.doi.org/10.1007/978-1-4419-9056-3_10 .

Lane, S.; Mailloux, Z.; Schoen, S.; Bundy, A.; May-Benson, T.; Parham, L.; Roley, S. and Schaaf, R. (2019). Neural Foundations of Ayres Sensory Integration®. Brain Sciences. 9. 153. https://dx.doi.org/10.3390/brainsci9070153.

Mailloux, Z.; Mulligan, S.; Smith Roley, S.; Blanche, E.; Cermak, S.; Coleman, G.G.; Bodison, S.; Lane, C.J. (2011). Verification and Clarification of Patterns of Sensory Integrative Dysfunction. AJOT. Vol.65 (2). https://dx.doi.org/10.5014/ajot.2011.000752

Pacheco, S.; Gabbard, C.; Ries, L. and Bobbio, T. (2016). Relationship Between Interlimb Coordination and Academic Performance In Elementary School Children. Pediatrics International. 58.https://dx.doi.org/10.1111/ped.12972

Parush, S.; Levanon-Erez, N., Weintraub, N. (1998) Ergonomic factors influencing handwriting performance. Work. 11(3) https://dx.doi.org/10.3233/WOR-1998-11306

Wong, T.P.S.; Leung, E.Y.W.; Poon, C.Y.C.; Leung, C.Y.F. and Lau, B.P.H. (2013). Balance performance in children with unilateral and bilateral severe-to-profound-grade hearing impairment. Hong Kong Physiotherapy Journal. 31. 81-87.https://dx.doi.org/10.1016/j.hkpj.2013.07.001

Didn't find what you were looking for? Try a search of my site! This feature requires JavaScript to be turned on.

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What is bilateral coordination and why is it an important skill for kids?

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Bilateral coordination is an important skill for children to master and is something that parents should look out for as children develop in their early years. Today we look at the topic, explaining what it is, why it's important and how mastery of the skill benefits little ones.

What is Bilateral Coordination?

Bilateral coordination refers to the developmental skill of accomplishing one or more activities, using both sides of the body at the same time. Examples might include using one hand to hold paper still and the other to draw, or coordinating each foot in a different way in order to successfully propel oneself on a scooter or bicycle.

"Crossing the Midline"

You may also hear reference to the phrase crossing the midline and this is also linked to bilateral coordination. It refers to a person reaching across their body, from one side to the opposite side, in order to complete a task. An example would be a child reaching with their right hand, across their body, to pick up a toy that's to their left. Crossing the midline in such a way is a significant step because it demonstrates that infants have progressed from naturally using the side of their body nearest the object to using a dominant or preferred side. This may be the first indication parents have of whether their child is going to be left- or right-handed.

Why is Bilateral Coordination Important?

As adults, we take bilateral coordination very much for granted, forgetting that we weren't born with such abilities. Being able to coordinate both sides of the body to accomplish tasks, activities or even just movements is incredibly important. If children don't learn the skill, they may appear clumsy and uncoordinated and will struggle with a variety of physical tasks.

Signs of Possible Difficulty

Parents/carers can watch out for signs of possible difficulty with bilateral coordination in children. Signs could include difficulty tying shoe laces, buttoning up clothes, handwriting, catching a ball, clapping and even knowing when to lift or bend a limb in order to achieve a particular physical movement - when walking up a step, for example. The appearance of clumsiness is another sign.

The 3 Types of Bilateral Coordination

Bilateral coordination falls into three categories:

1. Reciprocal bilateral coordination: this is where both sides of the body form a rhythmic motion but the movements on each side alternate. Examples include walking, swimming and cycling.

2. Symmetrical bilateral coordination: this is where both sides of the body are performing the same task at the same time. For example, clapping, catching a ball or doing star jumps.

3. Asymmetrical bilateral coordination: here, both sides of the body are required to perform a task, but the motions on one side do not match those on the other at all. Cutting a piece of paper, for example, involves one hand holding or moving the paper and the other using the scissors. Tying shoe laces also requires each hand to perform a different task. Playing a musical instrument is another example. For instance, violin strings will need to be held down against the fret board by one hand and played with the other using a bow.

In many cases, the child will find themselves using a worker hand on one side of the body and a helper hand on the other. One ultimately becomes the dominant hand in 99% of all children. Thus, they become either left-handed or right-handed. Just 1% of people are properly ambidextrous, i.e. having no dominant hand, although many more will exhibit one or more ambidextrous skills at some stage of their development.

The Motor Skills Needed for Bilateral Coordination

Mastery of bilateral coordination requires children to develop and fine-tune three types of motor skill:

Fine motor skills - the smaller, precise movements needed to accomplish things like building with Lego blocks, doing up buttons etc;

Gross motor skills e.g. walking, crawling, skipping, jumping, riding a bike or peddling a scooter;

Visual motor skills e.g. using skilled hand-eye coordination for writing, drawing, tracing and using scissors to make accurate cuts.

Activities That Help Improve Bilateral Coordination

When age appropriate for safety purposes, practising activities like those above and listed below can help children to improve bilateral coordination and body awareness:

Threading beads on a string, or string through holes punched though paper or card;

Playing catch with a ball;

Ball games that use hands and/or feet;

Playing with musical instruments e.g. banging drums, playing a keyboard etc.;

Carefully cutting or tearing paper along a specific path;

Popping bubbles using both hands;

Play-doh - squeezing and rolling it, including use of tools to shape it;

Playing physical movement games like 'Simon Says';

Playing with equipment in playgrounds, for example climbing up a ramp or climbing frame etc;

Helping with household duties like carrying shopping, filling or emptying bags, loading and unloading washing;

Swimming and other sports activities;

Role play as animals e.g. walking on all fours, walking sideways, jumping etc.;

Playing the commercial game 'Twister', which is also brilliant fun.

These are just a few examples. Any age-appropriate game or activity is likely to help improve bilateral coordination so long as it requires precise, measured movements and coordination of both sides of the body. It's a case of the child practising over time, often through play, until a particular physical outcome has been mastered. Progress is particularly easy to see in babies and infants as they gradually become more physically able, dextrous, strong and coordinated.

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Little Cedars is a wonderful nursery and pre-school in Streatham. It offers an outstandingly good childcare service near Streatham Hill, Streatham Park, Streatham Common and Furzedown. We're also conveniently located if you live or work near Tooting, Tooting Bec, Tooting Broadway, Tooting Common, Balham, Norbury or Colliers Wood. Click a button below to apply for a nursery place, arrange a free tour of the nursery or to contact us with any queries - we're here to help!

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Bilateral Coordination in Children/Under 5s - What's it All About?

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Bilateral Coordination in children/under-5s: we explain what it is, why it's important, the different types, activities to improve it & more.

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Helping Hands | Childrens Therapy Services | New Lenox

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Bilateral coordination is the ability to use both of the sides together at the same time in a controlled and organized manner. Bilateral coordination includes using both sides to do the same thing (throwing a large ball), alternate movements (walking), and/or using different movements on each side (cutting with scissors).

Bilateral coordination begins to develop when your child is just a few months old. Your child will bring both hands to the middle of their body to explore their fingers. Later, your child will begin to use one hand to hold an object while the other hand moves or uses the object.

Delays with bilateral coordination

Fine motor skill delays can occur for a variety of reasons, but is not always related to a specific diagnosis. Children with fine motor delays often have difficulty with fasteners (buttons, snaps, zippers, shoe tying), feeding (using utensils, drinking from an open face cup), coloring and drawing (difficulty maintaining grasp or using an appropriate grasp), cutting with scissors, and manipulating objects within their environment.

Treatment

Two Handed Tasks:

Pushing and pulling toys

Tearing paper

Play-doh (use hands and play-doh tools)

Throw a ball

String beads

Cut paper

Remove jars/lids/tops from containers

Games to enhance bilateral coordination

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Bilateral Coordination | Treatment | Helping Hands

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Bilateral coordination is a skill that begins to develop in early infancy. Bilateral coordination enables your child to ride a bike and cut with scissors.

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The Right Brain Develops First ~ Why Play is the Foundation for Academic Learning by Vince Gowmon.

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The Right Brain Develops First ~ Why Play is the Foundation for Academic Learning by Vince Gowmon.

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Article by Vince Gowmon. Did you know that the right brain develops first? It does so by the time children are four years of age. The left brain, on the other hand, doesn't fully come online until children are approximately seven years old; hence the first seven years being recognized as such a critical period in child development.

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Learning Outcomes

Summarize overall physical growth patterns during infancy

Describe the growth of the brain during infancy

Overall Physical Growth

The average newborn weighs approximately 7.5 pounds, although a healthy birth weight for a full-term baby is considered to be between 5 pounds, 8 ounces (2,500 grams) and 8 pounds, 13 ounces (4,000 grams). The average length of a newborn is 19.5 inches, increasing to 29.5 inches by 12 months and 34.4 inches by 2 years old (WHO Multicentre Growth Reference Study Group, 2006).

For the first few days of life, infants typically lose about 5 percent of their body weight as they eliminate waste and get used to feeding. This often goes unnoticed by most parents, but can be cause for concern for those who have a smaller infant. This weight loss is temporary, however, and is followed by a rapid period of growth. By the time an infant is 4 months old, it usually doubles in weight, and by one year has tripled its birth weight. By age 2, the weight has quadrupled. The average length at 12 months (one year old) typically ranges from 28.5-30.5 inches. The average length at 24 months (two years old) is around 33.2-35.4 inches (CDC, 2010).

Monitoring Physical Growth

As mentioned earlier, growth is so rapid in infancy that the consequences of neglect can be severe. For this reason, gains are closely monitored. At each well-baby check-up, a baby's growth is compared to that baby's previous numbers. Often, measurements are expressed as a percentile from 0 to 100, which compares each baby to other babies the same age. For example, weight at the 40th percentile means that 40 percent of all babies weigh less, and 60 percent weight more. For any baby, pediatricians and parents can be alerted early just by watching percentile changes. If an average baby moves from the 50th percentile to the 20th, this could be a sign of failure to thrive, which could be caused by various medical conditions or factors in the child's environment. The earlier the concern is detected, the earlier intervention and support can be provided for the infant and caregiver.
Body Proportions
Another dramatic physical change that takes place in the first several years of life is a change in body proportions. The head initially makes up about 50 percent of a person's entire length when developing in the womb. At birth, the head makes up about 25 percent of a person's length (just imagine how big your head would be if the proportions remained the same throughout your life!). In adulthood, the head comprises about 15 percent of a person's length. Imagine how difficult it must be to raise one's head during the first year of life! And indeed, if you have ever seen a 2- to 4-month-old infant lying on their stomach trying to raise the head, you know how much of a challenge this is.

The Brain in the First Two Years

Some of the most dramatic physical change that occurs during this period is in the brain. At birth, the brain is about 25 percent of its adult weight, and this is not true for any other part of the body. By age 2, it is at 75 percent of its adult weight, at 95 percent by age 6, and at 100 percent by age 7 years.

Communication within the central nervous system (CNS), which consists of the brain and spinal cord, begins with nerve cells called neurons. Neurons connect to other neurons via networks of nerve fibers called axons and dendrites. Each neuron typically has a single axon and numerous dendrites which are spread out like branches of a tree (some will say it looks like a hand with fingers). The axon of each neuron reaches toward the dendrites of other neurons at intersections called synapses, which are critical communication links within the brain. Axons and dendrites do not touch, instead, electrical impulses in the axons cause the release of chemicals called neurotransmitters which carry information from the axon of the sending neuron to the dendrites of the receiving neuron.

While most of the brain's 100 to 200 billion neurons are present at birth, they are not fully mature. Each neural pathway forms thousands of new connections during infancy and toddlerhood. During the next several years, dendrites, or connections between neurons, will undergo a period of transient exuberance or temporary dramatic growth ( exuberant because it is so rapid and transient because some of it is temporary). There is a proliferation of these dendrites during the first two years so that by age 2, a single neuron might have thousands of dendrites. After this dramatic increase, the neural pathways that are not used will be eliminated through a process called pruning, thereby making those that are used much stronger. It is thought that pruning causes the brain to function more efficiently, allowing for mastery of more complex skills (Hutchinson, 2011). Transient exuberance occurs during the first few years of life, and pruning continues through childhood and into adolescence in various areas of the brain. This activity is occurring primarily in the cortex or the thin outer covering of the brain involved in voluntary activity and thinking.

Watch It

This brief video describes some of the remarkable brain development that takes places in the first few years of life.

You can view the transcript for "How baby brains develop" here (opens in new window).

The prefrontal cortex, located behind the forehead, continues to grow and mature throughout childhood and experiences an addition growth spurt during adolescence. It is the last part of the brain to mature and will eventually comprise 85 percent of the brain's weight. Experience will shape which of these connections are maintained and which of these are lost. Ultimately, about 40 percent of these connections will be lost (Webb, Monk, & Nelson, 2001). As the prefrontal cortex matures, the child is increasingly able to regulate or control emotions, to plan activity, to strategize, and have better judgment. Of course, this is not fully accomplished in infancy and toddlerhood but continues throughout childhood and adolescence.

Another major change occurring in the central nervous system is the development of myelin, a coating of fatty tissues around the axon of the neuron. Myelin helps insulate the nerve cell and speed the rate of transmission of impulses from one cell to another. This enhances the building of neural pathways and improves coordination and control of movement and thought processes. The development of myelin continues into adolescence but is most dramatic during the first several years of life.

Watch it

How does all of this brain growth translate into cognitive abilities? We will discuss this later on in the module, but this video provides a nice overview of new research and some of the impressive abilities of newborns.

You can view the transcript for "Babies are Surprisingly Smart" here (opens in new window).

Glossary

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Summarize overall physical growth patterns during infancy Describe the growth of the brain during infancy The average newborn weighs approximately 7.5 pounds, although a healthy birth weight for a full-term baby is considered to be between 5 pounds, 8 ounces (2,500 grams) and 8 pounds, 13 ounces (4,000 grams).

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When Should Children be able to Write? - Gavin McCormack

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Gavin McCormack - A place for teachers, Parents and educational leaders to find ideas to allow children to reach their full potential.

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When Should Children be able to Write? - Gavin McCormack

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So many parents are often worried about why their child is not able to write by the age of 4 and why instead of writing, the teacher is allowing them to play, or be creative with intricate or fine motor materials? This picture explains why. Up until 6 years of age, their tiny hands are

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Special Educational Needs in Mainstream Schools

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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We are firm believers that the outdoors holds a great wealth of opportunities for young people. It is well known that outdoor activities are a catalyst for learning and for encouraging cognitive, social and emotional development.

The outdoors is filled with natural inspiration. Pre School and EYFS children learn mostly through their senses, and with the different sights, sounds, smells and textures that the natural world has to offer, it is a wonderful resource for developing their perception and aesthetic awareness.

The outdoors, then, is the perfect environment for children to switch on to learning how to read and to experience the true pleasure and joy of getting immersed in a good book.

Ask any child and most will tell you that they love being outside. One of the best outdoor learning activities is reading books: stepping into the fresh air and losing yourself in a good story. Books are wonderful things.

They feed our imagination and allow us to create whole new worlds within our heads. Taking literature outside gives children the opportunity to explore it in a completely different environment, where the surroundings are incorporated into the experience, and their imaginations can be set free.
The outdoors offers the inspiring, engaging and multi sensory environment which is essential for teaching a child the foundations of their reading skills, from a first grasp of phonics right through to an in-depth understanding of literary meanings.
At school, children that are more easily distracted or that struggle to settle or to concentrate within the confines of the classroom will feel more at ease and better able to focus on the book, both the word formations within it and the underlying story, if they are allowed the opportunity to experience reading outside in the open.

This applies whether they are reading themselves or being read to, and is particularly true for EYFS children where there may be many different distracting and noisy activities going on within the classroom at any one time.
At Key Stage 1 and Key Stage 2 where classroom environments become more formally structured, children can feel refreshed by stepping outside into an outdoor environment and are better able to refocus and engage in improving their reading skills.
On the flip side, in some cases, it may be trickier to hold a child's attention if they are likely to be more interested in the distractions around them outside than the reading task in hand!

This will not be a problem, however, if the books are properly blended with the outdoor environment and a great outdoor reading area is available to them. If anything, this will help them learn how to and improve their ability to concentrate on a given task. And reading a book outside is a great way to extend the story into other outdoor activities.

There are many different ways in which you can take reading outside. Have a look around and you will notice that people are reading everywhere. Waiting for the bus, a paper in the park or a blockbuster on the beach, you can always make time for a good read!

However for really good structured outdoor reading for EYFS, Key Stage 1 and Key Stage 2 children, the best thing that you can do is to create an outstanding outdoor reading area in your outdoor learning environment, which you can use as a platform for all of your outdoor reading activities.

Creating an outstanding outdoor reading area

It is a wonderful thing to have an outdoor reading area that children actively seek out to spend time enjoying a book in. And it isn't hard to achieve!

Even on a tight budget, a picnic blanket on the grass with a few comfy cushions and a selection of good books can be used to create a cosy outdoor reading area!

Hanging colourful sheets or sails from trees or draped over branches creates a beautiful area for children to sit underneath and enjoy a story. This can be used to draw the eye to a natural focal point, such as fluttering leaves, a wide open sky or a scenic viewing area, to encourage children to relax and open up their imaginations.

