Jules

Good mental health has been steadily declining and is one of the biggest current public health issues that impacts all of society today. The statistics of children with a mental health problem are grim and rising. The Mental Health of Children and Young People in England report published by NHS digital saw a rise in children with mental health problems from 1 in 9 to 1 in 6 from 2017 to 2020 (2022 they remained the same). From my experience counselling adolescents, it became clear to me that when the robust foundations of good mental well-being are not built in the key window of opportunity of the early years, a crucial developmental opportunity is missed that can have lifelong implications. It is believed that children who have the encouragement to learn and understand social emotional skills are more likely to develop resilience, empathy, have a more positive sense of self and good mental well-being. The importance of building these foundations are stated in Development Matters, the Non-Statutory Curriculum Guidance for the EYFS (DfE, 2021): Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving. These are the prime areas: • communication and language • physical development • personal, social and emotional development It goes on to state that: Personal, Social and Emotional Development Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others ... These attributes will provide a secure platform from which children can achieve at school and in later life. When my son was born in 2019, I noticed his language, communication and physical development was tracked with interest by healthcare professionals, there were key developmental milestones to reach and guidance was accessible. Reflecting on my own childhood I could see that although we have come a long way in 40 years, social and emotional development is a relatively new idea. Resources are catching up and helping primary care givers to encourage these vital skills, however story books in the mainstream that explore all other manor of learning far outweigh any with emotional development as the cornerstone. This disproportionate amount puzzled me when PSED has been highlighted as crucial. Learning through play is one of the best ways for children to learn as they are more likely to retain information in a multi-sensory play environment. Story time is an excellent opportunity to open up conversations, expose children to different situations and build a safe open connected space to explore emotions. I have always had a passion for writing and unable to find a picture book that even uttered the word 'Mental Health' I decided to write my own. Yet even as a qualified counsellor I found myself questioning if the words 'Mental Health' were appropriate to include in a children’s picture book? I wondered why we are so quick to talk about physical health yet mental health still feels taboo? Could this be part of the mental health problem? Our resistance to acknowledge our reactions and feelings towards difficulties we face because of an archaic stigma? A child’s mental health is just as important as their physical health and they deserve the same quality support. No-one would feel embarrassed about seeking help for a child if they broke their arm and we really should be equally ready to support a child coping with emotional difficulties. Her Royal Highness, the Duchess of Cambridge It is for this reason that my books go beyond story time and have social emotional development learning opportunities at their heart. The common themes woven between the pages are empathy, resilience, mindfulness and difference. Empathy is a key component to building healthy relationships and like any skill it can be taught and encouraged. Reading a story book that has characters experiencing a range of different emotions or difficult situations can help to open up conversations. Talking to a young person about how that character might be feeling, if they can relate to that feeling or experience, how might they have solved the issue themselves, gives the child the opportunity to recognise and build a vocabulary around their own and others' emotions. Blue printing conflict resolution, kindness, connection and resilience helps to expose a child to situations at a reflective distance, enabling them to learn in a safe, contained environment. This will provide them with the foundations to help support them when they experience difficulties in their own life. Helping to develop skills such as resilience can help children to manage stress and uncertainty better, they are more able to recover from setbacks and in turn become more confident in their ability when other problems arise. I trained as a person-centred counsellor (Carl Rogers approach) and during my own personal development I learnt the theories surrounding self-worth are key to building confidence in one's own valuing system. This trust in our own judgment equates to resilience when things don't go to plan, we trust our self and our value is found internally. If we grow up in an environment where conditions are put on our worth, being accepted and acceptable become paramount to our self-worth. Our worth is then reliant on external factors so the approval of others becomes crucial to our psychological well-being. It was important to me that my stories didn't blueprint an unobtainable "happily ever after". That learning to accept one's unique self while navigating life's inevitable ups and downs is a far more empowering end destination. The ingredient for self-acceptance does not come in the form of a knight in shining armour: as in life, it is reliant on yourself. Mindfulness is a powerful aid to self-regulation. We help little ones with important new strategies to aid development in any skill they are required to master, but again self-regulation has only more recently been highlighted as a skill they might require focused assistance with. Just like reading or mathematics the more support and encouragement for PSED provided in the early years setting and home environment alike increases the likelihood that the child will become proficient in that area. Focusing in the moment to calm racing thoughts, encouraging the child at a reflective distance to identify coping strategies that were helpful for a key character or identifying what is helpful for them, and also things that don't help, can all be explored in conversations after reading a carefully chosen story. Self-discovery and mental well-being is not ‘one size fits all’ and often a ‘work in progress’ - that is why through my writing I hope to encourage exploration of self and ultimately self-worth and self-acceptance by modelling it through the stories of others. I am aware that sometimes it can be tricky to know where to start and how to consolidate the learning from a story, this is why I like to include a few helpful exercises and topics to explore once the story is over. We all want our children to thrive, and wish to protect them from difficulties. Sadly we are not always able to do this, but one of the best ways to help is by building these important life skills that they can carry with them into their futures. In my opinion story time is a wonderful starting point. You can read about Hannah’s books in this article by Caroline Vollans here on the FSF. To find out more about Hannah and her books you can visit her Instagram @h.j.peckham You can order Hannah’s books at Waterstones or Amazon. Keep an eye out for Hannah’s new book, The Get Well Spell, which will be out on 1st Feb, in time for Children’s Mental Health Week. Sales of the book will support The Rockinghorse Children's Charity - you can find out more in this Forum post.

