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Advocacy, Childhood, Parenting


Allow me to pose a question; would you take your eyes off your child at the local park, turn your back on them and allow strangers to interact with them without monitoring them or filtering who has access to your child? Of course you wouldn’t, but every day parents are disseminating images and videos of their children across social media without actively filtering who has access to such material.

 

We are seeing more and more Instagram and Facebook pages for children as young as 3 months old popping up on our news feeds with no security settings. Parents uploading more and more family moments without the most basic of filtering or safety measures. A recent study by Nominet, which handles the UK’s .uk domain name registry, found parents post nearly 200 photos of their under-fives online every year without any security settings set on their social media accounts.

 

Australia’s National Children Commissioner Megan Mitchell urges parents to be cautious when posting “cute” photos of their babies on social media platforms if they are unaware of the security settings. She cited a recent example of an Australian man who posted a picture of his naked toddler in the bath on Facebook. He was unaware that his Facebook security settings were not limited and could be accessed by anyone, later discovering his photo was liked by over 3000 strangers.

 

There has been some movement towards regulating such activity;  this year the French Government warned parents to stop posting images of their young children on social media networks. Under France’s rigorous new privacy laws, parents could face fines of over $65,000 Australian dollars if convicted of publicising private details of their children without verbal consent of the child involved.

 

Dr Myra Hamilton, research fellow at the Social Policy Research Centre at the University of NSW says that the issue of consent when it comes to posting photos of very young children is particularly concerning. “Toddlers and babies raise particularly salient issues because they are not able to give consent for their photos to be published online,” she says. Digital DNA or digital footprint are not easily erased, including every image and every comment posted of babies and toddlers online without appropriate security settings.

 

There is some evidence that there is a difference between what children and parents see as appropriate in relation to consent. The University of Michigan asked children and parents to describe the rules they thought were fair relating to technology. Adults answered with rather strong views and thoughts on appropriate screen time whereas children under 5 said their parents should not post anything online without asking them. They felt they were lacking any control in their own privacy.

 

Social media demands balancing risk with opportunity. Children’s safety in social media is vital and more work will undoubtedly need to be done to advance the child’s digital rights. Without appropriate safeguards needed to participate and exercise rights, children can neither take advantage of the opportunities digital media afford nor develop resiliency when facing risks.

 

As children learn to think critically and develop their own language, views, strategies, associations and interests as users of connected digital media, parents undoubtedly need to make this a safe space by learning and implementing appropriate security settings.

Written by Kate Montiglio

Kate Montiglio is a mother of 2 children aged 15 and 11 and based in Newcastle, New South Wales. A professionally trained classical ballet dancer and preschool ballet teacher for over 14 years Kate enjoys impromptu dance class with her students and is currently studying children’s yoga. A keen reader and student of modern pedagogical development in the digital age she has a strong interest in appropriate screen time, appropriate out door exploring nature, child driven play and the digital rights of the child. Kate is in her final year of Bachelor’s degree in Early Childhood at Swinburne University Of Technology and is planning to further her studies and complete her Master’s Degree. Kate is also in the early stages of applying to open her own family day care.

 

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Environments, Nature Play, Outdoors, Parenting, Play


Early in a child’s life, parents safety-proof their homes to ensure that the most common injuries do not happen to their child by covering outlets, setting up gates, placing locks on cabinets and drawers, and padding edges of furniture. However, parents with children on the autism spectrum have additional and numerous safety concerns, stemming from common autistic behaviours that can result in minimal to far more serious injuries. These safety concerns can last beyond the first couple of years of their child’s life, well into adulthood. Often, behavioural traits resulting from autism cause an inability to understand and respond to environmental dangers and therefore pose an increased risk while outdoors. Providing a safe, accessible, and functional space for autistic children to run, explore, and play in is essential to providing them with a good quality of life, and gives peace of mind for their parents.