Good outdoor reading spaces can be used as a "gather together" spot for reading aloud and for group reading sessions, or as a quieter space for individual and small group reading and learning.

You can make great use of your outdoor den, playhouse, treehouse or gazebo by turning it into a cosy and inspiring themed reading area. Fill it with blankets (especially if it's chilly outside) and scatter plenty of colourful cushions around.
Drape sheets of different materials, textures and colours over the top to change the light and to add to the atmosphere. A camouflage net and a few scattered twigs add to the feel of a woodland cottage where Goldilocks or The Gruffalo might be hiding.
Add some fruit and vegetables, small plant pots and wellington boots by the door and you might expect to see Mr McGregor go running by after Peter Rabbit! A shimmery blue satin sheet, yellow or striped cushions and buckets filled with shells or sand create a fabulous seaside reading spot! Comfort is key so your little ones can relax and get absorbed in a good book.

are brilliant for more cosy and solitary, peaceful reading and you can dress them up in the same way. You can link your choice of books to match the theme of your reading area. It's a good idea to change the theme regularly to keep up the interest and to help you make the transition to different types and themes of literature.

Put together a large outdoor reading box to use in your outdoor reading area. Make sure it is waterproof in case the weather is unforgiving. That way you can keep it outside if you want to without having to heave it backwards and forwards every day!

Fill it with a selection of books and swap them out for new books as required. It helps to have a box that contains a mixture of fiction and non-fiction books that follow themes and that create a nice flow onto more outdoor learning, such as minibeasts, growing or lifecycles.

Children can be involved in selecting the books to match up with your chosen themes. Include some props in your reading box to create interest and add to the atmosphere, and to encourage further discussion after reading.

Torches and lanterns are fun when used with the right books, especially in the winter months.

When creating an EYFS Outdoor Reading Area, Puppets, soft toys, and natural and open-ended materials can be used in a variety of different ways linked to your chosen books will support book-based activities and help reinforce many pre-reading skills.
If you are considering updating your outside space to encourage outdoor reading, have a look at some of our products which are perfect enablers. If you're looking for Outdoor Reading Area Ideas, we have a range of Projects for you view with engaging reading spaces that encourage children to sit comfortably and read outside. Our Storytelling Circles, Den-Making Resources, Gazebos and Bespoke Tree Houses are ideal for creating fairytale-inspired outdoor reading areas.

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The Wonders of Outdoor Reading Areas For Schools

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Outdoor Reading Areas are inspiring for Early Years and Primary School children and we share some great ideas on how to create a reading area at your school!

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Siraj-Blatchford, I., Shepherd, D.-L., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K

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Oxford University’s Department of Education

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Oxford University’s Department of Education

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Research which is centered around three themes which demonstrate our focus on learning across the life-course:

Language, Cognition and Development

Economy, Policy and Society

Pedagogy, Learning and Knowledge

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Created by Ferre Laevers in Belgium, the Leuven Scale is a 5 point scale used to measure the wellbeing and involvement of children within early years settings. Children who score highly on the Leuven Scale of Wellbeing and Involvement are generally self-confident, engaged in their play and are able to embrace the challenges of their environment.

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Professor Christine Pascal

The work of Ferre Laevers and the Experiential Education approach is considered by Professor Christine Pascal

Who is Ferre Laevers?

Occasionally you meet someone who has a profound impact on you, and changes the way you think and act at a deep level. My meeting with Ferre Laevers back in 1990 at an early years conference in Alkmaar, Netherlands, had such an affect. Three of us - Ferre, Tony Bertram and myself - began a conversation over dinner that continues to this day.

Laevers was born in the Belgian Congo, Africa. When he was ten his family moved back to Belgium. As a student in Leuven he became interested in the idea of emancipatory pedagogy within early years practice, seeing it as a means to combat the 'alienation' which often results from authoritarian approaches to education. In 1973 he was appointed assistant at the university to support research and training in early years.

While studying for his PhD he became influenced by Sir Herbert Read's emphasis on the importance of expression through art and his world view that saw freedom as a context in which the inner power in humans can shape life and give it order and structure. Carl Rogers' client-centred, experiential approach was also an early influence, along with Jean Piaget.

In 1976, 12 Flemish pre-school teachers, assisted by Laevers and another educational consultant, started sessions to reflect critically upon their practice. Their approach was 'experiential': the intention was to make a close, moment-by-moment description of what it means to a young child to take part in the educational setting. This careful observation and 'reconstruction' of the child's experiences highlighted a series of unsatisfactory conditions. Too many opportunities to sustain children's development remained unused. A new educational model for pre-school was born: Experiential Education (EXE).

What did he achieve?

EXE offered a conceptual basis that proved to be useful in other contexts such as childcare, special education, secondary education, teacher training and any kind of setting where learning and professional development should take place.

The establishment of the Centre for Experiential Education at the University of Leuven added impetus to the approach's growth. Now it is one of the most influential educational models in elementary education.

Internationally, the co-founding of the European Early Childhood Education Research Association with Tony Bertram and myself in 1992 put in place an important forum for sharing early childhood research, policy and practice across Europe and beyond.

Laevers develops his work with many new projects, such as supporting the development of talented children, the development of self-assessment by children and students, and looking at the long-term effects of education on children. He travels extensively, influencing policy makers to develop more creative and effective approaches to early childhood education.

What are his key messages?

The Experiential approach The foundation of EXE is the experiential attitude of the practitioner - the intention to take the experience of the child as a point of reference. Three principles guide practical decisions:

1 The stimulation of child initiative, including setting rules that guarantee a smooth-running class organisation and a maximum of freedom for every child (not only the 'fittest')

2 The enrichment of the educational environment by bringing in materials and activities, offering opportunities to explore reality and functioning as a mediator of the culture

3 Intensive interactions between teacher and children, which is crucial to building good relations, to support emotional feelings and to the stimulation of action. This requires sensitivity to the emotional and developmental needs of the child.

The result of an experiential education is an emancipated person. This final goal entails emotional health and authenticity, a strong exploratory attitude, openness to the outer and inner world, a sense of linkedness and, based on this, a strong motivation to contribute to the quality of life and the universal process of creation.

Well-being and involvement

The EXE model puts a great emphasis on two criteria Laevers believes are conclusive indicators of the quality of education: 'emotional wellbeing' and 'involvement'. The degree of wellbeing shows us how much the educational environment succeeds in helping the child to feel at home, be himself and have emotional needs (attention, recognition, competence) fulfilled. The involved person finds himself in a special state characterised by concentration, intense experience, intrinsic motivation, a flow of energy and a high level of satisfaction connected with the fulfilment of the exploratory drive. Involvement is an excellent indicator for developmental processes.
Deep level learning
In looking at education outcomes Laevers distinguishes between superficial learning and fundamental or 'deep level' learning. He has found in children strong forces that seem to orient them towards the kinds of experiences that engender development.
'Linkedness'
Within the EXE project the concept of 'linkedness' is the expression of deep concern for the development of a positive orientation towards reality. As 'de-linquency' means 'the lack of being linked', the sense of 'connectedness' can be seen as the cornerstone of prevention of criminal behavior or any action that brings damage to things and people.

What are the main impacts of his work on practice today?

The key impacts of the EXE project have been:

the introduction of a flexible organisation in which children get more room for initiative

the development of an adult style where taking the child's perspective is central

the recognition of the influence of the group climate

the recognition of the importance of social-emotional aspects, self-management and resilience

the use of process-oriented monitoring systems focusing on 'how children are doing within the setting'

the ability of practitioners to see the difference between easily obtained superficial outcomes and deep level learning.

For me, Ferre's major contributions have been the challenging of mechanistic and dehumanising agendas within our early years and schooling systems and his insistence on acknowledging the social, emotional, intellectual and creative potential in children and early years practitioners.
Professor Christine Pascal is director of the Centre for Research in Early Childhood at University College, Worcester
Suggested reading

Laevers, F (1994). 'The innovative project Experiential Education and the definition of quality in education'. In: Laevers F (ed.), Defining and assessing quality in early childhood education. Studia Paedagogica, Leuven University Press, pp. 159-172

Laevers, F (1998). 'Understanding the world of objects and of people: Intuition as the core element of deep level learning'. International Journal of Educational Research, 29 (1), 69-85

Laevers, F (2000). 'Forward to basics! Deep-level-learning and the experiential approach'. Early Years, Spring 2000.

Laevers, F (2005). 'The curriculum as means to raise the quality of ECE: Implications for policy'. European Early Childhood Education Research Journal, 13 (1), 17-30.

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The work of Ferre Laevers and the Experiential Education approach is considered by Professor Christine Pascal

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To help you make sure staff have read (and more importantly understood) KCSIE*, we have developed a bank of free quizzes available to all schools.

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Mathematically, measuring is based on the idea of using numbers of units in order to compare attributes, such as length or capacity. Although young children engage with using rulers and experience being measured in centimetres, kilos - and years! - the measuring units themselves are hard to understand.

Children need to realise which attribute is being measured, e.g. weight as opposed to size, and the idea of conservation: that the amount stays the same, even if the appearance alters, e.g. if dough is stretched out or in bits. In order to understand units, they need to realise that two items can be compared using a third item, or 'go between', such as a stick.

Finally, children need to understand how equal size units are used repeatedly to express an amount as a number. While young children can engage actively in making comparisons and exploring equivalence of length, volume, capacity and weight in different ways, some of these ideas are challenging and will develop later in primary school.

For instance, weight (mass or density) is difficult to distinguish from size since it is invisible, and the concept of conservation is harder to understand for weight and capacity. Measuring with non-standard units of different sizes in order to appreciate the need for equal units is less effective with younger children, so centimetre cubes are recommended as accessible units. While time is also elusive to measure, young children can sequence events and, for example, count 'sleeps'. (Money as a measure of value is too advanced to consider here.)

Typical progression of key ideas in this concept

In this first stage, children are able to recognise the specific attributes of (for example) length - that a stick is long; adults are tall. Their initial recognition may be a descriptor and over-applied (all straight things are long, and if it is not straight it cannot be long; all adults are tall).

Children may use gestures or words to start to compare amounts of continuous quantities (length, capacity, weight), pointing to items that are big, tall, full or heavy. Children learn this vocabulary from the adults around them. Adults can seek opportunities to extend and refine conversations about things that are long, tall, high, heavy, full, etc. rather than just 'big'. At this point children may not be using comparative language such as, 'You are taller than me.'
Activities and opportunities:

ensuring adults model language which highlights the specific attribute that is the focus of attention

dough modelling can provide a good opportunity to discuss the length of snakes, or the weight of different-sized lumps.

water and sand-play, which can provide lots of opportunities to highlight capacity.

Children can find something that is longer/shorter or heavier/lighter than a given reference item. They will utilise strategies such as direct comparison, e.g. placing objects side by side to determine which is longer. Children compare sizes, lengths, weights and capacities verbally and begin to use more specific terms, such as 'taller than', 'heavier than', 'lighter than', and 'holds more than', as well as more general comparative phrases, such as 'not enough', 'too much', and 'a lot more'.

When comparing lengths directly, children need to ensure that they align the starting points, and compare like-for-like, e.g. straightening skipping ropes before comparing lengths.

When comparing capacities directly, children can pour from one container to another to find which holds more, or find one that is the same. However, children may conclude that if one container overflows that must mean 'bigger'. Ensure that children have opportunities to see a jug of coloured water poured into a range of container shapes. Ask: 'What do you think will happen if we pour this tall thin jugful into this short fat dish?'

Comparing weight can be tricky to conceptualise. One way is to identify that greater mass is shown by a greater downward pull. Ask children to hold a carrier bag; encourage them to notice it feels as though their hand is being pulled down when something heavy is put in it. Place a carrier bag in each hand and identify which one is heavier, by discussing which arm feels more pulled down. Show this using a simple spring balance or a box attached to elastic bands; identify that the elastic is being stretched by being pulled down, just like our arms.

Explore the link to the balance scales to show that the heavier side goes down. If possible, exemplify this with a see-saw.

Ensure that children are presented with large, light things and small, heavy things, to prevent the over-generalisation that big means heavy and small means light.
Activities and opportunities:

encouraging children to compare different attributes in everyday situations: 'I wonder who has the longest snake?' 'I wonder whose pot will hold the most water?' 'I wonder which ball is the heaviest?'

cutting a piece of ribbon as long as a child's arm and encouraging them to find things in the environment that are longer, shorter or the same length

focusing on asking for specific things according to their attributes. For example: 'Please can you pass me a ... that is ... than this one?'

when comparing directly, finding the odd one out, by providing a varied range of container shapes all containing the same amount of liquid except for one. 'Which one do you think is the odd one out? Why? How will we check? Were we right?'

posing see-saw problems, relating to weight: 'What can we do to make this side of the see-saw go down?'

using a simple spring balance to compare the weight of cargo for a toy boat

setting up a 'balancing station' with interesting things to weigh and to balance, indoors and outdoors

comparing different parcels, ensuring some of the smaller parcels are heavy, and some of the larger parcels are light.

After children have had lots of practical experiences of comparing attributes, they can begin to estimate and to predict. For instance, they can start to consider which container would be best to store a specific item in: 'Which box should Teddy have?', 'What will fit in here?'
Activities and opportunities:

making a bed for a teddy using blocks

selecting a box or container to store a specific item

dressing dolls, and selecting different-sized clothes

finding things that will fit inside a matchbox.

Children can then move on to using one thing to compare with two others, if, for example, asked to put things in order of height, weight or capacity. This may involve using a 'go between', for instance pouring a jugful of water into two bottles to see which holds more. Problems may be posed such as: 'I would like to move this table outside - do you think it will fit through the door?'
Activities and opportunities:

making 'Russian doll'- type sets of nesting boxes from a collection

finding ways of seeing if the cupboard or carpet will fit in the role-play area without moving it

finding which of three pairs of shoes is heaviest for packing in a rucksack

packing a shopping bag, making sure the lightest items do not get squashed by heavier things.

Before children use standard units of measure, they begin to compare units of different sizes in practical contexts. One example may be in the water tray, where children realise it will take them longer to fill a bucket using teaspoons than bottles. Another example would be to fill identical containers with different-sized objects, e.g. small balls or large balls. These sorts of playful experiences enable children to make the generalisation that the smaller the unit the more we need of them, or the bigger the unit the less we need of them. These experiences can be extended by encouraging estimations: 'How many tennis balls do you think will fit in this tub?' Then check this by filling it. 'What if I try to fill it with ping pong balls? Will our answer stay the same? If not, why not?'

In practical situations, these sorts of questions can be asked to support children in their justification of the choice of equipment. For example: 'What can I use to help fill the water tray? Which bag shall I use for my shopping? Which box would be best to store these buttons? Why did you think that is a good choice?'

Activities and opportunities:

setting up an Estimation Station and guessing how many things are in the jar each day

making biscuits from a given amount of dough - choosing cutters to see who will make the most biscuits

choosing from a selection of spoons, ladles, etc, to see who can fill their pot the quickest with rice. How do you know who will be quickest?

Experiences can be provided where children use units to 'measure' and compare. It is better to provide identical bricks, centimetre cubes or metre sticks so they can count physical units, rather than repeating the use of one item as with using hands or feet. In order to measure accurately, they need to ensure there are no gaps between units of measure. Using standard units helps children make connections with measuring in 'real life'. Young children also enjoy using height charts, measuring tapes, rulers, digital scales and timers, although will not yet fully understand how they work.

Activities and opportunities:

setting up a 'filling station' with lots of different-sized containers to fill with beads, then comparing capacities

using large bricks to measure the height of individuals

using metre sticks to see if an elephant or dinosaur would fit in the room

measuring the growth of a beanstalk or sunflower with interlocking centimetre cubes

comparing the capacity of different bottles by filling lots of glasses.

Time is an abstract aspect to measure, and tricky in a range of ways. Although their age may be the most familiar number they know, children may have little sense of the unit of a 'year', and few may know the date of their birthday.

In order to tell the time, children need a sense of number, space and time, the ability to count, and some notion of fractions (for half and quarter hours). In the Early Years we begin by drawing children's attention to sequencing of activities, important times in their day, and some sequences of time that are significant to them.

Vocabulary that supports the understanding of this concept includes the positional language of 'before', 'after', 'next', and the relative terms 'yesterday' and 'tomorrow'. Knowing days of the week also helps children to keep track of time. Direct children's attention to the short hand, pointing to a number on a clockface, and identify what we are doing at that time.
Activities and opportunities:

un-muddling visual timetables

making picture sequences for cooking instructions

describing sequences by re-telling stories

discussing 'o'clock' times at registration, lunchtime, snack time, tidy-up time, etc.

making their own timetable for a day - selecting activities and ordering them.

Children need to experience specific time spans in order to start to develop an overall sense of time. Initially, this may be based on familiar activities such as the number of 'sleeps' before an event. A class calendar may support this by highlighting certain events ('How many sleeps until the chicks start to hatch?', 'How many sleeps until my birthday?', 'How many sleeps until we go to the park?'). Discuss the number of sleeps getting smaller and what this means.

By using timers in play, children can start to explore what they can do in a certain time period. For example: 'I wonder how long it takes you to run around the track?', 'How would we know if you were getting quicker?'. Identify that, in this case, the smaller the number of seconds the quicker you are getting (this is tricky for a child, as usually bigger numbers are 'better').

