Consulting with Children
in relation to Childcare
Provision
Prepared by: Kate Wilkinson
26 November 2008
Contents
1.0
Executive Summary ................................................................................................... 4
2.0
Introduction................................................................................................................. 5
3.0
Project Background ................................................................................................... 5
4.0
Project Methodology .................................................................................................. 6
5.0
Services Visited .......................................................................................................... 8
6.0
Project Findings ......................................................................................................... 9
7.0
Conclusions .............................................................................................................. 19
8.0
Literature Review...................................................................................................... 22
9.0
Further Information. ................................................................................................. 32
10.0
Summary and Conclusion ....................................................................................... 33
References ........................................................................................................................... 33
Attachments......................................................................................................................... 34
-2-
"Listening is an
active verb, which
involves giving an
interpretation, giving
meaning to the
message and value
to those who are
being listened to”.
(Rinaldi, 2001: 4)
-3-
1.0
Executive Summary
This report presents the findings of consulting with children in childcare settings in County
Louth. The research was carried out in autumn 2008 on behalf of Louth County Childcare
Committee.
The report relates to Strategic Goal Five of the Louth County Childcare
Committee Strategic Plan 2007 – 2010.
Four childcare facilities were visited and children were observed and consulted with to
establish their preferences in terms of their likes and dislikes in relation to the activities
available to them, and in relation to the environment of their childcare setting. The primary
research is accompanied by a literature review.
There are clear differences in the preferences of children depending on their age. Younger
children are more likely to play alone and enjoy balls, empty boxes, play telephones and arts
and crafts.
As children grow and develop they also enjoy much more interactive and
imaginative play, as well as time out to play on their own. Play kitchens, dressing up, blocks
and toys with wheels are very popular. A variety of choices of play for children of all ages is
very important. For children attending a childcare facility after school, it is important for them
to feel differentiated from the younger children – their own space and equipment is important
to them. All children love to play freely, especially outside.
Generally children were less concerned with the environment than with the choice of toys
and activities offered.
Overall this report presents no surprises but offers a comprehensive reference point for both
childcare practitioners and childcare experts in order for them to provide a safe and
stimulating childcare setting for all children in their care.
-4-
2.0
Introduction
Louth County Childcare Committee is one of 33 county/City childcare committees who have
a remit to act as mechanisms for enhancing the development of childcare provision and
quality in their county. In 2007 Louth County Childcare Committee published its 2007 –
2010 Strategic Plan and this report is the output of one action under Goal 5 in the Strategic
Plan. The consultation project involved visiting four different childcare facilities in County
Louth in autumn 2008 in order to talk to and observe children aged from 6 months to 11
years in their childcare setting, and to ask them about their preferences in terms of their likes
and dislikes in relation to the activities available to them, and in relation to the environment
of their childcare setting.
3.0
Project Background
This project is part of Strategic Goal Five of the Louth County Childcare Committee Strategic
Plan 2007 – 2010, “Steps to Success” published in April 2007.
Strategic Goal Five is “To inform the work of the committee and key stakeholders by
collating data, disseminating information and conducting key pieces of research.
Under Goal 5, objective 5.4 is “To inform service providers of quality provision from
children’s perspective through the completion of a children’s choice analysis report”.
It
states that “LCCC will research, publish and launch a children’s choice report informed by
consultation with children around the county”. This Consulting with Children Research
Report is the output from this objective.
At the time of the consultation there were no specific issues that directly impacted on the
project, although the Childcare Subvention Scheme was mentioned by some staff in the
community crèches it was not explored in detail as it was not appropriate given the remit of
this project.
It is important to state that this was not a comparative study of the different childcare
facilities that were visited. The focus was firmly on what the children liked and did not like
about their childcare service in terms of the activities and the environment. No judgement on
each facility has been made but there are certainly lessons and ideas for all the facilities
visited that can be considered.
-5-
4.0
Project Methodology
The project methodology was discussed and agreed with the Louth County Childcare
Committee project sponsor. Initial contact was made with each facility so that the consultant
could introduce herself and find out about the structure of the day, the numbers of children in
each age group etc. in each setting. This was done so that the visit could be planned to best
effect, and the maximum amount of time could be spent with the children.
This was
important as many children are not in the crèche for the whole week so it was important to
plan to be at each facility on the day when there were children from each age group present.
It was necessary to revisit one facility in order to ensure that full consultation took place.
All of the providers were very open to the project and were very supportive of the consultant
both in the planning and delivery stages. In one instance it was necessary to talk to the
childcare facility manager in some depth in order ensure there was full understanding of the
project and the planned approach. The consultant was able to allay any concerns that some
staff members may have had upon arrival at the premises i.e. that she was there to observe
the children and not the staff. Where requested a notice to parents was sent to the facility to
be displayed on the day before and the day of the visit.
Dates were set for each visit and took place within a three-week period at the end of
September to mid-October 2008. This ensured that the facility was fully into a routine after
the summer break, when children many well have been away from the facility. The
consultant was at the premises for at least four hours during opening hours.
In addition to making contact with the manager of each childcare facility, in preparation for
each visit the consultant prepared observation record sheets and a reference sheet to
ensure each visit was a success and that a similar approach was taken.
Please see
Attachments One and Two for examples of these two documents.
In total approximately 93 children were observed in their childcare setting and of these 56
were consulted. This is broken down as follows:
-6-
Facility
No. children
observed
No. children
consulted
Urban Community Creche
35
17
Rural Childminder
6
6
Rural Community Creche
23
18
Urban Private Creche
29
15
TOTALS
93
56
Careful thought was given to the approach taken on this project when consulting with the
children in the various childcare settings. The two tools used in this project were observation
and direct consultation with the children, both individually and in groups.
Although the
consultant considered using other consultation methods when the work started e.g.cameras
and drawings, the children were very open and talkative, and it was felt that observation and
conversation were the best tools to use to gather the required information. The consultant
spoke to children both in a group setting and on a one-to-one basis.
A great deal of
information was successfully gathered through this approach.
It was essential that the consultant was clear about the purpose of the exercise in order to
promote questioning and effective listening. Talking to the children in groups was used with
all the children aged 2 – 12 years.
The time spent talking to the children was usually
between 20 minutes and an hour for each age group. If needed the consultant would talk to
the children more than once if their attention was wandering or if the routine required the
children to do something else. This approach was used with all of the children between the
ages of 2 and 12, and the group sizes varied from 3 to 12 depending on the activities that
were going on. These ‘group interviews’ can be seen as a group conversational encounter
with a research purpose and this proved to be very effective, as the approach replicated the
small group setting the children were familiar with. Any longer than 20 minutes to an hour
and the children lost interest and wanted to get on with other activities.
When observing the children during free play sessions, if they came over to the consultant
(which happened often), the consultant was able to talk to the child on a one-to one basis
about their preferences in terms of activities and the environment.
