Nurturing Imagination and Creativity
In today’s fast-paced world, where structured learning and organized activities often take centre stage in a child’s life, the value of unstructured, child-led play is sometimes underestimated. The Reggio Emilia approach, an innovative educational philosophy that originated in the town of Reggio Emilia, Italy, places a profound emphasis on the significance of child-led play in early childhood education. In this blog, we’ll explore the importance of child-led play and how it aligns with the principles of the Reggio Emilia approach.
Understanding Child-Led Play
Child-led play, often referred to as free play or unstructured play, is a type of play where children take the lead in choosing what to do, how to do it, and for how long. It occurs when children engage in activities driven by their interests, imagination, and curiosity, rather than following adult-directed instructions. This type of play can involve activities like building with blocks, creating art, exploring nature, or pretending to be characters in imaginative scenarios.
The Reggio Emilia Approach
The Reggio Emilia approach to early childhood education is renowned for its unique perspective on child development and learning. Developed by Loris Malaguzzi in post-World War II Italy, this approach is deeply rooted in the belief that children are capable, curious, and rich in potential. It recognizes that children have their own unique ways of understanding and making sense of the world, and this understanding is a cornerstone of the Reggio Emilia philosophy.
Child-Led Play in the Reggio Emilia Approach
1. **Respect for Children’s Autonomy**: Child-led play is at the heart of the Reggio Emilia approach. Educators in Reggio Emilia schools observe and listen to children carefully, allowing them to express their thoughts, ideas, and interests. This approach respects and values the autonomy of the child.
2. **Emergent Curriculum**: In Reggio Emilia-inspired classrooms, the curriculum is often emergent, meaning it evolves based on the children’s interests and inquiries. Child-led play provides a natural platform for educators to identify these interests and build educational experiences around them.
3. **Nurturing Creativity and Problem-Solving**: Unstructured play fosters creativity and problem-solving skills. When children engage in activities they are passionate about, they are more likely to encounter challenges that require them to think critically and find solutions independently.
4. **Documentation and Reflection**: Reggio Emilia educators document children’s play and learning experiences. This documentation is used for reflection, assessment, and to guide future learning opportunities. Child-led play provides rich content for this documentation.
5. **Collaboration and Social Skills**: Child-led play often involves interaction with peers. Through these interactions, children learn important social skills, such as communication, negotiation, and teamwork.
6. **Environmental Education**: Reggio Emilia-inspired schools often incorporate the natural environment into play. Children are encouraged to explore and connect with nature, fostering a sense of environmental stewardship from an early age.
Child-led play is not merely a leisure activity but a powerful educational tool that aligns seamlessly with the principles of the Reggio Emilia approach. It respects children as competent learners, encourages their creativity, and cultivates a lifelong love for learning. By allowing children to take the lead in their play, we are nurturing the seeds of curiosity, independence, and a deeper understanding of the world around them. In essence, child-led play, as championed by the Reggio Emilia approach, is an investment in a brighter, more imaginative future for our children.
Summer Party
Rain or shine, its party time !!!
Although the weather decided to change its tune, all of us at Inspirations loved this years summer party.
We had 32 school leavers this year, who all dedicated a song to their families and friends called ''I'm ready to go'', and we all had a tear in our eyes. There was also an amazing face painter who joined in on the fun named Paula Paintpot who has a small business in Horsforth. Alongside all of that, there was a soft play an bouncy castle for the children to enjoy and lots of gazebos due to the weather, where activities took place in such as bubble and book mark making, facilitated by members of staff from Inspirations. All the food and drink was provided by Inspirations and by the end there wasn't even a cucumber left!
We are all so thankful for everyone who came and enjoyed this fun filled day with us, we cannot wait for next year and to all the children moving on to a new beginning, we will miss you all and wish you the all the best.
Reduce Reuse Recycle
Welcome to our Inspirations Eco- school blog.
We can’t wait to share all our activities and eco-projects that will be happening in our setting.
The Early Years is a crucial time to install a love and respect for the environment in our children and
we are so lucky at Inspirations to have the perfect environment to do this. We are committed to
providing our children with a green and sustainable education.
Our Forest School is offered all year round as part of our daily pre-school activities. Between these
off-site sessions forest school activities take place on site around our veg garden, wildlife pond and
within our extensive grounds. We have implemented various eco-friendly practices to reduce our carbon footprint by encouraging reusable water bottles, recycling paper, taking part in this year’s Big Battery Hunt, and even making our own paper!