Children may also have the opportunity to see how many things they can do in a minute. For example: 'How many play people can you rescue from the pit?' (Wrap fabric around a water tray to create small gaps though which people can be rescued.)
Activities and opportunities:

events on a class calendar to count down to

timers provided for children to set and respond to challenges, e.g. 'I wonder if we can run as fast as a cheetah?', 'I wonder how many hops I can do in ten seconds?', 'I wonder how many times I can write my name in a minute?' etc.

time durations with songs or music.

keeping track of events, e.g. 'Have I had my lunch yet?'

positional language associated with time; muddling the relative terms 'yesterday' and' tomorrow'

using 'long' to describe the shape of something (e.g. a block that is much longer than it is wide) rather than to compare lengths

not taking into account both ends as the starting and stopping point

not being able to say 'than' in the phrase, 'this is longer than that'

not understanding that units must cover a complete length, with no gaps or overlaps, demonstrated by thinking that measuring is about counting units placed along something, or putting a ruler alongside and saying a number

not understanding that units must be equal.

Can a child:

find something that is longer, shorter, heavier, lighter (etc.) than a reference item?

find an appropriate container for a specific item?

describe the location of something using positional language?

accurately use the relative terms 'yesterday' and 'tomorrow'?

order a short sequence of events?

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Comparing different aspects such as length, weight and volume, as a preliminary to using units to compare later

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This tool has been developed by a team based at the Research Centre for Experiential Education (Leuven University - Belgium) under the supervision of Dr. Ferre Laevers. The tool focuses on two central indicators when planning any educational setting: 'Wellbeing' and 'Involvement'. Wellbeing refers to feeling at ease, being spontaneous and free of emotional tensions and is crucial to secure 'mental health'. Wellbeing is linked to self-confidence, a good degree of self-esteem and resilience. Involvement refers to being intensely engaged in activities and is considered to be a necessary condition for deep level learning and development.

Assessment of Wellbeing and Involvement

Laevers has created a 5 point scale to measure both wellbeing and involvement. If there is a lack of wellbeing and or involvement, it is likely a child's development will be threatened. The higher the levels of wellbeing and involvement we can achieve for the child, the more we can add to the child's development. When there are high levels of wellbeing and involvement, we know that deep level learning is taking place.

The evaluation starts with assessing the levels of wellbeing and involvement using the tables.

The procedure is simple and can be compared to 'scanning': observe the children for about two minutes to ascertain the general levels of wellbeing and involvement using the five-point scale. The observation can focus on groups of children or can be used to focus on a particular individual. Unless a child is operating at 4 or 5, learning will be limited. However, children cannot peak at levels 4 or 5 all the time and levels will fluctuate throughout the day.

Leuven Scale of Wellbeing

1. Extremely Low - The child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn.

2. Low - The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.

3. Moderate - The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.

4. High - The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.

5. Extremely High - The child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He / she is open and accessible to the environment. The child expresses self-confidence and self-assurance.

Leuven Scale of Involvement

Reference: Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument, Ferre Laevers (Ed.) Research Centre for Experiential Education, Leuven University. ISBN: 978-90-77343-76-8)

Level Involvement Signals:

1. Extremely Low - Activity is simple, repetitive and passive. The child seems absent and displays no energy. They may stare into space or look around to see what others are doing.

2. Low - Frequently interrupted activity. The child will be engaged in the activity for some of the time they are observed, but there will be moments of non-activity when they will stare into space, or be distracted by what is going on around.

3. Moderate - Mainly continuous activity. The child is busy with the activity but at a fairly routine level and there are few signs of real involvement. They make some progress with what they are doing but don't show much energy and concentration and can be easily distracted.

4. High - Continuous activity with intense moments. The child's activity has intense moments and at all times they seem involved. They are not easily distracted.

5. Extremely High - The child shows continuous and intense activity revealing the greatest involvement. They are concentrated, creative, energetic and persistent throughout nearly all the observed period.

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The Leuven Scale - Emotionally Healthy Schools

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This tool has been developed by a team based at the Research Centre for Experiential Education (Leuven University - Belgium) under the supervision of Dr. Ferre Laevers. The tool focuses on two central indicators when planning any educational setting: 'Wellbeing' and 'Involvement'. Wellbeing refers to feeling at ease, being spontaneous and free of emotional tensions [...]

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The first few years are the most important in your child's learning and development. As a parent or carer you have the biggest influence during this time and there are a number of ways in which you can help with their early development.

Learn with me - child development tips for parents

Get your child off to a great start with our fun activities:

Talk with me

Read with me

Write with me

Count with me

Move with me

Personal, social and emotional development

Places to visit

You can also find fun learning activities and things to do in your community by visiting your local:

Helping your child prepare for school

Our Get ready for school booklet gives practical advice and answers many of the questions you may have about preparing your child for primary or infant school. It contains information on:

Finding and applying for a school place

Things to think about in the weeks before school

Childcare

Life at school

Time for you

You can find further information on when and how to apply for a school place on the school admissions web page.

Early Years Foundation Stage (EYFS)

In addition to the activities you do with your child the learning experiences they have when being cared for by their childcare provider can really help to shape them and their development.

Early years childcare providers follow the Early Years Foundation Stage, a play based framework for learning for every child from birth to five. Standards under the framework are clear and consistent, with expectations about safety, welfare and learning clearly set out.

The framework allows your child to learn through a range of early learning activities which will be planned to take account of your child's individual needs, interests and stages of development.

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Information for parents and carers about how they can help with their child's early learning and development.

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Being able to effectively support children with special educational needs (SEN) in the classroom is an essential part of any teacher's job. Recent figures show that in a mainstream setting, you may (on average) encounter four children in every class who require support for special educational needs.

Research suggests that the behaviour and practice of the classroom teacher has the greatest impact on the academic and social outcomes of children with SEN (Efthymiou & Kington, 2017). However, whilst ultimately responsible and accountable for the progress of these children, some mainstream teachers worry that they are not effectively supporting SEN in the classroom (Warnes et al., 2021).

In this article, we aim to help increase your confidence in implementing effective teaching strategies and approachesfor pupils with special educational needs.

The contents of this article are as follows:

What Are the Different Types of Special Educational Needs?
Note: For the purposes of this article, we will be using the preferred person-first terminology, such as 'supporting children with special educational needs', rather than terms such as 'supporting special needs children' or 'teaching strategies for SEN pupils'.
The SEND Code of Practice (2015) defines a child or young person as having special educational needs due to a learning difficulty or disability if he or she:

Has a significantly greater difficulty in learning than the majority of others of the same age, or

Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Many children and young people who have SEN may also have a disability under the Equality Act 2010. Children and young people with disabilities do not necessarily have SEN, but there is a significant overlap between children and young people with disabilities and those with SEN. This article focuses primarily on SEN.

Types of SEN

There are many types of special educational need and the SEND Code of Practice (2015) defines four broad areas of need, as follows:

Communication and interaction.

Cognition and learning.

Social, emotional, and mental health difficulties.

Sensory and/or physical needs.

If children have an Education Heath Care (EHC) plan, or personalised outcomes linked to High Needs Funding, the targets on these documents will be organised into the four broad areas of need.

The children you teach with SEN may have just one area of need or a combination. Many commonly encountered conditions will impact on more than one area.

Autism Spectrum Disorder is the most prevalent primary need stated on EHC plans for learners aged 4-17, and it would not be unusual for many autistic learners to display needs in all four main areas.

The Communication Trust suggests that co-morbidity (children having more than one developmental difficulty) is the rule rather than the exception, and this can sometimes make categorising primary needs difficult.

Below, we list some of the most common conditions that are often associated with these four broad areas of special education needs.

Communication and Interaction

Cognition and Learning

Social, Emotional, and Mental Health Difficulties (SEMH)

Sensory and/or Physical Needs

A child may be diagnosed with developmental delay in any of these areas. General Developmental Delay would usually involve difficulties in all the areas.

Whilst these areas help to categorise some of the needs, and can point you in the right direction with regards to possible strategies and interventions, each learner's areas of strength and need are different.

How Can SEN Affect a Child's Learning in School?

Just as each child's needs are different, the impact of those needs whilst learning can vary. Children can experience both academic and social barriers due to their SEN, meaning that they are unable to reach their personal potential.

Without proper support or accommodations in place, those barriers could manifest in anxiety, disengagement, and frustration, sometimes resulting in challenging behaviours within school.

These could include:

Withdrawn behaviours, including expressing anxiety, school phobia, truancy, and social isolation.

Disruptive behaviours, such as calling out in class, angry outbursts, swearing, screaming, or refusing to follow instructions.

Violent and/or unsafe behaviours such as physically harming themselves or others, running away, and damaging property.

If you're finding it difficult to handle challenging behaviour in your setting, our Challenging Behaviour course provides you with the knowledge and strategies you need to respond appropriately. Take a look at our course library for more information about our range of training available.

By effectively supporting SEN in the classroom through tailoring your learning environment and teaching practice to best meet their needs, you can help to ensure that these barriers are reduced.

A child's area of need may change throughout their school journey. Some children's levels of need (especially those with a diagnosed condition) will mean that they have special educational needs for their entire school career. Others may have fluctuating or isolated needs. For example, an intervention to improve gross motor skills in the early years could lead to issues being successfully addressed, bringing skills back in line with age expectations.

Teaching Strategies for Supporting Children with SEN

Some of the ways of supporting SEN in the classroom will simply be an extension of your general good practice in the classroom, whilst other, more specific strategies may be particularly useful in supporting particular needs.

Once a child is identified as having a special educational need then it is likely you will receive, via your Special Educational Needs Coordinator (SENCo), details of some recommended strategies or interventions that you will then need to factor into your everyday planning and classroom management.

There will also be occasions, often earlier in a child's school career, where you may suspect that child has some difficulties or additional needs, and become involved in the process of trying to pinpoint what they might be, or whether any underlying conditions are present.

In these cases, it is advisable to use your professional judgement and to begin to put some strategies in place for supporting SEN in the classroom, in consultation with your SENCo, even before any formal identification of the need.

In March 2020, The Education Endowment Fund (EEF) published a guidance report on Special Educational Needs in Mainstream Schools, highlighting best practice.

The following sections illustrate some teaching strategies that may be beneficial in meeting the needs of pupils with SEN. These are followed by some further practical tips to consider implementing in your setting.

1. Creating a Positive and Supportive Environment for All Pupils, Without Exception

A positive and supportive environment for all pupils should be underpinned by whole-school policies, practices, and culture - such as maintaining a consistent and positive approach to behaviour.

Additionally, you could use the following strategies in your classroom to reinforce this:

This includes explicit teaching around wellbeing and mental health (as per the statutory health curriculum requirements). You should also communicate with and respond to pupils in a manner which promotes their wellbeing at all times.

Additional practical strategies, such as introducing a class feelings board as part of the class' daily routine, can have many benefits. Here, pupils can indicate their emotions by attaching their name or photograph to a class chart that is divided into different feelings.

This helps all children consider and express their emotions in a visual way, but especially benefits children with SEMH needs or SLCN. It gives an indication to adults working with them of how they are feeling today, which in turn allows you and your team to adapt your practice (e.g. you might decide to start with a movement break if you have a full 'tired' board one morning) or take time to follow up with the individual child. This strategy can also be useful in terms of safeguarding, as over time it can build a picture and allow you to see patterns. For detailed training on children's and young people's mental health, click here.

Positive Relationships

Prioritising, modelling, and encouraging positive relationships has also been shown to be a valuable strategy in supporting children with SEN. Many children with SEN, especially autistic children, report higher incidences of bullying (Rowley et al., 2012), so facilitating positive attitudes to difference - and supporting those children with social difficulties to maintain positive friendships - is extremely valuable.

An inclusive school environment has been shown to have a positive effect not only on those with special educational needs, but also those without.

2. Building an Ongoing, Holistic Understanding of Pupils and Their Needs

Each child's needs are different and you will know that what works for one child will not necessarily help a child with a similar diagnosed need.

There are some conditions that may appear to present differently in the classroom between the sexes, such as autism and ADHD, and may necessitate different approaches in terms of support. For more information on how these conditions may present differently in females, visit our dedicated articles, Autism in Females: Is it Different? and How Does ADHD Differ in Females?.

By getting to know the particular needs of the individual child, you will be able to put in place personalised strategies and interventions to support them.

Communicating with Colleagues and Parents

When working with a child with SEN, knowledge-sharing and keeping lines of communication open helps you to support the child in the most effective way, building on previous successes, and responding to changes.

Your SENCo should provide you with detailed information regarding the child's area of need and agreed outcomes, and copies of any reports and recommendations from other specialists and professionals who may be involved with the child.

Information and observations shared between colleagues are vital in producing a rounded view of the child's needs and progress. Prior to working with the individual, you should seek information from previous teachers and teaching assistants, both to learn what has been effective and to ensure continuity of approach (for some autistic children or those with anxiety disorders, this continuity - especially at times of transition - is extremely important.)

Creating and maintaining open and honest lines of communication with parents of children with SEN will also help you to develop a more holistic understanding of the child, their strengths, and their difficulties. There is also a statutory duty to communicate with parents of children with SEN at intervals to report on progress, and to discuss future outcomes and targets.

However, some of the most valuable communication comes in more regular, less formal contact. A home-school contact book or diary can be a simple method of establishing a two-way routine of information sharing with parents.

Talking to the Child

The most important source of information that should be consulted continuously is the child or young person themselves. It is a statutory requirement that the views and wishes of the young person are taken into account when decisions are made regarding SEN provision, and that they are involved in the decision-making process as much as possible.

They can often tell you where their perceived difficulties are, and evaluate how effective the measures put in place to support them are. For example, it is counter-productive to give a fiddle toy to a child with ADHD if they personally feel singled out by it and perceive this as negative - this will not help to promote focus or reduce anxiety, so it's important to know how they feel about it.

Using a child's personal interests can also be a powerful tool to foster engagement and is particularly recommended in the case of autistic children. These special interests can be incorporated into learning activities or help you to create personalised reward systems.

3. Continual Evaluation

As you will know, something that proves successful one term might not have the same impact the next. Indeed, what works for a child in the morning might not have the same impact in the afternoon.

As part of the SEND Code of Practice, the government proposes an Assess, Plan, Do, Review cycle of evaluation and adaptation, which can work on a smaller, more regular scale in your classroom.

Your school will most likely have guidelines on how often you need to review SEN outcomes, interventions, or provision plans. By continually reflecting on the effectiveness of what has been put in place, and making adjustments in light of that, you can ensure you are providing the most effective support at that time.

For example, if a child has been allocated the same phonics intervention to support literacy difficulties for some time and is not making the expected progress, then it is probably time to change the approach.

The principles of continued evaluation also apply to your own confidence in supporting pupils with SEN. You may encounter a need or condition which you wish to explore in more depth, or might wish to learn more about a specific intervention. In this case, you should request the opportunity for any specific training you feel would help.

4. Ensuring All Pupils Have Access to High-Quality Teaching

Certain teaching strategies, which will already be part of your general practice, will benefit all pupils (including those with SEN) if they are used flexibly and you take into account their needs, making accommodations or introducing scaffolds as required.

When planning lessons:

Ensure tasks are effectively differentiated and ambitious in their outcomes for all students. Organise work for learners with SEN in smaller chunks with plenty of opportunities for revisiting and over learning, where appropriate. This might involve smaller follow-up tasks.

Use technology where appropriate to scaffold the learner. This may include equipment, apps, or specialist software such as Clicker, which can effectively support SEN.

Deploy other adults in the classroom to effectively facilitate learning.

Incorporate flexible grouping - do not always group children with similar SEN together; allow them to learn from their peers.

Plan in the use of talk partners - this gives children with SEN access to peer support and the ability to rehearse their responses.

One of the most powerful tools at your disposal to help support learners with SEN is your own communication. SLCN make up the greatest proportion of special educational needs in mainstream schools, so adapting your communication (both spoken and written) can go a long way to supporting those with difficulties.

Some key principles include:

Keep instructions clear and concise.

Deliver instructions facing the children.

Do not issue multiple instructions at once.

Give children an opportunity to repeat instructions back to you.

Accompany verbal instructions with visual aids (these can be symbols, images, or text - some schools, especially in the early years and primary sectors, have also introduced Makaton signs to accompany spoken language).

Where appropriate, allocate other adults to re-word and re-frame instructions and information for those with SLCN.

Verbalise your thought process whilst modelling activities, including strategies to remember what you need to do.

Avoid idiomatic language - phrases such as 'pull your socks up' or 'reach for the stars'.

Other ideas for improving your own communication can be found in our dedicated article here.

5. Complementing High-Quality Teaching with Carefully-Selected Small Group and One-to-One Interventions

You will most likely have learners in your class who need to access particular interventions in order to fulfil their potential, in addition to the high-quality whole-class teaching that you are providing.

Which Interventions Should Be Chosen?

Your SENCo will be able to advise as to which interventions would be best to meet the child's particular needs (learners with ECH plans or High Needs Funding outcomes will often have these documented), as well as advising who best to run the intervention.

Inventions should be allocated for a pre-agreed period of time, accompanied by measurable goals, and regularly evaluated. Some schools will require teachers to produce a provision plan detailing the interventions that are taking place within the class.

When Should Interventions Take Place?