 

Creating Boundaries

Having a fun and beautiful backyard is the goal of most homeowners and parents, but autistic children benefit from a fence or similar barrier, in the event that the child is a wanderer, experiences sensory overload that results in anxiety, and/or is impulsive. It only takes one moment for a child to wander off, and a child with autism has increased chances of slipping away toward a place that perhaps has caught their attention in the past or is attractive to the eye. While a fence can’t completely prevent a child from venturing off, it is an obstacle to overcome, and it affords parents and caregivers the ability to glance away for one moment without worry. If you’re doing any work in your yard, make sure you have the proper equipment, including garden gloves.

 

Water Safety

Bodies of water are attractive to children with autism. Homes near natural bodies of water or that have a swimming pool pose a danger for children who do not possess the basic swimming skills. Parents should teach their children how to swim and water safety because basic water safety knowledge reduces the danger of accidents and drowning. In addition to swimming lessons and water safety, taking the extra precaution of installing a fence around the pool or before access to a lake reduces the chances of unsupervised access to water.

 

Signs, Alarms, Bells, and Whistles

While boundaries stop or slow down a wanderer and swim lessons and water safety can reduce risk, noise and visuals are useful tools to utilize with an autistic child. Children on the autism spectrum are typically sensitive to noise; therefore, installing an alarm on a gate or in a pool that sounds off whenever someone enters without warning will not only alert parents and caregivers of a potential dangerous situation, but may also deter the child from proceeding. Children on the autism spectrum have various degrees of difficulty with communication and may not be able to process verbal instructions. Visual displays that are posted around certain areas of the house are an effective tool to convey a message because they are repetitive and eye-catching reminders of what is expected. For instance, posting a red “stop” sign at a door, gate, or exit will remind a child with autism of what they need to do and that the area they are about to enter is either prohibited and/or unsafe. Additionally, the visual will remind them to pay attention.

 

Parents of children with autism have to take extra measures to ensure safety, practicality, accessibility, and functionality. While the task can seem daunting, there are many tools and resources available to parents to adapt their home to their child’s needs. Not every child on the autism spectrum is attracted to water in the same way or is prone to wandering to the same degree. Therefore, each family will need to assess risks and adapt using lessons, barriers, alarms, and visuals to their particular situation.

 

Written By Danny Knight – www.fixitdads.com

Photo Credit: Unsplash

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Childhood, Professional Development


Last night I went to a talent show at my son’s school. Now, I will be the first to admit that when I heard there was going to be a talent
show I may have cringed. I may have rolled my eyes. I may have dreaded the whole damn thing. (Yeah, yeah… I’m awful!)

But as I sat there last night, not only was I pleasantly surprised to find that I enjoyed myself, I also found myself in awe of these
children, who ranged in age from 5 to about 11. While each class did an act together, there were a number of children who did “solo
performances.” I was expecting lots of singing and dancing, and of course there was that, but there were other talents on display, like the video of the child who competes in motocross, a comedy skit and a hilarious clip of the funny faces that many of the children were able
to pull (lots of ear wiggling, eye rolling and strange expressions!) The teachers even performed a variety of acts, which bought about
plenty of laughs.

Then there was the little girl in my son’s class who has been taking singing lessons for three weeks and got up and sang her little heart
out and bought most of the audience to tears. This was the moment that I had a bit of a revelation.

How do we become so afraid to “do the scary thing”? (As our good pal Jeff Johnson puts it!)

I watched these children putting it all out there in front of a few hundred people and was amazed at their ability to do that. How many of
us, as adults, feel comfortable to do the same?

Sure, not all children performed solo. And, some chose not to join in their class performance either (a choice which I was delighted to see
was respected by the teachers, parents and the school). But the vast majority of children did perform. They got up and sang, danced, acted, laughed and were full of joy.

As we head into our first Australian UNcon, I am reminded of the need for us as adults to step out of our comfort zone. What are we so
afraid of? Why do we hold back a part of ourselves? As an introvert, meeting new people is a challenge for me, but I am pushing myself to overcome that. Why? Because last year I attended the World Forum in NZ and I met hundreds of new people who enriched my life. I put aside my introverted nature for a whole weekend and the world didn’t collapse around me. In fact – it opened up. I made connections with fascinating people from all over the world and had conversations that left me wanting to know more, do more and be more.

In a few weeks I will be 34 years old. Sure, I could have (and hopefully will have!) plenty of time left on this Earth. But what if I didn’t? I don’t want to have a big ol case of “I wish I just did that!”

