Early Childhood: Online videos

Early Years Workshop takes a look at how children learn through play and how practitioners can value and develop children's play. Presenter Sheila Sage poses the following questions:- What can we learn about children by watching them at play? How do you as a practitioner best plan for, observe, support and extend children's play? With guidance from Diane Rich of our Early Years Workshop team, we visit Astwood Bank First School in Redditch to see how they incorporate play into an average morning in their reception class. Headteacher Chris Rider and reception class teacher Jo Haynes place a high importance on allowing children to develop their own stories through their play. With a storybook starting point, the children are then free to play in the role-play area, puppet theatre, science lab or outdoors with the dressing up box! Chris finds some interesting play happening in the 'Bug Café' whilst Jo observes a group of children as they explore the world of superheroes.

Early Years adviser Sheila Sage offers tips and advice on how to manage and change a role-play area once it has been established. We follow the progress at Stanley Road School after a garage and forecourt shop play area has been set up in the classroom. The role-play area is adapted as the children find new ways of developing characters and scenarios within the garage. The practitioners play the roles of customers, mechanics and car drivers. Sheila Sage emphasises the value of close observation so that future play can be shaped on exactly how the children have adapted the role-play space for their needs. Some of the children have fathers who are taxi drivers and this experience helps drive the role-play in a new direction as the children begin creating their own cabs made from cardboard boxes. Finally, Sheila Sage advises that when the children eventually become bored, it is time to create a fresh project.

This programme takes a look at the importance for early years practitioners to listen to young children, in order to understand the questions children ask of the world around them. Presenter Sheila Sage asks: How do you know when children are asking questions and what questions they are asking? With guidance from Diane Rich, of our Early Years Workshop team, we visit Evesham Nursery School in Worcestershire. The children at Evesham Nursery School are exploring the properties of water. With the outdoor water tap as their starting point, where will their exploration take them? Chris, Beth and the other practitioners are careful to stand back and let the children explore to find out answers to their questions. Just how heavy is water? How does water move? The practitioners are on hand observing what questions the children are posing, and are ready to intervene when appropriate to help move the children's learning forward.

Shot at the European Early Childhood Research Association Conference, EECERA 2010, we feature Dr Amita Gupta, associate professor, City College, New York and Ranjit Singh, Head of Education, Soho Road Gurdwara, Birmingham. Amita explains that UK practitioners are encouraged to think that the knowledge-based approach must underpin EYFS practice, her view post some global research is that wellbeing must be the priority. Ranjit explores how wellbeing is at the centre of his Birmingham nursery which uses the love of an extended family as the basis for its ethos, taking a lead from the Eastern cultural roots of Sikhism. Amita has found that measuring outcomes and assessment systems currently drive the ethos of many settings, but that the non-tangible outcomes of wellbeing that could be attained through EYFS principles make more sense to concentrate on. Amita hopes that settings might learn from eastern culture and look towards inner happiness and wellbeing as goals.

Shot at the European Early Childhood Research Association Conference, EECERA 2010, we feature Prof. Dr. Gunilla Dahlberg, responsible for early years policy in Sweden and researching learning in Reggio Emilia, Italy; and Anne Bentley, Early Years adviser in Sefton. The clip visits Swedish settings that conform to Gunilla's curriculum. Gunilla reported the findings of her research at Reggio. The children planned the work, their voice was respected, the 'language' of clay used to mould thinking. Gunilla believes children can teach us about the new world they live in, if teachers are disposed to listen. She feels that the ELG's in the UK system are counter productive. Anne believes that Europeans have a lot to tell us, being steeped in 'the rich, competent child'. Gunilla worries that the UK is too target driven and recommends strategies that emphasise the learning process. Anne challenges practitioners to look at child development holistically.

"This programme is the first in the 'Four Ages of Every Child' series that looks at the implementation of the 'Every Child Matters' reform agenda across the age ranges. Brighton and Hove is one of the first local authorities currently operating as a Children's Trust. How is it working for Early Years? Find out whether health visitors, parents, play workers, and Early Years professionals are really working together to make a difference, and some lessons for effective practice."

Early Years advisors Sue Durant and Sheila Sage have a passion for developing strategies for 'fun-centred' learning. In this programme, they look at daily routines in an Early Years setting and explore how everyday tasks can be used to develop young children's independence and imagination. The programme takes a fresh look at some familiar routines across a typical day, from hanging up coats and self-registration to visiting the toilet. The programme looks at the value of children choosing and directing their own activities as well as practitioners organising learning opportunities for them. Sue and Sheila also examine how to use and vary the physical space in the setting. They provide thinking space for children and time for them to respond and learn at their own pace. 'Daily Routines' ends with the example of the 'anticipation box', a way of enabling children to become emotionally involved in their learning.

Early years advisors Sheila Sage and Sue Durant share their enjoyment of working with puppets. They explain how puppets can be used in a variety of ways, beginning with introducing puppets to the class. Sheila emphasises how important it is for practitioners to feel comfortable with the puppets they use, practicing with a colleague or in front of the mirror before working with children. It is often best to choose a male puppet so boys don't confuse the activity with playing with dolls. The programme reveals initial reactions to Bernard, whom Sheila brings along to St John's First School. Later the children meet a hand puppet who lacks numeracy skills and needs their help to learn to count. Puppets can encourage PSHE skills in an unthreatening way, such as using a handkerchief, not interrupting or being a bully, as well as developing empathy, imagination and communication. Sue and Sheila explain how sometimes the quietest child will begin to talk to a puppet.