A copy of theslides, supporting material and references for the  Key Note

Inspiring Minds Conference

West Sussex County Council Childminders

June 2011

SLIDE ONE  I can

Keynote by Andy Brereton

SLIDE TWO   Welcome to I Can

Introduction run through the aims of the keynote speech

SLIDE THREE   INSPIRING CHILDREN

We can inspire children to achieve something – they need to feel that they can say I CAN

Lots of people who work with young children are frustrated eg “I like them better when they can talk” etc we need to celebrate what they are able to do not concentrate on their restrictions – again focus on the I CAN

Our role is to inspire children to aspire – to look forward and consider everything - link with the theme of the National Childminding Association ASPIRE www.ncma.org.uk

SLIDE FOUR  REFLECTION

Keynote and the conference is also a time to reflect on our own practice, to acknowledge what we are doing well, how we can learn from others and how we can offer support to each other.  It’s a pat on the back and a kick up the ....

SLIDE FIVE

Time to open your envelopes, ready steady go!!

COUNTDOWN OF OPENING ENVELOPES SLIDES 6 to 15

SLIDE SIXTEEN

Contents of envelope

Chocolate to eat now!

Sticky notes to reflect throughout the day

Party Popper

Mint leaves

Stone

Jewel

Pink fabric

SLIDE EIGHTEEN   TIME FOR A STORY

The Red Princess Tale from The Tale of the Seven Princess commissioned by Andy Brereton

from Sally Pomme Clayton and Janie Armour

www. http://www.sallypommeclayton.com/   and http://www.janiearmour.com/

During this story use the mint from the envelope to think of mint tea, drunk in far off lands, around a fire, gathering to tell and listen to stories.   We will also use the party popper for the banquet at the end of the story when the two brothers are reunited side by side.

SLIDE NINETEEN  What is happening when we tell our story

SLIDE TWENTY -  image of a neurone

Early development of our brain is fundamental to our development.  This is a diagram of one of our brain cells or neurons.  RIMA SHORE in her research 1997 Rethinking the Brain: New Insights to Early Development

“found that babies were born with approximately 100 billion brain cells or neurons that they would need for development and learning in childhood.  These cells are not yet linked up as a complex network, which is needed for later developments in early childhood such as symbolic representation or pretend play.”   Knowledge and Understanding of the World in the Early Years Foundation Stage Stella Louis 2009

“A synapse is a connection between two brain cells, formed when the axon of one neuron hooks up with the dendrite of another neuron......... If these synapses are used repeatedly in a child’s day to day life, they are reinforced and become part of the brain’s permanent circuitry”  SHORE 1997

Significantly SHORE’s research shows that the way the brain develops hinges on a complex interplay between genes you are born with and the experiences you have... by the time children reach 3 years of age their brains are twice as active as those of adults. Activity levels drop during adolescence!!

What is also significant is that recent research discusses the common myth that high level performers, for example Olympians,   “have excellence coded in their DNA ..... the difference is simply that high achiever practise for more hours.  Report from the Work Section of The Guardian Newspaper Saturday 4^th June 2011, discussing the book by Matthew Syed Bounce : the myth of Talent and the Power of Practice (Fourth Estate 2011)

SLIDE TWENTY ONE     Why is it important to tell our story?

1.      Because we have to!  It’s part of our EYFS curriculum – Creative Development 4.4

2.      Communal activity – brings people together – often intergenerational – or in our case a mixture of ages

3.      Extend vocabulary – early songs, story rhymes and poems teach children new words and give them opportunities to practice them

4.      Extend communication through non verbal means, eg Makaton, eg Sing and Sign

“Clearly then, gesture is a very natural part of language development and helps communication skills develop. Communication is the essence of being human, it's what distinguishes us from the animal world. Using extra specific gestures (or baby signs) can improve language skills and help babies both with understanding and talking as well as providing both parents and babies with a rich, rewarding first experience of communication.”  www.singandsign.com/info/SpeechandLanguagedevelopment.php

5.      Quiet Time – time to be together/Bedtime story

6.      Emotional Wellbeing                                                                                                                               

Recognise feelings – cf autistic children

“ Children have powerful feelings but may not be able fully to understand or articulate them – an appropriate story may help put their feelings into words and pictures”        Young Children’s Personal, Social and Emotional Development Third Edition Marion Dowling 2010

7.      Expand our horizons – huge priority in our role is to introduce young children to new and exciting opportunities, some of which may be outside their home life.  Through stories we can introduce different cultures and concepts.

NB THIS LIST IS BY NO MEANS CONCLUSIVE – in fact the list is ever growing....

SLIDE TWENTY TWO   STORY STRUCTURE

Representative Diagram (similar to the one in the DES National Literacy Strategy guidance)

Identifies Beginning, Middle, Climax, Endings, Denouement

SLIDE TWENTY THREE to SLIDE TWENTY SIX MAKE SIMPLE AND BRIEF COMPARISONS TO THE WORK OF THE CHILDMINDER TO THE STRUCTURE OF THE STORY

SLIDE TWENTY THREE   BEGINNINGS

Using the fabric sample out of the envelope to represent a child’s security blanket  

Beginning – introduction of characters and setting of the world of the story =  Starting a relationship with a child, their parents and family, starting each day/each session with the child, handover from parent or carer.

SLIDE TWENTY FOUR – MIDDLE

Using the stone out of the envelope to represent normal everyday things

Middle – the bulk of the story, getting into a rhythm with some repetition, a wide range of experiences,  punctuated with some moments of tension, character relationship and choices, often a quest journey looking for something = the usual working day!  Planning for each session – including elements of free play, visits etc. content and variety of sessions, observing children and responding with different stimuli and activity. 

SLIDE TWENTY FIVE – CLIMAX

Using the jewel out of the envelope to represent something special that has happened, something to remember and something special to share with parents and carers.

Moment of climax – dramatic moment of decision made by leading character, moment of crisis = high points and low points of each session, breakthrough of learning or behaviour, challenges offered, new experiences, (Ofsted inspection!!)

SLIDE TWENTY SIX – ENDINGS

Endings – the final resolution of character’s journey, the point of no return, the climax = hometime!  Bringing the session to an end – finding some form of conclusion, hand over to carer or parent. 

Answering the awful question of “what have you been up to today...?”

“If I could talk what would I tell my parents about my day? 

ABACUS NURSERY quoted from the research by Jennie Linden published in her book Helping babies and Toddlers Learn – A guide to good practice with under threes Second edition published by the National Children’s Bureau 2006

Also recognise that this is often a moment of tension between childminder and carer or parent... NCB research shows that ...44% of the sample indicated that tension with parent’s timekeeping

NCB Research Centre – Childminding Practice In England initial survey findings 2010

SLIDE TWENTY SEVEN – DENOUEMENT

Denouement

Noun  - the final part of a play, film, or narrative in which the strands of the plot are drawn together and matters are explained or resolved. the outcome of a situation, when something is decided or made clear.

 Oxford English Dictionary