9 research outputs found
A life "in and with nature?" Developing nature engaging and nature enhancing pedagogies for babies and toddlers
The holistic relationship between children and nature is at the heart of Froebel’s philosophy and practice: he took for granted that young children would grow up “in” and “with” nature. This paper explores the contemporary relevance of this thinking to babies and toddlers in early childhood education and care (ECEC) settings. It is based on a research project funded by the Froebel Trust which explores outdoor provision in English settings. Our findings suggest that whilst the pedagogic potential of the outdoors for babies and toddlers appears to be generally recognized, there is little emphasis on supporting them to engage with the natural characteristics of the outdoor environment. Concerns about safety and an emphasis on physical activity mean that natural elements may be discouraged in favor of manufactured alternatives such as artificial grass or commercially produced resources. We argue that Froebelian philosophy offers a much-needed theoretical lens that can illuminate the limitations of such practices for both the human and non-human world. Importantly, we highlight the interconnectedness of human and environmental health and suggest the need to develop nature engaging and nature enhancing pedagogies from birth.
Recommended from our members
Our Charitable Children
"Charity is a really big word, a really big deal…because it means so many things and is a way of helping so many people... it’s a very big word" (Girl, aged 7) This report presents qualitative evidence from an in-depth, participative action research project with 150 young children aged 4-8 years old regarding their perceptions and experiences of charity and charitable giving. Most young children positively engage in charitable giving through home, school and their community, however less than 20% are aware of the cause area they are being asked to support, and most have little decision making in their giving. Children’s willingness to give increases when they critically engage in the cause area and are facilitated to lead on giving decisions, coupled by increased and sustained efforts to support cause areas that matter to them
Recommended from our members
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers
There is increasing concern about the ways in which neoliberalism is impacting Early Childhood Education and Care (ECEC), particularly in relation to infants and toddlers. The neoliberal agenda positions the outdoors as risky and a place to be physically active, potentially excluding the youngest children from these spaces. Drawing upon case study data from a larger project exploring outdoor provision for infants and toddlers in England, we demonstrate the critical leadership role owner/managers can play. They do this by creating different kinds of pedagogic spaces (cultural, physical and reflective) for practitioners to develop their outdoor practices. We argue that the creation of such spaces requires explicit acts of resistance and disruption to neoliberal understandings about the place of infants and toddlers outdoors. Our research demonstrates the potential for owner/managers to act as critical pedagogues creating spaces called hope
Recommended from our members
A life "in and with nature?" Developing nature engaging and nature enhancing pedagogies for babies and toddlers
The holistic relationship between children and nature is at the heart of Froebel’s philosophy and practice: he took for granted that young children would grow up “in” and “with” nature. This paper explores the contemporary relevance of this thinking to babies and toddlers in early childhood education and care (ECEC) settings. It is based on a research project funded by the Froebel Trust which explores outdoor provision in English settings. Our findings suggest that whilst the pedagogic potential of the outdoors for babies and toddlers appears to be generally recognized, there is little emphasis on supporting them to engage with the natural characteristics of the outdoor environment. Concerns about safety and an emphasis on physical activity mean that natural elements may be discouraged in favor of manufactured alternatives such as artificial grass or commercially produced resources. We argue that Froebelian philosophy offers a much-needed theoretical lens that can illuminate the limitations of such practices for both the human and non-human world. Importantly, we highlight the interconnectedness of human and environmental health and suggest the need to develop nature engaging and nature enhancing pedagogies from birth
Recommended from our members
Where measurement stops: A review of systematic reviews exploring international research evidence on the impact of staff qualification levels in ECEC on the experiences of, and outcomes for, children and families.
Qualifications vary widely for those employed within the ECEC sector; this is of particular concern within the English context where questions are raised about sustainability. An inconsistent approach to training and qualifications has contributed to a perception of ECEC as low skilled work. Apprenticeships and part-time distance learning courses have become commonplace, enabling practitioners to work and study concurrently; however, this strategy has blurred the boundaries between initial training and CPD.
There is a persistent concern about how to improve educational attainment for young children. In the English context, the Early Years Workforce Strategy (DfE 2017) acknowledged the impact of specialised graduates. Other evidence notes that better qualified practitioners provide higher quality provision (Mathers et al. 2011) and that such provision is positively associated with children’s attainment and progress throughout primary school (Sylva et al. 2011). More recently, Bonetti and Blanden (2020) found a small positive association between the presence of graduate level staff in private, voluntary, and independent settings and 5-year-olds’ attainment on the Early Years Foundation Stage Profile (EYFSP) (DfE 2018) although the authors note that improved outcomes were modest.