-7-
Where possible one-to-one conversations were held with the older after-school children.
These conversations were carried out in the usual environment with the consultant joining
the child at play and initiating a general conversation with them
5.0
Services Visited
This section provides a brief outline of each of the four childcare providers visited:
5.1
Community crèche in an urban environment
This crèche is situated in a new purpose built building in Drogheda, County Louth.
large open and airy building with plenty of space for children inside and outside.
It is a
The
number of children in the facility each day ranges from 20 to 40. The crèche is open five
days a week from 8.30am to 6.00pm. There are four rooms (baby room, toddler room, preschool room and an after school room), and a large well-equipped outside play area. There
is a separate dining room.
5.2
Childminder in a rural environment
This is a family home in a rural location in County Louth. The childminder is open 5 days a
week and cares for 2 children, aged 3 and 4 during the day, and up to three children after
school three days a week. There are no babies in this facility at present. The facility is open
from 9.30am to 6.00pm. The children have access to the kitchen/dining room, sitting room,
utility room, downstairs toilet and hall, and the enclosed area of the garden. There is a
television in the kitchen/dining room and in the sitting room.
5.3
Community crèche in a rural environment
This is a crèche in a very rural setting and is situated in a community centre. It has 3 rooms,
a baby room (6m to 18-22m), a toddler room (18-22m to 3 years) and a pre-school room (3
to 5 years). The pre-school room is also where the after school children spend their time,
although there is currently a spare room that they can use if they wish to do their homework.
The number of children in the facility each day ranges from 20 to 32.
5.4
Private crèche in an urban environment
This crèche is a privately owned and managed childcare facility in the town of Dundalk. It is
situated in a converted house adjacent to a National School. There are four main rooms
(baby, toddlers, ‘waddlers’ and a pre-school room which is for children over 3 years of age
which is run as a Montessori setting). There is a small paved and enclosed outside space to
-8-
the side and back of the house. The number of children in the facility each day ranges from
20 to 30 and the crèche is open from 8.00am to 6.00pm.
In addition to the above, the project worker from another Louth County Childcare Committee
project which involved promoting early years development through play for traveller children
was consulted and these findings have also been included in the report.
6.0
Project Findings
At the outset it is important to note that the findings from this research are based on
conversations and observations at four facilities in County Louth. While a great deal of
valuable information was gathered, it is important be aware of the limitations of only
consulting with children at four facilities for approximately one day at each facility.
It is also important to be aware that the children’s choice of activity and toys is dependent on
such a wide range of variables, for example the time of year, the type of day, the mood and
energy level of the child, any issues or events in the home, whether their friends at the
crèche are there on a given day etc. Therefore whilst a child may have told the consultant
their favourite toy or activity, there is a strong possibility that a different response would have
been given if the visit had been on a different day. Having said this there was more than
enough consistency in both the observations and conversations to draw some sound
learning and conclusions from this project and the literature review in general reflects the
findings (See Section 8.0).
In general, the children had less to say about the environment of the facility they attended
than the activities.
The most frequent comments made were about really enjoying the
outside space, loving seeing all of their artwork on the walls and, for the older children a
separate, more grown up space would be preferable for them.
None of the childcare
providers visited had a separate room or area for the older children.
The findings are presented by the age of children observed and consulted, and is split to
reflect the age groups by which the children are looked after in the childcare setting.
-9-
6.1
Children’s Preferences aged 6 months to 18-24 months.
The children observed generally had a short attention span, and tended to play mostly on
their own, although there is some level of interaction – mainly when one wants a toy that
another child is playing with.
It was observed that the preferred toys for this age range are:
•
Play telephones.
In every facility visited it was clear that play telephones were a
favourite toy for all of the babies observed.
•
Balls – all sizes, soft and more rigid
•
Rocking horse – especially ones with wheels that can be detached from the base and
used as a push along toy
•
Empty boxes. Empty boxes (plastic/cardboard). More than one at a time.
•
Toys with wheels that are big enough that they can push/pull them around, especially big
cars, tractors, toy planes and fire engines.
•
Arts and crafts play where they can get messy
- painting, sticking, colouring, hand
painting, potato prints, collages, gluing etc.
•
Play kitchen – with opening doors etc. This was a popular toy in all of the facilities where
there was one – for both boys and girls. It allowed a lot of imaginative and interactive
play. This was also a very popular choice for the 2-4 year olds.
•
Water Play. In the childminding setting, the two children spent a good twenty minutes
together at the sink in the downstairs cloakroom. There were cups, bottles, straws and
paintbrushes for them to play with and they entertained themselves very well. They did
get slightly wet but they were well dried off and it was very evident that this something
they really enjoyed.
•
In one setting there was a rug which the babies enjoyed sitting on rather than the
linoleum floor.
•
The babies really enjoyed emptying the baskets of toys and then playing with the empty
baskets. The smaller baskets also made good hats.
•
In one setting there was lots of home-made mobiles hanging from the ceiling in the baby
room and some of the babies observed clearly enjoyed lying on the floor looking up at
the mobiles. The staff said that they particularly enjoyed this when the window was open
and the breeze made the mobiles move around more.
- 10 -
•
In one setting there was a ‘bounce and ride’ zebra which was very popular with the
babies. The toy spins round and bounces up and down and plays music when the child
hits various buttons and knobs.
•
It was observed that the babies enjoyed one to one time with staff members, either
reading a book together or just playing.
•
When asked a member of staff said that the babies really enjoy playing with old
handbags – filling them with toys and walking around with them and emptying and
refilling them.
•
When asked what the children played with least in the baby room, a member of staff said
that the fabric books were rarely touched.
Books seem to be chewing aids for the
younger babies, as much as to look at!
•
Sand (under supervision!)
•
Push along walkers were popular and well used in all facilities where they were available
for the children
•
Mirrors at floor height. One staff member said that the children love it when they put
shaving foam (or similar) on the mirror. In the crèche where there was a mirror the two
babies enjoyed looking at themselves and waving their arms around. They also seemed
to like just sitting in front of it looking at themselves.
•
Dancing with the staff.
•
It was observed that the younger babies were happy to play with their own bodies and
clothes, putting their fingers in their mouths, taking off their shoes and socks for
example.
•
In one setting there was a music box that the children enjoyed playing with.
•
For younger children a play rubber ring was in the baby room and it was a popular
choice to sit and roll around in.
•
In one crèche there was a bar fixed to the wall at about shoulder height of an 18mths.
old. The babies enjoyed using this bar to pull themselves up to a standing position.
6.2
Children’s Preferences aged 2 - 3 years
•
Water play – with a range of cups, straws, bowls etc to splash about it
•
Sand. Although the sand was popular with age group it did not hold their attention for as
long as some of the other toys. In more than one of the four facilities there was very little
sand in the box, which may explain this as there was a limited amount the children could
do with the sand.
