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I get asked all the time...'Where do you get your resources from?'

Firstly, many of the resources we use in Early Years can be collected, reclaimed or re-used for free. Some of my favourite natural Autumn loose parts are;

• Leaves from different trees and different colours
• Dried leaves and flower petals
• Leaf skeletons
• Twigs of different lengths and thickness
• Acorns
• Pine cones
• Moss
• Bark
• Tree cookies
• Tree stumps
• Pumpkins and squash
• Conkers

I also like to add items like:

• Wooden buttons
• Grapat loose parts
• Cotton reels
• Coloured sheets of felt
• Empty picture frames
• Glass beads
• Numicon

Placemats, mirrors, lightboxes and tinkertrays are all good to include alongside too.

When it comes to buying resources i have always worked in schools and settings with very little money to spend on resourcing. Any money that we did have would be spent on;

1. High quality staffing

2. Block Play resources

3. Books

4. Small world imaginative play

I feel that when we spend ...

"If children feel safe, they can take risks, ask questions, make mistakes, learn to trust, share their feelings, and grow.”

Alfie Kohn

Inside the Hygge in the Early Years Accreditation we learn about the Reggio Inspired approach and work on developing our own image of the child and discovering what it is about each individual that makes them capable learners. Taking that time to get to know them and considering what makes each one special and tuning in to how they learn.  Our own experiences as children, parents and educators shape what this can be and it's important to recognise the strengths and capabilities our individual children have. 

I believe that young children are capable of high levels of engagement in their learning. But how can they show this if i'm always the one deciding what we should do around the agenda I have as an adult? I believe that doing this can set them up to fail.

Therefore my understanding of the child must be backed up by the practice and environment ...

Mini Explorers Childcare – Keira Gilbert

I started my childminding journey in January 2020 just before the first lockdown. While I absolutely love working with children, I decided that becoming my own boss meant I had the power to implement changes to my practice I had been wanting to do for years but was always met with criticism. I needed to slow down for myself and for the children, especially during the most challenging obstacle we had ever faced: a worldwide pandemic. I wanted to have the facts and skills to be able to implement this new vision and respond to criticism in an informed and positive way. I compared myself too much to nurseries I had previously worked on and was stuck in a loop of trying to churn out huge activities one after another through the day to appease what I thought parents would be looking for. As well as this I was spending almost all my earnings on the latest toys and trends to keep the children happy.

The vision I had for my setting was one that valu...

My name is Samantha, I am a Registered childminder  in southeast London.

I have been a childminder for 17 years and done many training courses.  Hygge was the first one that focussed on myself as a practitioner and my well being.

Until I started, I hadn’t realised that this was something I really needed. I was very tired, unmotivated and I felt rushed on a daily basis. Missing out on breakfast and drinking coffee as I set up. I wanted everything to look inviting before 07:30am.  I would be disappointed when the children were not engaging in the activity.

Focussing on myself, my vision and the children allowed made me to slow down and I realised I was still offering the cosy caring environment but it needed to be calmer and less manic. I started with having breakfast and a hot coffee before 07:30. I stopped putting out invitations to play but waited for the children to arrive.We talked about what they want to do and we set up areas together. Now we come together to do meditation at n...

I have been a registered Childminder since 2002.

I began Childminding after my divorce in 2000.

I wanted to have an occupation where I could work from home and be there for my two daughters and support them through their school life.

Throughout my career I have given 100% and so far achieved 3 Outstanding Ofsted Grades.

Unfortunately I feel that because I have given so much to my job and the families I care for, I have missed out on the main reason for starting this childminding journey......... my family.

For years I thought that my vision was to provide a setting which emulates a school nursery. I would be obsessed with the EYFS Development Guidance, taking multiple daily observations and obsessively completing tracking charts.

I used a variety of online platforms to observe our children and found the whole process to be so time consuming and a complete chore. I felt that because I had constantly done so many observations, I needed to keep up that pace.

In actual fact, I was...

'And so the rain invites a street of colourful umbrellas to blossom.' Angela Abraham

I love the quote above and it reminds me that it's so important to see the beauty in the rain. After a very dry April the rain we received here in Yorkshire yesterday was very welcome. 

I wanted to share a few rainy day ideas for you this Spring to support your nature based practice. 

1. Head outside and smell the rain

We're often in such a race to get out of the rain, perhaps running to get inside, that we forget to actually experience the rain. Get dressed up in suitable waterproof clothing and head outside to smell and feel the rain. How does it sound? What temperature is the rain as it hits your skin (does it feel warm or cold?) What shapes do we notice the raindrops make as they hit the ground? Can you take 5 big deep breaths in and feel the rain calm your senses? As you tune in and smell the rain this is called Petrichor and it is the earthy scent produced when rain falls on dry soil. 

2....

Guest Post by childminder Jodie Williams @jodiewilliamschildminding 

Teaching children about nature and giving them the opportunity to be outdoors exploring is a very important part of our day. I found the child thrived when doing outdoor activities especially in the local woodland areas.

They love to collect objects, bringing them back to the setting and incorporating them into their play and exploration.

Over the past year it has become more important to be able to be outdoors, exploring in our own little group setting. Which has helped all of us to cope with the current pandemic & changes.

This is why I have now started to change how I teach and the resources I use. I haven’t got much space to store lots of one use resources. So this change has definitely allowed me to minimise resources to ones that provide the most learning opportunities.

We now have a lovely collection of natural resources. A variety of baskets containing small logs, log slices, stones, & sticks. Also ...

I know through my interactions with you online that many of you would like a little bit of support in setting up a provocation. 

Firstly I hear you ask, what is a provocation? A provocation can come in many different forms, but it is always intended to provoke thoughts, ideas, and actions that can help to expand on a thought, project, idea or an interest. These are an important aspect of child led learning seen in the Reggio Emilia Approach. By setting up a provocation we are allowing young children to see, experience and make decisions about the world themselves through their own explorations. It could be from a book, a photograph, interesting objects. The interaction with the provocation can involve problem solving, working imaginatively, form new ideas and make their own conclusions. 

As the provocations are open ended with the concept of the child finding their own answers rather than being told them there is no right or wrong outcome from working here. The process of the learnin...