The Voice of Early Childhood

Stephanie Hammond and Angelica Celinska critically discuss early literacy provision and the teaching of phonics, really unpicking how children learn to read.

They discuss practitioner skills and confidence in challenging 'tick list practices', child-led vs adult-led learning, activities set up for adult purposes in terms of testing for specific outcomes and observations, rather than for the value of the learning in the moment for the children. As well as rich language environments, expectations of phonics schemes, reductionist phonics set ups and the 'catch up' narrative.

Episode breakdown:

00:30 - DfE Literacy Specialist 03:00 - Learning from practice 04:55 - Are we 'experts' or 'specialists'? 08:00 - Letters in a sand tray are like worksheets 11:30 - Tick list and outcomes based practice 18:00 - Skilled adults supporting phonological awareness 19:45 - Senior leadership teams and Ofsted 22:00 - Are we interacting or interfering in learning? 23:40 - 'Quick wins' and contradictory information 25:25 - The reading framework 27:50 - Top down pressures and school readiness 31:15 - Strong phonics start in Reception 34:39 - Do children really need to 'catch up'? 42:55 - Phonics schemes and adult-led teaching 45:35 - Picking up literacy in the environment 46:50 - Language rich environment 48:55 - Expectations of phonics schemes 51:35 - Being open to being challenged and reflective

Take a look at Stephanie's article and read more around early literacy and language development: www.thevoiceofearlychildhood.com

Where is AI's place in early years?...Joshua Barr and Angelica Celinska critically discuss the use of artificial intelligence (AI) in early years, specifically for observing children. They question whether AI can act as the 3rd teacher in the classroom, and also as a digital colleague for educators.

The discussion centres around the opportunities of AI, many of which are still untapped in education, but also the need to use AI as an aid to teaching, rather than replacing the teacher - AI is a great addition to teaching, but we must view AI through a critical lens.

Joshua and Angelica further discuss the scripted vs the unscripted classroom - likening AI to educational frameworks.

Episode breakdown:

02:20 - Where is AI's place in early years? 04:30 - Using AI for observations 05:25 - Is AI the 3rd teacher in the classroom? 06:35 - Using AI to support the educator 10:40 - Using AI critically 13:40 - Is technology replacing the teacher? 19:00 - Having a conversation with AI 22:20 - Is the use of AI similar to using educational frameworks? 25:52 - Looking at things from different perspectives with the use of AI 27:50 - AI for CPD and as a 'critical friend' 30:22 - Generating new ideas with AI 32:18 - Getting started with AI

Take a look at Joshua's article with examples of how he uses AI for observations: www.thevoiceofearlychildhood.com

Shardi Vaziri and Angelica Celinska critically discuss tuff trays specifically in relation to maths, which is the area of learning most prone to setting up tuff trays as large scale worksheets. They unpick the problems with 'tuff tray maths' - from stifling children's creativity to unethical practice around the use of food in play. How children can be supported to learn abstract mathematical concepts in context are also discussed, as well as the practicalities of using tuff trays, the dangers of 'pinterest pedagogy' and 'the social media trap', as well as thinking about intent and 'the why' behind our set ups, environments and day to day decisions.

Episode breakdown:

02:00 - Tuff trays as large scale worksheets 05:00 - Learning maths concepts in context 06:10 - Does this activity need to be in a tuff tray? 07:50 - Not enough open-ended play 09:30 - What is your intent? 10:30 - Messy play: The practicalities of tuff trays 11:45 - Inviting set ups and 'Pinterest pedagogy' 12:55 - Knowing your why 14:30 - Have we gone too far with coloured rice? 16:55 - Is setting up a tuff tray a good use of time? 20:00 - Using food in tuff trays 22:15 - Not criticising but developing practice 25:30 - Carbon copies of classrooms 27:10 - How do we question and develop our own practice?

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Tricia Mohamed and Angelica Celinska critically discuss observations in early childhood. They reflect on whether the mere concept of developmental stages risks educators seeing development as linear, regardless of the documents used to inform practice.

They discuss the implications of not working with stages of development in mind, and Tricia questions identifying the need for support, and whether when we diagnose and label children, do we sometimes put a cap on their learning and abilities?