- 11 -
•
Playdough and the tools to play with it. This was an activity that the children would
spend sustained amount of time doing clearly enjoying making cakes, buns, houses,
cars, boats etc. The children enjoyed it when the staff joined in the play - ‘tasting’ the
buns for example.
•
Balls – again all shapes and sizes.
•
Television. When the television was on, the children did watch it and they enjoyed doing
so, although the younger ones did not have the concentration to sit for any length of time
– they would watch for a while and then go off and do something else and then come
back to it. For the older children they would probably sit for long periods of time quite
happily in front of the television. However as in the home the time spent in front of the
television should probably be carefully monitored – both in terms of what is watched and
how long for.
•
They like the fact that there are different toys at the facility than they have at home.
•
Bean bags – the children seemed to enjoy relaxing on the bean bags between their
various activities
•
Empty boxes (plastic/cardboard). More than one at a time.
•
Rugs with roads and towns on them for playing with toy cars.
•
Art work – varied and regular as above. Painting was specifically mentioned by this age
group in all of places visited.
•
Reading with an adult, both as part of a group and on a one to one basis.
•
Building Blocks of all shapes and sizes.
•
Jigsaws (staff say that the children like the same ones to be there for a long while for
them to play with and learn). It was observed that the children spent more time at a
jigsaw if there was someone (an adult) helping them. If they were left to their own
devices they would often lose interest quickly and move onto something else, but
seemed to really enjoy the activity if they were supported by an adult. It is also worth
leaving a jigsaw out for some time as the child/children may well come back to it at some
point later in the day. The younger children also enjoyed playing with shape/picture
jigsaws (where they put the shape or picture into its correct place on a wooden board).
•
Singing in a group. This was observed in the childminder setting. The children enjoyed
singing nursery rhymes together with their childminder. They were very happy doing this
for quite a long period, which was interspersed with doing the shape/picture jigsaws.
•
In all the facilities the children loved the opportunity to run around freely – both inside
and outdoors.
- 12 -
•
The children enjoyed playing with a wide range of musical instruments which were used
to make plenty of noise – not necessarily in the way intended!
•
A play construction hat was a very popular toy in one crèche.
•
Finger puppets playing with an adult.
•
Stacking Toys are popular with this age group although they are not always used for
stacking. The children stayed longer with the stacking and shape sorting toys if there
was a staff member playing with them to show them what to do.
•
Car and other vehicles are popular, especially with the boys. A mix of the small and
large cars provides the children with choice. Fire engines with ladders and construction
vehicles were popular and often led to imaginative play.
•
In all of the facilities imaginative play was observed with this age group – the games
played included Mums and Dads, vets and pet shops.
•
The children in the childminders said they really enjoyed a ‘water fight’, which they
played outside in good weather – all the family joined in.
•
Although the consultant did not observe this the childminder told me that she sometimes
has a disco for the children when the after-school children have arrived and settled in
and she said they really enjoy this activity.
•
When asked the staff said that the children really enjoyed the communal activities. This
was demonstrated in one of crèches when two staff and eight children sang Sleeping
Rabbits - a song about animals sleeping and waking up and making noises and running
around. Every child joined in and was completely engaged in the game and the singing.
The children were each allowed to choose an animal.
•
Dolls are popular, especially with the girls.
It was observed in this age group that the children often followed one another in terms of
what they played with and asked for. For example when one asked for a drink, they all
wanted a drink.
6.3
•
Children’s Preferences aged 3 to 5 years
The children enjoyed showing the consultant the art work that they had done that was
displayed on the walls.
•
In one crèche there was a picture of a big aeroplane on the wall at child height. Pictures
of the children and staff were in each of the window and the cockpit. The children loved
talking to the staff member about who was who, and it led to discussions about why
- 13 -
some children and staff who were on the plane were not at the crèche that day. The
children kept coming back to it and asking lots of questions and telling stories. This idea
could be tweaked to a bus or a train – whatever the children choose.
•
In one setting a group of girls played happily for a long period of time playing mums and
babies. They were feeding, bathing, dressing etc, the dolls and having conversations
about how good/bad their own babies were. The play kitchen was also put to good use
in the game – making cups of tea and doing the washing up. This game eventually drew
in some of the boys and it became a mums and dads game, and a little bit of dressing up
also became part of the game. This turned into real imaginative play when the rain
started and they all had to run to a different part of the room to get out of the storm which
then turned into them all being chased by monsters with the staff joining in.
This
demonstrates the real value of prolonged periods of free play as it allows these sorts of
games to evolve and for the children to let their imaginations take over.
•
Big blocks and big tractors was popular with the boys in this age range and there was
plenty of imaginative play going on in terms of building roads and tower blocks etc.
•
Arts and crafts. Often these activities are tied to events such as Christmas, Easter,
Halloween etc. and to the time of year. The children told the consultant that they love all
sorts of arts and crafts – gluing, painting, drawing, collages, glitter and so on. This is the
case for children of all age groups.
•
The children seem to relish it when something unusual happens. For example in one
setting the caretaker was in the roof doing some repairs and when the ladder came down
from the ceiling and he started climbing down the ladder. The children were thrilled and
excited. In this instance the staff joined in the game and made a real ‘event’ of this and
got the children talking about what the caretaker had been doing in the attic.
The
children all joined in and loved this.
•
Power Ranger figures were very popular with the boys in this age group. They were
used to play fight.
•
The children said they liked to bake e.g. rice crispie buns, jelly or ice-lollies. There are
limitations due to safety and childcare regulations but it is possible and all of children
who were asked said they really enjoyed this activity and taking home the things they
have made was also often mentioned
•
Again this age group got a great deal of enjoyment out of play telephones
•
In some of the settings there was a computer but the consultant did not see it being
used. When asked the staff said they were used but not on a regular basis. When it
was in use it was for games.
- 14 -
•
Play food was a great source of fun for many children – both boys and girls.
•
The Play Kitchens were a consistently popular choice of toy for both boys and girls.
Again the children love to play with the staff and where there was play food available,
whole feasts were cooked up and served. They also seemed to enjoy ‘cleaning up’ the
kitchen when they were finished (having been asked to do so).
•
Toys with wheels seem to be very popular for children in this age group both boys and
girls.
•
In one setting a magnet fishing game was a very popular toy which was played with by
more than child for a sustained period of time.
•
Dressing up with plenty of different outfits to choose from was popular. It did not seem to
matter what the outfits were as long as there is plenty to choose from. Plenty of hats is a
good idea.
•
Dolls were a popular play choice for girls.
•
Play tools and workbench. The tools can be used for all sorts of things that adults would
never think of.
•
When asked they said they liked to watch TV.
