Edinburgh Froebel Network’s 10th Conference, Gifts for our Future, will take place on Saturday 22nd September 2018 at the Assembly Rooms in Edinburgh. We are currently finalising the programme and more details will be available soon.
Just a reminder that our Players & Storytellers Seminar takes place this Saturday (13th January 2018) at the Scottish Storytelling Centre. The day runs from 9:30 until 3:45 and costs £10.
There are only around 30 tickets left, so if you would like to attend, please book directly with the Storytelling Centre by phone, 0131 556 9579, or in person, 43-45 High Street, Edinburgh, EH1 1SR. Opening hours, Monday – Saturday 10am-6pm, Sunday 12-6pm.
For details of the programme please see the blog post below.
The Edinburgh Froebel Network Saturday Seminar, Players and Storytellers; practitioner research projects funded by the Froebel Trust and presented at our recent conference, will take place at the Scottish Storytelling Centre on Saturday 13th January 2018. The day runs from 9:30 until 3:45 and costs £10. Please book directly with the Scottish Storytelling Centre (details at the bottom of this post).
Sharon Imray – “Goldilocks eated the three bears … yuk!”
Chris McCormick and Shauna McIntosh – “The Story of our Stories” or “How Cameron House Climbed the Magic Beanstalk”
Alison Hawkins and Moira Whitelaw – “Stories Here, Stories There, Stories Actually Everywhere”
Rhian Ferguson – “Children’s Narratives: a look at the importance of listening to, facilitating and nurturing pretend play and storytelling in an early years setting to support children’s literacy development”.
12:00 – 1:00
Lynda Bardai – “A Bag Full of Stories – an Adventure with Props”
Rosemary Welensky and Lucy Macfarlane – “Woodland Stories and Adventures”
Elaine Fullerton – “Fix Fix Fix – Olav is Stuck – supporting children to tell the story that they really want to tell”
Deirdre Armstrong – “Superheroes and imaginative play: are we losing opportunities for our children?”
Catriona Gill – “Players and Storytellers: Supporting Writing in Primary One”
Teresa Bolger – “Rescue Knight Coming! …. And follow me, follow me and now we are out of the cage. Embodied Adventures Exploring the Literacy of Movement within a Wild Natural Place”
You will find more information on the content of the presentations here Saturday Seminar Programme Players & Storytellers 13th January 2018
Please book direct with the Storytelling Centre by phone, 0131 556 9579, or in person, 43-45 High Street, Edinburgh, EH1 1SR.
Opening hours, Monday – Saturday 10am-6pm, Sunday 12-6pm (Closed 24/25/26/27/31 December and 1/2 January)
Before hearing Lynn speak at the Gifts for Our Future conference, I had been pre-warned that the content of her presentation might be upsetting. The title ‘Rules, Rules, Rules, and We’re Not Allowed to Skip’ had already set transition alarm bells ringing and I was not expecting to be uplifted!
Lynn began by grounding the audience in some important Froebelian principles, with ‘discipline being a non-issue in a well conceived educational programme’ jumping out at me in particular. I have worked for many years in the early stages, and mostly in P1. More recently I have been practicing in Nursery and the topics of discipline, rewards and self directions are ones I have discussed with colleagues often, especially those still in P1.
It wasn’t very long before Lynn was talking about Golden Time, and the sun and cloud charts that are used with this reward and sanctions system. My heart sank. I had used these in my classes. I thought I had used them well.
I had read about Golden Time many, many years ago, and it had made sense to me at the time. Everyone else was using it . . . but I had never taken the time to really ask myself “WHY?” Why do I need this idea of punishment – of loss – of being ‘bad’ or ‘naughty?’ And, more importantly why didn’t the nursery need this system?
In my latter years in P1 I’d like to hope that the system wasn’t really being used – It was just ‘there’. I had moved on to a much more play based curriculum and interdisciplinary method of teaching and learning. But it was still there. In the background. Looming. . .
It upsets me to think of the pressure I had most likely and unwittingly placed upon my learners. I have heard first hand, from ex pupils currently in P1 visiting my nursery of how they view the sun and the clouds. One girl was telling me just a few weeks ago how she worries about a boy in her class who is always on the black cloud. Knowing the wee lad in question makes me wonder how well he understands the rules of his new environment. English is an additional language for him, and I suspect he may be finding new routines difficult to understand.
Lynn touched on EAL in her presentation mirroring my thoughts, before moving onto classification.
I made my peace with ‘PIPS’ many years ago (A baseline and end of year assessment tool used in every P1 in Scotland). They had to be done. Simple as that, so I made them a game. I have never ‘taught to the test’ and agree with Lynn who noted that ‘this type of pedagogy celebrates rote learning, memorising and high-stakes testing, while it produces an atmosphere of child passivity and teacher routinisation.’ Froebelian practitioners embrace freedom from rote learning as it opens the door to understanding, and, as I have always championed, all learning has to start from where the learner is.
Lynn then turned her attention to how the curriculum is designed in many Primary settings. How it can often be a ‘top down’ controlled system, closely aligned with corporate power and military values. She shared with the audience the words of a P1 explaining how they felt about ‘groups’ and how good or bad a child is at learning in relation to these. John Hattie’s research would certainly support the child’s question as to why they were even being grouped in the first place. I was very lucky in my final year as a class teacher to have been in a school which recognised the power of mixed ability learning, of collaborative learning and of challenged based, skill focused learning. In that last year I even took the plunge and had no groupings in my class. Everyone made progress. I was happier, and I hope the children were too.