So, this weekend as we head into UNcon…

I am going to do the things that I want to do.

I am going to ask the questions I want to ask without feeling silly.

I am going to walk outside and get fresh air when my brain needs it without fear of offending anyone.

I am going to talk to new people.

I am going to sing and dance if I feel like it (sorry fellow UNconners)

Because if those children last night could stand up and be themselves and do what they love and not give a **** what anyone thought
(although I am pretty sure everyone thought they were amazing)… surely I can do the same!
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Community, Pedagogy, Play, Professional Development


We love Instagram. It’s highly visual and really inspiring. We love sharing on instagram…. but more than that – we love seeing what services and professionals are getting up to. We love seeing the engaging environments, the creative play provocations, the commitment to early education and care. 

We follow over 400 different Instagram accounts, so it is hard to dwindle it down to a few favourites… but we are going to give it our best shot (in no particular order!) 




1. @littletorquay  – 
Beautiful images that capture the simplicity of play


2. @checkinthehandbags – “Do you ever wonder what lovely preschool environments & invitations to play look like after the play? Toys missing? Check in the dressup handbags!” Love this one! There is often so much focus on the aesthetics of playspaces (which is not a bad thing!) but this account focuses on the messy, authentic delight of play! 



3. @stone_and_sprocket – We couldn’t not mention our good buddy Bec, whose feed often gives us a giggle with her quirky little insights. She also has awesome PD, bush playgroups and so much more to inspire educators. This gal is our go-to for all things behaviour and inclusion particularly!

Photographs via stone_and_sprocket on Instagram

4. @raw_and_unearthed – “Playbased learning in the wild. It’s authentic. It’s real. It’s early childhood Raw&Unearthed, the way it should be.” These guys are total nature play advocates! Their photos of adventures in the bush (including cave exploring!) are enough to make you slam the laptop shut and get outdoors


5. @natureplaysa – the Instagram account for one of Australia’s leading nature play organisations is just divine… whimsical, woodsy and inspiring. 


6. @invitationtoplay – beautiful, simple images that really do invite play. 


7. @inspiredfamilydaycare – our very own family day care team has it’s own Instagram account and it always makes us smile. So many wonderful educators being supported to explore the great outdoors with children in NSW, ACT, VIC and QLD. 

Photographs via inspiredfamilydaycare on Instagram
We’d love to hear from you… what are some of your favourite Early Childhood Instagram accounts?

And of course… find us on Instagram! @inspired_ec

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Art, Nature Play, Parenting, Play

Are you a playdough master? Or… perhaps you are like me and the thought of making playdough fills you with fear?! 

Too oily…

Too crumbly…

Too lumpy …

Too sticky …. 

I used to struggle to make playdough when I was working in a service and used to always find a way to offload that task to a much more capable educator! But, when I had my own children I quickly realised that unless I wanted to buy the chemical laden, smelly, expensive store bought playdough (all good if that’s for you… but it wasn’t for me!) I needed to learn how to make it and make it well. 

Luckily I stumbled across a simple “no cook” recipe and have since tweaked it and made it my own. This morning we made yet another batch of playdough, this time using BEETROOT to colour the dough. 

Ingredients:
2 cups plain flour
1/2 cup salt
2 Tablespoons of Cream of Tartar
2 Tablespoons of olive oil
1 1/2 cups of boiling water
Beetroot juice to colour

Directions:
Combine all dry ingredients and oil in a bowl
Add boiling water and stir until combined (it takes a little while and a good strong arm!) 
Add beetroot juice
Using your hands (be careful…it will be HOT) knead the dough to combine and smooth out any lumps

And the most important step…. PLAY!



 
 






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Childhood, Pedagogy, Professionalism


She found the terracotta pipes and began to build. Lining them up, end to end, it was clear that she had a very specific vision for her play/creation. She worked on her own for a long time, testing ideas and theories. Suddenly, another child arrived and started to touch the pipes. “NOOOOOOO!” She shrieked. “That’s mine!” 


