Hannah McCormack
Early years lecturer, PhD Student - University of Dundee
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- United Kingdom
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Smartwatches
I was having a conversation with a setting who are currently updating their policies and the topic of smartwatches came up. It raised some interesting issues and it would be interesting to continue the conversation with others working in early years settings/schools.
Do you allow practitioners/staff to wear smartwatches in the setting? If so - What safeguarding policies/procedures around them do you have? How do you ensure that they are used appropriately?Do you consider smartwatches to be the same as a mobile phone?
What are your thoughts?
What provision are you providing that you're proud of? Take a minute to reflect
As a researcher, as well as a parent, I am often picking things apart and fighting for change. However, it is a good time, as we come to the end of the academic year, to reflect on what is working well for the children in our settings.
I'm really keen to hear what you're most proud of implementing this year. Reply to this post and let's share some ideas with the community!
Spring budget: changes to childcare
With the announcement of the new childcare scheme within the spring budget to increase 2 year-olds ratio from 1:4 to 1:5 and opening 30 hours-free childcare for children from 9 months, how do you thing this will impact upon your practice/setting?
Discussion: Early years education in the royal spotlight - what about children with SEND?
I am interested to know what other people think of the ‘Shaping Us’ campaign? How well do you think it will be received across the early years sector? What do you think the potential strengths or weakness are? Is there anything else you would like to be put forward for discussion?
I've posted my thoughts in an article here:
https://send-network.co.uk/posts/early-years-education-in-the-royal-spotlight-what-about-children-with-send
Funding and provision gap
I am interested in exploring/discussing the funding and provision gap for children under 2's with SEND (particularly in rural areas, where access to funding, provision and resources are limited).
Hi, I am Hannah -SEND network contributor
I am an Early Years lecturer in higher education specialising in inclusive education and SEND. I am also undertaking a PhD with a research focus upon the voices of young children with SEND (aged 0-5years). I am a volunteer for the National Autistic Society, and I am strong advocate for the rights of children and young people. I have a particular interest in the discourses between government policy and practice, which my teaching and research enables me to explore in depth. I am also a parent to three children with SEND, which provides me with first-hand experience of some of the challenges children and parents encounter within education.
I will be writing blogs/articles for the SEND network to share current issues, trends and best practice with other professionals. Please do not hesitate to contact me if you have any questions.
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Recent Comments
Thank you for your contribution on self regulation Hannah. It is such an important skill to develop and happens naturally through attuned trusted support and relationships, and through understanding support until they begin to internalise their own capacities. Of course most of us get this as we grow up with caring available help, and talking things through when we need it, and weaning as we grow stronger, from our secure families. But some children sadly have the opposite experience. The good news is that secure nurturing and understanding schools can slowly shift this dysfunction through understanding, thoughtful, caring support and relationships. Enough sensitive and properly trained school staff can make a big difference, as they often see such children every day, but they need skilled support, as such children will certainly challenge them at times. It is certainly wonderful to see children grow stronger with thoughtful help and responsiveness, and firm humanely set boundaries.
In relation to regulation you may like to check out my posters (viewable on my website (www.angelagreenwood.net) - eg: posters: 2,3, 4, 17 & 21 on the effects of unsupported trauma, posters 5 &6 on responding to children’s behavioural communications, posters 11,12 & 23 on the helpfulness of containing communication, poster 13 on preventing and managing outbursts (when children need help with regulation) poster 14 on the foundational importance of a secure base to ease the need for dysregulation, poster 24 on the helpfulness of a nurture base for children who struggle with regulation etc.
There is also a lot more detail in my 2020 book on the subject eg: in chapter (3) on trauma, on p.106-119 on the chaotic disorganised child who typically cannot self regulate and needs relationship-based help to manage this and to slowly internalise such capacity, and on p.138-143 on offering such children a 'second-chance attachment experience’.
Also on my website Safe to Learn sessions 3, 5, and 6 may give the best summary.
With best wishes for all your wonderful endeavours.
Angela
Thank you so much for your lovely comments and for links to all your amazing resources! I will have a look through them all.
As an oversubscribed mainstream school struggling to cope with the demands of the SEND pupils placed, inappropriately and against parental wishes I agree wholeheartedly with this message. The system is not set up to work for the interests of the pupils, it is designed to suit the commissioners of services. Children, schools, teachers and parents are being let down at every corner.
I completely agree with you, inclusion is a great concept and I fully support/advocate SEND children in mainstream schools, if it is the most appropriate setting for them. However, the way the educational systems in England are set up, it is not working. Like you have identified, not only does it impact children with SEND but also children without.
I am interested to know what other people think of the ‘shaping you’ campaign? How well do you think it will be received across the early years sector? What do you think the potential strengths or weakness are? Is there anything else you would like to be put forward for discussion?