Blog

Take a watch of my daily dose of Hygge where i look at how we can transition back into setting in a smooth and calm way. 

When we talk about outdoor learning, our minds turn to an escape from technology and the digital world.  Connecting with nature is refreshing, cleansing and vital, as is disconnecting from the world of screens, however, does this mean that technology does not have a place in outdoor learning? I argue that this is not the case and that there are many ways in which it can develop and enhance learning.

When we are exploring nature and observing the world around us, we are taking in so many things that we just cannot observe in our homes or settings. One of the most vital bits of kit in our outdoor adventures bag is a camera. Digital cameras (and phone cameras) have incredible resolution which enables children to capture a very accurate image of exactly what they have seen - this image becomes a freeze frame of a memory! Something that you can revisit and talk about within your setting - a way to bring nature in with you.  You can closely observe details of creatures...

Fostering a Language Rich Environment

 In some areas of the UK, more than 50% of children entering reception are assessed as having language levels below what is expected for their age. Now whilst there’s a complex range of issues surrounding this, such as how we measure and assess children at this young age, and the parameters upon which we measure this, there’s no denying that language is a necessary and life enriching skill that we all want the children in our care to develop a real love for.

To begin with, language is used as a way of the child having their needs met. Whether this is learning to ask for ‘more’, to participate in and steer play, or the soothing lull of songs and bedtime stories. As their skills deepen and increase in complexity, language is used further to enrich their lives and satisfy social and emotional needs.

 So how do we foster this development and enjoyment by creating an environment that is language rich? An environment...

Give Claire a follow at https://www.instagram.com/clairewilsonchildminder/

Let me show you my shed, my ‘Aladdin’s cave’ of Childminding treasures. That’s how I would describe my Childminding Shed. It was my first purchase when I moved into our house, before I kept everything in drawers. Surrounding me in my house morning noon and night, piled up so high even I couldn’t find anything. Now after 4 years of rearranging, collecting, rooting through car boot sales and Charity shops, sourcing through friends, family, parents of mindees, various websites and social platforms. I finally have it the way I want it.

I can stand and survey my kingdom and wait for inspiration to grab me. Or, with the children to guide me through there eyes gather the objects in a basket like I was choosing pick and mix at a sweet shop. Everything is arranged in sections. Two shelves of loose parts:

Natural - Pinecones, bamboo pieces, shells, wooden pieces, glass nuggets.

...

As you have previously read on our blogs you would have learnt that we love being outside with the children each day so we thought we would share our top tips for keeping the children active whilst in the outside. Did you know that young children need to be active for at least 180 minutes a day?

In the garden we do lots of planting and include the children in digging the soil, pulling weeds and also harvesting potatoes which as well as physical activity has many other rich learning opportunities included such as caring for plants, learning where our food comes from as well as many maths skills such as size ordering, estimating and counting. We also use our wheelbarrow to transport our weeds and potatoes in as well as carrying the full watering case to water our plants.

Children love to help and enjoy little tasks so ask them to help - there are many jobs that they can do such as water the plants, pick the weeds etc. This encourages them to build resilience, self worth and also...

Our Nature Shelf

This week we have decided to share our nature shelf and how it was introduced in our setting. We started the Hygge wanderlust nature course last September. As a setting Immy and I love being out and about with the children in the woods, beach etc and feel that the children as well ourselves benefit hugely with the experiences that the wider world provide us not just from a learning perspective but also from a calming mindfulness perspective too. Being outdoors being able to touch, smell and see the nature around is makes us all feel so much better.

The Wanderlust Child Nature Study course has definitely given us lots of new and reminded us of old opportunities and experiences that we provide our children with us being able to now scaffold and extend the learning given with additional ideas. The nature shelf has been a huge hit with both myself and Immy as well as the children. Last October we cleared a space in the playroom on top of one of the ikea units and this...

Budgets are always tight. It doesn’t seem to matter whether you work in a private nursery, school or children’s centre, there just never seems to be enough money to go around, so practitioners have learnt to be a pretty thrifty and hoarding bunch. Here are a few of my favourite sources for free goodies:

Recycling – This is where I always start. Your own recycling bin can be such a treasure trove of items, from turning plastic packaging into plant pots to boxes for junk modelling. I also think teaching children to re-use and reimagine single use packaging items helps them learn to give value to things in today’s throwaway society. One of my favourite things to keep is corks. They can be used for so many things and to enhance so many areas, from loose parts, to playdough or water stations (they float so are often re-imagined as boats). This week I’ve even been making them into small world figures! They’re a good size too and are warm and soft...

Growing plants and veggies with the children

As you all know we love being outdoors so this week we chose to share with you our growing and planting adventures.

We feel that children should be aware of where their food comes from and this way they can learn and experience this first hand as well as taking ownership in caring for their plants each day. We feel there are many benefits in doing this including educational as well as opening more time outdoors.

The children are always keen to help in the garden . We plant many veggies and also keep chickens. They like to feed the chickens snacks and collect the eggs which they enjoy for their lunch. We also use these for our baking sessions too.

We visit the garden centre often to buy our supplies such as compost, seed potatoes and seeds which encourages independence choosing and paying for the items. One little girl has a toy bunny which she takes every where - during our last visit to the garden centre she picked up a packet of...

I’m happy to admit that watching children go down a slide makes me anxious. I don’t like tunnels because I imagine collisions happening inside them. When children run wildly through puddles in the playground, I want them to slow down. Sandpits are where children go to get sand in their eyes, footballs are designed to knock people over, and absolutely everything can and will be a trip hazard. From my innate hatred of risky physical play, you might assume I was a timid and careful child myself. I was, however, quite the opposite. I spent more time up trees than on solid ground. I liked hanging from the branches and watching my feet swing, disembodied and heavy in the abyss below. In my childhood home, we had a shed under the house full of electric and manual tools, broken furniture, all manner of nails, screws, shards of glass and plugs. And I was allowed to use them all, and I did, all the time! I had scabby knees, splinters in not just my fingers, but my elbows, too. I...

Reflective Practice and Reciprocal Learning – My Journey into ‘The Wingate Way’

For the past two years it has been my privilege to work at Wingate Nursery School in County Durham.  I came to this nursery because I felt that I understood this way of working, I knew (or so I thought) the meaning of ‘following children’s interests’ and I believed in trusting children to take reasonable risks.  However, it was only through working in Wingate’s quite extraordinary (and yet very simple) way that I truly began to understand the meaning and power of these things.

Let me cast my mind back to my earliest days at Wingate and tell you about just a few of the many things that impressed, surprised and downright shocked me! –

• We have only the loosest medium-term plans and no structured ‘teaching’ in phonics, numbers or anything else.
• The children use real tools and equipment (from hammers to step ladders). They are taught how...