•
The children enjoy group time with one member of staff, whether to read a story or just to
have a chat. Some of the conversations heard were about colours and shapes, their
artwork that was on the walls and school (with the after-school children).
•
When asked the staff said that they found that with many toys and activities the children
would want to do the same thing every day for two to three weeks and then forget all
about it for a while and transfer their interest to something else.
•
In one facility, each table had an activity laid out – Lego, Playdough and some Dolls
Houses and furniture. The children were allowed to choose where to go. Most went to
the Playdough table and stayed there for a considerable length of time.
The other
children were split evenly between the other two tables (all girls at the Dolls House
table). Over time the children at the Lego table moved to the Playdough table. When
asked a staff member said that the children enjoyed making Playdough but did not like
playing with it as much as with the branded variety, although she did say that it was
probably only because it was a different texture and they would probably have got used
to it.
•
The children loved play foam.
•
There was a Today’s News board in one crèche which was used to tell the weather, the
date and the day of the week etc. This was not used during the visit but it was up to
date.
- 15 -
It was clearly evident that this age group played much more interactively and therefore the
types of toys and play opportunities provided should ensure that this type of interactive and
imaginative play is nurtured and encouraged.
6.4
•
Children’s Preferences – after school
When asked many of the older after school boys said they would like to play with a
Playstation. This is a restricted activity in the facilities where they have one.
•
In one facility, the after school children also said they looked forward to watching a DVD
on a Friday afternoon. They like watching Harry Potter DVD’s.
•
Looking at the new library books was popular in the crèche where a mobile library visited
on a regular basis.
•
It was observed that some of the younger children enjoyed listening to the stories being
read for the pre-school children.
•
When asked what they enjoyed doing they said Lego (the construction rather than
building block type).
•
They said they enjoy playing with toys that are different from the ones they have at
home.
•
When asked what they liked playing with outside the children said they liked to play
karate with each other, riding the bikes and dragon games (no explanation of what these
games involved was given!)
•
The children would like to have Power Rangers toys to play with.
•
They would like a separate room in which to do their homework away from the younger
children.
•
The older children would like to have adult sized tables and chairs to sit at. They said
they are too big for the small table and chairs and it is uncomfortable and ‘not cool’ for
them to use them.
•
They would like to do more arts and crafts.
•
They said they don’t like having to tidy up!
•
Some of the younger after school children really enjoyed playing with the Playdough.
•
A graffiti wall was mentioned as something the children would like.
•
Some of the older after school children said they would like someone of their own age to
play with. In some facilities the older children did look a little out of place, probably
because they were in the same room as the younger children. A few of them said they
would far rather be at home that at the crèche when they finished school. Some of them
- 16 -
said the toys were boring. They would love to have a Wii/Nintendo DS/Playstation at the
crèche. They also said it would be good to have bigger toys to play with outside. They
would also like water-pistols.
•
They older children would like a private place to talk to friends.
•
The children said the decoration in the room was a bit ‘babyish - and the younger
children can be very noisy. They would like a room or a corner which is just for them
with their own choice of pictures on the walls.
It was observed that the older children generally seemed to interact well with the 3 to 5 year
olds.
6.5
Outside Play.
All of the facilities visited had outside play areas. Some were larger and better equipped
than others.
The key learning from observing and talking to the children about playing
outside is:
•
They like plenty of space to run around.
•
Playing with balls – kicking, goals, basketball hoops was popular in those facilities where
it was available. This was definitely more popular with boys than girls.
•
Ride on and push along cars and tractors were popular with all age groups (apart from
the younger babies). The girls asked said they were less keen on these toys but many
girls were observed playing with them.
•
All of the children asked said they liked to play outside as much as possible when the
weather was good.
•
Swings and trampolines were often mentioned as popular outside play choices, but
safety needs to be taken account with these types of toys.
•
In one setting the children were given binoculars to play with and the staff said that they
thoroughly enjoyed playing with them.
•
In one facility the children each had a ‘Discovery Note Book’ which they used to record
things they found and observed outside for example, leaves, insects, the weather. The
staff said that the children really enjoyed this activity.
•
The children enjoyed running races under the supervision of the staff.
•
Play prams were popular to push around – there was no need for a doll to be in the
pram. It seemed to be all about speed.
- 17 -
•
One crèche allowed the children to use chalk to draw on the garden walls – there were
lots of scribbles and pictures.
6.6
•
Other General Observations
At the younger age spectrum girls are more interested in interacting with other children
than the boys.
•
It is important to acknowledge very wide differences between children, and therefore it
will be impossible to please all children all of the time – but this should not be the
objective. Some children will settle more easily into a childcare setting than others,
some will develop friendships and relationships with staff and other children more quickly
and some will play more than others. The crucial thing is for children to feel safe and
secure in the childcare setting, and feel that they are able to express themselves freely
and be stimulated and be given choices of play within a structure, which is of course
necessary for a childcare provider to have in place.
•
There is very little verbal communications with the children under 2 – either with each
other, staff or talking to themselves.
•
In a childminding setting the provider is able to be more spontaneous and reactive to the
child’s needs and wants, less structured as there are less children and the environment
is usually much more like that of a family home.
•
There is probably generally less inside space in a childminding setting.
•
In the childminding setting, one of the after-school children was the childminder’s granddaughter. When she was asked if this made any difference in terms of her role, she
explained that she did need to adjust to the situation when it started, as did her granddaughter, but once the new ‘ground rules’ were established for the period when she was
working things settled down well. Other rules were put in place about keeping the child’s
own toys separate from the toys used by the visiting children.
•
The older after-school children seem to enjoy interacting with their younger peers,
although the staff said they need to keep a careful watch as the older ones can
sometimes be too boisterous. The staff notice that as the children get older they have
less time for the younger children in the facility.
•
Although none of the children commented on it, in two of the settings there was music in
the background that provided a gentle background noise and contributed positively to the
atmosphere.
•
Children are likely to get a more family oriented environment in a childminding setting,
and will probably be involved with the family of the childminder as well as the childminder
- 18 -
herself (or himself). The child is likely to develop a close bond with the childminder and
her family if the environment is positive, safe and secure. Likewise, the childminder will
have a close relationship with the children in her care.
7.0
Conclusions
The recommendations made below are in no particular order of importance but have been
made on the basis of the research process and through the observations of the children and
the conversations held with them.
7.1 Parents need to decide the type of childcare they want for their child/children. From the
research a childminder is more likely to provide a more relaxed family oriented
environment - a home from home, whereas (necessarily) a crèche will offer more
structure and routine.
A crèche is likely to have more choice in terms of toys and
activities, but probably more rules.
The final choice will come down availability,
affordability and parental preference. Parents may want to consider that a childminding
setting is more likely to provide a ‘more grown up’ environment for the older after school
children, although this of course varies from childminder to childminder.
