Practitioners can help parents of under-threes gain an understanding of their children's early development
Building on our work with the parents of nursery-aged children, we set up drop-in groups for parents and younger children (aged nought to three years). These groups are called 'Growing Together'.
We wanted to share with this group of parents the same information on key concepts (see page 19) that we had already discussed with the parents of the nursery-aged children. We wanted parents and workers to study children's development, once again using rich video material as a basis for dialogue. There was, however, a big difference in approach. Unlike the study groups for parents of nursery-aged children, parents attended the group sessions with their children.
Providing for parents' and children's needs
We needed to establish a balance between providing appropriate play materials for very young children and providing a warm and welcoming atmosphere for their parents.
We do this by ensuring that the provision remains consistently rich for the children. There is always sand, water, dough, a train set, trucks and a small tent with tunnel for the older children. We also set up a baby area with a large mirror, treasure baskets and beanbags. We provide soft comfy chairs for the parents in the midst of the play provision and we always ensure that we offer parents a warm drink when they arrive (Growing Together at the Pen Green Centre, 2004).
We operate a high staff:parent ratio to enable staff to get to know the families well and to provide a regular, reliable and supportive atmosphere.
Sharing child development concepts
As parents were sometimes bringing very young infants to these new groups, we felt it was critical to look closely at the relationship between parent and child. We developed our own understanding of psychoanalytic theory so that we could then share this understanding with parents. The three concepts that we found particularly useful were:
Holding - the concept of holding describes the emotional holding parents can give their baby by holding him or her in mind (Winnicott, 1965)
Containment - the concept of containment describes the parent taking in the baby's distress, understanding it and responding to it, so that the baby feels emotionally looked after, contained (Bion, 1962)
Attachment - the concept of attachment describes how adults and children form and develop reciprocal relationships (Bowlby, 1969). Colwyn Trevarthen describes these relationships as 'developing companionship' (2001).
We share these concepts with parents in addition to the four concepts of 'well-being', 'involvement', 'schemas' and 'adult pedagogic strategies'.
Sharing key concepts in a busy group
One of our aims in the Growing Together groups is to encourage 'reflective parenting' (Fonagy et al, 1991).
During the groups we film parents, children and workers, with their permission. We may film a child at play, or a creative parent/child interaction. We then use a computer system (set up in the corner of the same room) to view the film that we have just made.
One of the workers and the parent, who has been filmed, will watch the video material together and discuss it. The video can be watched at normal speed or slowed to one frame at a time to enable the worker and the parent to look closely at the video clip.
Parents often comment on being able to see much more when they view the film a frame at a time. If appropriate, the worker may introduce some theory to the parent as they watch, such as key concepts from child development and psychoanalytic theory. By discussing these concepts with parents, we are able to develop a dialogue and a shared understanding of the child that we are watching. The parent is able to bring their specialist knowledge about their own child into the conversation and the worker is able to offer their theoretical understanding. The parent and worker develop a shared language with which to think about the child.
The parent is then able to select a sequence of still images from the video material and choose some language to accompany the images. At the end of the session they can take away a copy of this one-page 'portfolio' about their child.
Important finding
We can encourage 'reflective parenting' by:
* Using rich video material as a basis for dialogue
* Introducing key concepts from child development and psychoanalytic theory, including:
* well-being (Laevers)
* involvement (Laevers)
* schemas (Athey)
* adult pedagogic strategies (Whalley and Arnold)
* holding (Winnicott)
* containment (Bion)
* attachment (Bowlby)
* companionship (Trevarthen).