As a mother navigating the joys and challenges of raising a 5-year-old bouncing (always bouncing) bundle of energy and a precious, very adventurous (almost crawling -“gulp”) 9 month old, the transition from the familiar comforting cocoon of home to the vibrant colourful world of the Early Years and Key Stage 1 setting, has been a profound journey - one that elicits a complex tapestry of emotions; from the excitement of new possibilities to the twinges of anxiety that accompany change. This transition is not just about the children, it's a transformative experience for the parents/carers as well. The prospect of introducing my children to their new settings (my 5-year-old in Year 1 and the baby attending a creche/daycare) brings forth a mix of emotions, the foremost among them is anxiety. Now a mother of two beautiful boys, my anxiety has doubled, I often over think and as a nursing mother, my postnatal emotions are at an all-time high. I think about my 5-year-old navigating new friendships, and even though he is super confident, will the new routine with different children upset him because some of his buddies from last year are in the other Year 1 class? Will my 9-month-old baby now experiencing a world beyond home, far away from his “feed on demand” milk supply, far away from his toys, blanket and Ms Rachel (she's amazing!) trigger a range of concerns? Will they both feel secure? Will they adapt smoothly? My baby is only 9 months old and needs me. How will I manage the separation anxiety that might arise due to him being so young? It's crucial to acknowledge and address the anxiety that accompanies this transition. Educators recognising the pivotal role of parents can actively support mothers and parents like me in managing these emotions. Open communication channels become a lifeline, offering a platform for expressing concerns, seeking advice and gaining insights into the daily experiences of our children. The learning settings for our children also can be a supportive community space that provides emotional support for parents/carers. They can establish forums for parents/carers to connect, share experiences and offer mutual help and advice. Knowing that we are navigating similar emotions creates a sense of camaraderie, lessening the weight of individual anxieties. Fostering an open dialogue between the parents/carers and the educators can contribute significantly to easing maternal anxiety. Periodic meetups, or virtual meetings can be platforms for sharing experiences, receiving guidance and addressing any concerns. Parents and carers can feel heard and understood if an environment is created that intentionally strengthens the bond between home and school. While the transition may be anxiety inducing, change is a constant in the journey of parenthood and it's essential that we recognise this. Educators can emphasise the positive aspects of this transition by highlighting the growth and development that our children will experience, thus focusing on the exciting opportunities that lie ahead. This approach can help to reshape the lens through which parents view this significant life transition. The journey from home to an early years setting is undeniably a transformative chapter for both children and parents. By acknowledging and addressing the anxiety that parents may experience, educators can create a supportive and empathetic foundation. Together as a community of Educators and parents, we can navigate these new beginnings with confidence, ensuring that the transition is not only smooth for our children but also a source of growth and empowerment for us parents/carers. Top 10 effective ideas for educators 1. A warm welcome to families - creating a positive and inviting atmosphere helps children and parents feel comfortable in the new setting. 2. Effective communication - establishing open communication channels between educators and parents is crucial. Regular updates and insights into a child's activities build trust and transparency. 3. Understanding individual needs - recognising and catering to the unique needs of each child fosters an inclusive and supportive learning environment. 4. Parental involvement - encouraging active participation in school/early years setting activities, workshops, and events strengthens the partnership between home and school, making parents/carers integral to their child’s education. 5. Smooth transitions - implementing thoughtful transition strategies, such as gradual introductions and bridging the gap between home and school, eases the adjustment process for both children and parents. 6. Nurturing environments - creating a nurturing space where children feel valued, loved and safe is essential for emotional well-being and overall development. 7. Supporting sibling bonds - acknowledging and facilitating positive interactions between siblings in the school setting, contributes to a sense of family and connectedness. 8. Flexibility in routine - balancing the structure with flexibility in routine accommodates the evolving needs of children, especially during periods of adjustment. 9. Resources for parental guidance - providing resources, tips and guidance on parenting enriches the experiences for families navigating the challenges of raising children. 10. Celebrating milestones - recognising and celebrating a child's achievements together, creates a shared sense of accomplishment and strengthens the bond between educators and families. As parents/carers embark on this transformative journey, it's crucial to embrace the rollercoaster of emotions that come with change. By acknowledging and addressing parental anxiety, educators contribute to a supportive environment where open dialogue, shared experiences and mutual support thrive. The collaboration approach ensures that the transition is not only smooth for children but also becomes a source of growth and empowerment for parents. Both children are doing well in their new setting. They look forward to seeing their educators and it is evident that the children's needs are catered to and that the children are confident and happy away from home. They have a new sense of independence, which is an inevitable aspect of their growth and development. My anxieties have lessened considerably with the support and reassurance I have been given from the lovely staff, who not only care for my children but show them the love that all children deserve. “Education breeds confidence. Confidence breeds hope. Hope breeds peace” - Confucius This quote encapsulates the transformative power of education. It emphasises not only the acquisition of knowledge but also its broader impact on confidence, hope and ultimately fostering a sense of peace - themes that align with the supportive and empowering nature of Early years/ KS1 primary school education. Alicia’s website www.aliciawilkins.com will be launching soon!