All learners have a statutory right to a broad and balanced curriculum, so care must be taken to ensure that those children with SEN are not consistently removed from lessons for interventions.

The school day is time-pressured but careful planning on your part can help to ensure that learner's needs are met, whilst still enabling children to access the same activities as other learners. For example, always utilising assembly time for interventions would deny the child inclusion in a valuable part of school life.

Consistently removing children from wider curriculum subjects - such as art or PE - to have extra intervention on a skill they struggle with not only denies them a valuable part of the statutory curriculum, but also success at subjects they can potentially access just as well as their peers. Instead, they are made to do more of what they struggle with. This could affect self-esteem and engagement, reducing the likelihood of a successful intervention.

Many outcomes can be factored into allocated lesson times with personalised planning (for example, SALT objectives could be covered during adult-led discussions in literacy). Where an intervention needs to take place outside the classroom - for example, a Sensory Circuits session to support focus in a child with ADHD - these can often be factored into transition times.

There may also be particular inventions recommended for an individual with SEN that would benefit the entire class. By making it part of the whole-class routine, the child gets the benefit of the activity but is not singled out or taken out of whole-class teaching to receive it.

Good examples include strategies often recommended for pupils with ADD or ADHD, such as taking regular brain or movement breaks, or incorporating mindfulness practice into the daily routine. These generally improve the wellbeing and productivity of the entire group.

6. Working Effectively with Teaching Assistants

Teaching assistants are as essential to supporting learners with special educational needs as teachers. Many are incredibly skilled in delivering specific interventions, as well as providing excellent support within the classroom.

However, the key is to work effectively with teaching assistants, and to plan their support of learners with SEN in order to provide the highest quality support. Teaching assistants should be involved in the continual planning and evaluation process, and should be provided with the time, training, and resources necessary in order to be well-prepared for their role.

In the past, there was sometimes a tendency to support learners with SEN by simply providing them with a TA, whom they worked with almost exclusively, sometimes in place of the teacher.

Past research has shown that this is not beneficial, as it does not help to foster independence, promote inclusion, or offer agency to the learner. However, if the teachers and teaching assistants work effectively together, providing high-quality, targeted support, this can be a powerful strategy in helping to meet the needs of learners with SEN.

7. Other Strategies

The following tips are some relatively simple accommodations that could be made to help support SEN in your classroom.

Classroom Environment

Careful consideration to how your learning space is organised can significantly support learners with SEN in the classroom and remove potential barriers to success.

Think about:

Limiting classroom decoration or displays (this can help prevent autistic children or those with sensory issues from being visually overloaded).

Avoiding black on white presentation and varying the background colours (this can aid students with VI, dyslexia, and conditions such as Irlen Syndrome).

Using a visual timetable throughout the day (autistic children and those with anxiety disorders can benefit from this).

Using visuals for classroom organisation (this will help scaffold spoken instructions, benefiting children with SLCN and autistic children, whilst also providing support to younger learners and EAL learners).

Making a work station available for learners to use when they need it (this can help support autistic learners and learners with ADHD and ODD by providing a place to access which is quiet).

Classroom Equipment

You may be able to support an individual's special educational needs through the provision of certain equipment. Your SENCO will be able to advise with regards to these, but some examples are:

Writing slopes (dyslexic learners and those with motor skills difficulties can be helped by these).

Specialised pencil grips.

Ear defenders (children with sensory issues including autistic learners can benefit from these, as can children with ADHD or ADD, helping to block out some of the background noise).

Wobble cushions (these can help 'ground' learners with ADHD).

Task management boards (these can be written, image-based, or a combination of both, and help with structure, self-organisation, and focus - particularly useful for autistic children and those with SLCN, ADD, or ADHD.

Have You Listened to our SEND Podcast?

In this episode of the High Speed Training Podcast, we are joined by Anita Devi, CEO and Founder at Team ADL, a not-for-profit committed to enabling everyone to thrive in education, employment and life. Alongside Anita is Mike Fleetham, Director and Lead Trainer at Thinking Classroom, an education mentoring organisation that has worked with over 500 schools, local authorities and organisations, and Dr Richard Anderson, Head of Learning and Development at High Speed Training. Click on the link below to access:
In summary, although there is no 'one size fits all' to support pupils with SEN, you can provide support to pupils with SEN in many varied ways, including: creating a positive and inclusive learning environment; consistently applying good general practice, providing high quality teaching for all; getting to know the personal needs of the individual learner; communicating honestly, openly, and regularly; carefully planning effective SEN interventions, accommodations and scaffolds; and continually evaluating your provision. We hope this article has given you some helpful suggestions for your practice.
Further Resources:

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Supporting Pupils with SEN in the Classroom: Guidance for Teachers

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Supporting pupils with special educational needs is an essential part of a teacher's job. Find teaching strategies for supporting SEN in the classroom here.

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When you think of the word 'communication,' you probably think about speech. But then again, you're thinking with a grown-up brain.

If you're using a baby brain, it's a whole different game. Communication means crying, gurgling, or wiggling your legs about and hoping for the best.

The point is, there are a whole lot of stepping stones to learn how to communication. And when we're talking about speech and language development in the Early Years, it's worth looking at how Makaton can help us on that journey.

Put simply, Makaton is a system of hand signs and symbols that we use on top of our spoken English, which helps make our speech more accessible and helps people learn the building blocks of how language works.

Makaton often comes up in the context of inclusivity, as it's a terrific way to give people with cognitive or speech difficulties more tools to express themselves. But Makaton is more than that, too. With infants and toddlers, practicing Makaton signs in an early education environment is a great way to support language development, while also making your setting more accessible for everyone.

Today, we'll take a crash course on Makaton, talk about why it's so useful in the Early Years, and then look at how you can get going in your own early education environment.

Ready? Let's get into it.

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Makaton 101: What's it all about?

Makaton isn't quite a language - it's a language system. This means that it's still based on standard English. What makes it special is that it adds hand signs and illustrated symbols on top of spoken English, to give a visual component to our communication.

Here's how those signs and symbols work:

Signs - Makaton's main feature is its vocabulary of hand signs, which you do while you're talking - almost like subtitles for real life. Unlike British Sign Language, which has its own sentence structure and grammar rules, Makaton's gestures are simpler to do, and follow standard English sentence structure. This is part of what makes Makaton useful for language learning, as the signs you learn transfer directly over to spoken English.
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Symbols - The Makaton system also includes simple line drawings to illustrate the words in our vocabulary. Typically, we don't use the symbols so much in a conversation - you'd use them as you learn new words, to understand how some object, feeling or action might look out in the real world. However, some Makaton users might carry a booklet or sheet of symbols with them, which they can point to to help give a reference point for what they're saying.

Makaton isn't meant to replace standard spoken English, and it doesn't slow down the rate at which you learn it. Rather, Makaton provides some helpful stepping stones on that language learning journey, and gives everybody the tools to join in the conversation.

What does Makaton look like?

To give you an idea of how Makaton looks in action, here's a clip from the BBC's CBeebies, where comedian Rob Delaney reads the children's book Ten in the Bed using Makaton.

As you can see, Makaton draws on the more physical elements of communication. By adding signs and symbols to speech, it gives you different ways to communicate, so that you can play to your own strengths. And along the way, it helps users (especially young ones) learn some foundational parts of communication, like how we use our faces, bodies and eye contact to deliver a message.

How Makaton helps young children learn language skills

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As babies, we learn how to communicate through gestures before we can speak. Just think about how a baby stretches their arms out to you when they want to be held, or points toward an object they'd like to learn more about.

Infants and toddlers are good at gesturing, which is why Makaton's hand signs are a natural stepping stone for early language learners.

And especially when children are just beginning to build their language skills, Makaton offers them a wider set of tools to be able to express their needs and interests. Hannah Anderson, Director of Membership and Partnerships for the Makaton Charity, explains that this can help us cut down on tantrums and outbursts in the early years.

"Often, bad behavior from children comes from frustration. And young children don't always know how to express what they want, especially if they're feeling tired, or confused," she says. "Sometimes giving the choice of symbols and signs can help them avoid that frustration, which avoids that bad behavior altogether."

But beyond curbing frustration, Makaton's signs and symbols just give young children more angles from which to approach language learning. A 2012 study from the University of Bedfordshire also found that for children learning English as an additional language, using Makaton appeared to speed up the rate at which children pick up speaking skills.

Why Makaton matters for inclusivity in early education

We take physical accessibility as a given. So why not make sure our settings are inclusive for speech and communication, too?

You might not need Makaton yourself. In fact, maybe nobody in your early years setting has an immediate need for it. But in the same way that you might not need a lift or a wheelchair ramp, you still know why it's important to have them.

Makaton helps create an early years environment where every child feels able to speak and be heard. And especially when every child, regardless of need or ability, can boost their language skills by using Makaton, we've got a strong case for making it a regular part of your early years environment.

Most of all, Hannah explains, it's about making a gesture of inclusivity for everyone.

"If you're someone who needs Makaton, you might feel alone if you don't see others using it. Makaton shouldn't just be for key persons or caregivers, but for the whole classroom," she says. "It's about creating an environment where everyone sees their needs being supported, and feels able to support the people around them. You never know when you might be someone else's helper."

It's easy to make Makaton part of early years learning

If you've never dabbled in Makaton before, the most important thing to know is that just a small start makes a big difference.

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You don't need to spend weeks researching Makaton or getting certified before you start using it in your early years environment. Just learning the signs for a few key concepts, like immediate needs or core emotions, can go a long way in making your setting more inclusive.

Here are a few common needs you might start with - you can click each word to see the Makaton sign.

Emma Jones, a Makaton Tutor and Artistic Director at Splatter Dance, points out that starting out with Makaton doesn't have to be intimidating. Getting the ball rolling becomes easier if you look at Makaton as something to sprinkle throughout your day, rather than limiting it to a focused lesson. This also helps children understand all the ways they can use Makaton to help everyone feel more included.

"I think as adults, we're wired to think we've got to be perfect at something before we can use it ourselves. But if you make Makaton a natural part of the things you do each day, it feels easier and becomes spontaneous. You don't feel like it's a separate activity, which helps ease the pressure to perform," she says.

How you can get started with Makaton in your Early Years setting

Right, so a small start is a good start. But how might Makaton look on the day-to-day in your early years setting?

To get into it, you might want to check out all the free resources in the Makaton Library. It's got vocabulary learning packs, plus plenty of activities and games to help little ones use Makaton in their daily routines. You can also get a membership with the Makaton Charity through the same website, if you'd like access to even more resources and tutoring.

And when you're learning Makaton with little ones, here are some top tips and ideas to help everyone along:

Start with a Makaton 'sign of the week'. The Makaton Charity updates their website every week with a new sign to learn, including a video of what it looks like. This is a great way to gradually build everyone's Makaton knowledge at a manageable pace.
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Learn Makaton signs to go with your favorite nursery rhymes. This helps children see how they can fit Makaton into concepts they already know - plus, having a little singalong makes everything more fun.
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Move children's hands at the start, to help them get used to the motions of Makaton. This is most helpful with infants, but everybody can use a helping hand in the beginning.
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Make sure to use Makaton at snack time. Food and drink are wonderful motivators, and you can easily repeat these signs throughout the day. It's also a great chance to learn Makaton signs for words like "more," "less," and yes and no.
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Face children straight on when you're signing together. This makes it easier to understand the hand signs, and also helps emphasize other important parts of communicating, like our facial expressions, body language and eye contact.

Official Danish Government Reopening Advice

Guidance from the Danish Health Ministry, translated in full to English.

UK Nursery Covid-19 Response Group Recommendations

The full recommendations from a working group of over 70 nursery chains in the UK.

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For better language learning, we need more Makaton | Famly

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When it comes to communication, every child can use a helping hand. Here's how Makaton can help boost language learning in the Early Years.

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Best practice: Communication and language through active play

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Movement and active play is central to children's learning, as is communication and langauge. Tania Swift considers ways in which we can support active development of communication and language through both child and adult-directed learning.

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When children are playing and selecting what to do themselves, they become deeply engaged. While this is happening, the adults should be observing and waiting for a moment in which they feel they can make a difference. They should then interact to 'teach' the 'next step' as appropriate for that unique child at that precise moment. Each time they interact with a child, they are observing, assessing, planning for, and responding to, that individual child. Such interactions are the most important and powerful teaching moments.

The traditional cycle of observation, assessment and planning is recommended in numerous documents including Development Matters and The National Strategies document "Learning, Playing and Interacting". In this document I wish to highlight the section that states:-

"Babies and young children .... are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest - the 'teachable moment' - that the skilful adult makes a difference. By using this cycle on a moment-by-moment basis, the adult will be always alert to individual children (observation), always thinking about what it tells us about the child's thinking (assessment), and always ready to respond by using appropriate strategies at the right moment to support children's well-being and learning (planning for the next moment)." (Page 22 - 23)

This paragraph matches the planning system that I have been asked to write about in this article. A skilful practitioner knows that they need to observe before interacting with a child and they know that the best interactions are not planned in advance. Rather, as the quote above suggests, the best interactions happen when we respond to a child's interests and efforts immediately. We can then record some of theses interactions afterwards. I would stress at this point that we should only record a fraction of the interactions that we have. We recognise that if a practitioner is writing, they are not interacting. Therefore we need to keep the recording to a minimum.

This is nothing new. This is just good early years practice. It is what an attentive parent does with their child and it is what practitioners have always done. However, I believe, as a profession, we have become governed by fear and a misplaced belief that we have to document everything and that we have to have physical evidence for all our judgements about a child. This fear and pressure has led practitioners to start devising "activities" that will meet a specific learning objective. We need to get back to basics - secure in the knowledge that children are "hard-wired" to learn and that we just need to facilitate and support this at each and every moment. However, this does not need 'activities' or written plans. So what then does this look like in practice?

I will give some general points as to the way the environment is organised, what the adults do and what the paperwork looks like. The ideas have been adapted in various settings to suit their needs. However, in all cases, the aim is to organise the setting - including the time, the resources and the adults - to ensure that the majority of the children display deep level engagement for the majority of the time. If that happens, then we can be confident that they are making good progress. Nearly 40 years of observing children has taught me that the best levels of engagement are seen when children have autonomy, when they truly have choice as to what they will do. Therefore, I would advocate that children are able to initiate their own play for as much time as is possible.

An enabling environment is critical. I use the term " workshop" to best describe what is on offer. When children arrive, nothing is set out but everything is available and accessible. The doors to the outside should be open immediately as some children can only become deeply engaged outdoors. From day one, the children should be supported to explore the environment to see what is available, to select the resources they would like, to use them appropriately and to tidy the area when they have finished. Ground rules are essential when so much freedom is given - all the children need to feel safe. Clear and consistent expectations are key. For example, indoors the children will walk and use quieter voices - running and shouting can be done outside.

To give a flavour of the environment, I have included a few photos. The main message is that the resources need to be accessible and flexible. In order to meet numerous different interests, it is easier to have one resource that can be used in infinite different ways, rather than dozens of different 'closed' resources. For example, large wooden blocks can become a car, a boat, a stage, a staircase. "Less is more" is a phrase I often use. Fewer, high-quality, open-ended resources are preferable to dozens of 'single use' items. Children are not then 'pushed' into following the adults' agenda - rather their own ideas can be realised and supported. We don't need to keep changing the environment - if it is engaging the children, then there is no need to change it.

Sessions should be organised to maximise the amount of "free-flow" time available. Thus, in a nursery for example, the children arrive, self-register and go off to play where they choose. All staff should support the children in their chosen activity - there are no focus activities. The adults go to the children - they don't call the children to them. Just making this one change in the behaviour of staff can bring about a complete shift in emphasis and focus. The children become the focus instead of a particular activity that the adult has planned. About 20 minutes before the end of the session, the children should tidy up and come together for about 15 minutes before lunch or home time.

The weekly organisation is as follows:- On Friday, the staff select 10% of the group who will be the "focus children" for the following week. For child-minders, and in baby rooms, practitioners would select a larger group to be the focus. If some children only attend for a few hours a week, then they may remain as a focus child for a few weeks until their learning journey sheet is complete. These children are given a form to take home for their parents to complete - asking about current interests of the child, any special events in the family and any questions the parents may have. We also send home cameras with the focus children. The families take photos over the weekend and return the camera and form on the Monday. Settings that have an online system ask the parents to upload some photos from the weekend.

On Monday a "Learning Journey" sheet is put up for each of the focus children. These sheets are blank at the start of the week (except for a couple of words to indicate areas that the staff or parents would like to try and capture). During the week any adult who has a productive interaction with a focus child records the event on the learning journey. It is important that the whole cycle is recorded - i.e. the initial observation (& possibly the assessment), the teaching of the appropriate next step, and the outcome.

Examples (for children of various ages) might read:-

"Seray is on the verge of crawling. 'T' challenges her to crawl by leaving her favourite toy just out of reach. Seray is content to be on her tummy, and after a short while pushes herself up onto hands and knees. As she rocks forward, she is able to reach her toy."

"Ethan wants to turn on the tap but can't reach. 'T' shows him the step and suggests he could use that. Ethan pulls the step over, climbs up and turns on the tap."

"Ross is struggling to use the tape dispenser. 'T' explains about the blade and models how to cut the tape. Ross listens and perseveres until he cuts the tape."