So, the details of the scenario might be different, but chances are, you have experienced something similar in your service or home. It’s a really tricky situation! Our “educator voice” may be saying “it’s nice to share” or “why can’t he have these ones and you have those ones?” but our inner voice (the one that doesn’t like to share our mobile phone with a toddler for example!) is screaming “No! Why should you have to share when you have been working so hard for so long on your own?” 

This was the situation I found myself in today, and I have been there before. And while many people might advocate enforcing sharing -making the first child part with some of her materials or compromise her play) that’s not what I would suggest. Yes, we all know that sharing is an important skill, but I would argue that a child hoarding wooden blocks behind their back in a stack and not actively playing with them is a tad different to this kind of situation, where the materials were (and had been for a long time) being actively used by the child. 

So, in this instance… I have 3 tips. But they are not for helping a child to learn how to share. They are for supporting a child to not share, and supporting other children to understand why. 

1. Give them words to use – model age appropriate words or phrases such as “I’m working on something and need those pieces.” Sportscasting can also help in this situation!

2. Suggest ways the other child could be involved – sure, the child may not want to share their resources, but they may be happy to involve a new child in a different way. Perhaps they need someone to do a job (in this case, collecting macadamia nuts to roll down the pipes) and would be happy to delegate! The new child may also be happy with joining the play in this way. Keep in mind that this may not be the case. As was our situation today – she did not want anyone else involved in any way, shape or form! 

3. Make the learning visible to the other child – This might sound airy-fairy, but  highlighting what the child is doing and why they need all of the resources/space etc can help the other child understand. Even bringing it back to something that is familiar to them can help – “do you remember yesterday, when you were doing your painting? You needed all of the yellow paint for your sunflower didn’t you? But when you were done with your sunflower, you put the pot of yellow paint back on the table and made it available to other children.” 


While it might be tempting to “encourage” (often it becomes more of a forced situation than gentle encouragement!) sharing, put yourself in the child’s shoes. If you were busy setting up a playspace in the room for the children and a colleague walked over and began taking the resources you were using to create… how would you feel? While of course, our aim is to ensure that all children are happy, content and engaged in play, this shouldn’t be at the expense of another child. Why should the child who has spent a long time engaged in play with a particular resource be made to share that with someone who has been otherwise pre-occupied and has now decided that they want to play with the very same resources? 

Perhaps you have a different take on it… we’d love to hear from you!
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Childhood, Nature Play, Parenting, Play, Risk



To the over-protective parent…


Firstly I would like to acknowledge that just because I have an early childhood education degree and 12 years professional experience, does not make me a better parent than the wonderfully dedicated parents I know. I certainly have my challenges, as do all families.  I use the television as entertainment to have a rest at times and have been known to have McDonalds because I just can’t be bothered cooking. Being an Early Childhood Teacher does however give me underpinning knowledge as to how  play and engagement in potentially controversial processes impacts children’s thinking, doing and learning.


As I sit here (yes, at midnight because my mind is whirling with thoughts!) and think about the opportunities I have given my son, who is now 5 and about to start primary school, I reflect on the experiences which have impacted his learning and may be criticised by the so called ‘helicopter parent’. Apologies in advance!


Yes, I encourage my son to walk up a slide at the park, to negotiate taking turns with those wanting to come down, to build leg strength, muscle tone, balance and coordination –  because getting up a slide, particularly at 2 years old is much more challenging than coming down. We know with the increase in children’s screen time and exposure to technology, there is a decrease in active play and this is manifesting in lower muscle tone and body strength of children in general today, when compared with children from prior generations (Hanscom, 2016).

 

Yes, I promote the use of stick play because we all know children (particularly boys) will use sticks for anything and everything and if we don’t give them opportunities to use them, to safely navigate them and to devise a set of agreements to keep themselves and others safe, how will they learn to do this when unsupervised and using sticks themselves?

 

Yes, I let my child pour his own milk on his Weetbix at 3 years old despite losing half a litre of milk on the floor 10 minutes before we have to leave for preschool. Why? Because he is using initiative and taking responsibility. He is developing pro social behaviours and becoming an independent citizen of the present. Yes, mess is not fun at the best of times (particularly for me- it is my shark music) but the outcomes for him are far more important to his lifelong learning.