Emma Davis reflects on why offering 'challenge' to children in the early years is so important, and what educators need to consider to support this. The Early Years, as the foundation of learning and development, is the ideal time to nurture vital skills such as resilience, perseverance and determination. This can be achieved by adopting an ethos within the setting that values the process of challenge whereby children have the confidence to take a risk, not being deterred by the fear of making a mistake or not achieving first time. However, for this to be successful, it relies on educators knowing the children well through a strong Key Person approach. In this way, educators build strong relationships, becoming familiar with children’s development, strengths, personalities and characteristics of effective learning. They also become familiar with a child’s experiences prior to joining the setting, valuing the unique child. This is important in recognising that all children develop at different rates based on many factors. These can be biological, dependent on age, gender, any special educational support needs or disabilities. Development is also influenced by a child’s lived experiences, environmental factors including a child’s culture, language, community and experiences they have been exposed to through their parents or carers. What is meant by challenge? When we encourage challenge in the Early Years, we are giving children the opportunity to engage in play and learning which involves effort and perseverance. We give them the time and space to explore, trying things again and again in different ways until they are successful. This shows that we value the process of learning, understanding that children need time to think and work through solutions. Some examples of situations in which children can experience and overcome a challenge include: · Putting on their own coat · Balancing across a log without the help of an adult · Completing a puzzle · Building a train track independently · Playing together in a group, negotiating rules and roles Why is challenge important? Experiencing challenge is vital to a child’s development with the Personal, Social and Emotional area of learning within the Early Years Foundation Stage (EYFS). It also nurtures a child’s ability to self-regulate as they learn to accept that sometimes we can’t achieve something the first try. This can lead to big emotions as some children may find it difficult to try again. If children are only ever exposed to activities and opportunities which they can accomplish with ease, they will never experience the need to keep on trying. They will expect things to come easily to them. As educators, we play a vital role in creating a nurturing space where children are free to explore and be curious, but also somewhere which offers challenge. This doesn’t mean that the entire environment should consist of activities which are tricky – instead, it’s about understanding what children are capable of achieving. Here, we can link back to the theory of Vygotsky (1978) and the Zone of Proximal Development (ZPD). If we are not offering challenge, then children remain in their comfort zone. However, by employing sensitive scaffolding of learning – unique to each child - we can support children to achieve something which they wouldn’t be able to alone. In this way, the educator is acting as a More Knowledgeable Other, assisting the child to have a go at something which they might feel is out of reach. This could involve words of praise, reassurance or encouragement, or talking to the children about different approaches or strategies to achieving a goal. When children are experiencing a challenging situation, they are required to think, make plans and reflect on their progress. This process can often be out loud as they try to make sense, building on their communication and language skills. It’s part of the way in which children negotiate the process of challenge. When this process is successful and children have achieved something, they feel a sense of pride and accomplishment. There’s satisfaction in completing a task or gaining a skill which takes some effort and perseverance. This impacts on a child’s confidence, as they begin to recognise that although they might not achieve something first time, it’s important to keep on trying. Through the process of ‘having a go’, children are developing resilience, learning not to give up. It’s also a way for them to investigate cause and effect and testing their problem-solving skills, learning that one way might not work but a different way might. The role of the adult Aside from knowing the children well, the adults in a child’s environment play a key role in supporting them to develop a ‘can do’ attitude. They are responsible for facilitating an environment which is rich in opportunities for children to develop skills of perseverance. It should be a space where they are empowered to play, explore and understand their own limits. But what does this actually look like in practice? As the educators will have built up strong relationships with the children in their care, they will understand children’s interests and development. This knowledge will underpin the provision of resources within the environment, which enable children to think critically in their play. Educators will value the process of play and the activities provided, rather than the product. In this way, they are recognising that learning is not a linear process, children need to explore and test out ideas in their own way. The curriculum will be flexible and adaptable, changing in response to the cohort and their interests, needs and levels of development. It will reflect the value we place on having high expectations of what children can achieve. Just like we mentioned at the start, children are unique and what works for children one year, will likely need to be adapted for the following cohort. Learning should never be a one size fits all approach. Educators will use both their knowledge of their key children and child development knowledge to ensure that elements of challenge are reflected in the curriculum. We know that children look to us as role models and we inspire their language, play and interactions. Because of this, educators need to adopt a positive approach to play and learning, helping children to recognise their skills and progress. Celebrate when children overcome a challenge and complete a task they’ve spent time on. Praise the ‘I did it’ exclamations, congratulating children on their patience, determination and persistence. It’s also important that we help children understand that there are some tasks that we might not achieve at the first attempt. This shows children that we also face challenge and might need to keep on trying. During these times, it’s valuable to use language associated with challenge, such as ‘it’s tricky but I’m going to try again’ or ‘that didn’t work so I’ll try another way.’ Finally… When we allow children opportunities to experience challenge, we are providing them with a way to develop their sense of self. They learn to test their limits, recognising that they are able to do things which might at first seem tricky. How children progress with challenge will vary but there’s nothing more rewarding than playing a role in children feeling they have accomplished something.