Lynn concluded by focusing on the transition process and how children view their own school readiness. Her words have made me reflect on the transition policy we have in place in my current setting, and as Lynn noted, it is probably well intended – but possibly not well enacted.
Lynn’s presentation has already caused much dialogue between myself and colleagues within and beyond my setting.
Lynn’s presentation, although difficult to hear, has held a mirror up to every practitioner involved in transition.
We have been challenged.
We have been challenged to consider new possibilities and to focus on play.
I plan on rising to the challenge.
Mount Esk Nursery School
Those who attended the Froebel: Gifts for Our Future 9 Conference in October, may remember Albi Taylor, busily working away at the back of the hall creating a record of the proceedings.
We are delighted to be able to share this wonderful record of the day with you now.
More about Albi’s work can be found on her website here.
What an amazing and inspirational Froebel conference took place in Edinburgh yesterday. It was attended by 320 delegates, plus behind the scene stalwarts who beavered away to provide an interesting, thought provoking agenda. It was opened with a précis of the history of Froebel’s influence across our nation and the important message that our Froebelian Practice is essential in countering the somewhat utilitarianism of the current educational climate. We were implored to continue our reflective practice and stick with our philosophy – now backed by the evidence of neuroscience. It was stated that Froebelians provide nurturing environments indoors and out which allow children to develop and to be their own person with their own voice.
Dr Lynn McNair then gave an account of her PhD research ‘Rules, rules, rules and we’re not allowed to skip’. More than one person was moved to tears as she described (in a rapid romp through) her findings, punctuated by the quotes of children and their families – illustrating the contrast between early years’ settings and P1….though there was acknowledgement of the ‘change that is afoot’. I have witnessed so often the exact scenarios she articulated as ‘past pupils’ visit and bemoan the lack of play, choices and opportunities to decision-make at school.
Jane Dyke then took the floor and we heard an entertaining and uplifting account of the history and development of ‘Yellow Dot’ nurseries. Jane, after meeting Edinburgh Froebelians and Prof Tina Bruce, embarked on turning the whole ethos of her nursery chain around into settings which properly serve children, enrich their daily lives and provide love and attention as would be found in a child’s home. What I thought was particularly helpful to many was Jane’s repeated comment that nothing was turned round overnight, and that they remain on a journey. For those endeavouring to alter practice (perhaps ‘fighting’ to alter practice) this was a reassuring model.
In the afternoon workshops resulting from a two year story-telling research project, were held. Practitioners – sponsored by the Froebel Trust – had set out to discover ‘what impact has story telling on language development in early years?’. Ten presentations were given which summed up the paths in which the research had gone in various settings, and gave illustrations of the methodology used, and the outcomes.
It is certainly also worth mentioning the coffee and pastries plus the delicious vegetarian lunch which punctuated the day!
I was very proud to have Wester Coates Nursery School so well represented!
Saturday 7th October 2017
Have a look at our Storify twitter record of today’s conference.
On Saturday 3rd June, we held our third Saturday Seminar which explored woodwork as a Froebelian occupation.
The seminar was led by Pete Moorhouse, an Artist Educator and Early Years Consultant who has extensive experience of working with young children on woodwork. Pete’s practice has been very much influenced by Froebel’s principles. He is passionate about hands and minds working together and encouraging creativity. He has been trying to get schools all over the country to reintroduce woodwork, and is always looking for opportunities to spread the word about the wonders of creative woodwork for early years children.
Pete talked to us about the history of woodwork with children which can certainly be traced at least as far back as Froebel. By the turn of the nineteenth century, almost all schools provided woodwork for children and it was an integral part of early years pedagogy. Both the Rachel McMillan Open Air Nursery School and Susan Isaac’s the Maltings House School incorporated woodwork areas. By the 1950’s and 60’s schools were turning away from woodwork and by the 1980’s and 90’s it was almost completely gone from nurseries due to a culture of litigation and fear of risk.
However, woodwork empowers children, it builds confidence and gives children a sense of agency. It covers most areas of the curriculum and supports children to think critically and solve problems.
Not having a woodwork area means that children miss out on important experiences including the opportunity to assess and manage risk.
Pete then introduced us to the tools that were most appropriate to use with children and we explored how to use them.
We had lots of opportunities to give it a go and create our own objects.
“A workshop not to be missed! So many tips and tricks to ensure working with wood and tools is a successful and fulfilling experience for children. Great to have the opportunity for the practical experience too – very therapeutic!”
“[I] now have more confidence in the use of tools and how to introduce these to the children. I was reminded of how many learning opportunities are supported through woodwork.”
“[It’s] given me a great insight into the possibilities at the woodwork bench and how we can extend what we are already doing.”
“Having attended this session with hardly any woodwork experience, I am leaving inspired, confident and excited to develop the skill, knowledge and practice of woodwork with the children, staff and families.”
“The light bulb moment has to be the sanding board, so simple yet so effective.”
“I can’t wait to set our woodwork bench set up and get going!”
Pete Moorhouse’s website can be found here.
Pete’s book Woodwork in the Early Years, can be found here as a downloadable pdf or ordered as a print copy.
The Froebel Certificate in Childhood Practice is expanding and there are currently courses taking place in the West of Scotland, Midlothian and Edinburgh.
Welcome to the new students on the Midlothian and Edinburgh courses who have recently started their studies.
The Edinburgh Froebel Network is supporting the Wee Builders project at the National Galleries of Scotland, which aims to welcome more children and families to the Galleries. The Network is lending sets of mini unit blocks for children to use to build their own creations in the Scottish National Gallery, inspired by the art around them.