Supporting my staff and children

Unfortunately, four weeks ago a co-worker in my room resigned and took a new position elsewhere. A casual unqualified teacher has come in to cover this position temporarily, but I am hoping she will become long term. She just seems to have a natural disposition to care and respect our young children, but after a couple of days with us I could sense her feeling stressed. It was a rough introduction for her as we have had four young children start nursery in a very short space of time. R. mentioned that she wanted to have a quick catch up, so we found a quiet space in the day when we could pop out of the room. She aired her concerns with me, and I must admit that I had also been feeling really stressed and that I couldn't give my children the quality time I know they all deserve. But it would be so easy for me to just give in and have a good ol' moan and whine about it ( I know I felt like it). Instead, I took the pro-active approach of 'this is the situation we are in, these are the children and they are here now. What can we as the adults do to control the situation a bit more'. I  acknowledged R's concerns, and valued that she could speak with me so openly. Together we talked through some strategies, which  included changing our planning. Our focus has been 'The impact I have on the world around me'. By acknowledging and responding to our new babies needs, we are showing them that they are valued and that they have an impact on us - while in nursery, we are their world. I also introduced R. to bubbles of care. Whilst she is in the middle of a care routine - feeding, nappies, settling, the other staff are available to interact with the other children. I suggested we try and reinforce a 'baby area', a section of the room where the younger babies can be with an adult, interacting with each other and appropriate equipment - a safe place.
After consultation with the centre manager, I also spoke to the head teacher of nursery two about releasing the 7th member of staff (float position), allowing her to come into nursery one during our busier moments and to help support during lunch time.
Hopefully by putting these techniques into action we are able to create a calmer, more relaxing environment for us all.
This is an example of dimension 23 - demonstrating flexibility and adaptability, and dimension 24 - focusing on teaching and learning. It is all about the children, and by responding to their needs they are learning that they will be heard and respected. It was also an opportunity for me to lead and support other teachers - dimension 25.

Childspace conference, Wellington

On the 23rd of March I was fortunate enough to be able to fly to Wellington to attend the 'Yeah Baby' conference, run by Childspace. I was asked to write an insert for our newsletter to share some of my experiences with our parents.

As well as with the parents, I have the responsibility to share my new knowledge with my team. I was able to participate in three workshops - Rosters and rhythms don't mix

- Aspiring to co-create an authentic Aotearoa-centric bicultural curriculum in infant and toddler educare

- Respectful care is only fair

The first thing I did was to just give a brief run-down of the main ideas I got that would compliment our nursery room - 'care clusters', and 'bubbles of care'. Care clusters is about doing a group of care tasks during the same moment. Eg: checking a nappy, then a meal time, or nappy and then bedtime. By associating more than one routine together, we spend less moments interrupting what the children are busy doing. Bubbles of care is a term that I really connected with. When a carer is with their child during a special moment, such as feeding, they should only be with that child - in their bubble. This means an uninterrupted moment dedicated to the child or group of children with the other adults within the room taking account of everything else that is happening around them . This is a technique that requires real teamwork. It is also something that other staff need to respect when they come into our room. It shows a real respect for the children, that we value our special moments together, and involves them in their care routines - with not to. I felt that one of the easiest ways to incorporate the different ideas from the conference was to add them to our planning - basically planning for the adults rather than the children.

This was a great opportunity for me to encourage others and to participate in professional development (dimension 28), and for me to lead and support other teachers (dimension 25).

*scan copy of planning (note for me)

Becoming an associate teacher

 

I have become Allie's associate teacher as she continues her studies towards getting her degree. As a role that is new to me, I thought it would be a wise idea to participate in any workshops that are available. The first that I have attended was  "giving constructive feedback". By going to this, I am demonstrating how I lead and support other teachers, dimension #25.

linking of learning stories

By noticing how Isaac explored his morning tea, we ended up having a couple of fun filled weeks - all based around the flicking of his water and cake. I think it is important not just to notice what children are doing, but to try and work out what they could be thinking as they do it; to look past the mess and see the concepts behind it.
Through noticing Isaac, planning around the idea that he had and then continuing to build on his knowledge and linking learning stories, I am demonstrating Professional Knowledge dimension 3, the characteristics and progress of my students. My colleague and I also worked together to extend the water play by creating gloop. I worked alongside Allie, leading and supporting her. As a result, we were able to use the activity she had set up as our room's blog. This was an example of my professional leadership, leading and supporting other teachers (dimension 25).



Impromptu water play

Created at: 11/10/2011

By: Rebecca Goh

Water play

Slime

Play dough

Change of primary care for a transitioning child

One of my primary care children is transitioning to nursery 2. When he first began in nursery one, he was a very sensitive boy. He had trouble settling down to sleep, refused to eat, and unless I was with him, was very unsettled. During our time together he has grown in confidence, would call out to anyone just to get them to look at him so that he would laugh and wave at them. The changes in him were amazing.

Now that he has moved over to nursery 2, I can see those personality traits returning. I have discussed with his new primary caregiver how this young boy was when he first began with me, and techniques she could try with him, but above all, how much he requires patience, care, and to be listened to. When I went outside today (September 28th), I was able to model for her what I meant. She mentioned that she found it easier to just let him be and to give him space. I agreed that, yes, he does require space, but he also needs clear boundaries. An example of this was when he left the sandpit, he carried the spade with him and then began to walk inside with it. His new caregiver seemed as if she wasn't sure how she should respond to this behaviour. I repeated to her that as well as allowing him space, he does need to learn the expected boundaries. I then modelled to her my explaining to the young boy that the spade stays in the sand pit, and that he needed to take it back. This was happily done. I reminded my colleague that because I was the former primary caregiver, we had formed a friendship. All it would take was for her to be consistent, to listen to him, and just a little bit of time and she would have the same with him. And if she's ever not sure of what to do, to just listen to him and he would tell her in his own way. Through this interaction, I was demonstration how I lead and support other teachers, dimension #25.