In this article, Caroline Vollans connects with an author whose own experience of dyslexia has given her a passion for every child to celebrate their uniqueness. Caroline also shares thoughts from an early years educator and a childminder about using story to explore and celebrate difference. Recognising and celebrating difference is a relatively new idea. It wasn’t too long ago when we highlighted the similarities between people as means of acceptance. For instance, not noticing differences in skin colour - being so called ‘colour-blind’ – was seen as progressive, a positive thing. Hannah Peckham’s work is all about accepting others, but she comes at it from a more current angle. Hannah, a counsellor for young people, writes picture books all about focussing on our differences. This being the route to self-acceptance and acceptance of others. In her books, she highlights the processes involved in learning to accept our differences and, indeed, celebrate them. These themes are clearly important for young children’s Personal, Social and Emotional Development (PSED) and Communication and Language, two of the three prime areas of learning and development in the EYFS. Understanding the World, one of the four specific areas, also says, ‘listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.’ Picture books can provide an enjoyable resource for addressing these. Hannah talks about her books ‘Each of my books promotes key social and emotional learning opportunities. The common theme that I try to weave throughout the stories is inclusion culture and the celebration of difference. ‘Conker the Chameleon follows the story of a chameleon who, unlike his counterparts, can’t change his colour to express how he is. Climb tells us about an elephant who wants to climb a tree to prove her worth to the monkeys and Bronty’s Battle Cry is about a dinosaur whose passion for singing does not fit in well with being a roaring dinosaur.’ Hannah’s stories explore the common human state of self-dissatisfaction, however that may be experienced. She rejects any notion that the solution to this is to fit in with others or change to be like them. Hannah explains, ‘The characters in the stories go on a journey of self-realisation discovering the importance of their unique attributes. They find that these are worthy not only of acceptance but celebration’. Young children have the opportunity to learn about difference and possible ways of overcoming the challenges of feeling and being different. The importance of recognising difference in the early years Development Matters, the Non-Statutory Curriculum Guidance for the EYFS (DfE, 2021), points out the importance of children having the ability to notice and asking questions about difference. This might be about skin colour; types of hair; gender; special needs; and disabilities, culture, religion. It states: ‘Be open to what children say about differences and answer their questions straightforwardly. Help children develop positive attitudes towards diversity and inclusion.’ And, importantly, ‘Help all children to feel that they are valued, and they belong’. The Equality Act requires any organisation which is carrying out a public function to: · eliminate discrimination · advance equality of opportunity · foster good relations between different people when carrying out their activities The Professional Association for Childcare and the Early Years (PACEY) draws our attention to our duties under the Equality Act (2010) which they say, ‘brings together several areas of discrimination which are known as protected characteristics. This includes age, disability, gender reassignment, race, religion, belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.’ PACEY go on to say, ‘As a provider this means you need to ensure that you meet a number of requirements. In terms of diversity and inclusion this includes: Making sure your setting’s documentation reflects this Act and is understood by all parents carers and staff. Ensuring you create an inclusive environment. Being confident that your resources and planning promotes equality, diversity and inclusion.’ Interactive reading is a way of addressing each of these points. Both the pictures and words prompt back and forth (or ‘serve and return’) conversations between adults and children. Well-illustrated books provide a way in for all children, both verbally or non-verbally. Having conversations about the complications of being different and ways of resolving this should help young children develop an attitude of acceptance: valuing themselves and each other. Responses from the sector Tania Choudhury, SEND consultant, comments on Conker: ‘Hannah Peckham's book is a delightful read. It offers just the right amount of humour with a moral behind each page. In Conker, the premise of the story is that Conker is a chameleon who cannot change colour. This makes him different and consequently upsets him. He takes the reader on a journey about emotions and differences, before concluding that being different is not so bad after all. Interestingly, Peckham's book not only supports readers to identify their emotional states, but also suggests ways in which they can move out of these zones and regulate themselves. The story has a beautiful flow, with a constant rhyme and hints of alliteration: this makes an ideal storybook for helping children to develop their phonological awareness. The illustrations are funny and offer a lot to discuss, and the formatting of the words across the page makes it easy for early readers to identify key words, I would recommend that it is focused upon as a core book’. Hope, a childminder and mother, talks about Bronty’s Battle Cry: ‘Bronty’s Battle Cry is full of themes that many young children identify with. Getting lost, feeling frightened by loud noises and being teased are all experiences that are relatable for children who experience difference and not fitting in. ‘When I shared Bronty with four 3-year-olds they particularly noticed the facial expressions of the characters. They are so communicative - Bronty’s sad face is very sad. One of the children said, ‘His eyes look sad’. The worried looks on the faces of the other dinosaurs are easy-to-read. This is particularly helpful for those children who use non-verbal communication. The shades of light and dark in the illustrations also help tell the story – visually it’s an accessible and expressive book. The point at which Bronty sings his fears marks the turning point in the story. The illustrations show that he is triumphing. He is owning his individuality, and the other dinosaurs recognise that they have something to learn. They respect him and look up reverently to a proud and confident Bronty. One of the children hit the nail on the head when she said, “Now they like it when Bronty sings.’ The messages are clear. Expressing our emotions gives us agency and the power to change. And, if we are true to ourselves we can help others see the value of this and celebrate it both in themselves and others. Bronty’s final words sum it up: ‘So, sing of your talents and of others’ too. There’s nothing to fear, being perfectly you! Yes, belt out your story; it’s the best one to sing. If you can do that, you can do anything.’ Being unique Hannah comments on the motivation for her work, ‘We would never allow a child to bake a cake alone for the first time with no help. It’d be nothing other than a kitchen disaster! Yet, when I was growing up, this is generally what happened when it came to navigating emotions. ‘My books are certainly influenced by personal experiences that stretch back to my childhood. I wrote Climb, for instance, with reference to my school life. Growing up in the 80s I was the first person in my school to be diagnosed with dyslexia. At times my journey through school felt rather like an elephant trying to climb a tree. Being dyslexic made my own relationship with reading and writing a difficult one, yet my imagination and passion to write songs and poems at an early age were always there. ‘I think my passion for every child to celebrate their uniqueness, find what they love doing and believe that they can, certainly stems back to my experiences of growing up feeling less able. I want something different for my children and all children’. Hannah’s dedication in Climb sums up her thinking: ‘to the little girl who questioned her worth because of her difference and anyone who has found themselves doing the same’. We do share one thing in common – that we are all different, unique. If we can help children begin to recognise this as a special aspect of being human, then we will set them off on an invaluable journey. It will stand them in good stead forever. What better way to do it than through sharing beautiful books. Further information: NHS advice about Talking to children about emotions. Anna Freud centre: Early Years in Mind: a free online network for early years practitioners.

In our rapidly evolving world, the importance of creating just and inclusive learning spaces cannot be overstated. Ensuring that every child feels a sense of belonging is paramount, and addressing issues of race and racism from an early age is crucial. Research has consistently demonstrated that biases can form in children at remarkably young ages, making it imperative to counteract these biases through the deliberate use of positive, affirming language and practices. In this article, we will explore the transformative power of employing positive, affirming words when engaging in anti-racism education with young children, alongside the innovative Hues of You framework. Cultivate curiosity - spark wonder and personal growth Connect with common humanity - recognise and embrace our shared humanity, find common ground Celebrate differences - see and value differences in self and others, embrace uniqueness Comprehend complex systems - identify and navigate systems around us, see big systems Champion change through activism - foster activism, sustain momentum, build capacity to create change The framework provides a structured and developmentally appropriate approach to fostering inclusivity and equity. When children are affirmed in their identity, understand the concept of justice, and are encouraged to see and appreciate differences, they are better equipped to challenge stereotypes, promote equity, and work towards a future free from racial prejudice. It is our collective responsibility to foster a society where every child knows that they are valued, seen, and loved, regardless of their race or background, and the Hues of You framework serves as a valuable guide in this journey. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Starting with Your Own Anti-Racism Journey Before we embark on the journey of instilling racial competence in young children, it is essential for educators, caregivers, and parents to reflect on their own practice and pedagogy. Racial literacy involves understanding the complex systems of race, acknowledging biases, and actively working to challenge and dismantle them. It begins with self-awareness and the recognition of one's own biases. To be effective in anti-racism education, adults must first confront their own biases and preconceptions. The Hues of You framework emphasises the importance of this self-awareness, encouraging educators and caregivers to reflect on how their beliefs and behaviours may unintentionally perpetuate racism. By doing so, we can model self-awareness and growth for children, demonstrating that addressing bias is a lifelong journey. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Strategies for Embedding Good Practice Creating a 'just' learning space where all children know they belong requires embedding good practices into every educational setting. The Hues of You framework provides a structured approach that is developmentally appropriate and fosters curiosity, fun, play, and creativity. One highly effective strategy is to leverage children's literature as a powerful tool for initiating conversations about race and racism. Books not only captivate children's attention but also provide relatable stories and model resistance against oppressive beliefs and practices. When thoughtfully selected, these books help children develop empathy, challenge stereotypes, and gain a deeper understanding of the experiences of others. Another critical strategy is ensuring that inclusion goes beyond tokenism. Inclusion should encompass a comprehensive examination of the entire curriculum, ensuring that it reflects