7.2 Staff should follow an interest led play with the very young children. They have short
attention spans and there seems to be little point in setting a structure when the children
will not observe it and will quickly lose interest.
7.3 It is healthy for children to experience conflict in their childminding environment as long
as it is observed and managed by the staff. This helps the children to establish their
own boundaries and to learn what is acceptable and non-acceptable behaviour.
7.4 Where possible staff should place themselves at the level of the children – most likely
sitting on the floor at the low tables and chairs. This allows for face to face interaction
which will support learning and development.
7.5 Older children coming to the facility after school need to feel differentiated from the
younger children in a crèche environment. Where possible it is important to provide a
separate space, a more adult environment for at least part of their daily time at the
facility. Adult size table and chairs should be provided if possible.
- 19 -
7.6 It is important for the provider to think about how to offer a variety of play opportunities
that will encompass as many of the different types of play as possible e.g. sensorimotor,
make-believe, social, constructive, games, inside and outside, joint and individual.
7.7 Less is more. Most childcare facilities probably have too many rather than too few toys
and they therefore tend to rotate the toys the children play with. This is a good approach
as it gives variety of play and choice over a period for the children. As parents and
providers have probably said many times…’if you buy a child an expensive toy – they will
discard the toy and play with the box it came in. This piece of research confirmed this.
Empty boxes are a great thing for children to play with, and they should be a key part of
the crèche, especially for the very young children (baby room). Offering limited choice
may also encourage imaginative play. A clear observation from this exercise is that most
children love imaginative play and the props they need for this are minimal. They will use
what is available to them to support their play. This demonstrates the importance of
Free Play periods for all children of all ages in childcare settings.
7.8 Where possible and as often as possible, children should be given a choice which toys
they would like to be able to play with, and which activities they would like to do. This
will introduce children to decision-making processes.
7.9 Television/DVD watching should be allowed but limited and monitored.
7.10
Providers may consider allowing the after-school children to create their own rules for
their time at the facility. This will differentiate them from the younger children and give
them more of a sense of control over their environment. Feedback from some of the
older children (verbal and non-verbal) showed that for some of them there is a feeling of
the facility being ‘too babyish’ for them, so in order to minimise this feeling strategies
should be developed to allow them to feel more in control.
7.11
It is important for the provider to be clear about the role they play around doing
homework – both for themselves, the child and the parent. Some providers ensure that
all homework is done and assistance is provided. Others will provide the space for them
to get on with it but it is less formal with no assistance. It is likely that given the staff and
staffing level that most facilities will only be able to provide a quiet space for the children
to do their homework but without the additional support often provided by a homework
- 20 -
club.
The responsibility for ensuring that homework is done ultimately falls to the
parents.
7.12
Providers should make the time on a regular basis to talk to the children in their care,
both individually and in groups. Seeking their views on problems that arise and potential
solutions is important. This will allow them to feel some control over their environment.
Where appropriate and possible the solutions identified by the children should be
implemented. Listening to what they have to say should be part of the culture of the
facility and research has shown that young children will experience increased selfesteem and social competency and will gain an insight into decision-making processes is
they are actively listened to (Clark, McQuail, Moss, 2003).
7.13
Where possible children should be given the opportunity to take responsibility for
themselves for example allowing them to get a drink when they want one. To facilitate
this drinks can be placed in small jugs so the children can help themselves with minimum
mess.
7.14
Artwork that the children complete should be displayed at the crèche and then the
child should be able to take their work home after a suitable time. Where possible the
artwork should also be displayed at their level.
7.15
It is important for children to learn to tidy up after themselves and this should be
incorporated into the routine regardless of the childcare setting. Rather then just tell the
child, involve him or her in the decision making process where possible about what to
clear up first etc. This will encourage a level of independence, build confidence and selfesteem and support the development of decision-making skills.
7.16
A gallery of photographs showing the children’s family will help a child to settle in and
feel comfortable in their childcare setting. As mentioned above the idea of using a plane
or other vehicle to display the faces can add to the creativity. The same idea can also be
done for staff and other children attending the facility.
7.17
Provide refreshments for after-school children when they arrive at the facility before
they settle down to do their homework or play. If possible get them involved in the
preparation and clearing up of the drinks and snacks.
- 21 -
7.18
It is always preferable to ask children questions from a very young age rather than
assume the answer. “We don’t just think it, we say it. We tell the children what we think”
Nursery Teacher. This applies to the small details of the everyday routine. Practitioners
will ask children if they need their nappy changing and whether they are ready for a
sleep.
7.19
If there is the space it is a good idea to display the books with their covers showing
so that the children can easily identify the book they want to look at or read. Children’s
library shelving works well for this.
8.0
Literature Review
In order to support the primary research, a short literature review to highlight best practice
and key lessons and messages for parents and childcare providers was carried out.
8.1 Síolta. The National Quality Framework for Early Childhood Education.
Síolta is designed to assist all those concerned with the provision of quality early education
in Ireland to participate in a developmental journey towards the improvement and enrichment
of young children’s early childhood care and education. There are 16 standards in total and
they are all invaluable in supporting all people and organisations involved in the care of
children in providing a quality experience. The standards that are particularly relevant for
this project are Standard 2 - Environments and Standard 6 - Play. A brief overview of each
of these standards is provided below. More detailed information is available from the Síolta
Research Digests published by the Centre for Early Childhood Development and Education
(CECDE),and it is highly recommended that this important document is read by existing and
prospective childcare practitioners.
8.1.1
Standard 1. Environments
Flexible indoor and outdoor environments, which address children’s differing levels of
maturity, and which are adapted to meet children’s changing needs throughout the year,
should be provided (CECDE 2005). The National Children’s Nurseries Association (NCNA,
2002) offers guidelines in the planning, design, building or altering of premises for an early
childhood setting. The provision of discrete areas for playing, sleeping, eating, bodily care,
and storage of personal items is recommended, in addition to appropriate signage for all
visitors and users of the setting. Sturdy, appropriately small-sized furniture, sanitary ware
- 22 -
and equipment communicate an atmosphere of welcome and belonging for very small
children. In planning a good learning environment, interest areas should be developed and
arranged to facilitate easy movement and visibility. French (2003) suggests ideas for the use
of internal and external spaces, and outlines guidelines for establishing a learning
environment and arranging and equipping areas.
Children themselves need to be
participants in what adults are thinking, planning and doing on their behalf (Greenfield 2004).
Is recommended that practitioners consult with children and consider the following
suggestions:
•
Display children’s project work
•
Ensure that displays are at children’s eye level
•
Exhibit information about children’s families
•
Engage children in contributing photos or other materials for display
•
Ensure that children’s names are displayed
•
Ensure that each child has some space that is personalised for him/her
8.1.2
Standard 6. Play
Play is one of the key contexts for children’s early learning and development, and offers
significant opportunities for both learning and teaching. The challenge for practitioners is to
engage with the child’s play in a way which enhances it and opens up new vistas of learning
and fun.