 

Yes, I allow my child to go barefoot in the public park. Why? Because we live in a society where sensory issues and flat foot syndrome are on the rise and exposure to all the sensations of nature and the navigation of uneven surfaces will promote healthy physical and sensory development. Yes, I realise there could be a very very small risk that a hazardous incident, such as a needle stick injury may occur, but with the acknowledgement of drug addiction today and the many available needle disposal boxes, it was probably more likely I was to step on one 25 years ago when it was rare children actually wore shoes… anywhere!

Yes, I let him pick those crackers up off the floor at the supermarket and eat them because I had watched him persist for 3 minutes trying to open the packet without wanting any assistance or necessary intervention for the very first time and so not allowing him the pleasure of enjoying them with a huge sense of pride was completely trumped by the fact he may contract some minor germs (or more likely build his immunity!)

 

Yes, I have taught my son from 3 years old (with the support of his wonderful educators at preschool), how to safely engage with fire and allow him to use fire in particular situations, like when away camping and using a flint rather than a common household fire lighter that may be laying around the house. I do this as he understands the context in which fire is safe and is less likely to take unsafe risks with fire later on in childhood. He has often been observed reminding friends and family the agreements of safe fire use, such as keeping shoes on around the fire and knowing that even when there are no flames, fire can still be hot. Children are more likely to be burnt when flames are not evident as they associate the red flame with heat, yet the damage can be very similar. Exposure to real situations with fire will build their skills in assessing and managing the risks and therefore less likely to have a serious incident.  

 

No, I am not a free spirited, no rules mum. We still set boundaries, we still have routines and if we are faced with challenging behaviours, there are agreed consequences, but I give him ample opportunity to learn his way and in turn promotes his continuous love for learning and independent being!

 

It is with these thoughts that I encourage you to consider how protected is too protected? How does sheltering children from the inevitable because of your ‘shark music’ or anxieties as parent, impact your child not just now, but later in life?
Children are innate risk based learners. With or without your supervision, guidance and support they will try by doing. Allow them to make appropriate decisions that affect them and in turn start independently solving their own problems. After all, you won’t be there forever!

As I sit here, 25 weeks pregnant with baby#2 and emotional about sending ‘baby’ #1 to school next week, I reflect upon these moments and how competent, creative and capable my son has become. He is really ready for his next journey and I need to give myself, husband and other significant people in his life credit for this.

Now all I can think is… let’s do it all over again!

Mistakes and all… we have learned and we have lived!


Until next time…

Written by Kate Higginbottom

Mother and Early Childhood Professional

Empowered Early Childhood Consulting and Resources.



Kate Higginbottom has been in the early childhood profession for over 12 years, the last 10 of which she has been a Centre Director, working across diverse long day care settings from private, to organisational and now the community based sector. She holds a Bachelor of Teaching (Early Childhood) from the University of New England and qualifications in training and assessment. Kate currently manages the operation of a community based service in Newcastle. Kate supports early education and care services through her business Empowered Early Childhood Consulting, as a consultant, with a particular forte in quality governance and leadership. Kate recently presented at the European Early Childhood Research Conference in Italy, where she, along with 5 other Newcastle based colleagues were awarded the 2017 Practitioner Research Award. She also has written for a number of early childhood publications and blogs, including Rattler and Australian Association for Research in Education (AARE).Kate has worked in a variety of advisory roles including on the Early Childhood and Primary External Advisory committee for University of Newcastle and the Queensland Workforce Council PSCQ for the Gold Coast.

 

 

 

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Childhood, Pedagogy, Play

This week we launched our exciting new TimberNook program. This amazing program, which is the brainchild of US Paediatric Occupational Therapist Angela Hanscom, has a strong focus on children getting outdoors, strengthening physical skills, building resilience and getting back to play! The facilitators of the program play a really important role, yet there is a very hands-off, stand back type of approach… and for good reason. I have written about the concept of interaction vs interference before and while many educators agree in theory, putting it into practice can be a little tougher. Which is why we have put together some practical tips for educators to “back off out of children’s play!” 