"Jenna wants a turn on the rope. 'T' models the language and encourages Jenna to repeat the phrase 'Can I have a turn please?' Jenna does this and the pair then took turns independently"

"Omar is drawing a dinosaur but doesn't know what the feet looked like. 'T' explores ideas with him and provides a tablet for Omar to use. Omar finds an image of the dinosaur and uses this to complete his drawing accurately."

"Sienna has completed her story but has no punctuation. 'T' reminds her to read through her writing and explains how to use full stops. Sienna reads her story and adds full stops correctly."

In all the examples above, the "plan" was formulated and delivered "in the moment". In each case, the practitioner immediately identified a 'next step' and 'planned' how to achieve this in that moment. Thus, Seray learnt to crawl, Ethan learnt how to use a step, Ross learnt to use a tape dispenser, etc. In each case the interaction was uniquely suited to the child. There was no stress because the adult went to the child and observed them where they had chosen to be. They did not "hi-jack" the play with a learning objective that they had in mind. In each case, the adult went with the child on their journey. The words that are shown in blue indicate the 'teaching' that happened. The Ofsted definition of teaching is very useful to support staff in recognising the teaching that they are doing through their interactions and through the enabling environment.

"Teaching .... includes ... communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges." Ofsted September 2015

Entries on the learning journeys are often accompanied by a photo. The sheets are gradually filled up over the course of the week and become a wonderful individual record. Staff meet with the parents of the focus children in the week following their focus week. The discussion revolves around the completed learning journey - a truly individual picture of the child's experience.

Just to clarify - the adults are interacting with all the children, but just recording interactions with the focus children. In this way, paperwork is manageable and 'teaching' time is maximised. Any "Wow!" moments are recorded for individual children and added to individual records - whether focus children or not. In many settings, such wow moments are still recorded on paper, but if an on-line system is in use, then this can be used for wow moments.

In addition, for children aged over 3, staff complete another sheet which is really a group learning journey to record any significant events that occur in the class and that involve a group of children. Again this sheet has been re-designed by many settings - essentially it contains the same observation cycle - observation, teaching, outcome. An example might read:-

"Group notice slugs. 'T' suggests children use magnifying glasses. 'T' demonstrates and explains how to use these. Children look closely at the patterns on the slugs."

"In the moment" planning is a very simple idea - observing and interacting with children as they pursue their own interests and also assessing and moving the learning on in that moment. The written account of some of these interactions becomes a learning journey. This approach leads to deep level learning and wonderful surprises occur daily. When OFSTED arrive they usually ask "So what will we see in here today?" When planning in this way, the answer is "I have no idea!" and then the discussions can begin!

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When children are playing and selecting what to do themselves, they become deeply engaged. While this is happening, the adults should be observing and waiting for a moment in which they feel they can make a difference. They should then interact to 'teach' the 'next step' as appropriate for that u...

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Move with me leaflets - physical development tips for parents of 0-5s - Surrey County Council

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Tips and ideas on how to develop your child’s physical development through play and activities

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In the current pandemic many parents of young children are finding themselves spending more time in the role of caregiver than usual. Keeping young children physically active and miminizing screen time while parents manage work schedules may be a serious challenge.

But even before families became more confined to home due to closures and social distancing, children were not getting enough physical activity. The 2020 ParticipACTION report card report card gives children and youth's physical activity in Canada a D+. The report says less than one in five children and youth in Canada meet guidelines for sedentary behaviours, physical activity and sleep.

Our research investigates young children's physical literacy, in their "early years," from birth to age six.

The International Physical Literacy Association defines physical literacy as "the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life."

Both when children are at home and when they are in care, parents are encouraged to consider how adults are supporting children's physical development.

Neural pathways

The importance of early childhood physical literacy development should not be overlooked. The brain connections and neural pathways that are formed before the age of five set the foundations for how the brain will develop throughout life.

This not only applies to the social, emotional and cognitive areas of development (or " domains") but also the physical. There is strong support for physical activity in the early years, and researchers have reported that time spent in this critical developmental period focusing on physical development through physical activity and active play has many benefits.

Physically, this includes improved co-ordination and higher levels of fitness. Socially, this means improved co-operation and sharing with others. Emotionally, this means better management of emotions and overall behaviour.

Young children who are regularly engaged in physical activities also demonstrate cognitive benefits, including improved attention, problem-solving and persistence in tasks.

Research has shown that providing physical activity and active play in the early years positively relates with motor skill ability, fitness levels and physical activity in adolescence and beyond. All these have positive relationships to overall health and wellness.

Unprecedented screen time

Young children in Canada are growing up with unprecedented access to digital media and technology, which has led to some concerns among health professionals.

From a young age, children are enticed with bright and colourful screens and sometimes are just as likely to play games on a phone as they are to play with a ball on the floor, test their balance or ride a tricycle. Consequently, in comparison to previous generations, more children today are entering school lacking basic physical skills. In the province of Manitoba, more than a quarter (26.7 per cent) of children in kindergarten in 2018-19 did not meet motor skill expectations for their age.

It's now more important than ever before that those caring for young children consider opportunities for physical development.

Adults play critical role

Each person's physical literacy journey will take its own path, but adults play a crucial role in this journey by providing a range of opportunities and modelling an active lifestyle.

Being active as a family is the primary way children will build positive habits for physical activity, particularly before time spent with peers becomes an important factor.

Our previous research measured physical activity levels in children and found, on average, kids walked 3,604 fewer steps on a typical weekend day compared to school days. Because parents have a role in children's physical activity and children typically spend weekends with parents, finding ways to increase family weekend physical activity is important.

Early childhood education

Some children may also not find adequate physical activity in child care.

One study of a sample of about 400 early learning and child care practitioners found that they saw their key responsibilities as promoting social, emotional, and cognitive development - especially numeracy and literacy. This could suggest that children's physical development and learning may not always take equal priority for practitioners, although regulatory issues and environments can also influence what happens in early learning and care programs.

Providing early childhood caregivers with physical literacy knowledge is one way to influence more physical literacy development opportunities for children.

One strategy to begin addressing this issue is through education resources such as the Physical Literacy Handbook for Early Childhood Educators. Programs for early childhood caregivers and parents can also help underscore how physical learning, development and engagement is related to other key developmental outcomes.

Movement for Life program

We partnered with the City of Winnipeg Community Services department to create the Movement for Life! program focused on physical literacy development in the early years.

The program, aimed at early childhood caregivers including parents, combines a three-hour educational workshop, a participant handbook and practical sessions facilitated by Fit Kids Healthy Kids.

During these sessions, children participate in activities related to physical literacy, while caregivers observe and learn strategies to facilitate these. The goal of the program is that participants will gain confidence, understanding and competence in providing opportunities in physical literacy for very young children.

Our research, to date, on the Movement for Life! program shows that early childhood caregivers who participate in the program are more confident in their ability to offer physical activities that develop children's motivation, confidence, competence, knowledge and understanding related to engagement in physical activities.

Don't need to be Olympians

Parents don't need to be Olympians to get kids active. Simple games and making the most of opportunities to be active are perfect ways to get young kids and families moving together.

The early years are critical for establishing a strong foundation for human growth in all developmental domains.

Sharing knowledge and strategies, as well as providing enhanced training to those who can most influence physical literacy in young children, is a great place to start.

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Kids' physical activity before age 5 matters so much because of the developing brain

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When young children are active, their brains and bodies develop the ABCs of "physical literacy," a key developmental foundation. A new program from University of Winnipeg can help.

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Bilateral coordination refers to the ability to coordinate both sides of the body at the same time in a controlled and organized manner; for example, stabilizing paper with one hand while writing/ cutting with the other. Good bilateral integration/ coordination is an indicator that both sides of the brain are communicating effectively and sharing information. Children who have difficulty coordinating both sides of their body can have difficulty completing daily living tasks (dressing, tying shoes), fine motor activities (banging blocks together, stringing beads, buttoning), visual motor tasks (drawing, writing, cutting, catching/ throwing), and gross motor activities (crawling, walking, climbing stairs, riding a bike).

"Crossing the midline" is an integral skill related to bilateral coordination. Crossing the midline refers to the ability to spontaneously cross over the midline of the body during motor completion/ functional tasks- moving one hand, foot, or eye into the space of the other hand, foot, or eye (i.e. sitting with legs crossed, scratching the opposite elbow, successfully intersecting lines to draw a cross- without switching hands, reading left to right, etc.). Babies and toddlers may use both hands equally and initiate picking up or interacting with an object with whichever hand is closer (i.e. if the item is on the left side of the table he will likely use the left hand, if it the object is on the right side, he will likely use the right hand). However, by 3-4 yrs. of age a child should typically have mastered the skill of "crossing midline." Establishing hand dominance (a "worker hand" vs. a "helper hand") is an indicator that the brain is maturing and lateralization is occurring- this is strongly correlated with the ability to cross midline. The child who avoids midline crossing can have difficulty coordinating both sides of the body and often times, has difficulty establishing hand dominance; tends to alternate hand use when coloring, writing, eating, throwing, etc.

Another important foundation in the development of bilateral coordination is body awareness. Body awareness refers to the ability to know where your body is in space without necessarily using vision (i.e. how high to lift your leg when climbing stairs, etc.); it involves proprioception, which is feedback from muscle and joint sensations. Children who do not have adequate body awareness may appear a bit clumsy, be cautious with movement or fearful with feet off ground (tossing in air, swinging, etc.), seek (or avoid) deep input or be too rough with peers/ toys (wrestling, crashing, carrying/ pushing/ pulling heavy objects). Subsequently, children who do not have a good sense of where their body's/ body parts' are in space can present with difficulty coordinating both sides of their body to complete bilateral tasks (i.e. putting on socks and shoes, throwing/ catching a large ball with 2 hands).

The following activities are helpful suggestions for developing bilateral coordination:

Bopping a balloon back and forth or popping bubbles with both hands

Tearing/ crumpling tissue paper, cottonballs (create a craft, etc.)

Connecting/ separating construction toys; magnetic blocks, Mega blocks, pop-beads, Legos

Playing catch/ throw games to encourage coordinating both hands

Playing with toy instruments; banging drums, triangle, symbols

Pinching, pulling, squeezing, play-doh (finding hidden objects, etc.); as well as using the play-doh "tools"

Playing with a Zoom Ball

Stringing uncooked pasta on yarn or beads on pipecleaners/ string

Snipping/ cutting with scissors- yarn, string licorice, play-doh, construction paper (thicker), coupons, etc.

Lacing activities/ games- i.e. use hole punchers with craft projects and have the child lace string/ yarn through the holes

Mr. Potato Head

Frosting cookies with a butter knife, spreading peanut butter on crackers/ toast

(Activities for developing body awareness:)

Playing the Hokey Pokey or "Simon Says:" have the child imitate body positions as well, "Simon Says do this....." and include symmetric and asymmetric body poses

Climbing on the playground: up the slide (both the ladder and the incline), up/ down stairs, on/ off equipment

Obstacle courses

Playing on dynamic (moving) equipment- small trampoline, balance board, swings

Pushing/ pulling weighted objects; medicine balls, weighted carts, carrying grocery bags, laundry basket, taking out the trash, etc.

Sports/ athletics: gymnastics, karate, yoga, wrestling, soccer, basketball, baseball, etc

Playing Tug-of-War; and crashing into a pile of pillows, beanbags

Swimming

Wheelbarrow walking, animal walking (bear walk, crab walk, snake crawling)

Playing "Twister"

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What is bilateral coordination and why is it important? - Child's Play Therapy Center

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Bilateral coordination refers to the ability to coordinate both sides of the body at the same time in a controlled and organized manner; for example, stabilizing paper with one hand while writing/ cutting with the other. Good bilateral integration/ coordination is an indicator that both sides of the brain are communicating effectively and sharing information.

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Early Brain Development

Early childhood is a time of tremendous brain development. The young developing brain literally changes shape and size in response to everything encountered in the early years. New environments, life experiences, caretakers, and relationships can all affect the way complex brain circuits are wired. This network of synaptic connections will ultimately determine brain function and the development of behavior.

Statistics

A baby's brain at birth has roughly 86 billion brain cells (neurons)​1​, almost all the neurons the human brain will ever have​2​.

Although a newborn has about the same number of neurons as an adult, it has only 25% of the adult size.

Infant's neurons are connected by only roughly 50 trillion new neural connections, called synapses, whereas an adult brain has about 500 trillion of them​3​.

By age 3, the synaptic connections have grown to 1000 trillion.

90% of brain development completes by the age of 5​4​.

During early adulthood, the synaptic density will be half of that of a toddler at age two.

Early Developmental Milestones

Here are some of the brain development stages:

Week 3 post-conception - neuron production begins in the fetal brain.

At birth - the auditory system matures​5​.

5 weeks - learning and memory formation.

9 months - large motor skills.

1 year 3 months - speech.

1.5 years - fine motor skills.

When Does the Brain Stop Developing

On average, the brain stops developing around age 25. Although an individual's brain growth trajectory can vary slightly, most people's healthy brain development is complete in their mid-20s.

The prefrontal cortex is the last brain region to develop.

However, it doesn't mean the brain stops changing.

Forming and changing interconnections in our brains is an ongoing process that takes place throughout our lives. Neuroplasticity allows new connections to form. But as we age, they do so at a much slower rate.

The experience-dependent brain

One of the most prominent characteristics of child brain development is synaptic pruning.

The network of synapses grows rapidly during the first year and continues to do so during toddlerhood.

Life experience will activate certain neurons, create new brain connections and strengthen existing ones, called myelination.

Unused connections will eventually be eliminated during synaptic pruning in the brain.

Synaptic pruning is the neuronal process in which unused neurons and synapses are eliminated to increase efficiency in neuronal transmissions. This process occurs between early childhood and puberty.

Because early childhood experiences can literally shape the brain, babies can adapt flexibly to any environment they're born into.

But that also means what parents do or don't do during these formative years can have a profound impact on the child's healthy development - mental health and physical health.

Critical Periods & Plasticity

Within early childhood, developmental timing is also important. There are windows of time when different areas of the brain become relatively more sensitive to experiences.

This period of childhood brain development is called a critical period or sensitive period.

During critical periods or sensitive periods, synaptic connections in certain brain regions are more plastic and malleable. Connections are formed or strengthened given the appropriate experiences. After the critical period has passed, the synapses become stabilized and less plastic.

For example, language skills learning is much easier for young children. They can learn a non-native language and attain proficiency more easily before puberty. So the sensitive period for language development, especially second language, is from birth to before puberty.
Also See: Benefits of Sensory Play to Brain Development

Nature vs Nurture In Child Development

Besides influencing a child's brain architecture, early life experiences have other lifelong effects on a child's development.

A large amount of scientific evidence indicates that life experience can affect gene expression - how information in a gene is used (epigenetics) - in some cases by slowing or shutting the genes off, and in others by increasing their output.

This is why identical twins are not carbon copies of each other.

Although their genes (DNA code) are identical, their epigenetic markers are different from birth and continue to diverge as they interact with the environment in distinctive ways.

Even more important, these epigenetic changes can be permanent and passed down from generation to generation.

In the age-old nature-versus-nurture debate, epigenetics offers a surprising middle ground.
Genes are profoundly important, but so are environmental factors. Also See: Specific Learning Disability

The Early Years Matter

Childhood is a time of tremendous sensitivity, a time when everyday experiences, both positive and negative experiences, bestow lasting effects.

Developmental outcomes can be seriously impacted if kids are deprived of basic social and emotional nurturing in this developmental process.

This is confirmed by various research.

Differences in socioeconomic status (SES) in the early years of a child can result in disparities in brain structure. Extreme poverty is associated with lower gray matter volume and academic achievement.

Children who experienced early neglect tend to have lower cognitive abilities. Early neglect affects the organization of white matter in the prefrontal cortex affecting its cognitive function. It also hinders emotional development affecting social behavior.

Also See: Asynchronous Development Of A Gifted Child And Their Unique Needs
Parenting For Brain Development

Neuroplasticity and epigenesis are two major cornerstones in understanding a child's neurological development in the early years of life.

While we don't need to be perfect parents (and who can be?), good enough parenting can do a child tremendous good. Quality early experiences provide a strong foundation for a child's healthy development.

Among the different types of parenting styles, authoritative parenting is the best parenting style associated with the best outcomes.

On the other hand, authoritarian parenting is associated with adverse childhood experiences (ACE). Chronic stress experienced by children of authoritarian parents can lead to toxic stress and an overreactive stress response nervous system.

Early childhood education also plays an important role in a child's cognitive development and growth. Finding good child care providers and choosing a quality preschool for your child can benefit their development in early childhood and in the long term.

References

Gauvain M, Cole M. Readings on the Development of Children. 5th ed. Worth Publishers; 2008.

Pamela Li is an author, Founder, and Editor-in-Chief of Parenting For Brain. Her educational background is in Electrical Engineering (MS, Stanford University) and Business Management (MBA, Harvard University). Learn more

View all posts by Pamela Li | Website

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Early childhood is a time of tremendous brain development. Discover the secrets to raising children with healthy and optimal brain growth.

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It can sort of feel like observations

are this thing you have to do.

Like if you get your level three,

you have to do your observations.

And then people start calling it the paperwork.

Whereas for me it's like,

what are you noticing about the children?

What's interesting or surprising?

