Young children are fascinated by babies, in part because of their growing realisation that they too were once so very small and vulnerable.
A project on babies can build on many children's first-hand experience of babies, gained by watching parents/carers and relatives care for younger offspring.
Such a project can also draw a on a variety of broad themes, such as growing up and sibling rivalry, and, if carried out at this time of year, offers a good way to lead in to the Christmas season, with the birth of the baby Jesus.
This four-part project covers all six areas of learning, with a primary focus on personal, social and emotional development.
Part 1 8 November
A-L Arrange for babies to visit your setting A-L Find out how to care for babies C-I Explore children's experiences and feelings about babies in small world and role play Part 2 15 November
A-L Explore babyhood through photographs C-I Investigate children's and adults' heights A-L Find out about children's names C-I Encourage independent writing Part 3 22 November
A-L Explore sibling rivalry through fairytales and contemporary stories A-L Use Pingu videos to promote discussion and exploration of family relationships Circle time to explore emotions and feelings Part 4 29 November
A-L Sort Christmas cards C-I Make 2D and 3D nativity scenes A-L Share the Christmas story C-I Share Christmas music Activity 1
A-L Little visitors
Organise a series of visits by parents and their babies to your setting.
Planned learning intention
Through first hand experience, to sustain attentive listening, responding to what they have seen and heard with relevant comments, questions and actions
Adult:child ratio 1:4
Preparation
* Discuss plans for the project with parents and carers. Ask for volunteers to bring in babies for short sessions to demonstrate feeding or nappy changing. n Ensure that you have enough volunteers and sessions planned for every child to have the experience.
* Prepare a warm, comfortable space with enough room for the adults and children to see and interact freely.
* Consider leaving a tape recorder or dictaphone running to record comments and observations from the children.
Step by step
* Parent and practitioner talk through the demonstration, encouraging children to ask questions and comment on what they see.
* As well as the obvious 'why, how and what?' questions, use open-ended questions such as 'Why do you think...?', 'What might happen if...?', 'How do you think that might feel?'
* Where possible, enable the children to engage in the activity as much as is feasible (and safe for the baby) by handling and passing things, much as they would do in the home.
* Encourage children to comment on their experiences with babies outside the setting, and also to make connections with their own babyhood.
* Take photos and, ideally, encourage the children to take the shots, from their perspective and viewpoints.
* When the session is over, allow the children the opportunity to choose whether to draw or write about the experience, perhaps producing thank-you notes or pictures for the baby and parent. For some children the need to re-enact the experience in 'small world' play or role play may be strong; for others, the focused intensity of the session might mean they now need to channel their energies elsewhere, commenting and reflecting on the experience at a later date.
* Prepare a display space for photos and drawings, together with children's comments, and continue to add to this throughout the project.
Stepping stones
* A child with little experience may choose to observe the activity, needing encouragement to comment and participate. Alternatively, however, they may be very vocal, wanting instant access to the baby and items used, needing sensitive intervention to enable them to share and take turns. They may need help to interact safely with the baby and will probably comment on personal experience. They may need help to sustain interest and attention.
* A child with some experience may have a greater sense of care and safety around babies. They will probably make comments based on personal experience, but begin also to respond to open-ended questions, offering opinions and suggestions. They will have an increased ability to sustain attention, while others are talking or demonstrating.
* An experienced child will respond to the need to treat the baby with care and sensitivity and be able to sustain attention. They will probably be able to take turns in conversation and discussion and listen attentively to others. They will be able to raise and respond to questions, drawing on personal experience and applying previous knowledge.
Activity 2
A-L Helping hands
Develop the children's understanding of how babies are cared for.
Planned learning intention
To find out about and identify features of early human life Adult:child ratio 1:4
Resources
Nursery World poster pictures or photos of babies items associated with babies, for example, feeding bottles, bibs, baby spoons and bowls, nappies, soothers, wipes etc
Step by step
* Explore the pictures and items with the children and respond to their comments and questions.
* Share the story on the back of the Nursery World poster.
* Ask the children to help you draw up a 'knowledge map' with the heading 'what we know about caring for babies'.
* Begin by asking the children to tell you what they know about babies, what babies need help with and how we care for them.
* Record their comments as a 'brainstorm' or 'web', showing them how aspects of knowledge are interlinked.
* Accept all comments, but challenge the children to think and question more deeply, by asking how they know something might be true and how we can find out whether something is true. Acknowledge when you are not sure of something yourself. Remember that all the children's comments are valid and are a reflection of their current knowledge and conceptual understanding.
* Suggest ways of verifying information or finding out more - for example, asking someone else, going to the library, searching the internet.
* It is likely that some comments will refer to reproduction and birth and will need to be handled sensitively. Be prepared for this, and discuss with colleagues what might be appropriate responses for your particular children. Alert parents to the possibility of such comments and questions when you discuss the project with them beforehand, and listen to their views and suggestions. Being informative and matter of fact, showing respect for children's comments, rather than trying to hush or gloss over their contributions, can also help practitioners to deal with their own potential embarrassment. Let's talk about where babies come from by Robie H Harris (Walker, 8.99), although not aimed at younger children, is an excellent reference book for practitioners, with a broad and sensitive depiction of the meaning of 'family'.
* Encourage the children to make connections with their own experiences of babies, with their own babyhood and subsequent growth and achievements.
* Children may begin to see similarities and differences between human and animal babies.
Stepping stones
* A child with little experience may choose to observe others, rather than making their own contribution. They may listen and absorb others' comments, before being ready to engage in discussion. Equally, they may be very vocal, during discussion, finding it difficult to listen to others and take turns. They will probably benefit from opportunities for small group and one-to-one discussion on the topic. They may react to items on display, recognising and identifying them and perhaps needing to handle and play with them.
* A child with some experience may find it easier to sustain attention in a larger group and make appropriate comments. They will be able to respond to simple questions, and describe simple features of objects and events.
* An experienced child will sustain attention throughout discussion, raising and responding to questions and reflecting on their knowledge.
C-I Baby play
Enable children to explore their knowledge, experiences, and feelings about babies in their 'small world' play and role play.
Resources
Home role play equipment baby items such as bottles, nappies (terry and disposable), soothers, training cups, bowls and spoons, bibs 3babies' and dolls' clothes suitable boxes for making cots and cradles 3blankets and pillows pushchairs and prams 3fabric and ties for making baby carriers photos and posters of babies being fed, carried, rocked, played with dolls, ideally reflecting ethnic variation and gender, and if possible at least one 'newborn' soft toys and teddies 'small world' toys, animals and babies
Play suggestions
* Children will explore the resources for their own purposes; some children may take on the role of 'carers' with dolls and other children, some will want to take on the role of 'baby' themselves, crying and using baby language, crawling along the floor, wanting to be put to bed, etc.
* Inevitably, some children will need to explore pregnancy and childbirth, bringing their perceptions and experiences into the play. So, dolls and teddies will be stuffed under jumpers, to be 'delivered' over and over again and probably 'breastfed'. An accepting and 'matter of fact' attitude from practitioners is the most helpful to children.
* Children may need to explore difficult and unhappy experiences in their role play, perhaps adopting a powerful adult role and behaving in a domineering and possibly cruel way towards the dolls and 'babies'. Practitioners must respond sensitively, observing and monitoring the play and intervening if appropriate. Practitioners should be aware of children with particular emotional needs that may need outside support.
Possible learning outcomes
* Chooses to observe rather than interact with play materials
* Uses resources randomly and for own purposes
* Uses resources to explore and re-enact personal experiences and issues
* Engages in role play, parallel to others
* Collaborates and extends role play
* Refers to previous experience/learning