It is widely accepted that quality in ECEC matters to the families of young children. In the context of England, successive governments have committed to the expansion of fully subsidised ‘15-hour’ and ‘30-hour’ provision for 2-4 year olds, not only to promote children’s development, but also to support parental employment, particularly for disadvantaged families. Previous initiatives to support parents and families, such as the Sure Start local programmes, found positive impacts for parents and families yet spending cuts have led to more than 30% of Sure Start Centres (more than 1000) closing since 2009 (Smith et al. 2018). A renewed interest in impact on families has been referenced recently in the enhancement of Family Hubs and a discussion of how they may build on existing Sure Start provision (DHSC 2021).
In 2021, it is impossible to consider the experiences of young children and their families without acknowledging the ongoing context of Covid-19. The pandemic situation has impacted both children and families in many ways, including their access to quality education and care, thus worsening an already precarious situation. A further layer of complexity and concern is the impact of pervasive inequalities on the lives of many young children and their families; around 4.3 million children were noted as living in poverty in the UK in 2020 with numbers rising to include the impact of the pandemic (Hirsch and Stone 2021).
Our findings are based on the analysis of 25 reviews which included over 764 research studies. These reviews focused on research evidence of the relationship between practitioner qualifications/training and their links to better outcomes for young children and their families. Reviews were included in the study following a systematic review process based on protocols established by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) (Gough, Oliver, and Thomas 2012). Internationally published literature (written in English) was searched using EBSCO (to include ASC, BEI, ERC and ERIC) and SCOPUS. The search took place in October 2020 and fields included were titles, abstracts and keywords; the search strategy is set out in Appendix 1. Publications were limited to those published between 2002-2020. Inclusion and exclusion criteria were applied to the initial 18579 articles to arrive at the 25 articles analysed for our report
Recommended from our members
Understanding the Media in Young Children’s Lives: An Introduction to the Key Debates
This book explores the impact of digital media on young children’s lives and the role that the media and news industries play in the social construction of childhood. It highlights the pressing issues relating to young children’s media use drawing on key research and examines the impact of digital media on their learning, development and socialization.
The chapters recognise the challenges digital media presents children and families, but also demonstrate how media use and engagement can have a positive impact on children’s academic attainment, social capital and opportunities to create and curate online content. Covering key areas of concern such as safety, violence and children’s mental health, the authors provide strategies to help children and families reduce the risks that can arise with digital media use and capitalise on the opportunities it can offer.
Including case study examples and opportunities for reflective practice, this is an essential text for students on Childhood and Early Childhood Studies courses and Early Years Foundation Degrees as well as practitioners wanting to develop their critical understanding of the role of the media in young children’s lives
Recommended from our members
The Early Years: Foundation Stage within the Primary School
This chapter aims to dispel some of the myths about what young children are capable of. We hope you will develop an understanding of how much children have learnt before they even arrive in your class and therefore how your teaching needs to sensitively build on this. Alison Gopnik, a professor of psychology and affiliate professor of philosophy at the University of California, continues to challenge our perspectives of children through her numerous publications; one such description we continually return to is that of a very young child as ‘the most powerful learning machine in the universe’ (Gopnik et al. 1999 p. 1)
Recommended from our members
Body systems, senses and physical development
As children physically grow and develop, their body senses and systems are also undergoing a rapid transformation. In this chapter, you will build on the knowledge gained in Chapter 1, exploring the critical importance of senses and systems and how their smooth overall development is intricately linked to movement skills and physical activity
Recommended from our members
From Weeds to Tiny Flowers: Rethinking the Place of the Youngest Children Outdoors
This report provides new knowledge and understanding about babies and toddlers outdoors. It starts from a point of concern about the way the youngest children are seen as ‘out of place’ or not belonging in outdoor spaces. We use the metaphor of “garden weeds” (after Jenks, 2005) to convey this idea.The evidence in the report is based on a systematic literature review conducted by the authors as the first part of a Froebel Trust funded project.Three types of outdoor spaces are important in the lives of the youngest children – those in the home, community and within ECEC settings. Research emphasises the
importance of specific environmental characteristics (greenness, the presence of natural features, enclosure) within these outdoor spaces.
Adults play a key role outdoors in supporting babies and toddlers in outdoor spaces. Research highlights the importance of connective care practices and interactions that facilitate familiarity with the natural world. The interactions between babies and toddlers, the adults who care for them, and outdoor spaces are complex and can either be connective (oriented towards inclusion) or disconnective (oriented towards exclusion). A range of intersecting social characteristics (socio-economic status, education, class, ethnicity, and disability), cultural, and environmental factors are understood to influence interactions outdoors. ECEC settings have a potentially critical role in developing more inclusive practices, and challenging the idea that the youngest children don’t belong outdoors.Drawing on Froebelian thinking, we suggest that babies and toddlers can be helpfully likened to ‘tiny flowers’ that need ‘space and time’ to flourish and grow ‘in
and with nature’