What are those moments where you see children really,

at the edge of what they can do,

so you know they're struggling

because they're trying and trying again.

Or you see them biting their lip

or needing to bring a friend in to help them.

Where is it that they're really, really struggling

and pushing forward their development?

Where is it that you see them really stuck

and they really can't overcome a barrier to their learning.

I guess the first thing is

that you've gotta be good at noticing things,

and you're only writing down the things you notice

that feel really, really important for that child.

You're not thinking, Tuesday mornings,

I've gotta do some more observations

'cause my folders are looking a bit empty.

And I like the New Zealand term from Carmen Dali

where she talks about keen observation.

So we talk a lot here about keen observation.

I think the second thing we've found

from a lot of the reflection

and the work we've done with other settings and schools

is that the danger is sometimes

that just as a child has started something interesting,

the practitioner looks down and writes it on a Post-it note.

Whereas actually what that child needs at that moment

is for the practitioner to be,

either in dialogue with them,

or really noticing and tuning in to what they're doing,

not looking down at a Post-it or an iPad.

And I think that we can often interrupt really good things

by lifting up an iPad, lifting up a camera,

putting our heads down and writing a note.

So we try and use the model that it's better

to get involved, help the child really think

about what they're doing, support what they're doing,

let them have the complete experience,

and then jot it down at the end.

Don't be too quick to start writing things down

and kind of interrupt the ordinary flow

of being good early years practitioner.

Probably some, right?

We thought quite hard about how to make sure

that things that we write down give a sense

of what sort of progress a child is making,

or equally as important, not making,

where children seem to be stuck.

So we've put a lot of emphasis on the precision of things

like how long, what exactly were they doing?

And what that means for the child's learning.

So it's getting away from the kind of,

you know Fatima loves to play in the water,

and there's a picture of Fatima in the water tray,

and much more into Fatima's now beginning

to spend long periods of time in the water.

Today she spent 15 minutes pouring

from bigger into smaller containers

and back into the bigger ones.

So you're really trying to be precise

about what you're noticing.

And by doing things like talking about the precision

of her movements, and how long she's doing it,

and what she says to you.

It would be quite easy, say to flick a few pages back

and look at Fatima when she was just settling in

and think, oh yeah then it was just a minute or two

and she was just exploring everything.

Whereas now she's got a plan for what she wants to do,

it's taking longer.

So making sure that observations are written

in such a way that they give us a feel

for the child's progress, or give us a feel

for where the child is stuck.

That's really important to us as well.

A parent reading an observation like that

should be able to get a sense

of why that was important for that child

and possibly make links

to what their child is doing at home.

Possibly tell us what they're noticing

that we're not seeing.

So all of those things I think around precision,

being a good observer, only capturing what's important,

putting your main priority on playing

and helping the children

rather than writing things down about them.

No child's learning was ever helped

because somebody wrote something down about them.

It's only if you turn that

into some sort of action for the child like,

you talk to the parent about how significant that was.

Or you use it at a planning meeting,

or you use it to make a change to the provision.

Otherwise there's absolutely no point

writing things down about children

unless you actually do something about them.

And in the conversations we've had as a teaching school

about that, sometimes people said things like,

"But I've got hundreds of observations.

"I couldn't possibly do something about all of them."

It's sort of like the penny's dropping then,

you've got too many, you've gotta have fewer

and do something with that information.

You're almost interpreting and seeing the problem

in the act of saying, I couldn't possibly do that.

Have less, but use it more.

I think we're sometimes slightly reluctant

to capture the things that kids find difficult

or when they get upset.

But actually we need to see that full spectrum of the child.

We don't just want the lovely sustained play

and conversation when it's all going well.

Sometimes it's really insightful to get a picture

of where a child's having a difficulty

where they're getting upset.

Because those are the things, again,

that we can talk about with parents,

we can talk about as a team.

We can reflect that maybe we're not getting it right.

So we do encourage people

not just to note down what's positive,

but also pick up where things are difficult for children.

Or when a child is showing a particular interest

or expertise in something, then unless

you can make that richer or more challenging for the child,

they're gonna run out of things to do.

So in both ways it's important to act on what you notice.

And I think again, all too often,

we have situations where, for example,

say a child is really struggling,

just with the very basics, say counting, one to five.

And the danger is that we just repeat endless counting

one to five type of activities with that child.

But actually, that's not working for them.

So what we need to do is look really really carefully

and think OK, where is this child having the difficulty?

Is it after a certain number?

Is it getting things muddled up?

Would it be easier for them to do it outside?

Are they better doing it with fingers?

What we mustn't do is just keep head banging away at issues

repeating, repeating, repeating.

What we've gotta do is try and get to know this child.

Find out what it is that's causing them

to have a barrier to their learning and then help them

find a different way through that problem.

I think observation is really important

for that reason as well.

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Julian Grenier talks about effective observation - Siren Films

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It can sort of feel like observations are this thing you have to do. Like if you get your level three, you have to do your observations. And then people start calling it the paperwork. Whereas for me it's like, what are you noticing about the children? What's interesting or surprising?

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Observations support educators in sharing information about a child's development with parents and carers, underpinning that all-important partnership between educators and parents.

So what makes a great observation?

Let's get into it.

What can you learn from observing children?

In essence, it's all about understanding the children in your setting, including how they're developing, what they've been up to, and what they're learning through their play. But observations also

Provide a space to record and celebrate children's achievements and interests

Help you improve and develop your center for the children in it, informing planning, and staff training. A good observation enables educators to see how children are processing through the areas of learning and development

Allow parents to understand the progress their child is making, including how they might improve the home learning environment.

Are one type of formative assessment that feeds into the summative assessments you might make later on.‍

‍

‍

How to assess children's progress in early education?

Although your center may have its own guidance for how you should write observations, these tips provide some general, good practice advice.

1. A rich description

An observation should be descriptive. It doesn't need to be a novel, but it should tell the full story of the interaction. Take this example from Dr. Julian Grenier's piece on observations in Nursery World:

"Clive said to Jason, 'Jump!' Jason jumped and landed in the puddle. 'I do it,' said Clive, and he had a turn but missed the puddle. Jason said, 'Oh no, Clive, you have to do it like this.' He jumped again. 'You look at the puddle and jump on it.' Clive said, 'OK, Jason.' He got on the step and had another go.

'Look at the puddle, Clive. Ready, jump!' said Jason. This time Clive landed in the puddle. He laughed."

It's short but descriptive and tells you the story of the interaction. You can clearly see the value here over 'Clive loved jumping in the puddle', for example.

The use of quotes is a great way to show the child's own voice very clearly.

Reflection point: In your latest observations...

Can you hear the child's voice?

Do you get a feel for the child's play?

‍

2. What should you include?

Elsewhere, Dr. Grenier has talked about focusing on some key things in your observation:

Focus on the length of time that the child was engaged in the activity.

Write exactly what they were doing, with details about resources and words they used.

Ask yourself, what does that mean for the child's learning?
‍

Reflection point: In your latest observations...

Do you get a feel for some progress in a child's learning?

Or does it explain where they might need further support?

‍

3. Interpreting what you're seeing

A skilled educator who knows the children well, will be able to interpret what is going on as children learn and play. This adds a rich layer of detail to your observations.

Reflection point: In your latest observations...

Is it clear why you chose to record the observation? What learning took place? Why was that moment or experience special?

Can it be understood why this activity or developmental event was relevant to this unique child and their progress or interests?

This might be recognising certain skills emerging in the child, it might be noticing a schema that the child is displaying an interest in, or you might be explaining the thinking behind their actions.

‍

4. Include what you did too
Reflection point: In your latest observations...

Have you noted how you extended the learning opportunity?

Have you recorded the open-ended questions you asked?

It's important to note how you interacted with the child during the event you're observing to show how you're helping to scaffold that child's play and learning.

‍

Ideas to improve your observations in the early years

Let's look at some ideas to boost your educators' confidence and help deliver better-written observations.

1. Give staff the time to record their observations

All these ideas are useless if you can't give staff the time they need.

Some educators may prefer to have time away from the children to write their observations, so that when they are with the children, they are fully present and engaged. Others may prefer to write observations while they are with the children.

There is no right or wrong way, but instead, it is whatever enables the educator to write the most insightful and useful observation.

2. Observations frameworks

What have I observed?

Why was it important?

How has it improved my knowledge of myself or the child?

One great framework for educators is to think of 'What? Why? How?'. It goes like this:

This can help staff to focus on everything we talking about in the beginning of the article. The description, the thinking behind the action, and the adult's role.

The Spark - What started the moment?

What Happened? - Describe the moment, and what went on.

The Assessment - What is your assessment of the meaning behind what happened?

The Response - What did you do to extend or scaffold the moment?

The End Result - What happened after your response?

‍If ''What? Why? How' isn't working for you, here's a handy little acronym that might do the trick. SHARE stands for:

‍

‍

3. Stop requiring a specific amount of observations

No child's learning was ever helped simply because something was written down. With fewer, but more meaningful observations, it'll feel much more manageable for staff, and better for the children who get more time back with their teachers.

‍

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How to Write Better Observations in The Early Years | Famly

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Find out what high-quality observations in the early years really look like, and collect ideas to help practitioners write them even better.

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Part 1 - Early years curriculum: The importance of communication and language

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Updated Prevent Duty  Guidance https://www.gov.uk/government/publications/prevent-duty-guidance?utm_source=Linkedin&utm_medium=Social&utm_campaign=prevent_duty_guidance_document

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https://www.tes.com/magazine/teaching-learning/early-years/developing-early-language-skills-3-key-research-findings?fbclid=IwAR3iMvxgtqUgsuQExukHEF3U0I5icqEAqFdwAqAPQw6VMtYmMY5jV0-TniQ

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Developing early language skills: 3 key research findings

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As Ofsted releases a new research review of the prime areas of learning in the EYFS, Julian Grenier draws out the main takeaways on developing early language

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https://www.gov.uk/government/publications/best-start-in-life-a-research-review-for-early-years/best-start-in-life-part-2-the-3-prime-areas-of-learning?fbclid=IwAR3k-uJIJ-sIOaJiD2rCeog27rkJ323MJBuYs61As3onynnfRC0HVjMh7fw

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EYFS Best Practice: Working with babies part 3 - on cue

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At Snapdragons in Keynsham, monitoring is key

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

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EYFS Best Practice: Working with babies part 3 - on cue

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In the baby room, what should practitioners be looking out for to guide their interactions, asks Meredith Jones Russell

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Lancashire County Council has developed the widely acclaimed assessment tool PIVATS (Performance Indicators for Valued Assessment and Targeted Learning) as part of its commitment to ensuring all young people receive an education of the highest quality, appropriate to their needs and irrespective of any special needs, disabilities, social or other contextual factors.

Although P Scales are now no longer used for statutory assessment, having been replaced by the Pre-Key Stage Standards and the Engagement Model, PIVATS remains a highly regarded, effective in-school assessment tool that is used throughout the world, and is available in two formats:

PIVATS 5 - assesses small steps of progress in Reading, Writing, Speaking, Listening and Maths from PIVATS P-Scale milestones 1-8, up to PIVATS milestone 4 (which is approximately in line with Year 4 age related expectations).

PIVATS PSED (Personal, Social and Emotional Development) - aims to narrow the gaps in social and emotional development that are present in some children, in order to help them to be 'ready for leaning and life'. The PSED format is similar to PIVATS 5 th Edition but some of the milestones go up to PIVATS milestone 6 (the approximate equivalent of Y6) as this is used more widely in secondary schools.

In addition to providing the assessment structure, PIVATS 5 On-line Analysis enables schools to enter PIVATS assessments, track progress, set targets and generate pupil, group and school level reports.

Constantly seeking to add to our range of products we launched the PIVATS PSED Toolkit in March 2020 which provides a time saving, flexible resource to work alongside the PSED milestones. Containing a large number of information cards and editable resources, the Toolkit assists teachers, learning mentors and support staff to use assessment to enhance teaching and learning.

Further developments are currently ongoing in the areas of number, early reading, speaking and listening and early writing.

For further information, including support videos, order forms and details of training opportunities, please visit the PIVATS website or indeed contact us via ADV.PIVATS@lancashire.gov.uk or (01772) 531555.

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Lancashire County Council has developed the widely acclaimed assessment tool PIVATS (Performance Indicators for Valued Assessment and Targeted Learning) as part of its commitment to ensuring all young people receive an education of the highest quality, appropriate to their needs and irrespective of any special needs, disabilities, social or other contextual factors.

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Come and join our lovely warm and friendly classes in South Manchester. You will learn useful and helpful signs that you can use in your everyday life. You will also enjoy a drink and a biscuit at the end of the session while chatting to other local parents.

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We would like to announce that The Makaton Charity has successfully acquired the intellectual property rights of Special iApps, a renowned creator of award-winning educational apps. These apps are specially designed to provide support to children with special educational needs, fostering language and communication development.

With Special iApps, users can effortlessly create personalised learning resources in minutes, making it easier for children to access the educational tools they need.

We are excited to continue the legacy of Special iApps and further enhance the impact these remarkable apps have on individual's learning journeys.

Next steps

Our goal is to enhance and modernise the existing Special iApps functionality through updated technology and advancements. We are aiming to relaunch the apps by Summer 2024.

We are delighted to announce that as part of their membership package, all Makaton Members will have exclusive access to the apps. This means that Makaton Members will be able to benefit from the incredible features and educational resources offered by Special iApps, further enriching their membership experience.

Previous Special iApps customers

The apps will also be made available free of charge to previous Special iApps customers for a period of six months. During this time, we encourage users to provide feedback on the development and usability of the apps. This valuable input will help us further improve and refine the apps.

Sharing your data

If you were a previous Special iApps customer and you would rather not have your personal data stored with The Makaton Charity, please email vicki.partridge@makaton.org and we'll ensure it is removed from our database.

More information regarding these exciting developments will be released later in the year. Makaton has worked closely with the Founders of Special iApps and is committed to continuing and expanding upon the remarkable work they have accomplished.

Stay tuned for more updates on how we will be taking this important work forward!

The Makaton Charity

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Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

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Safeguarding part 2: Recognising when a child needs help

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Early years practitioners are best-placed to recognise when a vulnerable child needs help. By Rachel Buckler, a trainer and consultant specialising in safeguarding

People working in the early years are in a unique position when it comes to helping and protecting young children. The important roles they play offer numerous advantages:

They recognise and learn to understand the child's lived experiences, both current and over time.

The role of the key person creates opportunities to get to know children in ways other professionals cannot. Key persons also build effective and supportive relationships between themselves and parents/carers.

Professionals provide important and effective protective factors for the most vulnerable of children. They advocate on their behalf when others often don't.

They draw upon a sound knowledge and understanding of child development that aids professional judgements, helping to identify needs and take appropriate actions.

All communities are different, but working in some of those that are most disadvantaged can be extremely challenging for lots of reasons. Understanding a national thematic perspective is helpful, and learning from child safeguarding practice reviews also informs our underpinning knowledge of child protection.

The Child Safeguarding Practice Review Panel's annual report 2021identified a range of dangerous themes representing significant risks to children. Some included 'long-lasting neglect of children in the family, several times as a result of parents being overwhelmed by their own personal challenges'. The report recognised that these challenges include the physical and mental health of parents with addictions and those who were in abusive relationships.

The links between poverty, disadvantage and child neglect
It is widely documented that disadvantage and poor outcomes for children are intrinsically linked.

There are a number of risk factors that impact directly and indirectly on child poverty:

Parenting capacity that is compromised because of poor mental/physical health or learning disabilities.

Inability to buy or provide better environment conditions.

External neighbourhood factors, both the social and physical environment.

Negative adult behaviours; for example, domestic abuse or substance use, which is often exacerbated by family stress.

Child neglect is sometimes difficult to recognise and respond to. Responses and actions towards neglect taken by skilled early years practitioners will consider the impacts in relation to the child's level of need and the interventions required to address the severity of risk. Lower-level concerns and emerging child neglect can often be addressed through early interventions that involve multi-agency approaches targeted at achieving outcomes for children by involving and supporting parents. Higher levels of risks and accumulative neglect such as when significant harm is identified will require statutory service to intervene.

Domestic abuse
Given the prevalence of domestic abuse and the large extent to which it features in the lives of children, it is most important that we understand its context and legal definition to respond appropriately for children and families we are working with.

The Domestic Abuse Act 2021 offers a statutory definition of domestic abuse for England and Wales. This extensive definition cited in the Government's Statutory guidance (see More information) determines that domestic abuse can encompass a wide range of behaviours. Understanding how domestic abuse is defined is crucial for those working with victims whether they be adults or children. Furthermore, recognising the impacts upon victims is necessary if we are to appreciate fully the consequences that result in child abuse. The definition states that domestic abuse 'happens to people who are personally connected over the age of 16' and that children who are victims of domestic abuse to whom domestic abuse has been 'directed' experience child abuse. This means that the abuse mostly categorised as emotional abuse that young children experience will impact upon them in various harmful ways. The guidance recognises that some of these impacts include many things for younger children. They may:

feel anxious or depressed

have low self-esteem

have difficulties sleeping and nightmares

experience physical symptoms such as stomach aches or bed wetting

maintain a state of hypervigilance, constantly reading body language and anticipating outbursts or unpredictable behaviours

have delayed development or a deterioration in sleep or language communication

show an inability or inconsistency in regulating their emotions.