Our outdoor area is a nature inspired learning space. Our children have enjoyed making bug hotels
to provide a safe hideaway for wildlife. Our well-built hotels can shelter anything from hedgehogs to
toads, solitary bees to bumblebees, ladybirds to woodlice.
We also participated in Plant life's annual campaign No Mow May. Educating our children on the
importance of boosting flowers, and nectar, available to pollinating insects such as bees, butterflies,
and moths. This then also allows spring flowers to set seed and plants to establish themselves in
advance of the summer.
At Inspirations we believe that by introducing eco-friendly and environmental education at an early
age, we are nurturing a generation of responsible and environmentally conscious citizens. Our vision is that all our children grow up with an understanding of the impact their actions have on the planet and are developing a sense of responsibility towards it.
We are so excited to be starting our eco-school journey in the new academic year, working towards
our first Eco-Schools Green Flag. We also have a community project that we are so excited to get
involved with and can’t wait to share with you.
Together, we can make and create a greener and more sustainable future.
Tara Slade.
Embracing the process
Personal growth through art
Children’s art can provoke many reactions but there is so much more going on 
under the surface than what can be seen. Art allows children to reconstruct and assimilate their experiences and observations, to create meaning to the world around them. Especially for those who are just beginning to learn how to read and write, as shapes and symbols become a communication tool and a personal language.
Adults often judge children’s art by adult standards, assessing it on its execution. However what a child creates is a unique representation of their own experiences and development. Children are able to produce artwork with distinctive qualities that no adult can replicate.
Journey of discovery
Children are often shown the ‘right’ way when learning numbers and letters, whereas art opens up a world of possibilities where diversity and individuality can be celebrated. There may be a temptation for educators to fix, provide templates or insist all children follow the same objective. But this extinguishes the activation of creativity and invention, whilst subconsciously enforcing the notion that there is a ‘right’ way to do art.
In contrast, the Reggio Emilia approach we implement at Inspirations allows children to explore new materials and mediums by themselves, for themselves. Keeping the environment and activity open-ended provides children the freedom and responsibility to make their own decisions. Materials are thoroughly explored, skills and knowledge are repeated and reinforced in their own time, and children become masters of their own learning. Children can put in to practice the ‘hundred languages’, communicating, expressing and creating a dialogue of their own... one which is rich and colourful and not limited to an adult’s expectation.
The process of a creation is equally a process for the child. Simple scribbles can be a representation of an object in action or an experiment on pressure and shape. Figures and shapes can become parts of a narrative that slowly emerge. Therefore, when a child is put at the centre of their learning they feel empowered and encouraged to fully immerse themselves in their process rather than fixating on the outcome. Ideas of right and wrong fade away and curiosity and discovery take precedence. Ultimately, providing the child harmony between body and soul, deepening their connection emotional, cognitively and physically to their sense of self.
Julia Lai
Pre-school Maths
Mathematical development is complex. Developing a secure grasp of early mathematical ideas takes time. Even if a child appears to be engaging successfully in mathematical activities, such as reciting the count sequence, they may not understand the meaning of the numbers they are saying. It is important that practitioners are aware of typical development of mathematical skills and concepts and have the knowledge to support children’s understanding.
We at Inspirations have observed how beneficial the use of loose parts is for maths development. When children transform objects in their creative play, they are unknowingly problem-solving and building their imaginations. For example, when sticks and stones become food, mathematical concepts are natural encouraged as they assess the shapes, sizes and amounts they need. Often children will simply use loose parts to line up, order in size, number and make patterns.
Pattern is extremely important for maths development. Recognising number through pattern and subitising (instantly recognising without counting) are skills we can help to develop by using a wide range of ideas and resources. Children will quickly recognise what the patterns on dice represent as numbers and progress to adding two sets of number patterns through board games and play.
Dots seen in a regular pattern representing numbers has been used to support addition and subtraction in schools for many years.
. . .
. . = 7 . . = 3
. .
.
Eventually children become familiar with each number representation as they see these same patterns while recognising the shapes they make.
Numicon uses familiar shapes to represent numbers. Exploration of these resources at a young age will familiarise a child with their shapes and colours and eventually numbers will be assigned to each shape. As the shapes are 1-10 they can be used for ‘number bonds to ten’ by fitting the shapes together to form the 10th shape. They can also be used to support ‘adding beyond 10’ or ordering them as numbers and matching the numerals.
Conceptualising number through pattern can be supported in many other ways such as playing dominoes, using dice in a board game, playing cards or using tens frames.
