Editorial and Contents of Summer 2007 Journal

The outcomes from the Unicef report, Child poverty in perspective: an overview of child wellbeing in rich countries, have haunted me since First reading them several weeks ago. In this report, the UK is ranked in the bottom third on five of the six dimensions of wellbeing researched by the report (see the March edition of Integrate), It paints a grim picture of the view we hold of children and childhood in this country, and the view that many of our children hold of themselves.
Yet, in this edition of Early Education, we read powerful examples of how, in the early years, expert practitioners put children’s wellbeing at the head of their planning and provision. Jenny Bruce and Martha Boyd’s article describes an innovative initiative for enhancing the quality of home - school relationships. Good early years practitioners know that children’s wellbeing is fostered when they see their parents, carers and educators in harmony over their learning.
In Tiffany Hughes’s evocative article about music therapy we see how Joel’s wellbeing is tenderly and sensitively enhanced by the response of a knowledgeable adult. Good early years practitioners know that they must understand child development if they are to motivate children whose needs can set them apart and result in isolation and misery.
In their article, ‘Flaying with the stuff the world is made of’, Linda Thornton and Pat Brunton expertly explain bow wellbeing stems from being acknowledged as a competent learner from birth. Good early years practitioners know that their difficult and demanding role relies on close observation of children in order to create a ‘climate of enquiry’ that will nurture their dispositions to learn.
Barbara Isaac, in her celebration of the centenary of Montessori education, impresses on us once again the importance of ‘following the child’. Good early years practitioners know that wellbeing is strengthened when children’s ideas, interests and views am listened to, celebrated and built upon.
Then, in describing the developments in the BEEL programme, Chris Pascal and Tony Bertram remind us that the development of a high-quality workforce is essential to children’s wellbeing. Good early educators know that they need to be reflective practitioners, working in collaboration with parents, carers and the community, if they am to continue to improve the life chances of children,
While we should celebrate the fact that, in the early years. children’s personal, social and emotional needs have always been at the heart of provision and planning, we must continue to guard against those pressures which can adversely affect our efforts to boost children’s confidence and self-esteem. First, I think we have to make a louder noise about the impact of multiple transitions on young children, at a time in their lives when they most need stability and security. Then we must be strong advocates for learning environments and learning experiences that ‘follow the child’ and guard against the impact of any prescribed external agenda or externally contrived targets or goals. We must continue to lobby for all children to have the right to be in a setting with its own outdoor area for learning - with all the physical and mental benefits that we know this brings. Finally. we must campaign for every child in the Early Years Foundation Stage to be educated by professionals who have sufficient knowledge of child development to be responsive to that child’s personal learning journey - a far more complex task than is frequently appreciated.
If we could begin with these resolutions then, I believe, we would have taken one huge step towards improving the wellbeing of many, many more children in this country.
Julie Fisher
Vice-chair, Early Educator,

Features

Story trails - family learning with a narrative Jenny Bruce & Martha Boyd
The power of music therapy in the early years Tiffany Hughes
Playing with the stuff the world is made of’ Linda Thornton & Pat Brunton
Following the child - a dream or reality? A reflection on 100 years of Montessori Education Barbara lsaacs
Quality and the under 3s: introducing the Baby Effective Early Learning (BEEL) Programme Chris Pascal & Tony Bertram

Regulars

Editorial Julie Fisher
Reviews Nick Swarbrick, Anne Gunning, Anne Nelson
Diary dates


Early Education is the leading national voluntary organisation for early years practitioners and parents with members and branches in England, Northern Ireland, Scotland, and Wales. Early Education promotes the right of all children to education of the highest quality and provides support, advice and information for everyone concerned with the education and care of young children from birth to eight years.

Early Education is published three times a year [ISSN 0960-281X]
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