Top
Image Alt

Knowledge Makes Change Newsletter – June 2019

Knowledge Makes Change

 

Knowledge Makes Change (KMC) is designed to share key information about early years developments in Jersey and up-to-date research and practice from the UK and international contexts.  Knowledge Makes Change is provided as part of the Early Childhood Development Programme.

This newsletter is for practitioners, parents and anyone who is working with young children and their families in Jersey. If you are aware of someone who would like to receive the KMC newsletter and who does not currently do so, please ask them to email kate@jcct.org.je to be added to the mailing list.

Jersey news

Making it REAL in Jersey – Your Story

We are very excited to share with you the below account of Making it REAL in Jersey. Telling the story of a project such as Making it REAL is just as important as the project itself, making sure the depth of learning and impact on your practice is recorded and shared in Jersey.

This story has been produced by Dr Cathy Hamer and includes a narrative account of Making it REAL in Jersey so far as well as seven case studies from settings and practitioners who have undertaken their own unique and transformational projects.

You can download the report here.

If you have any questions about the report please contact Dr Cathy Hamer, cwh01@hotmail.co.uk, or Nick McKenzie, nmckenzie@ncb.org.uk

 

Best Start Partnership

The Best Start Partnership has produced a graphic illustrating Best Start Plus. Best Start Plus is designed to achieve equity of outcomes for all children.

Child Accident Prevention promotes Safety on the Beach

 

We are so lucky in Jersey to have some fantastic beaches and the third largest tidal movement in the world. All this means that, inevitably, many local children will spend lots of time playing in the sand and splashing in the sea.

In order that they remain safe, Child Accident Prevention regularly visits school children and talks to them about how to stay safe on the beach.

We teach them that it is important to check the tide times before they go rock pooling and to wear a watch so that they know when to come back up the beach. It is also important that they don’t go down to the rocks alone, always go with a grown up or a friend if they are old enough.

 

It is important that they know what to do if they do get `cut off’ by the tide, so we teach them to use their loudest voices and to wave for help with two hands, in order to make themselves seen.

We always advise against trying to swim back to shore and we discuss the relevance of `rip currents’ and `cold water shock’ in explaining this.

As children get older they crave independence and by giving them the tools to begin thinking about their own safety we are enabling them to grow up safely.

 

Handy Hints:

Did you know that you can still call 999 even if you have no credit in your phone? You don’t need to know the PIN number of a phone to dial 999 and in many cases, even if you have no signal you can still call 999.

 

Research and practice from the UK and international contexts

Landscape of Play: Design for children’s play: FOLAR videos

FOLAR (Friends of the Landscape Library and Archive at Reading) held a symposium in March 2019 on the theme of the landscape design of children’s play areas. Nine  speakers looked at the past, present and future of playgrounds, celebrating the contributions of Patrick Geddes, Lady Allen of Hurtwood, Iona Opie, Peter Opie, Michael Brown, Merrick Denton-Thompson and other pioneers.

Videos of the talks given at the symposium are available to view on the FOLAR website and Youtube.

 

BBC: Language and Literacy campaign: taster videos

The BBC’s Language and Literacy campaign has released some taster videos from their upcoming Tiny Happy People campaign. The initiative aims to empower parents and practitioners to support children’s language development through a number of videos, resources and activities. The campaign will launch officially in 2020 and comes as part of long term commitment from the BBC to halve the language gap among children under 5 across the UK.

The campaign is supported by a Language Advisory Group who together are ensuring the campaign is evidence based and centred on what really works to support language development.

 

Journal article on guided play in early years classrooms

The journal Early Years has recently published a research article on guided play and learning activities.

Abstract:

Guided play, a balanced approach to involvement in play that includes child- and adult-direction in learning activities, holds great promise for children’s effective and engaged learning in education. Recent studies in laboratory settings show benefits for academic and socio-emotional outcomes, while retaining a focus on child-centred exploration. Often, these studies feature an experimenter with one child or a small group. In contrast, educators in early years classrooms often need to support 20 children or more. To realise guided play’s promise, we need to explore the enactment of guided play in classroom settings, and how educators can engage young children in responsive ways to promote opportunities to learn in play contexts. We offer a cross-cultural comparison of guided play that occurred in 12 Canadian and 8 South African early years classrooms. Using a qualitative, thematic approach, we analysed video-recorded observations for: 1) the frequency of educator involvement in play contexts, 2) the role of the educator in those contexts, and 3) learning opportunities that emerged due to this involvement. Based on our analysis, we consider how educators can achieve guided play in classroom settings. Implications are discussed for practice, including barriers and enablers of guided play in culturally diverse settings.

The full citation is:

Hanne Jensen, Angela Pyle, BetülAlaca& Ellen Fesseha.- Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms.- Early Years: An International Research Journal. -Published online: 23 May 2019.

This article is free to read and can also be downloaded as a pdf from the Taylor & Francis website.

 

Thank you for reading.

KMC is part of the Early Childhood Development Programme.  The programme is led by the National Children’s Bureau (NCB) in partnership with theStates of Jersey and Jersey Child Care Trust, informed by the Education Department, Health and Social Services, the Early Years and Childhood Partnership and the Jersey Safeguarding Partnership Board. The programme is funded by UBS Optimus Foundation UK.

KMC newsletters are compiled and edited by NCB on behalf of local partners. If you have any questions or comments about KMC, please contact NMcKenzie@ncb.org.uk

Thank you for reading.

KMC is part of the Early Childhood Development Programme.  The programme is led by the National Children’s Bureau (NCB) in partnership with theStates of Jersey and Jersey Child Care Trust, informed by the Education Department, Health and Social Services, the Early Years and Childhood Partnership and the Jersey Safeguarding Partnership Board. The programme is funded by UBS Optimus Foundation UK.

KMC newsletters are compiled and edited by NCB on behalf of local partners. If you have any questions or comments about KMC, please contact NMcKenzie@ncb.org.uk.