A new way of looking at observations? Tricia and Angelica consider seeing observations in a way which is not the most common practice. Observations are a big part of continuous professional development and unpicking educator's own reflections, knowledge of each unique child and pedagogy. Conducting observations can be part of educators' professional development in itself when done well. For instance, discussions with colleagues can build on our considerations, knowledge and insight of how to best support a child, as well as gaining valuable perspectives outside of our views, and unpicking our own biases.

Episode breakdown:

00:49 - What do we mean by observations? 06:12 - Slowing down and taking time to observe 08:19 - Observing the authentic child and hearing their authentic voice 09:00 - Allowing children to follow their interests 10:30 - The environment allowing for independence in play 10:49 - What do children learn through their interests? 12:40 - Stages of development: The danger of limiting learning but also missing support 13:45 - Block play: The perfect example of learning progression 17:30 - Progressing through stages of development too fast 20:13 - Taking time for mastering skills 21:45 - The limitations of progression and tracking documents 23:20 - Let's focus more on the characteristics of effective learning 26:24 - What if we didn't use stages of development documents? 28:00 - Are we too quick to label and diagnose children? 30:00 - Was there a missed opportunity with the Birth to 5 Matters document?

33:00 - Do we focus too much on what 'normal development' looks like?

36:10 - Exercising criticality, reflection and professionalism through observations

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Jenny Smillie emphasises the therapeutic benefits of nature for children with special educational needs and disabilities (SEND). A lot of the time the children who will benefit most from being in nature don't get enough opportunities to experience this due to the challenges involved, from keeping children safe outdoors to practicalities such as weather. Jenny and Angelica discuss mental health, Forest School practice, unhurried time, forest bathing, children's therapeutic needs being met and much more.

Episode breakdown:

• 05:00 - Applying SEND practice to outdoor learning
• 07:18 - It's not bad weather it's bad clothing!
• 09:24 - Experiencing the joy of the outdoors
• 10:40 - The uniqueness of the outdoors
• 12:00 - Unhurried time: Slowing down practice outdoors
• 16:45 - Regular access to natural spaces
• 19:05 - Recommended physical activity guidelines
• 24:20 - Physical development within day to day routines
• 29:05 - Being outside is a multi-sensory experience
• 33:26 - Forest bathing: The benefits for mental health
• 36:50 - The freedom of the outdoors
• 38:40 - Rest and relaxation outdoors

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Jacquelyn Davis shares with us both her personal experience as a parent of a child with dyslexia and her professional knowledge. Jacquelyn explains that learning to read is not a natural process, it is a learning process, and that building a culture of reading, building language and having a dialogue around what you're reading with a child is vital.

Also in this episode our host, Angelica Celinska, questions whether we are testing children for dyslexia before they even learn to read and write, as well as opening up dialogue around whether structured phonics is a suitable way of teaching young children to read. This is where Jacquelyn and Angelica discuss children learning through play, and Jacquelyn points out that play should be 'based on the science of reading'...

Episode breakdown:

01:05 - A parent's experience of their child's dyslexia struggle 05:55 - Misinformation around dyslexia 07:54 - Dyslexia should not be seen as a permanent state 09:00 - The importance of repetition and practice 10:00 - Early screening of dyslexia and diagnosis is important 12:20 - Challenging behaviours which manifest with dyslexia 13:10 - Are we testing children before they even learn to read and write? 14:20 - Early indicators of dyslexia 15:35 - Dyslexic children not presenting as dyslexic 18:25 - Is explicit structured phonics suitable for young children?

20:58 - Whole language and balanced literacy strategies

23:28 - Should we teach the alphabet as well as phonics?

26:20 - Is phonics taking the joy out of reading?

27:05 - Learning to read or reading to learn?

28:45 - Fostering a culture of reading pre-phonics

33:24 - Audiobooks for dyslexic children

36:47 - Using technology to support reading

46:45 - The importance of being research informed

50:10 - Reading is vital for future success and life outcomes

52:56 - Policy makers and 'The reading wars'

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Josh Candy talks us through his role and why PE, or physical education, should be part of early years, and why it is not just the same as what we know as physical development. Josh and Angelica unpick the complexities around how PE fits into early years, such as adapting the teaching, the debate of bringing in external companies and ensuring that PE doesn't just become a gimmick in early years settings.

