"The classroom I inherited was disorganised, chaotic and messy, lacking order and calmness"

Hygge case study by Philippa S

My practice before the accreditation:

Our classroom was light and spacious but due to the high ceilings and cold colours, prickly carpet and blue lino flooring it was lacking a homely welcoming feel to reflect our nurturing practise. The classroom I inherited was disorganised, chaotic and messy, lacking order and calmness, requiring an air of order enabling the children to feel calm and in control of their own learning.

The visions I’ve created in my work:

I have created a classroom exuberating a nurturing, peaceful but exciting and inspiring continuous provision-based room. I have thoughtfully planned each area of the classroom, with the children at the heart of my planning and practise.

This has included, but is not limited to:

• Reading: Working with colleagues to read and sort all of EY/KS1/2 reading books to match their phonetic teaching. Working closely with parents to build a partnership based upon trust and honesty – enabling them to best support their children's needs at home with the correct information, fed from school. Regular individualised phonics practise slips sent home to support each child’s individual developmental needs in reading.
• Writing: Dedicated writing area to inspire and promote a love of purposeful writing. This includes a range of mark making materials: pencils, colouring pencils, crayons, felt tips, whiteboard pens. Different papers (colours, sizes, textures), envelopes, whiteboards, clipboards. In addition, it provides children with aids to support independent writing such as, sound mats, name practise cards, letter formation prompts. Writing resources can also be found woven within continuous provision. For example, notebooks and pens in the quiet reading area, brushes and sponges in the workshop area, clipboards and notebooks in the house area, post it notes and a pot with mark making tools in the small construction area, whiteboard pens and whiteboard in large construction area, chalk and large paintbrushes and sponges for mark making outside.
• Small world: A range of small world amendments have been made, including firstly the arrangement, enabling children to access the provision daily, confidently and independently. In addition to that I incorporated the small building blocks, alongside the small world characters and objects so that they could incorporate them together in their play as they so naturally, normally do. Additions to the resources also include, monuments from around the world, wooden people, stones and pebbles, vehicles, dolls house objects and, marble run.
• Our classroom: Our windows were replaced and cleaned, removing the old drawings on the windows to be removed, letting in as much natural light as possible. We invited children to bring in photos of their families, they then each chose a frame that we provided in school and with that we added fairy lights and ivy, creating a homely inviting aspect to the classroom whilst providing a sound platform for conversation for the children. We added soft furnishings to the classroom, including neutral coloured rugs, cushions and throws. Backing paper on display boards were stripped and replaced with hessian and neutral coloured borders with clear and simple displays to support the children's learning.

The changes I've made to my personal life and practice:

Completing the course re-ignited my love and time making for mindfulness, something of which I am extremely passionate and wrote my dissertation on (mindfulness and children). Though I had let the pressures of work eliminate my time spent on myself and mindfulness. Hygge has helped me to re-ignite my passion for this and I now share this time with my fiancé. We both practise mindfulness and take time to appreciate what is around us.

I often stop in class, take a breath and observe the joys and wonder that the children are experiencing. I shall this mindfulness with the children and, we regularly practise our breathing techniques to support our mindset, focus and presence in the moment. The children enjoy letting their out breath float slowly out of their mouths, as if leaves are slowly falling from the trees.

Every week, on a Friday, the children and I enjoy heading out to the forest for ‘Forest Friday’. We sing songs, create, explore and laugh together, breathing in the fresh air and letting the worries of the week blow over us as we share time together before their time with their families at the weekend. At the weekend, I now enjoy using my newly purchased national trust pass, exploring the natural beauties in the world around us, learning new plant species, exploring new sights and enjoying local architecture, whilst regularly pausing the listen, reflect and chat about our weeks and what we are grateful for.

The impact this has had on myself, the children and the setting/Your next steps for future development:

As my headteacher wrote in the first few months of my hygge accreditation: ‘you have thrown yourself in to researching the Hygge approach! Your classroom is a welcoming, calm and emotionally supportive environment which impacts positively on children's development in all areas. Well done :) I am looking forward to seeing this go form strength to strength next year, with the new staff team’ coming on board!

The hygge accreditation has supported me to strengthen my values and love of the wholeness of hygge, both in the classroom, with colleagues and at home. I have developed a love for scandi, a passion for natural interiors and a gratefulness, increasing my positive and happy approach to the experiences that life brings us. I am now beginning a new adventure, lecturing on an early years and childhood degree course and I cannot wait to continue sharing my love and passion for hygge both in schools, childcare settings and life.

 For more information on joining our Hygge in the Early Years Accreditation click here