Challenges and activities to support maths progression can be planned regularly with adult support. Practitioners can work with children, sensitively intervening with questioning and prompts. Metacognition is the ability to reflect on your own thinking processes. Practitioners should encourage children to explain their thinking and strategies when solving mathematical problems. This enables children to gain an insight into their own thinking, learn from their mistakes, and develop problem-solving skills. Questions such as, ‘How did you…?’, ‘Why does this…?’, encourages children to reflect more deeply and to put their thought processes into words. Our practitioners seize chances to reinforce mathematical vocabulary in everyday situations. For example, by commenting on which child is standing ‘first’, ‘second’, or ‘last’ in line, which child has ‘more than’ or ‘fewer’ objects than another child and how many steps it takes to climb the stairs. The introduction of more refined mathematical vocabulary is then slowly increased through focused activities.
Physical whole-body movement and gestures support the learning of mathematics, for example, moving along a physical number line or jumping and clapping while counting. Practitioners should also encourage children’s use of fingers which are important manipulatives, initially useful for supporting counting and later for counting in groups.
It is important to realise that not all maths activities need specific or specialised resources, anything can be counted and numbers can be formed with most materials. During Covid lockdown, Inspirations provided a virtual nursery and the first activity we suggested was to go for a walk and collect natural resources. These were then used in our future activities to ensure that all children could take part without having to purchase anything.
Maths opportunities are all around us. We should encourage learning in this area through numerical songs, games, activities and play, to help children develop a keen attitude for maths, so they can follow this interest when it becomes a lot trickier in formal school!
Deborah Keane
Other Ways to Communicate
When we talk about communication people often only think about speech, but there are lots of different ways to communicate. Eye contact, body language, facial expressions, gestures, and drawing and writing are daily tools we might use for sharing information.
At Inspirations we follow the Reggio Emilia approach, where one of our key principles is the ‘hundred languages of learning’. The principle refers to communication and the one hundred ways children can express and process the world around them. It provides children opportunities to engage through arts and media, light and shadow and music.
At Inspirations we implement this approach through our daily sessions. The pre-school children decide where they would like to go at choosing times. They may choose to stay in the yurt and outdoor classroom, where the environment is carefully set up by trained staff which use the children’s interests to extend their learning, or they may decide to go off site. Our child-led curriculum provides forest school and art studio workshops twice a day, for two hours. Working in small groups in the art studio ensures that the children can work intimately on projects, expressing their thoughts and ideas through a diverse range of mediums. The forest school sessions provide a breadth of natural resources for the children, and with the guidance from trained staff, a world of beauty, connection, movement and autonomy.
Communicating in all the different ways may come easier to some people than others and some may find them all challenging. Some people may have conditions which can affect the way they communicate. For example, someone who is autistic will often have difficulties when it comes to communicating, especially in social situations. Some people struggle to verbally communicate so will need to learn other non-verbal methods.
In our nursery each room is supplied with visual aids. This picture-based resource enables babies and children that are preverbal to interact with us. Visuals provide good support to a verbal instruction and help children to understand and make connections. When necessary, we also use Boardmaker which is a software often used across Leeds to support children with Special Educational Needs and Disabilities (SEND) as well as children with English as an additional language. Using resources that they may use when they move on from us is important for consistency. Some children may need PECS, which is a Picture Exchange Communication System. This is a unique communication tool using Boardmaker to enable children to communicate their wants and needs. The programme involves another person acting as the communicative partner, responding to the child's requests. It teaches children that communication is an exchange and how to put words together to form a sentence.
In our baby rooms we use Makaton during singing times and for other frequent words such as ‘more’ or ‘drink’. Makaton involves signing key words, using a spoken word at the same time. Although it is not an official form of signing, it is based on signs used in the British Sign Language. Makaton was developed for very young children with special needs or other communicative challenges. It is helpful for someone who can hear but has difficulties with communication as it uses symbols, verbal words and hand signs.
Kayleigh Woolger
The well-being of employees
The Oxford Language Dictionary describes well-being as ‘the state of being comfortable, healthy or happy’.
Unfortunately, coping and addressing mental health conditions now appears to be an integral part of the society we live in and even more so since the COVID-19 pandemic. It seems to have become the way of the world and statistics show that 1 in 6.8 people experience mental health problems in the workplace, and stress, anxiety and depression accounts for 51% of all work-related ill health cases.
Stress within the early years sector is particularly bad at the moment. Nursery World reported that 1 in 4 early years workers are considering leaving. Pressures, such as staff recruitment are a big contributing factor to the impact on the quality of employees work life. Having to substitute quality qualified employees with staff from agencies, who don’t know the routines and the children in our care, inevitably creates a very stressful day.