Episode breakdown:

00:50 - Josh's role as an Early Years PE Teacher 03:55 - How is PE different to physical development? 06:30 - How do we adapt PE for early years? 07:50 - Using mascots to support learning through imagination 15:00 - Adult-led vs child-led learning 19:30 - Embedding an interest in sport 24:00 - Can anyone teach PE in early years? 35:10 - Should PE exist in early years? 37:20 - Training and upskilling staff 39:15 - Working with external companies to provide PE 44:20 - Not using PE sessions as just a 'selling point'

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Cheryl Warren talks about knowing the difference between reacting and responding to children's behaviours, and importantly tuning into the why behind a particular behaviour. As well as discussing how to support children and families with understanding and dealing with neurodivergent behaviour, Cheryl also shares with us her own personal experience of the emotional rollercoaster of being a parent hearing that her child has been diagnosed with a neurodivergent condition.

Episode breakdown:

01:05 - What is behaviour? 02:35 - What is the difference between reaction vs response? 05:55 - Understanding the 'why' behind the behaviour 07:25 - Behaviour as a safety response 09:40 - Understanding neurodivergence 12:30 - Labelling and stigma 14:15 - Supporting parents with understanding their child 19:00 - Finding out your child has autism 22:55 - Masking behaviours and adult diagnosis 25:05 - Diagnosis helping you to understand who you are 26:20 - Autistic burnout from masking 27:35 - Physical effects of emotional exhaustion 28:30 - Not seeing the hidden disabilities 29:55 - Age related expectations 31:55 - What is stimming?

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

David Meechan unpicks the issues around the reception baseline assessment, he shares his research with us, as well as his personal experience as a parent, including requesting his son's withdrawal from the assessment and having to work with solicitors on this matter. David discusses his view on data, which should 'drive inclusion and promote access', rather than data being part of a reductionist model. David explains that the baseline assessment is in fact reproducing faults of an old system, rather than coming up with transformative or innovative ways of measuring children's progress. At the end David gives insight into his research findings around some positives teachers have taken from making the most of the reception baseline assessment, and he gives tips for teachers currently conducting the assessment.

Episode breakdown:

• 01:20 - How David's work started on the reception baseline
• 02:40 - Requesting his son's withdrawal from the assessment
• 04:45 - Inconsistencies of withdrawal from the assessment
• 06:20 - Moral issues with assessment and testing
• 08:20 - Research into the baseline assessment
• 11:30 - Signing away a child's data footprint
• 12:47 - The datafication of early years
• 16:00 - Are the children's best interests at heart?
• 17:30 - Taking teachers out of classrooms
• 18:58 - Key findings from David's baseline research
• 20:40 - Treating children as a means to an end
• 24:25 - Making the most of the reception baseline assessment
• 26:00 - A holistic approach to the baseline assessment
• 27:30 - Reliability of the baseline assessment
• 29:00 - Reducing lived experiences to abstract numbers
• 31:05 - Positives taken from the baseline assessment
• 33:00 - Giving value to assessment
• 36:55 - Tips for teachers conducting the baseline assessment

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Helen Battelley and Angelica Celinska unpick issues around early writing; from core strength and containerisation to educator training and assessing children. Some of the more controversial points include the effect and use of digital technology and whether writing is even necessary anymore. As well as increasing the status of physical development through higher levels of accountability, in the form of measuring physical development.

Episode breakdown:

• 01:00 - What is 'Super Scribers?'
• 02:00 - Early writing, drawing or mark making?
• 04:45 - 'My child can't write yet'
• 06:20 - Tips on encouraging mark making
• 08:25 - Is writing necessary in the digital age?
• 12:45 - What is containerisation?
• 15:45 - Training on physical development
• 17:00 - Data on physical development
• 20:45 - Observing physical development
• 23:00 - Physical play questionnaire
• 25:55 - Educators' confidence in supporting physical development
• 28:05 - Obesity in school starters
• 30:30 - Does technology hinder physical development?
• 32:00 - Adults modelling active movement
• 33:25 - Is our environment sedentary?
• 35:20 - The reading framework

Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com