3 Questions NOT to ask Children at Play:

1. What are you doing? 
If a child wants you to know what they are doing… they will tell you! While this question is often well-intentioned, with educators wanting to know more about the child’s play and thought processes, it can lead children to question if they are doing the right thing, to wonder if their play is appropriate or “normal.” We also need to think about what we hope to garner from asking this question, that we wouldn’t be able to learn from simply observing. 

2. Can I play? 
If a child wants you to play… they will ask you! When we ask a child to play, we send the message “you need me.” In fact, children don’t need us, yet it has become an ingrained belief that they do and many feel that they need an adult to drive or guide the play. So why do children feel that they need us to play? Because from birth, we have “entertained” them. This isn’t to say that we shouldn’t engage with infants or young children (this is very important for language development and strengthening bonds) but we do need to make time for all children to be “left to their own devices” so that they feel confident in their ability to play! 

3. Can I write that down/take your photo? 
I am all about consent. Children have a right to decide if they are photographed or have their personal words and ideas recorded. But, we need to be mindful about how we do this. The other day I watched a child working with pipes and water, connecting them on a hill to make a water run. He worked carefully and thoughtfully and silently. Had I stopped him to ask “can I take a photograph?” I would have interrupted his thought process and ultimately, his play. Instead, I took a few photographs from a distance (the benefit of a DSLR and a long lens!) and after he had finished I showed him the photographs and asked if I could keep them and use them or if he wanted to delete them. Most children are indeed delighted to have their ideas and voices recorded, yet others prefer not to, so it is important to find a way to seek consent, yet not disrupt the play. In your own setting, you may have the opportunity to ask children prior to play what they would prefer, giving them the option to say “please don’t take photos of me.”



It’s not always easy to step back and let children play. As early childhood educators we are usually taught to engage, to question, to play. There is definitely a time for this, but children also need a LOT of time to play. They need long, uninterrupted blocks of play. They need time and space to think and create. They need opportunities to make decisions and choices in their play. They need freedom to play how they want to play. They need to feel like they are not under the watchful eye of adults! 

While not asking questions might seem counter-intuitive or may leave you wondering “but how will I know what is happening, how can I document the learning, how will people know that I am doing my job?” staying quiet and tuning in to your observational skills (looking and listening) can actual reveal even more about children and their play! 

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Art, Pedagogy, Play

Those who do not want to imitate anything, produce nothing – Salvador Dali

They sit side by side painting. He is 7 and she is 4. 


She begins painting her (almost trademark!) rainbow flower, each petal a different colour, while he begins with a series of black circles. She completes her flower and stops to watch him for a moment. She can see his circles beginning to form something. She retrieves another piece of paper and washes her brush. As she begins the black circles on her page he says “she’s copying me!” to which I respond: “she must be inspired by you.”  This simple explanation satisfies him and they both quietly return to their work, he creating his vision and she replicating it. 

We see the scenes often in early childhood settings. A child sits building a tall tower with the blocks, arranging them in a specific way before another arrives and begins using the same approach to tower building. Elsewhere, a child has adopted an accent and is “playing mum” in the home corner, giving away all sorts of “family secrets” as they imitate her behaviour and language! 

Children are natural imitators because the world is new to them.

They imitate to make sense of things that they may not understand.
They imitate to process ideas.
They imitate to try new ways of playing and working. 
They imitate because they see another child experiencing enjoyment or success. 
They imitate because their experiences of the world are still relatively limited. 

Many years back, I was working in a preschool room team. We were still exploring our own identity and at times that meant imitating.

We imitated because we thought someone else knew better. 
We imitated because we saw what worked for others. 
We imitated because we were learning about new ideas and ways of doing. 

We saw ideas in books and we tried replicating them in our program. We saw photographs of experiences and environments that inspired us and altered ours accordingly. We imitated and we played with ideas and we observed and asked questions. 
And then we made it our own. 

Its the same for children. Often they will imitate others, but the end result varies. Perhaps they just needed a little inspiration to get going. In our preschool room, we often observed children peering around the side of the easel to see what their friend was working on before even picking up a paintbrush. As they painted, they would take breaks every few minutes to peek around the side and check on their friends progress, returning to their own to make adjustments. When we established an art studio in our space, one of the key elements was that children were able to paint and create side by side. We began to see even more of this artful imitation. One child’s idea could lead to a whole group exploration! 