Another area that is becoming more recognised as an area to support employees within is the Menopause/Perimenopause. Although women may experience different symptoms through the change, we are learning to meet their needs by offering additional support with shift times (due to sleepless nights), doctor appointments and more understanding towards changes in behaviour and attitudes.
Supporting employees with their well-being is paramount in helping them cope mentally and spiritually. Within Inspirations we do our best to uphold this as we are aware women, of which we are predominately based, in full-time employment are nearly twice as likely to have a common mental health problem as opposed to that of men.
There are so many avenues nowadays that support those suffering and struggling, for example helplines (MIND and Samaritans), NHS talking therapies (IAPT), apps such as CALM, social media, and podcasts. It is a subject that is a lot more recognised and talked about for both MEN and WOMEN.
Below are some of the things we do to support staff wellbeing:
- Shout out board – staff and parents can add to this and these are read out in our staff meetings
- Termly supervisions and yearly appraisals are held to check in with staff
- Hot meals available, as well as condiments such as tea, coffee and juice
- Fruit and healthy snacks for break times
- Everyday essentials such as feminine products deodorant etc
- Well-being program – downloadable app to help and support as well as a 24/7 advice line that can put you in touch with counsellors (with 6 free sessions)
- Team building activities
- Comfy, relaxing staff room
- Paid training
- Food provided during staff meetings
- Birthday cakes to celebrate individual birthdays
- Christmas party
Having an open doors policy to the office is highlighted within our policy and vital to support the staff the best we can. Management are always available if staff require a friendly ear. We also have a mental health first aider on site who can help advise employees, as well as room leaders and deputy room leaders trained in ‘supporting staff with well-being in the early years.’
If you have been reading this and it has given you the confidence to express your anxieties, stress, well-being then please see below a couple of contacts of agencies that can help…
MIND - 03001233393
SAMARITANS – 988
Ashleigh Benson
Coaching vs Training
What is the difference coaching vs training?
Training is designed to increase knowledge and skills. Coaching is designed to increase self-awareness about attitude, behaviors, choices, and development needs.
What does it look like in practice?
Training and mentoring are about the transferring of knowledge from teacher to student.Coaching is about enhancing, supporting, and facilitating the practitioner to step in and be actively engaged in their own growth and knowledge. Drawing out the skills and training they already have.
Many practitioners have a wealth of knowledge and so the early years training might not be best for them. Since, and during the pandemic online training has become very popular and lots of companies provide many wonderful courses. We all seem to have lots of certificates and are totally aware of the importance of our Continuing Professional Development (CPD) but are we seeing it in practice?
This is where coaching comes in. Coaching is about working alongside everyday practitioners in the setting, to implement training that they already have. It also provides the opportunity for the practitioner to get a huge amount of knowledge and expertise delivered in the moment.
The obvious drawback with coaching can be the cost! It can vary in price and can be expensive. Settings need to look at the current qualifications and skills they already have and build from there. Are we seeing those skills in practice? If not, coaching needs to be considered. As a trainer this is something I want to implement within our setting. Sharing and showing our skills, knowledge and experience should be key for development.
Coaching is also a wonderful way for positive role modelling to be demonstrated. Many factors influence the behaviour of children in early years settings. The behaviour of people who work closely with children has a great effect and influence. We all cope differently in stressful situations, so having a person to coach and mentor you through challenging times is invaluable.
We want to develop a coaching culture at inspirations. Where everyone feels valued and supported. A coaching culture improves the way we are with each other, but also our interactions with the children. At its core, it is about helping people get from where they are to where they want to go. Whether privately or in a group, coaching empowers people to increase their self-awareness and self-esteem.
Tara Slade
The importance of STEM/STEAM learning in EYFS (Science, Technology, Engineering, Art and Maths)
Young children are the ultimate sources of wonder and natural curiosity, with limitless drives to explore. They are the world's natural problem solvers, seeking new and exciting challenges and ways to ‘do’ and improve things. They predict outcomes, test their ideas or questions, spot patterns, estimate and evaluate critically. Through incorporating aspects of STEAM into our child-led-play environment, children are encouraged to develop their resilience and to communicate, work collaboratively and to make compromises.
Each of these skills are aspects of the EYFS Characteristics of Effective Learning. At Inspirations Nurseries I believe that STEAM is naturally embedded in our ethos and pedagogy and should be in all early years education and settings.