In order for it be enjoyable and beneficial, young children need to spend a
significant amount of time within the setting engaged in exploration and play, and these and
other playful activities should be central to the daily routine.
An understanding of child
development is central to the achievement of this, primarily as it provides a continuum on
which the practitioner can determine what is developmentally appropriate in terms of play.
Another important feature of play is that it enables a child to explore, to be creative and to
use his/her previous learning to make new meanings. Open-ended play items, for example,
can be provided which lead the child to explore different properties in the environment both
indoor and outdoor.
8.2 Types of Play.
In play, children expand their understanding of themselves and others, their knowledge of
the physical world, and their ability to communicate with peers and adults (Fernie, 1988).
- 23 -
This section discusses children's play and its relationship to developmental growth from
infancy to middle childhood and also suggests ways in which educators and other adults can
support children's play.
8.2.1
Sensorimotor Play
In sensorimotor practice play, infants and toddlers experiment with bodily sensation and
motor movements, and with objects and people. By 6 months of age, infants have developed
simple but consistent action schemes through trial and error and much practice. Infants use
action schemes, such as pushing and grasping, to make interesting things happen. An infant
will push a ball and make it roll in order to experience the sensation and pleasure of
movement.
As children master new motor abilities, simple schemes are coordinated to create more
complex play sequences. Older infants will push a ball, crawl after it, and retrieve it. When
infants of 9 months are given an array of objects, they apply the same limited actions to all
objects and see how they react. By pushing various objects, an infant learns that a ball rolls
away and a rattle makes noise. At about 12 months, objects bring forth more specific and
differentiated actions. At this age, children will throw or kick a ball, but will shake rattles.
In a toddler's second year, there is growing awareness of the functions of objects in the
social world. The toddler puts a cup on a saucer and a spoon in her mouth. During the last
half of this year, toddlers begin to represent their world symbolically as they transform and
invent objects and roles. They may stir an imaginary drink and offer it to someone (Bergen,
1988). Adults can initiate and support such play. They may push a baby on a swing or cheer
its first awkward steps. Children's responses regulate the adult's actions. If the swing is
pushed too high, a child's cries will guide the adult toward a gentler approach. In interactions
with adults such as peekaboo, children learn to take turns, act with others, and engage
others in play.
8.2.2
Pretend Play
As children develop the ability to represent experience symbolically, pretend play becomes a
prominent activity. In this complex type of play, children carry out action plans, take on roles,
and transform objects as they express their ideas and feelings about the social world
(Garvey, 1984).
- 24 -
Action plans are blueprints for the ways in which actions and events are related and
sequenced. Family-related themes in action plans are popular with young children, as are
action plans for treating and healing and for averting threats.
Roles are identities children assume in play. Some roles are functional: necessary for a
certain theme. For example, taking a trip requires passengers and a driver. Family roles
such as mother, father and baby are popular, and are integrated into elaborate play with
themes related to familiar home activities. Children also assume stereotyped character roles
drawn from the larger culture, such as nurse, and fictional character roles drawn from books
and television, such as He-Man (or Harry Potter!). Play related to these roles tends to be
more predictable and restricted than play related to direct experiences such as family life
(Garvey, 1984).
As socio-dramatic play emerges, objects begin to influence the roles children assume. For
example, household implements trigger family-related roles and action plans, but capes
stimulate superhero play. Perceptually bound younger children may be aided by the
provision of realistic objects (Fein, 1981). Even three-year-olds can invent and transform
objects to conform to plans.
By the age of four or five, children's ideas about the social world initiate most pretend play.
While some pretend play is solitary or shared with adults, preschoolers' pretend or sociodramatic play is often shared with peers in the school or neighbourhood. To implement and
maintain pretend play episodes, a great deal of shared meaning must be negotiated among
children. Play procedures may be talked about explicitly, or signalled subtly in roleappropriate action or dialogue. Players often make rule-like statements to guide behaviour
("You have to finish your dinner, baby"). Potential conflicts are negotiated. Though meanings
in play often reflect real world behaviour, they also incorporate children's interpretations and
wishes.
Construction play with symbolic themes is also popular with preschoolers, who use blocks
and miniature cars and people to create model situations related to their experience. Play
that involves motion, rough and tumble, is popular in preschool years. In this play, groups of
children run, jump, and wrestle. Action patterns call for these behaviours to be performed at
a high pitch. Adults may worry that such play will become aggressive, and they should
probably monitor it. Children who participate in this play become skilled in their movements,
distinguish between real and feigned aggression, and learn to regulate each other's activity
(Garvey, 1984).
- 25 -
8.2.3
Games With Rules
Children become interested in formal games with peers by age five or younger. Older
children's more logical and socialised ways of thinking make it possible for them to play
games together. Games with rules are the most prominent form of play during middle
childhood (Piaget, 1962).
The main organizing element in game play consists of explicit rules, which guide children's
group behaviour. Game play is very organised in comparison to socio-dramatic play. Games
usually involve two or more sides, competition, and agreed-upon criteria for determining a
winner. Children use games flexibly to meet social and intellectual needs. For example,
choosing sides may affirm friendship and a pecking order. Games provide children with
shared activities and goals. Children often negotiate rules in order to create the game they
wish to play (King, 1986). They can learn reasoning strategies and skills from strategy
games like checkers. In these games, children must consider at the same time both
offensive alternatives and the need for defence. Many card games encourage awareness of
mathematics and of the psychology of opponents. Such games can be intellectually
motivating parts of pre- and primary school curriculum (Kamii & DeVries, 1980, Kamii, 1985).
8.2.4
The Adult Role In Children's Play
These general guidelines may be helpful:
•
Value children's play and talk to children about their play. Adults often say "I like the way
you're working," but rarely, "I like the way you're playing."
•
Play with children when it is appropriate, especially during the early years. If adults pay
attention to and engage in children's play, children get the message that play is valuable.
•
Create a playful atmosphere. It is important for adults to provide materials which children
can explore and adapt in play.
•
When play appears to be stuck or unproductive, offer a new prop, suggest new roles, or
provide new experiences.
•
Intervene to ensure safe play. Even in older children's play, social conflicts often occur
when children try to negotiate. Adults can help when children cannot solve these
conflicts
- 26 -
8.3.
The Priorities of Children.
