Work discussion in English nurseries: reflecting on their contribution so far and issues in developing their aims and processes; and the assessment of their impact in a climate of austerity and intense audit

In this paper, we argue for the past and continuing relevance of Work Discussion, as a model of professional reflection for nursery practitioners, which is attentive to emotional experience in work relationships. The development of Work Discussion in English nurseries is described with illustrations, from a psychoanalytic perspective, of aspects of the processes of discussion and their underlying dynamics; and we also explore the introduction of Work Discussion to the training regimen of early years’ teachers. Finally, the paper summarises the key findings arising from an evaluation of Work Discussion sessions, with nursery practitioners working with vulnerable two-year -olds, held at weekly intervals for a year, and facilitated jointly by early years’ care and education specialists together with child psychotherapists

Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Hungary has experienced significant political, economic, demographic and social changes since the end of Soviet domination in the 1990s. The gradual move towards liberal-democracy has been accompanied by growing emphasis on individualism, choice and diversity. Universal kindergarten provision for 5-6 year olds is a long established feature of the Hungarian education system, but little is known about parental choice (Török, 2004). A case study (Yin, 2004) of factors influencing parental choice and satisfaction was undertaken in one Hungarian town. This was based on a survey of 251 parents of children attending both mixed-age and same-age groups across 12 kindergartens. Parents suggested that the most important influences were geographical location and the individual pedagogue(s). Given that traditionally each pedagogue follows ‘their’ cohort from kindergarten entry to primary school, their influence appears heightened. Although generally satisfied with their chosen arrangement, parents from same-age groups expressed significantly more confidence and satisfaction, particularly in relation to cognitive development and preparation for school. Parents appear less convinced about the trend towards mixed-age groups and questions are raised about sufficiency of evidence of their benefits in a Hungarian context and the driving factors behind change

Synthesis by sol-gel route of oxyapatite powders for dense ceramics. Applications as electrolytes for solid oxide fuel cells

Abstract Solid oxide fuel cells have considerable interest in recent years, because of their high efficiency and environmentally friendly nature. Such systems required oxygen-conducting electrolytes and now the most common electrolyte is yttria stabilized zirconia (YSZ). This compound exhibits high oxide ion conductivity at elevated temperatures (850-1000°C). However, this high working temperature causes problems in terms of materials selection and lifetime. One solution is to develop new oxide ions conductors exhibiting high oxide ion conductivity at intermediary temperatures (700-800°C). Recent work has identified Ln 10-x Si 6 O 26±z (Ln = rare earths) as a good fast oxide ion conductor. Undoped and doped Ln 10-x B 6 O 26±z (B = Si or Ge) oxides are currently prepared by solid-state methods. In that work, we propose a sol-gel process to synthesize powders of La 9.33 Si 6 O 26 type-silicated apatites. The main advantage is to decrease the crystallization temperature in comparison to the conventional methods, allowing the synthesis of reactive powders with nanometric particles size. These oxides are synthesized using silicon alkoxide and lanthanum nitride as precursors. In the litterature, no study refers to the synthesis of mixed oxides with silicon alcoxides. However, there are several studies on sol-gel synthesis of glasses with this precursor. In this study, several processing parameters have been investigated (the hydrolysis ratio, the concentration of metallic precursors in the sol and the role of organic compounds) in order to synthesize pure phases after the decomposition of the sols. Pure powders of La 9.33 Si 6 O 26 type-silicated apatites are obtained at 800°C. These powders were used to prepare ceramics. Several processing parameters as morphology of powders (agglomeration, particle sizes) and, heating profiles have been studied on the densification. Dense ceramics (90-95%) have been prepared at temperatures around 1400°C. The used of sol-gel powders allow the decrease of the sintering temperature of about 200°C

Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions

Children’s social and emotional well-being can be supported through their experiences of early years education to promote positive life-long outcomes. This study explored the views of 10 early years practitioners in relation to supporting children’s social and emotional well-being. Data was gathered using semi-structured interviews and analysed using thematic analysis. Themes were explored in relation to practitioners’ understanding of ‘social and emotional well-being’ as well as their views on training opportunities in this area. The findings identified how early years practitioners conceptualize social and emotional well-being and highlighted the complexities and intricacies of the parent-practitioner relationship in the early years. The emotional well-being of staff was also pertinent to early years practitioners’ views. It is proposed that future research and practice focuses on opportunities for reflective discussions for early years staff and on the development of relationships

The quality of different types of child care at 10 and 18 months. A comparison between types and factors related to quality.

