TACTYC Conference 2020 - Shared screen with speaker view
Who can see your viewing activity?
Welcome all and good morning
Good morning Sam! How lovely to see you.
Good morning - exciting to be here1
Good morning everyone
Morning all, Great to be here and participating.
welcome Kathryn- great to have you
Don't forget to share your ideas and thoughts throughout the presentation using the chat facility as Angela has just said. You can either message privately to TACTYC or to everyone if you are willing to share.
So wonderful to have all with us today. Welcome everyone.
Zoé Clarke Milne
hi everyone, can anyone tell me when the anji play will be on? sorry if this has already been mentioned
Nots sure what you mean Zoe
The AGM is at 12:-)
Do check your gallery view and change to speaker view
thank you for keeping on mute
Zoé Clarke Milne
I thought there was going to be a presentation from anji play at some point. can’t seem to find the info on it now
The keynote is on now and there is discussion with delegates about professional identy.
Ah, sorry Zoe!
paying attention is so powerful! who pays attention to who?
It is wonderful that TACTYC has funded this research for the MNS. The jewels in the crown but so often forgotten b
Its is a very relevant these at the moment for so many.
So powerful to LISTEN to rather than lead what people are saying!
Thank you Kathryn for reminding us of the importance of the MNS and their role in providing quality of nursery education for all children
How do delegates feel about whether or not they are really listened to in the workforce?
Loving the allusion to Janet Moyles' wonderful article on passion and paradox...
I think the latest release about funding provides evidence towards that
Me too sasha!
Early Years Practice ...the corner stone towards social mobility ...what a powerful point!
I’m really sad to see that since I wrote Passion, Paradox and Professionalism in the Early Years, little seems to have moved us forwards. How do we convince successive governments? Perhaps now with the mention of ‘catching up’ for some children, we can make another stand?
this reminds me of Nancy Kline's work (not EY) She makes 2 assumptions 1.Evrything we do depends on the thinking we do first 2. Our thinking depends on the quality of our attention for each other. and then she says 'perhaps the most important thing we could do with our life and with our leadership was to listen to people so expertly. to give them attention so respectfully they would begin to think for themselves, clearly and afresh. ' This applies to research as well as teaching young children and possibly to how we work with others in our wonderful but potentially divided sector
When I started teaching in London MNS school 35 years ago we were having the same discussion, we were lobbying MPs at Westminster: the difference today is the vast reduction in MNS on the ground and their ability to maintain their attentive provision despite the reduction in funding that has accompanied austerity ……
It would be wonderful if we could wouldn't it Janet. I think this point about many practitioners having degrees but these not being valued in the same way is particularly pertinent
Progress was being made, but there has been a downward trend since 2010, worse sine 2015, in terms of recognition and development of the workforce
Janet we cannot convince DfE - more then ever they think they know and have adopted the M Gove 'blob' approach to us so we have to inspire courage in ourselves sand others to subvert their agenda and refuse when appropriate
I think it is such an embedded injustice in the early years to not be listened to. I think we need to further encourage practitioners to become more outspoken. I think there is also a lot of nuance. Often the early years practitioner is referred to in a universal way, but we need to be heard across different domains and roles. My PhD research (in application stage) is exploring key persons voice in SEND intervention. Another forgotten voice.
I think the big challenge was the change in language from Government. We now hear 'childcare' which suggests providing a route for parental employment which negates the richness of Early Childhood Education and Care
Early Childhood is always the area that suffers when there’s any form of recession!
Hear Hear Helen Moylett- this is crucial!
I think you have made a valid point there Nikki
Accountability, Responsibility language is power laiden
I also think whilst we need to openly object against the government’s blatant disregard, there is sometimes a tendency to become hooked into the negativity. I think it leads to practitioners losing hope. We need to sharing good news stories of how our workforce continually advocates for children despite the challenges. I think agency through adversity is a key skill for many settings.
Inclusion should be a concept and principle for all children. Yet a lot of the time it seems as if it is considered to be about individual groups of children.
