Listen. Be open to change.

Professionalism In 2007, as part of its plans to raise standards in early years education, the Government introduced Early Years Professional Status (EYPS). The move to introduce a graduate to every setting, it is argued, effectively imposed ‘professionalism’ on the sector. Furthermore, the suggestion that enhancing competencies or upskilling the workforce in a formal way will … More More than childcare: part 3 – professionalism

Gender The gender profile of the early years sector has changed little over the years, overwhelmingly represented by female workers, with the Fatherhood Institute (2015) having reported that “fewer than 2% of staff working in early years and childcare in England are men”. The traditional view of early childhood work related to the ‘care’ of … More More than childcare: part 2 – gender

In a series of posts focusing on early years practitioners in England, I look at the construction of social perceptions regarding how we see the purpose of the workforce, before examining how these perceptions impact its gendered nature and practitioners’ professional identity. Social constructions The structure of the workforce in England has been delineated by … More More than childcare: part 1

Concluding a three-part series relating to creativity is a third post exploring the nature of Performativity, a policy technology evolving in England linked to the production of ‘appropriate’ data in the education system. PERFORMATIVITY An inherent conflict currently exists in England between the creativity agenda and the concept of ‘performativity’. This is leading to uncertainty … More Part 3: the three Ps

Introducing the second post in a three-part series relating to creativity in which I look at how Possibility thinking can be supported in the classroom through pedagogical practices. POSSIBILITY thinking Where practitioners recognise the social construction of learning and development in the area of expressive arts and design, thereby enabling children to participate as active … More Part 2: the three Ps

In this first of a three-part series of posts relating to creativity, I look at how closely the process of Play is related to creative thought. The process of PLAY Our understanding of early childhood and the way in which children learn originates from the theories behind research, described by Penn (2004) as being “the … More The three Ps – Play, Possibility and Performativity

In the UK, there is a movement towards reinvigorating the concept and also the importance of play. Play England, is just one organisation campaigning for all children and young people to have freedom and space to play throughout childhood. Working with national partners and other organisations, Play England aims to raise awareness about the importance of … More Redefining play

This week The Lego Foundation posted a tweet reminding us of the importance of playing with our children; suggesting that by doing so the bond between parent and child will become stronger. The concept of a bond existing between a child and their parent or carer, known as an “attachment” is widely regarded as being developed … More Being fully present

Social cognition and emotional intelligence are both phrases we hear in connection with the development of the “theory of mind”, specifically in relation to the early years of children, generally being birth to five years old. In the early twentieth century, theorists began to evolve their thinking concerning the competency of babies and young children, … More “The best way to predict the future is to invent it”

Inspired by a conversation with a friend and former colleague about recent observations I have made of my own children, I have taken time to reflect upon how we each determine beauty in something we see or we hear and how we give words, actions and gestures our own meanings. Children begin life without bias, … More What defines beauty