The quality of care offered in four different types of non-parental child care to 307 infants at 10 months old and 331 infants at 18 months old was compared and factors associated with higher quality were identified. Observed quality was lowest in nurseries at each age point, except that at 18 months they offered more learning activities. There were few differences in the observed quality of care by child-minders, grandparents and nannies, although grandparents had somewhat lower safety and health scores and offered children fewer activities. Cost was largely unrelated to quality of care except in child-minding, where higher cost was associated with higher quality. Observed ratios of children to adults had a significant impact on quality of nursery care; the more infants or toddlers each adult had to care for, the lower the quality of the care she gave them. Mothers' overall satisfaction with their child's care was positively associated with its quality for home-based care but not for nursery settings

Breaking the Silence: Providing Authentic Opportunities for Parents to be Heard

Within Western society over the past 30 years a vivid picture has emerged of exactly what a ‘good parent’ looks like. This ideal parent works hard in order to contribute to the economic wellbeing of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policy makers and educationalists. This parent is ‘valued’ as the child’s first educator, yet, we argue in this piece, has no voice. In this literature-based article we explore the silencing of parents within educational systems and look at the possibility of creating more authentic partnerships between them and educational settings. We challenge notions of parental conformity and instead encourage educational cultures where parents are invited to suggest and challenge, inspire and educate. We look at ways of opening positive channels of communication between parents and educationalists, where knowledge and perceptions of quality can be genuinely shared, recognising and respecting the multiple dimensions of school and family life

Pedagogy with babies: perspectives of 8 nursery managers

The last 30 years have seen a significant increase in babies attending nursery, with corresponding questions about the aims and organisation of practice. Research broadly agrees on the importance of emotionally consistent, sensitive and responsive interactions between staff and babies. Policy objectives for nursery and expectations of parents and staff give rise to different and sometimes conflicting aims for such interactions; for example attachments to staff, peer interactions or early learning. Research shows marked variations of pedagogy aims and organisation with babies in nurseries in different national and cultural contexts. It also demonstrates variation between nurseries in similar contexts and between staff in their beliefs and values about work with babies. This paper reports on an exploratory study of the beliefs, aspirations and approaches of eight managers concerning pedagogy with babies in two similar English local authorities. These managers spoke of the importance of being responsive to the concerns and priorities of parents, whilst being sensitive to the demands of the work on their staff. The main finding was of the contradictions and confusions managers felt were inherent in the work, arising from both conflicting policy objectives and personal beliefs and aspirations; sometimes their own and sometimes those of individual staff and parents. Urban, Vandenbroeck, Van Laere, Lazzari, and Peeters' [(2012). Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508–526.] concept of the ‘competent system’ is used to recommend a grounded approach to the development of a more culturally, socially and individually responsive pedagogy with babies than appears to exist at present

Caring for babies and children under three: the contribution of Froebelian principles

This chapter is intended to offer an illustration of how Froebel’s ideas can be seen to underpin and inform much current early education practice from birth to three. In the chapter, we show this in five crucial areas of early years practice: • Observation; • Babies’ and young children’s special relationships in nursery; • The treasure basket and heuristic play; • How work with babies and under threes is understood and supported; • The contribution of songs and singing in nursery practice. The chapter draws on research that examined Froebel's original texts, which were used as pedagogical tools for the exploration in partnership with practitioners of contemporary policy and practice in early childhood settings