STEAM is a multidisciplinary and holistic approach to teaching these subjects, which is what our provision is based on, the areas where learning overlaps. Our outdoor setting/classrooms, art studios and child-led learning approach already provides a rich STEAM enabling environment where children can experiment, explore and have a wonder for their world.
Science is fully embedded in our provision: within the daily and seasonal links to nature, cycles (tadpoles/chicks/weather/water/decomposition) and the equilibrium needed for different types of energy (their transfers and ‘cause and effect’). It is in chemical reactions, materials and their properties, in temperature, size, force and motion.
We support our children to experiment with ‘cause and effect’, providing sensory experiences with construction and creative media resources, using containers, utensils and other tools for transforming materials from solids to liquids. We use textured materials and ramps with vehicles to investigate the speed and force of objects in a developmentally and appropriate way.
In the last few weeks, the children in our toddler room have been blending, stirring, whisking silly soups and potions. They have been measuring ingredients when making pancakes and looking at the capacity of containers in the water trays. Our pre-schoolers have been using magnifying glasses to observe various "minibeasts" collected from various locations around nursery, whilst extending their interest of digging and improving their fine motor skills.
Technology, and tools like projectors, cameras, microscopes, sensory toys, lights, mark making and cutting tools, are part of our continuous provision. We also use online platforms and apps to provide learning opportunities for children to record and observe. Technology helps children to make discoveries and record findings, to explore the consistency, composition and uses of materials and resources.
We have a nursery full of budding engineers, and architects who daily stack, design, construct, connect, and build. They make houses, towers, bridges, and roads for their vehicles and containers, traversing and transporting which extends their own learning journey. As children play, staff promote STEAM in their interactions, provocations and questioning.
Our resident atelierista, provides a wealth of opportunities for extending STEM subjects and skills within the arts and creative play. A curriculum incorporating the arts has been proven to increase creativity, academic performance, motor skills, while enhancing visual learning and boosting higher decision-making and critical thinking skills.
Mathematical literacy is enriched daily through singing and stories. Our environment and the continuous provision of resources, such as containers, funnels, measuring cylinders and loose parts, allow opportunities to compare size, capacities, volumes as well as categorisation of shapes and colour.
STEAM takes STEM to the next level by including the process of innovation and creativity. The integration of these principles through the arts fosters a generation of future innovators who can link their learning and skills together, removing limitations and replacing them instead with wonder, critique, inquiry, and innovation.
Kellianne Moulton
The Role of an Atelierista
The Role of an Atelierista
The atelier and atelierista are integral parts of the Reggio Emilia approach. The atelierista, a teacher with a background in the arts, works together with children in the atelier (studio). Together they will often embark on long-term projects and experiment with a variety of creative mediums. The atelier is a learning space and shared environment where children can express themselves through ‘the hundred languages’. This may be through singing, drawing, dancing, clay or natural materials. ‘The hundred languages’ represents the infinite potential where children can express their learnings, feelings and ways in which they comprehend the world.
As an atelierista, I have witnessed how effective the Reggio-inspired approach is in contrast to traditional education. Children have an innate sense of curiosity and awe and when presented with a range of resources and materials, they expand their inquisitive minds. Interestingly, artists are often trying to channel this child-like wonder, exploring with a sense of openness without the restriction of doubts and fears. Therefore, I believe in utilising this inner curiosity and creating a space where life-long learners and artists can emerge.
Rather than conforming to the role of a teacher in a traditional sense, as an atelierista I learn alongside the children whilst encouraging problem solving, expression and communication. Together we are on an exciting adventure and learning process that unfolds before our eyes. In their own time, the children begin to master techniques and familiarise themselves with different mediums. This also provides me the opportunity to understand the different ways children learn, to observe each child as a unique individual.
Observing, listening, documenting and reflecting are essential to the role of an atelierista. Significantly, being alert and aware is crucial to witness the children’s discoveries, to hear meaningful conversations or to ask thought provoking questions. Only after this process can quotes, observations and notes be written. This documentation allows for deep reflection for both the atelierista and the children, in which interests, learning and progress can be shared. For me, it also reveals subtle patterns about the children’s behaviour and can indicate which direction we might take next. Documentation also enables me to truly listen to the voice of the child and respect their learning journey.
During my time as an atelierista, I am constantly surprised and delighted with what children discover. Each day is a new opportunity for exploration and insights, often stepping back and allowing for that magic to happen takes learning to a new level. This process, rather than the final product, is ultimately the most important part of a child’s journey. I think even as adults, we would benefit from engaging in the world with curiosity and to trust the process.
Julie Lai