Helen your point about Nancy Kline also resonates with Hilary Cottam's excellent book Radical Help, which questions the foundations not just of child care but the Welfare state, education, employment, social care etc.
I agree Nikki, the terminology used to describe ECEC is very important in relation to its status and purpose. Schools have also been become places for minding children so that parents/carers can work. I think our voices can be heard but I am finding that I need to shout louder and louder!
Here in Scotland we have a much more sympathetic approach from Education Scotland and the Early Years sector at Scottish government,, But once children begin school (P1 is the equivalent of YR) the attitude changes... At present, there are real moves towards a more coherent EY policy (3-7yrs) but there's still a strong cultural assumption that 'school' (with its emphasis on 3Rs) is important but nursery is 'just looking after little children'.
Agree Carla - many Early Years folk go above and beyond for the children and families they work with - they value the individuality
our colleagues in PVI parts of the sector have to have engage with govt on economic policy to try and convince the Treasury to keep them viable. this is crucial for survival for many excellent small settings but it means that the arguments centre on economics and the needs of parents rather then the rights of children to more than juts childcare to enable parents to work
have an opportunity to engage parents in demonstrating to the Government that ECh practitioners offer enormous value to the early childhood community by fostering children's attitudes to learning - by enabling them to be active social beings who are moving from the home environment to the social environment of the community where each person is valued and appreciated to what they have to offer.
The problem is we have to watch the Nursery Schools do not get an imbalanced proportion of children with special needs because they are so accommodating.
It is sad Elizabeth that this is the case. I have worked with many different settings that provide amazing care for children with SEND.
the rising percentages of SEND children in MNS directly related the the increase in for-profit childcare and the a target driven curriculum upon which settings are held accountable …..
This resonates with my own research of listening to practitioner and parent voice in Children's Centres
I was awarded the Unilever Fellowship to look at early years leadership and management in 2006. It covered the whole phase and I was able to visit many settings and schools. The passion, drive and pedagogical professionalism was very much alive then but folk felt there was no national leadership for early childhood nor political respect for it either. We are again recognising this through this great research but how is this going to be taken forward to ensure that the MNS and other high quality in early childhood grows and prospers particularly as we face further’ tinkering’ with the EYFS and the vast challenge of the pandemic?
Thank you Kerry Payne- that it such a valid point!
Sue Palmer, I think English politicians could learn a lot from what is going on in the rest of the British isles!
it resonates with my research too, practitioners went beyond their ‘day job’ to ensure they developed inclusive environments for children with chronic health conditions - exactly what Carla has just said - everything for the child to improve their wellbeing and health
Thanks Sue P for mentioning Scotland - it is complete nonsense that we have different policy across UK. When you read the Curriculum for Excellence and the Welsh foundation phase (which goes to 7) the language about children and their agency as learners is very different from England!
Thank you for tweeting!
Would anyone like to raise a question for Carla and Rebecca
I fear that the rhetoric from English politicians and Ofsted still affects the attitude of politicians, the general public and the media.
Good points Helen Moylett and Sue Palmer! Do colleagues from Wales have a view on what happens in Welsh schools for children from age 7?
I worry about where ch and families might go now if settings are forced to close due to financial constraints, it was challenging for PVI settings before C19 due to 'free hours' funding
I said this last night on an Instagram chat. Women’s work in the EY are largely overlooked.
I use the term care because it is not a term to be ashamed of. It is a phenomenal skill.
careful pedagogies is a feminist concern …..
I sadly have a broken mic!!!
There was a period when the Labour government said the terminology should be early years 'provision' to avoid the too-long ECEC, while acknowledging the impossibility of splitting education and care.
I absolutely support Kerry's view ECh is about care which supports educations - children need to feel cared for to be able to learn
please could you turn off screen sharing?
Care and education are one and the same thing!
That's interesting Nancy, it is another paradox as I don't think we need to homogenize the ECEC sector but maybe a shared language would help the public face of ECEC
Children need to feel safe and secure to learn, therefore caregiving is a skill not a natural talent.