Reviews where domestic abuse is identified as a factor may include all categories of child abuse such as emotional, physical, sexual abuse and neglect.

Recognising and responding to the vulnerability of babies and children under one
Concerns continue to grow in respect of the numbers of children under the age of one who feature in case reviews. Babies that do attend settings have opportunities to be seen regularly, and even babies who do not directly attend themselves and who are possibly siblings of nursery children, such as vulnerable children accessing funded childcare, can be placed on the safeguarding radar.

Startling figures from the Institute of Health Visiting in its 2023 UK survey report show the extent to which the vulnerabilities of babies are further magnified due to poverty and the current cost-of-living crisis. Against the backdrop of a reduction in health visiting services, early years settings are constantly stepping into the breach.

Strategies that provide protective factors for babies who either attend or are known to early years settings offer preventative, early intervention and child protection outcomes and may include the following:

Opportunities for offering advice and modelling safe sleep practices for parents to follow.

Policies and procedures that respond to injuries in non-mobile children.

A wide understanding of child development and the ability to identify when a child's wellbeing or protection is compromised.

Effective relationships between practitioners and parents that provide a catalyst of support helping to broker other service support or signposting to specialist services.

Recognition of parental stress factors that impact upon young children.

Understanding extra-familial threats and risks to children such as association with criminality and exploitation of children and adults in the wider community.

Regular or frequent opportunities of contact and connection between themselves, parents and wider community help and support.

The ability to draw upon knowledge of children, their family circumstances and wider community impacts means that early years practitioners are best placed to recognise and respond to their safeguarding needs.

Contextualising such knowledge means that focusing on meeting the unique needsof children in our settings is prioritised and not distracted from by other less relevant or obscure factors.
Rachel Buckler's new book, Developing Child-Centred Practice for Safeguarding and Child Protection: Strategies for Every Early Years Setting (2023) is available at www.routledge.com.

CASE STUDY: Dawn Gibbons, operations director, Sunflower Nursery, Tameside
'Child A started nursery when they were two years old, being eligible for funding. Child A was one of three children under six, and at the commencement of their nursery place they lived in a homeless refuge.

'The mother was known to the police due to a number of drug offences, engaging in prostitution and having had convictions for theft. At one point, social care had removed her children into the care of the local authority. Child A's father was in prison as a result of drug offences.

'During the time that child A attended the nursery, community neighbours told us that the child and their siblings were left to fend for themselves and were often seen playing in the street until late at night. We initially raised our concerns with social care, but they did not respond to the seriousness of our concern until we challenged this by escalating the matter to more senior officers within children's services.

'We met the needs of child A while they were in nursery by feeding and clothing them, and by continuously monitoring and reporting the extent of child neglect they were experiencing. Finally, after persistent reporting from the nursery, a visit by social care to the family home took place and the children were found to be home alone. All children were removed, placed into foster care and eventually adopted.'

MORE INFORMATION

Statutory guidance: Domestic Abuse Act 2021(2022). Gov.UK

State of Health Visiting (2023). Institute of Health Visiting

Child Safeguarding Practice Review Panel: annual report 2021(2022). Crown Publications

The Relationship Between Poverty and Child Abuse and Neglect: New Evidence (2022). University of Huddersfield

Developing Child-Centred Practice for Safeguarding and Child Protection(2023). Routledge

Download Now

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Safeguarding part 2: Recognising when a child needs help

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Early years practitioners are best-placed to recognise when a vulnerable child needs help. By Rachel Buckler, a trainer and consultant specialising in safeguarding People working in the early years are in a unique position when it comes to helping and protecting young children.

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Take my new quiz - The Inspirational EYFS Leader Scorecard.

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Take my new quiz - The Inspirational EYFS Leader Scorecard.

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The Inspirational EYFS Leader Scorecard is a quick assessment tool designed to evaluate and measure the effectiveness of early years leaders in inspiring others. Through this Scorecard, leaders can gain valuable insights into how they lead with passion and purpose, empower teams and individuals and…

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Early Years Foundation Stage Profile 2023 - Foundation Years

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Foundation Years - From pregnancy to children aged 5

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As the 2023 Early Years Foundation Stage profile (EYFSP) assessment period approaches, the Department for Education (DfE) want to provide teachers and school and Multi Academy Trust (MAT) leaders with important information on completing the EYFSP this year. This includes:

An overview of the EYFSP

Guidance on administering the EYFSP

An update on exemptions and exceptions from the EYFSP

Frequently asked questions on the EYFSP

Overview the EYFSP
The main purpose of the EYFSP is to support a successful transition to Key Stage 1 by informing the professional dialogue between EYFS and year 1 teachers.

Practitioners are expected to use their professional judgement to make these assessments, based on their knowledge and understanding of what the child knows, understands, and can do.

This should inform year 1 teachers about each child's stage of development and learning needs and help them to plan the year 1 curriculum to meet the needs of all children. The EYFS profile is also used to inform parents about their child's development.

The EYFSP must be completed for each child and submitted to the local authority no later than 30 June 2023.
Guidance on administering the EYFSP
The DfE has published a range of guidance and support to help reception teachers and leaders complete the EYFSP this year.

1. The EYFSP handbook sets out the statutory requirements for the EYFSP assessment in the 2022/23 academic year.

2. Exemplification materials are designed to help schools understand and use the early learning goals (ELGs) and profile assessment under the 2021 EYFS framework. The videos show how practitioners can draw on their knowledge of each child and their own expert professional judgement to make an accurate summative assessment at the end of the year and include a combination of children who have met and not met the expected levels of development across the ELGs.

3. Reception teachers and leaders are encouraged to use the exemplification materials in conjunction with this context note, which provides context for the videos and EYFSP assessment.

4. The DfE myth-busting page aims to dispel some of the common misconceptions about the EYFSP and gives clarity on what is required from teachers and leaders.

Please use these resources and this information to ensure you are confident and well informed ahead of the assessment period.
An update on exemptions and exceptions from the EYFSP
In previous years when a child had not spent a long time in a setting (for example due to illness or not starting at a setting until a substantial part of the year had gone by) teachers could decide to exempt the child from the EYFSP.

Following the 2021 reforms to the EYFS and changes to the administration and moderation of EYFS profile data, DfE has taken the decision that the EYFS profile must be completed in all instances unless:

an exemption has been granted by the secretary of state for the setting or an individual child. In these cases only, an 'A' should be recorded for every ELG within the profile.

the child is continuing in EYFS provision beyond the year in which they turn 5. In these exceptional cases, the EYFS profile should be completed once only, at the end of the year before the child moves into year 1.

DfE is aware that the EYFSP has previously been used by LAs, school leadership and MATs to compare individual schools or as a means for holding teachers or schools to account, for which it was not designed. This change to exemptions and exceptions from the EYFSP is part of our efforts to discourage the use of the EYFSP as an accountability measure.

We recognise that in some cases practitioners may have a more limited knowledge and understanding of what a child knows, understands, and can do and it may be more difficult for an accurate EYFSP assessment to be made.

However, if practitioners have seen no evidence that a child has met an early learning goal, for whatever reason including absence, it is important that they report the child as emerging and then communicate to the year 1 teacher why the assessment has been made. This will ensure that all children are supported as much as possible in their transition to year 1.

For further information on exemptions and exceptions from the EYFSP, practitioners should refer to section 3.2 of the EYFSP 2023 handbook.
Frequently asked questions on the EYFSP
Answers to some of the most frequently asked questions from the sector about administering the EYFSP can be found on the FAQ page

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Early Years Foundation Stage Profile 2023 - Foundation Years

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As the 2023 Early Years Foundation Stage profile (EYFSP) assessment period approaches, the Department for Education (DfE) want to provide teachers and school and Multi Academy Trust (MAT) leaders with important information on completing the EYFSP this year.

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Mine Conkbayir is currently undertaking a PhD in early childhood education and neuroscience. She is a lecturer and training director for the Membership Body, National Early Years Trainers and Consultants (NEyTCO). She is the author of Early Childhood and Neuroscience: Theory, Research and Implications for Practice (Bloomsbury, 2017).

Christine Pascal is Director of the Centre for Research in Early Childhood, UK, which undertakes local, national and international research, training and consultancy work for all those involved in early childhood education and care. She is also President of the European Early Childhood Education Research Association.

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Early Childhood Theories and Contemporary Issues

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Having a good grasp of the theories of child development and how these translate into practice can make a positive difference to how you understand babies and children and the ways in which you can help them learn.

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There's a growing consensus among maths teachers, and those who guide their development, that physical manipulatives should play a central role in maths teaching. Not just for young pupils, and also not just for those who can't understand something. They can always be of help to build or deepen understanding of a mathematical concept. That was the broad conclusion drawn from a Tuesday evening Twitter-based #MathsCPDChat on the use of manipulatives held at the start of the autumn term. You can read a full account of the chat elsewhere on our website, but below, in no particular order, we summarise some of the articles, resources and video mentioned by participants during the discussion. Some are free, some are paid for.

Articles and blogs

An introduction to algebra tiles A mixture of text and short video clips in an article that covers how algebra tiles can be used to support pupils in counting, and in understanding linear equations, factorising and more.

Do manipulatives help students learn? An article by Daniel Willingham on the website of the American Federation of Teachers argues that how a manipulative is used in a classroom is more important that whether it is used.

Manipulatives and variation theory An article published by the British Educational Research Association (BERA) looking at how to teach 'counting on' to young children

Concrete resources explained for parents A blog post aimed at helping parents of primary-age children understand various manipulatives, and how they might use them with children at home.

Books

Playful Mathematics A book published earlier this year (March 2022) aimed at those teaching children from 3- to 7-years-old use manipulatives, and other approaches in playful situations, which-bit by bit-help to build understanding.

Build it, Say it, Write it is one of several books on using concrete resources from the Association of Teachers of Mathematics (ATM). It covers learning of perimeter and area. Other books from the ATM address different mathematical topics.

Concrete Materials in the Classroom is one of 37 chapters in a publication from 1996 with authors from around the world.

Video

Division of fractions is an 11-minute video from the author of a book called Visible Maths. It suggests how Cuisenaire rods might be used to support the teaching of division of fractions.

NCETM resources

Last but not least, we need to mention our own resource, Using mathematical representations in KS3, written by our Secondary Team in 2019. It includes guidance, video and tips on using nine different representations, including:

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Developing your use of manipulatives in maths teaching

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Articles, books and video to help you use physical representations more effectively in lessons

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It is no secret that exercise is good for the body. But many people don't realize just how much physical movement is great for the brain as well. Movement and the brain isn't generally the first connection to come to mind.

You see, during movement (exercise) the brain gets flooded with important nutrients and neurotrophins. Physical movement helps the brain form neural pathways, which increases cognition, improve memory and help us to acquire knowledge faster.

Physical activity also increases oxygen to the brain, which is critical for attention and learning. Biologists suggest that 90% of the oxygen in our body is "stale". That is, low-quality.

Yet, when we yawn, take deep breaths, or get up and move our whole body, oxygen-rich air circulates throughout our system. This is especially important in our brain for learning! Focus and ability to remember new material are directly linked to the amount of oxygen in the blood.

Movement gives kids a mental and sensory break. This is particularly critical for children with sensory processing disorder (SPD), ADHD and dyspraxia. And, children who also need regular movement intervals throughout the day to provide sensory input their body craves.

Movement and the Brain: Activities for the Whole Family

Efficient brains have high levels of interconnectivity. So, how do we get that higher interconnectivity?

It is actually easy! All we have to do is MOVE!

In addition, there are added benefits to getting your children to move. An added benefit is the whole family can get involved and build positive family interaction and relationships.

Movement activities that the whole family can enjoy include:

I fill spray water bottles with different colour water-based paint. Next, I cover one of my garden walls with old cardboard boxes or scrap paper. Then, we have lots of fun spray painting. And they can do this from as young as 1 year old (might need to help them pull the trigger on the spray bottle though).

Drawing on the pavement with black board chalk is fun. Furthermore, washing off is easy and fun as well!

Gross motor movements - Sitting on yoga balls.

Have a contest of who can stay on an exercise ball the longest! What about while moving from one point to another? Who can do it the fastest? Moving up and around chairs - how about playing musical chairs?

Body movements.

Kicking and throwing balls

Balancing games

Hopping - old school hop-scotch

Rolling - forward, side ways

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Movement and the Brain: Moving Our Bodies to Move Our Brain!

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It is no secret that exercise is good for the body. But many people don't realize just how much physical movement is great for the brain as well. Movement and the brain isn't generally the first connection to come to mind. You see, during movement (exercise) the brain gets flooded with important nutrients and neurotrophins.

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Building babies’ brains through play: Mini Parenting Master Class

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A Harvard professor’s tips on how to boost your baby’s brain development

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Supporting children learning more than one language in Early Years. 

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Supporting children learning more than one language in Early Years. 

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Autonomous learners

Recognising that babies, toddlers and young children are unique is the starting point from which to appreciate the real value that home language has in their life and, particularly, in their learning.

Froebelian principles promote educational approaches in which children's intrinsic motivation and their active role in their own learning help them to flourish in rich learning environments (Bruce, 2012). Hence, children who are learning English as an additional language bring with them their linguistic background, identity and cultural assets, as well as the funds of knowledge they have accumulated during their early experiences (Kelly, 2010). In early years settings, they will continue this exploration of their environment, starting from who they are and what they have. For example:

Forming meaningful friendships with other children, which can help to facilitate recent arrivals' exploration of their new learning environment. Even within non-verbal interactions, children have shown amazing communication skills that go beyond language differences.

Using a home language in the setting with other children who speak the same language helps them to make connections with "their intellectual life, everyday life [and] emotional life of feelings and relationships" (Bruce, 2012, p. 16).

Relationship matters

Welcoming children and their families (and making them feel welcomed) is integral to Froebelian practice. This is not about instructing parents; it is about (re)empowering them to value their contribution and their understanding of their own children (Bruce, 2021) and may involve helping them to recognise and nurture the value in their child's play and learning.

When a child speaks another language, the parents (and extended family) are the experts, the ones who are competent in the other language/s (Rojas-Bustos, 2020). Building relationships with the child and the family, embracing diversity within the wider society, maximises opportunities for inclusive education. For example:

Parents can be invited to participate in activities such as reading books, telling stories or singing songs in their home language.

Educators should check that literacy resources and activities in the setting are representative of linguistic diversity of the community (Chumak-Horbatsch, 2012).

Unity and connectedness

Home language(s) will be the starting point for the child to make sense of the world. "Children are whole beings whose thoughts, feelings and actions are interrelated" (Froebel Trust, n.d.) and the artificial division between home language and setting language is not beneficial to their "holistic way of learning".

Interdisciplinary research, combining cognitive science, psycholinguistics and psychology, has shown that learning more than one language from a young age helps the development of many cognitive, linguistic, metacognitive and metalinguistic skills that are transferred to children's learning (Sorace, 2019). For example:

"How do you say this in [insert here the language of the child]?" can be a fascinating way to facilitate connections so that children can make sense of the world around them.

Parents can be our allies in extending children's learning. Encourage parents to keep using the home language as much as possible, talking - in their home language - about the child's interests and their new discoveries in the setting.

Practitioners who speak the same language/s as the children can be encouraged to use those languages in the classroom (Chumak-Horbatsch, 2012).

Knowledgeable and nurturing educators

This invitation is not about asking educators to learn another language and/or teach children other languages. By allowing language diversity in the setting, we are not relegating English from its position as a mainstream language.

Froebel educators facilitate and guide, providing the linguistic models for children's own exploration of English, extending their grammar and vocabulary, making connections with home language, and supporting and extending children's own interests.

Envisioning learning spaces in which language diversity is embraced and encouraged (rather than silenced and invisible) is in line with the Froebelian legacy in early years pedagogy.
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Recognising that babies, toddlers and young children are unique is the starting point from which to appreciate the real value that home language has in their life and, particularly, in their learning. Froebelian principles promote educational approaches in which children's intrinsic motivation and their active role in their own learning help them to flourish in rich learning environments (Bruce, 2012).

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Early Years British Values Best Practice

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One minute guide: radicalisation and preventing extremism

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What is radicalisation

Radicalisation is a safeguarding issue and refers to the process by which a person comes to support terrorism and other forms of extremism leading to terrorism. Whilst no single factor is usually enough to cause someone to join a terrorist organisation, several factors together can create the conditions under which terrorism can occur.

There is no single profile of what an extremist looks like or what might drive someone to become radicalised. Those involved in extremist activity can come from a range of backgrounds and experiences. Radicalisation is a process and the process is different for everyone - it can take place over an extended period or within a very short time frame.

Factors contributing towards radicalisation

It is important to be able to recognise the factors that might contribute towards the radicalisation of an individual. Some of the causes that lead to an individual becoming radicalised are no different to other factors that can lead vulnerable individuals towards concerning activity such as drug misuse, child sexual exploitation, gangs and alcohol abuse. Other factors may include:

the need for belonging

bereavement

looking for a cause or reward

mental Health

isolation

a sense of injustice or grievance

access to extremist material online

a desire for power, respect or status

bullying

drug/alcohol misuse

What behaviours might be displayed by someone who is being radicalised

Radicalisation may be identified by an individual exhibiting a change in behaviour or a number of changes in behaviours. These may include some of the following, but remember there may be other underlying reasons for behaviour changes:

changes in mood, patterns of behaviour or secretive behaviour

possession of violent extremist literature or use of inappropriate language/speech

the expression of extremist views or sympathy to their causes

seeking to engage or recruit others to extremist ideologies, extreme groups, literature, online social media groups or marches

preaching or imposing their views on others

isolating themselves from family and friends

outbursts of anger

change in language or use of words

fixation on a new subject or person

The above should not be seen as an exhaustive list, rather an indication of worrying behaviours that could make someone vulnerable.

