EY Connect - January issue 2025

Hello there everyone,

Our next break is just around the corner, and it's getting chilly soon near the Lunar New Year. Stay warm and bundle up next week! 🧣

1 REFLECTION

Last week, Lewis Newman (Y1 Lead) and Katie Stears (Y2 Lead) at RCHK facilitated the first-ever meeting for Early Years Phase Leaders across ESF. It speaks to the commitment ESF is making to the early years, but also of the urgency of which we need to come together and start having conversations around a shared vision, the strengths and stretches of individual schools and as a Foundation, and what tangible steps we're going to take to move steps forward. 

Takeaways from the day:

We need to start thinking of the early years as a phase, from Pre-K to Y2, whether it be through the lens of values, beliefs, mindsets, or practices. Continuing to make the distinction between kindergarten and primary does not serve the goal of individual development and continuity of learning.

When we say the child is at the heart of the curriculum, that is precisely the starting point. We must consider what the role of the child is, what it is that they organically do, and then build curriculum content around it to support their doings. 

What we currently already prioritize and do - which is to pause, observe, and notice what the children are showing us - is exactly what we should be doing. The learning is only as strong as our ability to connect the curriculum to a child's interests and strengths. 

1 IDEA 

I came across this article recently from the journal Questions: Philosophy for Young People. It had a very catchy title: Is Conflict a Form of Connection? Stemming from a story in the classroom, where children were feeling and expressing very intense and challenging emotions during their interactions with each other, the educator Sadie Bauer paused to reflect on our interpretation of connection. 

We most likely hold a positive image of connection, particularly when we envision what it looks like between children. It may look like a smile, a hug, or even non-interactive parallel play. But the article challenges us to rethink this-

But what of the engagement and connection that comes from arguing? From caring so much about someone that you are willing to cry and scream and break things to protect your relationship with them?

Perhaps the development of connection, or the lengths children may go to protect it, can be at times volatile, maybe necessarily so. We advocate for children to express themselves freely and with agency, and yet if it leads to heightened emotion or behavior, it can feel uncomfortable - especially for us adults. 

Considerations for our practice:

➣ How might we go about tweaking the lens by which we view children's conflict? 

➣ How much time can we afford for the children to work through conflict amongst themselves?

➣ What skills and understandings can children learn through conflict that they cannot under other circumstances? 

Read the entire journal article here. (Click 'show document' on the right-hand side)

1 RESOURCE

Six Bricks is a hands-on tool for learning. Through fun and short activities with sets of LEGO® DUPLO® bricks in six bright colours, children can practice their memory, movement, creativity and more. Click here for the booklet containing more information and lesson plans.

1 WELLBEING

Sounds like advice we could apply to our young learners as well! Clinical psychologist and mom of three Dr Becky Kennedy has been making the rounds on social media in recent years as a parenting guru. If you're interested, check out her podcast Good Inside.

1 QUOTE

We don’t learn from experience, we learn from reflecting on the experience. - John Dewey

Until next time,

Brenda 

Currently reading:

The Right Kind of Wrong by Amy Edmondson

Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive by Marc Brackett