Research has shown that young people’s priorities in early years provision include the
importance of friends, food, drink and cooking, outside play, the role of staff, time to finish
their activities and support for periods of transition. In more detail, these key themes are all
about:
•
The importance of relationships, especially friends and key adults. This is an important
part of the providers’ role. If two children are beginning to get on well, consideration
should be given to changing plans to support the developing friendship. Further, if a
child appears to ‘gel’ more with one keyworker than another, then arrangements should
be made for child to assigned to the preferred keyworker
•
The quality of food and drink and their access to these facilities
•
Access to the outdoor environment in particular the use of favourite equipment
•
Ensuring the children are given the time to finish their ‘projects’
•
Supporting young children in their transition to new settings within the facility
8.3.1
Hidden Places. Research has shown that hidden away corners in a childcare facility
where young people can be private if they want to is a positive thing. In addition public
areas where adults and children can sit comfortably and talk is recommended (Clark,
McQuail, Moss, 2003).
8.3.2
Creative Arts. Creative Arts have been identified as the most popular activities by
young children when they were asked ‘what do you like doing best at nursery?’ When their
answers were analysed the following areas emerged as the best activities: imaginative play
(44%), creative activities (42%) and water, sand and playdough (25%). (Dupree, Bertram
and Pascal(2001). This reflects the findings of this research project.
8.3.3
Outside Play. Children often put playing outside among their favourite list of
activities (Daycare Trust, 1998; Cousins, 1999). The children placed physical activities and
outdoor play as their best activities (24%) next to creative arts. Some children expressed
concern that they are not allowed to go out when and as much as they would like (Cousins,
1999). Again this reflects the findings of this research project.
8.3.4
The role of adults. Some young children have discussed liking adults who help
them to do things and play with them (Daycare Trust 1998; Clark and Moss, 2001). Others
- 27 -
have expressed a dislike of adults shouting or raising their voices (Wiltsher, 1999; Cousins
1999); in after school clubs children liked the fact that staff were less directive (Wiltsher,
1999). Children have also raised the importance of having adults to keep order and help
them feel safe (Clark and Moss, 2001). However the four year olds interviewed by Cousins
(1999) expressed reservations about some of the ways power was exercised over them.
Children disliked being hurried and not allowed to finish what they were doing or making and
being told to tidy things away.
8.3.5
Achievements. There have been several recorded examples of young children’s
expressed pleasure in seeing evidence of their achievements in their pre-school settings.
Children in the Daycare Trust consultation were proud of things they had made themselves
(Daycare Trust 1998). Three and four year olds photographed their drawings and pages
from their profile books which recorded their progress (Clark and Moss, 2001).
8.3.6
The childcare environment.
Young children can make insightful comments about
their perspectives on indoor and outdoor spaces (Clark and Moss, 2001). This is a source of
little used expertise which architects and landscape architects could use in the development
of new environments. There is evidence from Denmark (Nielsen, 1993) of an architect
talking with children about their wishes and making drawings of their dreams about the
outdoor environment and interior decoration (Clark, McQuail, Moss, 2003).
8.4
The Childcare Setting
Babies and toddlers learn from interacting with materials, events and ideas and it is therefore
essential that practitioners provide environments which give children the freedom and
opportunity to explore with all their senses all day long. Active learning environments for
babies and toddlers are important because early experience of respect for their ideas and
intentions and support to carry them out helps children to construct a firm and deep level of
engagement with the process of learning. Active learning environments provide order and
flexibility, comfort and safety and support children’s sensorimotor approach to learning. Post
and Hohmann (2000) recommend consideration of the following:
8.4.1
Order and Flexibility
•
Separate and hygienic areas for bodily care, food prep and play
•
Clear and displayed procedures for food prep, bodily care and emergencies
- 28 -
•
Adult and baby and toddler sized equipment and furniture
•
Storage that is accessible for babies and toddlers and adult accessible storage
•
A quiet place for sociable children to eat and a quiet place for breast or bottle feeding
•
A space for play which supports the mobility of needs of babies and toddlers
8.4.2
Comfort and Safety
•
Hazards out of sight, climbers cushioned and floors covered with non-slip material
•
Rooms bright, ventilated and comfortable heated
•
Space for children to roll, sit, crawl, rock, climb, jump and run
•
Children’s personal possessions and comfort items always available
•
Provision of soft toys, rugs, pillows and people to snuggle against
•
Photographs of children and their family members always available to see, touch, hold
and carry
8.4.3
Sensorimotor Opportunities
•
Access to sand, water, art and block play throughout the day
•
Natural materials such as wood, metal, stone, fibre and paper available throughout the
day
•
Musical instruments available throughout the day
•
Baby and toddler sized chairs, steps, ramps, climbers and benches available throughout
the day
•
Access to things children can jump on, get inside of, push and pull, rock on, sit on and
throw throughout the day
•
Books available throughout the day
8.4.4
Outside Play
•
An easily accessed enclosed outside area
•
Safety surface under swings, slides and climbers
•
Grass for lying, rolling, crawling and walking
•
Shady areas for sunny days
•
Safe and well maintained materials
•
Opportunities to climb, run, clamber over, crawl through, balance on, jump, dig and
pedal, pour, sort, pretend
•
A variety of portable and stationary outdoor equipment
•
Hard and soft play surfaces with a suitable all-weather surface
- 29 -
•
Areas where children can grow plants, with accompanying strong gardening tools
•
An area where the garden can grow wild, where children can observe weeds and insects
in a natural habitat
•
Picnic and seating areas for social gatherings
•
Access to flowing water, pumps and pipes
•
Adequate space between equipment to avoid collisions (French and Murphy, 2005).
8.5. Characteristics of babies and children
In order to support childcare providers in making informed choices about play and the
childcare environment, some detail here is provided on the general characteristics of babies
and young children:
8.5.1
Babies
Characteristics of babies (birth to one year):
•
Babies are vulnerable and totally dependent on adults to meet their needs and are
rarely able to cope with discomfort or distress
•
The younger the child the greater the development that occurs
•
Babies have urgent needs, for attention, food, sleep, that demand immediate responses
•
They need security through knowing those demands will be met reliably, calmly,
predictably
•
Babies are subject to rapid changes in health and well-being.
The needs of babies
•
One to one responsive interactions (those in which practitioners follow the child’s lead)
•
A practitioner who is consistently responsible for, and available to each baby.
•
Higher staffing ratios than for older children
•
Sociable, loving and physically responsive practitioners who can tune into a babies
needs.
•
Individualised programmes that can adjust to the baby’s own rhythms
•
A predictable and calm environment that builds trust and anticipation
•
Experiences to enhance their sense of self
- 30 -
8.5.2
Young toddlers (1 year to 2 ½ years)
Characteristics of young toddlers
•
They are full of energy and always moving
•
They live very much in the immediate
•
What toddlers want to do is usually ahead of their language or physical ability.