Another feature of our art spaces was often the inclusion of a provocation. An idea that stemmed from our understanding of the work in the early childhood services of Reggio Emilia, Italy. We would place an artwork, book or an object or jar of flowers beside the painting area. At times we questioned if this was too prescriptive, if it led children to create only in a particular way. Yet, we found that while some children were inspired by the provocation, others chose to ignore it and set about bringing to life their own vision. For some children the provocation was merely a start point, while others chose to replicate it in its entirety. So how is this different to “today everyone is going to paint on this stencil of a bird”? The key is in the choice. That and the ability to make it their own. Just the same as how we adults took what we were seeing in exemplary programs and approaches, imitated and then adapted to make it our own, no two artworks will be the same, even when the inspiration is the same or where one child imitates another. 

She  had watched as he painted the white frame of the bicycle, yet she chose yellow. While she was clearly imitating his work, inspired by his vision, she had a vision of her own – a vision of a yellow bike! His arched rainbow became a flat rainbow for her (who usually, interestingly paints arched rainbows!). 


In this case, the imitation was a great example of scaffolding. He, an older child, unwittingly supported her to go above and beyond what she had previously been able to create. While rainbows were already in her repertoire, had you asked her before this to paint a bicycle, you almost certainly would have heard “But I don’t know how!”  Yet , during the process of imitating him, she found that she could in fact paint a bicycle, she expanded her skill set, and no doubt – these new elements, such as the carefully crafted wheels, will make their way into other artworks of hers. 
Children are great imitators, so give them something great to imitate – Anonymous
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Advocacy, Childhood, Parenting


From the moment they are born, children seek out connection with the adults in their world. They grasp their fingers and at the same time take hold of their hearts. Even before a child is born, the movements inside the womb act as a connector, bonding them to their mother before they even arrive. It is no wonder that as they grow, children try new and often interesting (including behaviour that is aptly deemed to be “attention seeking”) ways to connect with adults and build relationships.

In our early childhood settings, relationships matter. In fact, they don’t just matter – THEY ARE VITAL. 

This week news outlets have been reporting on the tragic suicide of 14 year old Amy “Dolly” Everett, citing ongoing cyber bullying as the cause of her death. Like many other parents, my heart broke for that family and for that child. And unfortunately, this is not an isolated incident. Over the last few days I have found myself wondering how we bring about change. While the family of this young girl obviously had a strong, loving relationship with her, you have to wonder about the relationships in the lives of those who bullied her so relentlessly. How did these children (and sadly, adults) ever decide that it is okay to be so unkind and hurtful? Would these same people have acted the same way had they met at the local shops or park? Has our “super-connected” society made children, adults and families more disconnected than ever? 

We need to put less emphasis on test scores and more on kindness

We need to put more effort into building relationships 

We need to spend more time together – talking, laughing, reading body language and cues. 


While cyber bullying may be a little off the radar for most early childhood settings, there is plenty that we can do in the early years to address what has become a scary societal issue:

– Support families to build strong relationships with their children
– Realise that we don’t all need to be “friends” but that we can still be respectful and kind
– Hug (be sure to ask for consent!)
– Familiarise yourself with the UN convention on the rights of the child. Advocate for these!
– Listen… not just nod and smile and “mm-hmm”, but really listen. Listen to what children say and what they don’t say
– Encourage open conversations: let children know they can talk to you about anything
– Model positive language, kindness and compassion
– Use resources that encourage kindness, caring and empathy
– Play! Have fun with children, laugh with them, share in the joy of life!

We know that the first five years are so incredibly important – the brain is making connections and laying down neural pathways that form the foundation of the brain. When children are given the gift of loving relationships, this becomes what the brain knows and as the child grows into an adult, this will be their point of reference when interacting with others.

What we do matters. 

Relationships matter. 

Perhaps you are currently thinking about goals for 2018… why not make relationships one of your goals? Time spent on people is never wasted!

 

 

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