the diverse experiences and histories of all students. True inclusion means making everyone feel seen and valued on a regular basis, not just during specific cultural heritage months. Image from Hues of You - An Activity Book for Learning About the Skin You Are In Supporting Parents/Caregivers on Their Journey To create a truly inclusive and equitable society, it is vital to support parents/caregivers in their own anti-racism journey. Parents/caregivers play a significant role in shaping a child's understanding of the world, and they need resources and guidance to navigate conversations about race with their children. Educators and schools can support parents/caregivers by providing resources, workshops, and guidance on how to engage in these critical conversations at home. These resources align with the Hues of You approach, promoting developmentally appropriate vocabulary and concepts necessary for meaningful conversations about racial distinctions. When parents are equipped with the tools and knowledge, they can reinforce the messages of inclusion and equity at home, creating a more holistic learning environment for children. The Power of Positive Language and Affirmation Central to the anti-racism journey with young children is the use of positive, affirming language, a core component of the Hues of You framework. Children must be affirmed in their identity and value. When children are consistently affirmed, they develop a strong sense of self-worth and learn to appreciate the beauty of their own and others' differences. Affirmation begins with recognising and embracing the shared humanity that connects all individuals. It is about celebrating differences while also comprehending the complex systems of privilege and oppression that exist in society. It means championing change through activism, fostering a sense of agency in children to challenge unfair practices and promote justice. Justice and the Importance of Fairness Justice is a concept that is easily understood by young children. Justice, as defined by the framework, is about fairness and equity. When discussing justice with children, it is important to emphasise these concepts. Educators and caregivers must ask themselves, "Did we create something that was fair to everyone?" and “Are we removing barriers that keep some people from dreaming and expressing their aspirations?" Then pose these questions to children as you work together to cultivate spaces where children feel they belong. These questions help them understand the importance of creating a just society where everyone has equal opportunities. Avoiding Colour-blindness “Race Colour-blindness,” although well-intentioned, can be counterproductive in anti-racism education. This practice erases the histories and contexts of racialised groups, denying the impact of systemic racism. Instead, we should encourage an understanding of why people look the way they do and how systemic policies and beliefs have influenced these appearances. Colour-blindness also stigmatises colour and texture, implying that there is something inherently wrong with non-European features. It is essential to promote an appreciation for diverse appearances and backgrounds while acknowledging the historical and systemic factors that have shaped them. Conclusion In conclusion, the power of using positive, affirming words and practices, in conjunction with the Hues of You framework, when engaging in anti-racism education with young children is paramount. By starting with our own anti-racism journey, embedding good practices into every educational setting, and supporting each other on our journeys toward racial literacy and intercultural competency, we can create just learning spaces where all children know that they are valued, seen, and loved, regardless of their race or background.

Science-Fiction & Science Fact Being a sci-fi addict, and a tech geek, I can’t resist beginning this article with some science-fiction. For as long as I can remember, computer tech and robots – and our fascination with Artificial Intelligence (AI) - have dominated our screens. The first movie that came close to looking at AI was Metropolis in 1927 and by 1957 we had Robby the Robot in The Invisible Boy. Concerns around AI were highlighted in the 1968 movie 2001: A Space Odyssey - based on a short story by Arthur C Clarke called “The Sentinel”, HAL, the ship’s onboard computer, decides to take matters into his own hands at the expense of the human crew. To be fair, he was about to be disconnected! Movies like Terminator (1984) and The Matrix (1999) seem to be about the machine outsmarting its human creators in what could best be described as self-preservation. Back to science-fact - the evolution of computers and machines will mean certain jobs and tasks will no longer be fulfilled by humans, as technology will do it a lot more efficiently and at a fraction of the cost. AI is undoubtedly reshaping the job market and may impact various industries in the future. While it is difficult to predict exactly, here are some areas that might be affected by AI advancements: 1. Routine and Repetitive Tasks: Jobs that involve predictable and repetitive tasks, such as assembly line work, data entry, or basic customer service, might be replaced by AI-powered automation systems. 2. Transportation and Delivery Services: With the emergence of self-driving vehicles, jobs related to driving and delivery services might diminish. However, new job opportunities may arise in managing and maintaining these autonomous systems. 3. Manufacturing and Warehousing: Robotics and AI technologies are rapidly advancing in manufacturing and warehouse industries. As a result, roles such as assembly line workers, stock inventory managers, and some middle-level management positions may experience reductions. 