Consequently toddlers are often frustrated
•
They like to try things out and see what happens, that is how they gain control of their
world
•
They are determined to become competent
•
They are curious and anxious to understand the world around them
•
They learn with their whole bodies and thrive on being given opportunities to explore and
create rather than be told
•
They feel very strongly
•
They are impulsive, unpredictable and lack self control
•
They look for social interaction and learn best by watching and imitating others
The needs of young toddlers
•
A secure environment and a programme that provides both challenges and predictable
happenings
•
Opportunities for independent exploration and movement
•
A flexible approach which can accommodate their spontaneity and whims at a pace that
allows them to try to do things for themselves
•
Adults who encourage the toddlers cognitive skills and language development
•
Responsive and predictable adults who both understand and accept toddler’s
developmental swings
•
Experiences to enhance their sense of self
8.5.3
Older toddlers (2 years to 3 ½ years)
Characteristics of older toddlers
•
Older toddlers can recognise a wide range of patterns and regularity in their world
•
They are becoming increasingly physically adept
•
They love to ask questions and enjoy humour and nonsense
- 31 -
•
They have developing capacities for symbolisation and representation, art, music, dance,
language and number
•
They are beginning to reason
•
Their increasing memory capacity allows for storytelling and for longer periods of
focused attention
•
They are beginning to see how they and their families relate to the wider world
•
Their imagination offers the opportunity to begin to explore identities
•
They are able to make friends, begin to take turns and see a situation from another’s
point of view
The needs of older toddlers
•
Practitioners and environments to provide resources and support for their widening
interests and capacities
•
Practitioners who can encourage sustained conversations, queries, and complex
thinking, including concepts of fairness, difference, and similarity
•
Opportunities to use language to explore and to direct thinking and learning tasks
•
A widening range of resources for creative expression, symbolising and representation
•
Recognition of their developing sense of humour, which springs from
new
understandings about how things ‘ought’ to be
•
Challenging opportunities which keep pace with their physical co-ordination and
development
•
Partnership between parents and the older adults involved in caring for the child (French
and Murphy, 2005).
9.0
Further Information.
There is a great deal of information available to existing and prospective childcare providers
that will enable them to make informed choices about the childcare setting they provide.
These include:
•
Louth County Childcare Committee www.louthchildcare.ie
•
The Daycare Trust, London, UK. www.daycaretrust.org.uk
•
Early years, the organisation for young children. www.early-years.org
•
www.siolta.ie
•
Office for the Minister for Children and Youth Affairs www.omc.gov.ie
•
[email protected]
- 32 -
The references below also provide further reading.
10.0
Summary and Conclusion
This research project has not uncovered any great surprises in terms of children’s
preferences and dislikes in terms of the activities and environment of their childcare setting.
The preferences of the children in County Louth probably accurately reflect the preferences
of children in the rest of Ireland and also the rest of the world taking into account cultural
differences and what is available to them from an economic point of view.
The research also probably confirms what is known by most parents and practitioners
already, which is that every child is unique and will have a different perspective from which
he or she views their childcare setting. As a result it is impossible to create the perfect
childcare environment for every child. This should not however be seen as a big issue, as it
is a positive thing for all children to learn to adapt themselves to different surroundings and
situations as long as the child feels safe and secure.
References
•
A Practical Guide to Chold Observation and Assessment, Christine Hobart and Jill
Frankel, Nelson Thornes, 2nd Ed., 2001
•
Hearing the Voice of the Child in Childcare Services. A process researched, developed,
implemented and reported by Michelle Hart, Border Counties Childcare Network,
Septemer 2006
•
Exploring the Field of Listening to and Consulting with Young Children. Alison Clark,
Susan McQuail and Peter Moss. Thomas Coram Research Unit. July 2003
•
Once on a Lifetime: Early Childhood Care and Education for children from Birth to
Three, Geraldine French and Patricia Murphy, Barnardos 2005
•
The Nature of Children’s Play, David Fernie , 1988.
•
After School. A Practice Guide for Providers, Stephanie Holt, Barnardos National
Children’s Resource Centre 2004.
•
Síolta. The National Quality Framework for Early Childhood Education. CECDE, 2007
•
Supporting Quality:
Guidelines for Best practice in Early Education Services.
Barnardos’ National Children’s Resource Centre. 2nd Edition 2003.
- 33 -
Name of service: Childminder
Date:
Method:
Start Time: 10.30
Finish Time: 11.55
Number of children present: 5
Age range of children present: 1-2 years
Number of adults present: 2
Permission sought from: Creche Manager
Definition of setting:
Aim and rational of observation: To observe the children in their childcare setting.
OBSERVATION
•
•
Sitting at the table in the kitchen with SB and D & S.
D & S both playing with Playdough – on the small table on ground – rolling pin, cut outs to play
with too.
•
Pile of poker chips to play with
•
Like to watvh TV
RESEARCH VISITS
Aims:
1. To establish the children attending the facility like and dislike about the activities they are offered
2. To understand children’s preference and choice in relation to the environment of the service
Tone: Informal, friendly and open
Upon arrival meet with the named point of contact, ask to shown around the facility and be introduced to
staff – make sure everyone is at ease. Run through the plan and timings of the day – will be facility
dependent.
With the children, introduce myself, tell them why I am here and that I want to listen to them and to their
ideas and suggestions.
NOTES FOR RESEARCHER:
• Say what you see
• Observe verbal and non-verbal communication
- 34 -
•
•
•
•
•
•
•
Put myself in their shoes – look at the service through the eyes of the child.
Listen beyond the words
Look for emotional responses
Observe who they like to be with
Observe their interaction with the staff
Observe what choices the children make and how they make them
Note what activities/toys are available – inside and out.
PROPS:
Crayons/paper
Cameras
Soft toys
1.
•
•
•
•
•
Under 3
Use observation sheet
Use of relevant questions
Use drawings
Use cameras
Use the soft toys
2.
•
•
•
•
•
3 to 5
Use observation sheet
Use of relevant questions
Use drawings
Use cameras
Use the soft toys
3. Older children
• Use of relevant questions – balance level of complexity
• Use cameras (possibly)
LIST OF QUESTIONS TO USE AS APPROPRIATE.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
What makes you happy about being here?
What makes you sad about being here?
What do you like most about coming to nursery?
What would you like to do more of?
What toys and games are there here that you don’t have at home?
What are your favourite toys?
Are there any toys you never play with?
What do you like playing with best?
What don’t you like dong when you are here?
What would rather do instead?
What do you like about the room you are in?
What’s the best thing about nursery?
What don’t you like?
Do you get changed when you go out to play – do you like doing this?
When do you go out to play?
What do you like about playing outside
What would you change about your nursery?
What do you think is the job of the key worker – name
Tell me what you like about the room?
- 35 -
•
•
•
•
•
Where else do you go?
What don’t you like about the room?
What would you do to change the room?
What changes would you make?
If you were in charge what would you do differently?
Probing questions
Tell me more about that
Why?
Why not?
How does that make you feel?
I’m interested…
I’m curious…
What I’m wondering is….
- 36 -
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes
Notes