What should a practitioner do if they have a concern

If as a practitioner you have a concern, you should follow your organisation's safeguarding policy and remind yourself of this helpful sequence:

Notice - Check - Share.

If you notice a change in an individual that could make them vulnerable to being exploited or radicalised, follow the safeguarding procedures within your organisation. Check your concern with a senior member of staff or designated safeguarding lead and if there is a genuine concern about radicalisation, they should share this with the Prevent Team who could advise you to make a referral to the Channel Programme.

The Prevent Strategy

The Prevent programme is part of the Government's Counter Terrorism Strategy and aims to safeguard people from becoming terrorists or supporting terrorism. The Leeds Prevent Team work together with partnership agencies to stop people becoming involved in or supporting terrorist activity. Under the Prevent Duty all public sector agencies have a responsibility to ensure their staff and volunteers have a good understanding of Prevent and their responsibilities towards individuals, groups or families they are working with. For further information on the Prevent Duty and for information on Prevent training and resources available in Leeds contact the Prevent Team using the details below.

Channel Programme

Channel is a voluntary programme designed to safeguard vulnerable individuals from being drawn into extremist or terrorist behaviour. Channel works in a similar way to existing multi-agency partnerships for vulnerable individuals. Channel is chaired by the local authority and works with multiagency partners to collectively assess the risk to an individual, decide whether an intervention is necessary and work with partners to develop an appropriate support package for each referral.

For further information on Channel contact the Leeds Prevent Team using the following details.

In Leeds if you think someone could be the victim of radicalisation please call the Leeds Prevent Team by telephoning 0113 5350810 or emailing prevent@leeds.gov.uk to seek advice or to be provided with a Prevent referral form.

Further information

For further information you can read the national guidance:

You can also read the Leeds Safeguarding Children and Young People from the threat of Violent Extremism content on the Leeds Safeguarding Child Partnership website.

You can also read the Prevent duty guidance in the Counter-Terrorism and Security Act 2015.

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One minute guide: radicalisation and preventing extremism

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Radicalisation is a safeguarding issue and refers to the process by which a person comes to support terrorism and other forms of extremism leading to terrorism. Whilst no single factor is usually enough to cause someone to join a terrorist organisation, several factors together can create the conditions under which terrorism can occur.

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Crawling Helps Baby in More Ways Than You May Think

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Crawling Helps Baby in More Ways Than You May Think

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See how crawling helps with baby’s feeding, play, and even their brain development. Learn more about how crawling is good for baby.

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Did You Know There's Many Ways for Baby to Crawl?

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Crawling is an important and exciting motor milestone! It's when baby starts to move independently and explore their environment for the first time. Crawling usually only lasts a few months, because baby starts to transition to standing and walking around 1 year old. Even though this period is brief, there are so many developmental benefits to crawling!

But did you know there's many ways for baby to crawl?

While baby gets stronger and starts to figure out moving on their own, they may move in a variety of ways.

So what can crawling look like? Come take a look!

Classic hands and knees crawl

This is what most people think of when they imagine crawling. Sometimes referred to as "creeping" or "cross crawl," this way of moving is marked by baby's weight being on their hands and knees. Look for an arm and the opposite knee to move at the same time. Baby should be moving forward when doing hands and knees crawling.

Hands and feet crawl

This is also called "bear crawl" or "bear walk." Instead of putting weight through their hands and knees, baby's weight will be through their hands and feet. This means their elbows and knees stay straight while moving in a forward direction. Even if your baby doesn't use this position to crawl, you might see baby assume this position as they begin to move into standing on their own!

Belly crawl

This type of crawling is also called "commando crawl" or "army crawl." This is a low crawl where baby moves their body forward while keeping their tummy on the floor. Baby might start to crawl in this position by using their arms to drag themselves forward, but with some experience their legs should quickly join in and help them push forward as they move their arms. As with the other crawling types, look for an arm and the opposite leg to move at the same time. Belly crawling often comes before hands and knees crawling.

Baby may also use alternative forms of movement to get around. While hands and knees crawling is the goal, it's ok for baby to find different ways to move. Therapists tend to always encourage crawling on hands and knees since there are so many benefits to it. But regardless, any way baby moves is an encouraging sign they are building cognitive and motor skills as they explore their environment independently! Some of these alternative methods of movement include:

Scooting

Many babies will sit upright and scoot on their bottom. They will use their arms (or sometimes the assistance of a leg) to get around. They will move in various directions, but typically forward.

Rolling

Some babies master the art of rolling -and use it to get around! While it might seem a little dizzying, this is an alternative movement style. Baby will roll in a sideways direction.

Not every baby will crawl, but parents can try to encourage crawling, as it has great developmental benefits. Check out these tips to encourage crawling!

If baby is not exploring their environment by crawling or showing any signs of standing or walking around 12 months be sure to speak to a healthcare provider.

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Did You Know There's Many Ways for Baby to Crawl?

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Crawling is an important and exciting motor milestone! It's when baby starts to move independently and explore their environment for the first time. Crawling usually only lasts a few months, because baby starts to transition to standing and walking around 1 year old. Even though this period is brief, there are so many developmental benefits to crawling!

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Playing in Nature: Fun, Safe Outdoor Activities for Children

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How many times have you heard this throughout your life? Probably a lot! It's a part of human nature to enjoy the great outdoors (when the weather is to our liking, of course). But did you know being outside can have actual benefits for your child's development?

Playing in nature can help children of all ages with their motor skills, communication, social-emotional skills, sensory integration, and so much more!

Here are some of the benefits of playing in nature.

Nature provides opportunities to explore and create.

The wide open spaces and change of environment can be a great way for children to enjoy some unstructured playtime. Whether it's playing in the sand or running around the park, nature helps kids use their imagination and creativity while playing.

In a new environment, there's so much to explore. Exploring can also be a great way to have new social interactions, which helps with building social-emotional skills. Children can work on a scavenger hunt together, or observe an animal or insect with other kids. When exploration is done with peers, it creates opportunities for new experiences and friendships.

Nature promotes the use of executive function skills.

Executive function skills are the life skills we use at every age, and that help us stay organized and independent. With unstructured play in nature, children are using creativity to solve problems and working memory to make up stories. They work their flexible thinking skills by testing boundaries and learning how to stay safe while exploring, creating, and having fun. They are strengthening and challenging their own life skills just by playing!

Children can have new sensory experiences in nature.

The sounds of birds chirping, the smell of fresh cut grass, the feeling of warm sunshine-it's all new and helping your little one learn! Children can take in so many new sights, sounds, and smells right in their own backyard. As they move more independently, children will also have opportunities in nature to use their proprioceptive and vestibular senses.

New sensory experiences can even help with developing language skills, because kids can learn how to identify what they're seeing, smelling, hearing, and feeling!

Check out what else to expect from your baby. Follow their milestones here!

Playing outside promotes physical exercise and motor skill development. From running to biking to scooping sand, so much of outdoor play includes fine and gross motor movements. Studies show children use more energy outdoors, because they are moving and exploring
Being outside can reduce feelings of anxiety in children. Studies have shown time outside helps children feel relaxed. Because they are concentrated on their external environment, children focus less on internal feelings of worry or fear. Learning and exploring promotes confidence, which can help reduce feelings of anxiety in the long term.

So now that we know how awesome nature is for children, let's get outside! Here are some fun outdoor activities for kids:

How can you make sure your children are safe while playing outside? Outdoor play is great in that children get to try new things, but with new opportunities come new safety risks. Here are some safety basics to follow while children play outside.

Make sure an adult is always supervising. Always keep an eye on them, and when appropriate, be by their side. This is especially important if children are playing around water. If children are playing on a structure like a playground, show them how to safely use the equipment before they play, or test out the equipment yourself.

Teach children to never run out into the street or driveway. Many children play in their backyard, which means a neighborhood street is not too far away. Show children if a ball or object goes into the street, they need to stay in the yard and get an adult to help them, even if they don't see any cars around.

If it's raining or you hear thunder, come inside. While playing outside during a light shower may be fun, lightning, hail, or other dangerous weather can come suddenly. It's best to go inside during a storm.

Make sure children wear proper safety equipment. Children should always have a helmet for bike riding, skateboarding, or any other activity that is on a hard surface. They should follow water safety rules when swimming. Follow any other safety equipment recommendations for whatever activity you may be doing, even if you're just playing at home.

Keep children protected from the sun. Follow these sun safety tips to make sure they stay safe under the sun's powerful rays.

Make sure children stay hydrated and take breaks. Running around on a hot, sunny day can exhaust our bodies quickly. Make sure children take breaks on warm days and drink lots of water.

Avoid touching unfamiliar plants/items or tasting anything. If you encounter unfamiliar plants or objects, it's best to avoid it until you learn more about it! You can even make it a fun project to try to figure out what it is by researching it online.

Show children how to safely interact with others. Even if children are playing at home, it's important that they know what to do if they are approached by a stranger.

If it's a beautiful day, get out there and enjoy it!

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Playing in Nature: Fun, Safe Outdoor Activities for Children

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How many times have you heard this throughout your life? Probably a lot! It's a part of human nature to enjoy the great outdoors (when the weather is to our liking, of course). But did you know being outside can have actual benefits for your child's development?

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What is the Pincer Grasp? | When Does Baby Learn The Pincer Grasp?

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Close your eyes and imagine you're picking up something small, like a bead or a piece of popcorn. Now think about holding a pen or pencil, and how you would hold it in your hand. Finally, imagine you're zipping up or buttoning your jacket.

These are all very simple but important fine motor movements we use to feed ourselves, write, get dressed, and so on. And all of these tasks use an important fine motor skill that baby is learning to develop: the pincer grasp!

While the pincer grasp is a very simple movement, it's a huge step forward for baby's fine motor skills.

This grasp is where baby brings thumb and index finger together to pinch and grasp, and do everything from grab small items to learning how to write. Here are some more details about the pincer grasp!

What does baby do before they can use the pincer grasp?

Before using the pincer grasp, baby grabs with their whole hand. They may do a "raking" grasp around 6 months, which is where they bring their fingers to their palm to pick up small items like bits of food. As they get older, they may use a movement that looks like the pincer grasp, but uses the pads of the thumb rather than the top of the thumb. This is sometimes called a "crude pincer grasp."

When can you expect baby to use the pincer grasp?

Baby will begin to use the pincer grasp around 9 months, but this can even happen as late at 12 months. When baby starts grasping, it's time to make sure they don't start putting the things they grab in their mouth!

Are there ways to practice the pincer grasp?

Yes! Any activities that involve touching or exploring with baby's hands can help. This includes:

What does the pincer grasp help with?

So many daily activities! Including but not limited to:

Feeding self (with fingers and utensils)

Buttons, zips, and snaps

Grabbing any small objects

Writing and coloring

What should you do if baby is not doing the pincer grasp?

It's ok if baby isn't getting the grasp of pincer grasp just yet! Every baby is different. Talk to baby's healthcare provider to see if they have any tips to help baby get the hang of it.

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What is the Pincer Grasp? | When Does Baby Learn The Pincer Grasp?

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Close your eyes and imagine you're picking up something small, like a bead or a piece of popcorn. Now think about holding a pen or pencil, and how you would hold it in your hand. Finally, imagine you're zipping up or buttoning your jacket.

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Understanding and Celebrating Differences in Kids | Pathways.org

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Every person is unique, and differences are worth celebrating! Kids are observant and often notice differences-in others or in themselves.

How do you help children talk about differences, and understand how to interact with others?

Here are some tips, but remember that every situation requires a different approach. The best rule of thumb is to be respectful and inclusive.

Being respectful means asking kind questions and speaking to everyone as equals.

Being inclusive means making an effort to include everyone, even if that means changing some plans or the way your child plays.

Acknowledge differences.

If children point out a difference in others or themselves, sometimes the natural reaction is to shy away or act like a difference doesn't exist. But differences are not something to hide! They can be respectfully noticed and celebrated. If a child points out someone's differences ("Mom, that person is walking differently"), confirm and correct their observations ("Yes, they are using a cane to help them walk!")

Help children see their strengths.

When children or their friends have a difference or disability, they may only see what is difficult for them or others. While they may face challenges, they also have so many strengths that should be celebrated. Maybe they're great at reading, or can run really fast, or excel at art. Whatever their strengths may be, point them out and celebrate them!

Explain why differences exist.

Children are curious and looking for answers, so sometimes a simple explanation can help. For example, glasses help children see more clearly, wheelchairs help children move on their own.

Challenge what is "normal."

Sometimes children will point out that something is "not normal," or they may call something "weird". For example, if someone speaks differently, they may say they speak "weird". You can reply by saying something like, "their voice might sound different than what you have heard before, but that's okay!"

Encourage children to include everyone in play.

Play is a great way for children to bond, so it can be a perfect time to include others. Consider accommodations to make play accessible to all! That may mean finding an accessible environment, or somewhere that is sensory friendly. It may help to reach out to a child's parent and ask them how to make the environment safe and accessible for their child.

Teach your child what is not a part of play.

Children are curious, and want to touch things to explore and learn more. However, there may be some items that are off limits. For example, if they have a friend who uses a power wheelchair, teach them that touching the wheelchair's controls is off limits. The same goes for any other medical equipment that a child may use. A great way to find out more is to encourage children to ask first. For example, they can ask a friend, "How does this work?" or "Can I touch this?"

Consider invisible differences.

Conditions like ADHD, autism spectrum disorders, and dyslexia are just some examples of the many invisible differences and disabilities children may have. Remind children that not every difference can be seen, but children still may need some extra help.

Talk to a child's parents.

If you have questions about how to make something accessible for a child, or how to talk to your child about another's differences, it may be appropriate to talk to the child's parent. If you are having trouble figuring out how to explain what works best for your child to others, you can look to support groups or a child's healthcare provider for a way to explain their needs.

Remember: everyone has their own differences, and they are what make us unique!

Help your child celebrate their differences and the differences of others.

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Understanding and Celebrating Differences in Kids | Pathways.org

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Every person is unique, and differences are worth celebrating! Kids are observant and often notice differences-in others or in themselves. Here are some tips, but remember that every situation requires a different approach. The best rule of thumb is to be respectful and inclusive. Being respectful means asking kind questions and speaking to everyone as equals.

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Try These Activities to Encourage Walking | Pathways.org

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Baby typically takes their first steps around their first birthday. So how can you make this milestone more fun? Here are some activities to help encourage walking!

Cruise along furniture

Cruising is side stepping while holding on to something. You can encourage baby to walk, or cruise, along something their height, like a couch base. Safety tip: Make sure baby is holding on to something sturdy that will not tip. Because baby is just getting the hang of things they may fall, so make sure they are surrounded by soft surfaces!

Support their trunk

In baby's early days of walking and standing they'll be a little unsteady. Rather than holding their hands, it may be more helpful to baby if you support their trunk. Put your hands around their ribs since that is a better area to stabilize to provide more support to the spine/trunk. It is expected for baby to fall at this age, as they will just be getting the hang of things. Here's what to do if baby falls.

Give baby something to hold onto

As baby is standing more, they may grab you and other items for support. If you want to encourage them to take steps without support, try keeping their hands full! With something small in their hands, they may try walking without support. Try a small egg shaker, a small toy, small stuffed animals, or a favorite toy they won't want to let go of!

Encourage them with toys

Baby loves toys! Use them to give them a reason to walk over to you. Tease them with toys just out of reach, so they have to find a way to come closer to you.

Reach up and down

Rather than just thinking forward, try to get baby to reach up and down! You can do this by putting a toy up high, like on a couch cushion or on top of a box, or use something like bubbles or balloons, which float upwards. For reaching down, you can put toys on the ground.

Set up a scavenger hunt

Another way to motivate baby to walk is by setting up a hunt around the house. Place toys around the house so baby has to search for them. Safety tip: Always join baby on their hunt!

Give it a push

Have baby try a push toy to help baby walk! Push toys may look like lawnmowers or carts, and will motivate baby to stand and take steps with some support. At first, parents may need to help slow down the toy either with their hands or by adding weight since baby won't be able to control if it is lightweight. Small shopping carts are great options, you can put heavy stuff in the basket to slow it down. Bonus of pushing weighted cart: baby has to use their core even more to move it forward!
Safety note: a push toy is different from a baby walker. The AAP strongly urges parents to not use baby walkers. A baby walker typically has a "seat" for baby as they use their feet to move around. They can be a safety risk and lead to dangerous falls. They also do not aid in baby's development. Instead, look for a push toy where baby's feet are on the ground, supporting their weight.
Happy walking!

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Try These Activities to Encourage Walking | Pathways.org

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Baby typically takes their first steps around their first birthday. So how can you make this milestone more fun? Here are some activities to help encourage walking! Cruising is side stepping while holding on to something. You can encourage baby to walk, or cruise, along something their height, like a couch base.