4. Customer Support and Call Centres: AI-powered chatbots and virtual assistants are becoming more sophisticated, which could lead to a decrease in real-person call centres. I am personally relieved to say that AI won’t be replacing Early Years Educators and Teachers anytime soon! While the potential impact of AI on the job market is a concern for many, it is important to approach this issue with a balanced perspective. AI's increasing presence in the workplace has the potential to automate certain tasks and roles, but AI will also create new job opportunities and enhance productivity and efficiency across various sectors. Key skills that will be in high demand in workplaces to complement and leverage AI 1. Data Analysis and Interpretation: AI relies heavily on data, so skills in analysing and interpreting data are crucial. This includes knowledge of statistical techniques, data manipulation, and data visualisation. 2. Machine Learning: Understanding the principles and concepts behind machine learning algorithms is essential. Familiarity with different machine learning techniques, such as supervised and unsupervised learning, neural networks, and deep learning, can be highly beneficial. 3. Programming and Software Development: Proficiency in programming languages like Python, R, or Java is important for implementing AI models, designing algorithms, developing APIs, and processing large datasets. 4. Domain Knowledge: Having expertise in a specific domain, along with AI knowledge, can lead to more effective use of AI technology. Understanding the specific challenges and intricacies of a domain can help in applying AI techniques appropriately. 5. Problem-Solving and Critical Thinking: AI technology often requires creative problem solving. Early Childhood Education & Preparing Children for the Future World of Work Providing children with a strong foundation for learning and success is a crucial role of early years education, making it hugely relevant for preparing children for the world of work in the future. But is it preparing young children for a future that involves AI? I am happy to say that I believe it is. Early years education focuses on many aspects, including developing communication and language skills, fostering creativity and problem-solving abilities, promoting social interaction and teamwork, and cultivating a positive attitude towards learning. These foundational skills and qualities acquired through early years education are essential for success in the working world of the future. Employers increasingly value individuals who possess strong communication skills, critical thinking abilities, creativity, and teamwork capabilities. These are dispositions that are in demand and are less susceptible to automation. Adaptability and emotional intelligence are highly valuable and are less likely to be replaced by AI. Continued development in all these areas can help increase our children’s employability in the future job market as well staying updated with emerging technologies and adapting to industry trends. Furthermore, experiences in the early years lay the groundwork for lifelong learning. They instil a love for learning and curiosity that will help children to adapt as workplaces change. The S.T.E.A.M learning approach has an important role to play. I personally believe in preparing our children for the future world of work through connecting science, technology, engineering, arts and maths within the current early years’ curriculum is key. AI already has an influence in all areas of S.T.E.A.M. To fully prepare children aged 3-5 for a future with AI, here are some key areas to consider: 1. Creative problem-solving: Encourage children to approach challenges with creativity and flexibility. This might involve engaging in imaginative play, encouraging curiosity, and providing open-ended activities that promote problem-solving skills. 2. Computational thinking: Introduce simple computational concepts such as sequencing, patterns, and cause-and-effect relationships. This can be done through activities that involve sorting, matching, and organising objects or steps. 3. Digital literacy: Teach children basic digital skills such as navigating user interfaces, using age-appropriate apps or software, and understanding the concept of online safety. Emphasise the importance of responsible technology use and guide them on ethical behaviour online. 4. Emotional intelligence: Help children develop empathy, self-awareness, and social skills. AI will not replace human interactions, so nurture emotional intelligence. ChatGPT other AI Bots Back in March, Vodafone published an article asking whether AI chatbots like ChatGPT would be a good or bad thing for children’s education. Rather than think critically and problem solve, would children just ask an AI Bot for the answer? Professor Thomas, Director of the Centre for Educational Neuroscience at the University of London says “ChatGPT is a big influence and will cause changes in education, but it’s kind of similar to what happened when Google turned up. As children become increasingly able to access (and copy and paste) facts through search engines and AI, we need to move away from rote learning and towards teaching the skills to exploit these new tools…we need to be teaching our kids skills that AI can’t do.” Parents and educators don’t always have the answers to questions or ideas for activities. Where do we go for help? We currently have lots of early years educators and/or parents happy to share ideas with us online via platforms like Pinterest, YouTube, and forums like the Foundation Stage Forum (FSF). We aren’t cheating by looking at what is being shared in these places. And we soon learn that, rather than following these exactly, we can use them as a starting point for discoveries using our own problem-solving skills, which is much more rewarding and fun. In the same way, AI Bots can help us by explaining what process we could follow to get a desired outcome, but the journey and the outcome will always be controlled by the human element of practical learning experiences, critical thinking, problem solving and face to face collaborations. Conclusion We shouldn’t underestimate AI, and we should be aware of the impact search engines and ChatGPT AI Bots are having on our children’s learning. However, AI has a very long way to go and even as a strong advocate of technology innovation, I believe it will never make cornflour gloop, or playdough, and it won’t replicate the emotional attachment and bond between a child and their keyperson. To prepare children, we need to keep doing what we do so well, with a few occasional tweaks, so we can help them to positively utilise emerging technologies.

