Terra - Materials and space

These frames are suspended above the cots and provide a curious collection for the children to look at while drifting off to dream time. I like the use of frames and I assume the materials on the frames could be changed.

This one is another idea using everyday materials in plastic bags and suspending them up high above the children.

Small glass bottles on string

lights - like what we could get from TYPO - suspended above the children

Another way to use the Christmas decorations all year round...sparkly and interesting for the children and function as a divider and bring the space down.

In the room with the newborn children there are mats with low mobiles for the children when having floor time. The teachers are on the floor lying down with the children.

Terra - My mum says I am...

The teachers talked to the parents about a word they would use to describe their child and these were the words that were shared. On the display there is a large photograph of each child below the word. These are the words that these parents use to describe their child and the aspirations they hold for them.

This is a great opportunity to include these aspirations and visualisations in the documentation to 'speak into that space'. 

It is powerful to affirm these aspirations and parent observations by paying attention to them with the child for planning, observations and assessment.

There are lots of opportunities to notice, recognise and respond to what we observe with children and use that information to innovate and be creative with our teaching

Bringing these aspirations from parents, their voice being heard to inform the teaching and included in the documentation

 I thought this was a great way to make visible the image of the child each parent holds for their child and include this in planning and assessment - making these things visible alongside all the other valued learning outcomes.

Terra - Baby Cuddlers

In the rooms with the very youngest children, there is a very important role that volunteers play. The official title of this generous group of people is a 'Baby Cuddler'. Their role is to be with the babies  give them lots of attention. With the very young children, this ensures their needs are being met at all times, ensuring optimum experiences so early on.

Who would not want this job??

Thank you Margaret for allowing me to take this picture of you.

Terra - What's in a name - visual arts with infants

The teachers plan sensory activities with the children and make anecdotal observations about the experiences. Children's names is an important part of the programme. As I went through to the other rooms at the centre, some of the projects were researching where the child's name came from and what it means both universally and personally to the family. 

This included things like if the child was named after someone and many of the parents have their child's name and for some their footprint tattooed somewhere on their body. It was a very interesting display in the room!! How many of us have tattoos that represent who we are and the people and places that are important to us.

Terra - Have you ever taken a closer look?

In the gymnasium where the children are able to play freely for gross motor play, there is a display for the parents. The display is made up of close up images of the babies physical features and the parents are asked to see if they know which photographs are of their child. Carol shared stories of parents closely observing the physical features of their children to pick the photos. Initial observations indicate the parents are very good at recognising the ears of their children...might have something to do with feeding time and when we are gazing down at the infant - it is an ear we see.

The teachers wanted to invite the parents to explore attachment further and engage with this in a practical way. Read below for the supporting information.

Linking to theory - practice based in evidence - I love it!! 

Add some emotion and who knows what can happen - controversy indeed. Did you know about these studies?

Below is the internet article about the claims for the parents to read

Further information about why attachment and bonding matters - this provides additional explanation about the way the programme is designed to compliment the secure attachment rather then disrupt the connection with the parent.

'Little Jimmy's'

Little Jimmy's is the drop in space for families for a range of purposes. I knew Pen Green had spaces for parents and children, however I had not appreciated the variety of spaces and multiple functions these spaces provide. The space is named after a Councillor - Jimmy Kane - who partnered up with Margy to lobby for the provision of a service over 30 years ago. The space is named to recognise his contribution to the establishment and growth of Pen Green - he has scottish heritage and shared the vision for the centre for children and families in Corby.

The main educational themes are evident here too - schema, parent engagement and wellbeing!! A parent attending this morning was telling me all about trajectory schema in one of the children's play - not her own child either!!! How groovy is that!

 A variety of services are available at 'Little Jimmy's' - the health services set up clinics on specific days and parents can come and attend while their children are at the Nursery. Sometimes the family does not have a child attending and they just come to the drop in space. I met a group of mothers who come to 'Little Jimmy's' every Thursday morning for a catch up and a coffee. Their children do not attend nursery. Families are able to use the space in ways that are meaningful for them, rather than for purposes defined for them. I think this is something quite unique - genuine power sharing with parents and families.

 As it is a drop in space and you can't anticipate who will attend - it is tricky to set up the environment. Therefore the space is predictable for families. Parents requested to have a dedicated space for very young children as a constant...below is how it was presented today.

 There is sand play inside - it is more of an inside activity than outside...wait until I tell you about 'the beach'. I am waiting to get a photo before talking about it.

 Below is the space to come in and make a coffee/tea - breakfast too if you had to leave the house early and need to get a bite to eat. There is nothing that they have not thought of here at Pen Green!

Thank you Kathy for taking the time to talk with me about your role in the lives of people involved in the Pen Green community

Baby Massage

I had the opportunity to observe a baby massage session today with a group of 8-10 mothers and babies aged from 5 weeks to nearly 12 months old. Thank you to the parents, children, volunteers and teachers for allowing me to come in to observe what is an intimate and personal time between parents and children.
The baby massage sessions are a 'drop in' arrangement. The parents and children do not have to commit to coming or even book in - they can just arrive and everyone makes it work. There is respect for the fact that an expectation of attendance can put pressure on families to 'have to be somewhere' and makes it more relaxed. I had the chance to talk with a some of the mothers and share in the joy of their parenting. One was there for the first time, coming with her sister-in-law who I think has an older child attending Pen Green. 
I was also able to witness how the staff 'connect with' parents to ensure they know about the other services available at Pen Green. There is a real skill to getting the 'paperwork' completed without making it seem like a burden, especially as there is a young child to give your attention to at the same time. There is thoughtful care and consideration afforded to the families.
The other thing that I have been thinking about is the team approach to everything. There were teachers and volunteers attending the session - all totally into it!!!
Thanks for letting me come in and be with you.

Some reflections on the visit to an infant and toddler centre...

The teachers orchestrate the environment and carefully prepare for teaching...questions like the following did not even get responded to as everything is considered to be interdependent and are supported through relationships and proposals for learning.

"How do you supervise all the children"

"What about health and safety?"

How often does this come into your mind before considering the magic moments? I have some sketches I will post later on.

The following photos are of the book I purchased with photographs of the centre and information.

The following photos are of the notes I took while on the visit to the Infant and Toddler centre as we were not allowed to take photographs.

This is a sketch of a wall display when you enter the centre. It was impressive. There is value placed on the values and beliefs that underpin the centre - my squiggly lines represent words and the boxes represent photographs of children and spaces

 Below is a sketch of how the space was set up - creating a depth of field and layers of reflection. Things were hanging from the roof - the lace plastic etc, and there was a plastic 'squiggle' on the projector surface creating a pink 'squiggle' on the wall.

 I loved this idea below - there was a small book A5 size with photos of landscapes - 100's of landscape pictures from around the world. there were small plastic animals and the children could place the animals in the landscape on the pages. I had a play with this one, changing the page and placing some different animals on

 Below are the comments made from the teacher about  supervision in the environments. It is interesting to note that careful consideration is given to the way the whole environment is orchestrated (their words) and there are agreements about how the space is used between adults and children. Adults are tuned in to children and always thinking about safety. I have been gifted a new word - co-responsibility

There is emphasis on dialoguing with the space - not just about the space under feet - considering volume as well. 

There was discussion about the right for children to be able to retreat away from the 'gaze of adults' and have the right to conceal themselves away.

At this centre, considerable research was done to design the building and space. This research has been used to inform the design and development of subsequent centres, so while it might seem an extreme amount of resource to invest in designing one centre, the learning is distributed in the future for developments. Something to be said for sharing what we have learnt.