I write in reply to your interview with Sarah Teather (15 July). To thequestion about whether childminders may be taken out of the EYFS, theminister replied with the question, 'Should everybody be covered?'
It's an amazing reply and a rather dubious one that all childmindersmust bear in mind when reflecting on our future within the childcareworkforce.
Yes, minister, all early years practitioners should be covered, becausethat ensures that all children receive the same equal opportunities forcare and early learning in a setting that is of the parents' choice.
The EYFS is not a perfect framework, but it has brought all theworkforce under one umbrella, not least childminders.
Responding to the consultation on the review to be carried out by DameClare Tickell is something that all childminders must strive to do.Please give half an hour of your time to this important feedback andmake your views clear. Childminders deserve to remain at the heart ofchildcare.
Simona McKenzie, registered childminder, Twickenham
Our letter of the week wins 30 worth of books
SETTING ART FREE
When I first entered the nursery industry in this country, as aqualified, fully registered Early Childhood Teacher, I heard the term'free painting' and was intrigued to see what this could be. Wow! Howdid painting become free?
I am not sure what I was imagining, as in New Zealand we simply set upart easels and allow children to choose their own paper, brush sizes andpaint colours. I was waiting to see what made it 'free'. To my utterdisappointment, children were given paper and a pot of paint with abrush already in it, all chosen by a carer or nursery nurse. I wasdeeply puzzled at this until, having had the time to observe common artpractices in the UK, I realised it was indeed 'free' when compared withthe alternative.
Never have I seen such a proliferation of items made from footprints andhandprints. I have also not seen such a store of templates andconsequently, a huge number of template-based craft pieces. So what isthis teaching the children, and what is it saying about their artistexpression?
When planning an activity, the question one asks is 'what will thechildren learn from this?' When children are subjected to handprints andfootprints they learn the texture, temperature and the colour of paint.They may have the chance to ponder on the way the footprints orhandprints look on the paper, before the adult creates their piece ofart from them.
Now, having worked with infants and toddlers, I appreciate that thiscould be an acceptable activity, given the level of physical developmentof children. At this age they are highly sensory beings, learningthrough touch, taste, smell. However, there are many and varied waysthis can be achieved.
Much has been written on the effect that this highly teacherdirectedapproach has on children. A research article by Jessica Sill from the'Educational Resources Information Centre'; article ED504546(http://www.eric.ed.gov/) succinctly encapsulates the general opinionthat it undermines a child's sense of physiological safety, as well asimplying that the child's own creativity is inadequate.
The secondary effect that I have personally seen is the incrediblepressure on children to perform and produce an art piece on a regularbasis. Nurseries seem to support this in an effort to prove to parentsthat their child has not been idle during the day.
Please, I implore you! Start educating parents about how children learnthrough play and what enormous value can be gained by experimenting withdifferent media and exploring ways different materials can be used.Start planning by asking yourselves, as nursery nurses and teachers,'when I provide this resource, or plan this activity, what will thechildren learn from this?' When this is done, learning and developmentcan then be effectively documented, so the perceived need for thisproduct-based art will cease to exist, and perhaps 'free painting' willactually become 'free'.
Karen Hegarty, Colwyn Bay, Wales- Send your letters to ...
The Editor, Nursery World, 174 Hammersmith Road, London W6 7JP
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