1. What moment from your own childhood education has had the biggest impact on you as an adult? Sue: I was very fortunate to attend a genuinely creative primary school. Everything we did was seen through a creative lens and we were given the freedom and space to explore and develop our own interests. This has set me up for life and I have always been intensely curious about everything! Liz: Those who know me well will not be surprised to discover that I was not a well-behaved child, no doubt I was the child who was discussed in the staffroom and who no teacher wanted in their class. However, the turning point for me was being placed with a teacher who took time to understand me and value me, treating each day as a fresh start and providing opportunities for me to succeed. 2. When did you first learn about intergenerational care and education? Sue: I have always been interested in thinking about new models of care and community building. I had a strong involvement and belief in SureStart and the potential of children’s centres to support the most marginalised families. I was devastated when SureStart was not prioritised by Government and determined to search for alternative options. This was when I discovered that other countries, particularly Japan were bringing generations together in ways that made absolute sense to me. Liz: Growing up as an only child as part of a large family I was always surrounded by older family members who were an endless source of love and learning. So, I have always been aware of the role of the extended family in supporting a child and have always strived to promote family engagement on every level. Seeing other countries successfully formalising what is a natural human instinct and reflecting on projects made me realise that a model that was based on strong relationships and community cohesion was possible given careful consideration and planning. 3. Do EYFS practitioners and leaders need additional skills to work in an intergenerational setting? Sue: It should be no surprise that the skills associated with the caring of children are naturally transferable to older people. The critical competencies are compassion, respect and kindness and early years colleagues have these in bucket loads. However, we have had to learn about important operational aspects of adult social care e.g., infection control, person-centred care, safeguarding of vulnerable adults, adult nutrition, falls prevention, end of life care and the Care Quality Commission Quality Statements. We also continue to focus on learning and understanding more about living with dementia. This is ongoing as there is so much to learn and new research all the time which is fabulous! Liz: I believe that our fabulous Early Years Educators already have the skills needed to work across generations, as we work in such a humanistic way. Although we have found that the skills do come naturally in our practice what we have also found is that there is a need to develop our knowledge even further. It is essential that we continue to learn about cognitive development and decline and how quality interactions support both parties. There has been little professional development in this area in the UK. However a new qualification has been developed by our colleagues at Apples and Honey Nightingale which will support a better understanding of intergenerational practice, and career progression. 4. Now into your second year, can you name 5 key moments that would sum up the past year at Belong? Sue and Liz respond jointly: · Opening the boxes of new resources and furniture for the Nursery! · Welcoming our first families, making so many new older friends and watching them interact with the children · Laughing to the point of crying almost every day · Building a fantastic team of committed early years educators who are prepared to go the extra mile for their older friends · Feeling humbled by the amazing interest and support we have received from across the world for our intergenerational adventure 5. And now, the 5 main hurdles that you had to overcome? Sue and Liz respond jointly: · Persuading people to take risks and see the value of moving beyond tried and tested models · Finding the funding to get started as a new charity with no track record · Searching to find the right team of nursery professionals to share this new adventure · Post covid, overcoming the legitimate questioning about infection control, health and safety and safeguarding · Maintaining the energy levels needed to start anything new and innovative 6. Thinking 10 years ahead, do you think that intergenerational models similar to the one at Belong will be more widespread? What is the role of policy makers in terms of a system of intergenerational care and education that will benefit more adults, children and families in the future? Sue: From the growing data and evidence, we are collating, it is clear that this model is viable, effective and economically sustainable with careful planning. However, beyond this, it represents a radically human approach that really appeals and is far removed from the current, tightly contained and boundaried service delivery approaches. It is more than bringing generations together and offers a concept of a self-serving community. This has political appeal as a preventative, responsive way of meeting local needs in an effective family-oriented way. The challenge is to grow the evidence bank quickly as a baseline for policy makers. Liz: I truly believe that we are demonstrating that this way of working has measurable benefits for not only our very youngest and oldest citizens, but for their families and for the wider community. Our charity Ready Generations and the Nursery in Belong are just a small part of a growing intergenerational movement. We are working together with colleagues from across the UK, in Scotland and Northern Ireland to demonstrate that this model goes beyond care and education and supports community building. Although we are passionate and driven, we do need policy makers to collaborate with us and review the growing evidence for a new community model. 7. What does inclusion and diversity mean to you? Sue: We all want and need to belong and to feel connected. These are what make us uniquely human. For me, understanding everyone’s right to be treated with dignity, kindness and compassion is at the heart of understanding inclusion and diversity. Liz: Inclusion and diversity is one of the pillars of our practice. For me the two are interconnected and reviewed constantly to ensure that everyone feels safe, secure, and welcome. To know that they belong, and their individuality and heritages are understood and respected. Above all that their needs are met and they can contribute and feel valued. 8. If you had a totally free weekend – what would you do? Sue: I have a deep love for three things – my family, getting out in nature, and reading! A weekend combining these three would be perfect! Liz: I would seek out and explore a place I had never been before in the company of good friends and family. You can read the original article about Belong Intergenerational Nursery here. And you can read other Q&As by Caroline over on our Tapestry Articles page here.