In England, the ECEC sector is treated by the government as simply a series of slots to be filled as efficiently and cheaply as possible. It reflects a lack of respect for young children.
Inconsistent understanding and use of the titles across settings - does it impact on professional status of early childhood educators
and building on Kerry's point ECEC reclaiming their profession
Ruth Churchill Dower
Victoria Lawson has done some great work on exploring and naming the empathetic, emotional, care responsibilities that EYs professionals bring. https://faculty.washington.edu/lawson/research.html
I totally agree with Kerry. The only way forwards is to unite the whole sector of early childhood.
if there was more care in education perhaps some of our teenagers would be in a better place
Rebecca Fisk Independent
We could further advocate coaching and mentoring in the sector - raising professional support
Early childhood workers are busy doing their work for long hours, leaving little time to talk about it.
Well said Jane Payler.
Agreed re skills base - practitioners can be taught to de-centre and empathise but it requires prioritising child centred rather than curriculum centred training
This is such a good point Rebecca. It is odd to me that one of our statutory duties is to mentor and coach practitioners through supervision, but the existence of training for this or access is very slim.
Absolutley agree Jane
It is a lack of respect for children, I agree but this stems from a complete lack of interest in children and their development
Agreed - Pete Moorhouse started an interesting thread on this yesterday on Twitter
Absolutely agree Jane.
Supervision was put in the EYFS thanks to Clare Tickell's support for it but the training has not been available
As we identify the enormous range of essential skills required for EY professionals, it is so disturbing that the proportion of entry level qualifications and none at all is growing in EY settings.
Agreed Nancy NDNA surveys are scarey!
But not surprising, given the poor funding settings are operating with and the lack of government strategy on workforce and professional development
I have heard the term “spinning plates” a lot recently, and we continue to have tasks added to an already huge workload. I wish we could see the workforce as united but also as acknowledging that we bring a symphony of skills. Change to me is about celebrating the diversity of skills and accepting that we don’t all need to be good at everything but all together, we make it good.
Thank you so much for all your comments. Please do continue to post
I am a huge fan of supervision but doing it externally for settings, its a wasted experience where there is little to no training, or time. I read a great book by Michael Gasper and Rosie Walker that has some good ideas for realistically applying those skills in ECE practice.
Thank-you everyone for your thoughtful comments and reactions to our keynote. You have given me, Carla and Sam so much further food for thought.
Upstart's policy in terms of trying to get attention is to draw support from as many other sectors as possible, especially public health, the arts, sustainability, social work and human/children's rights. What happens in early years underpins all of these things and many more. So we want to work together with other pressure groups to increase the volume of our voice!
Thank you so much Carla and Rebecca- so much food for thought!
Great point about developing care and empathy Rod.
Yes, I agree Sue we need to to increase our voice and collaborate.
Great point Rod! I think unkindness captures it perfectly!
Somebody has a very loud coffee maker!!
Don't they! We're just trying to mute everyone Hellen!
I am wondering how colleagues are supporting achievement and especially opps for professional development within BAME communities. Eg, my school is in 95% Black neighbourhood. since I’ve been ( awhite) Head here (2006) we have gradually built more inclusive and effective professional representation, with citizens’ participation ( eg governors, different models of research and consultation), level 2 and 3 quals etc but all resources to support this have disappeared... any thoughts?
My supportive husband had bagals and tea waiting
Sending you all virtual coffee, tea and cake!
Excellent example of work supporting BAME communities in Birmingham with Approachable Parenting and developing Sparklers, Parent Peer Mentors.
Is the current discussion supposed to be broadcasting and recording?
Do engage with parents - politicians will listen to them - they are voters
Sorry I didn't speak when you mentioned my name - wasn't sure whether you wanted me to contribute there and then!
Going back to the point about language, I believe that it is crucial to create a counter-discourse to the government rhetoric of 'free childcare' to give more value to the EY sector and by inference practitioners working with young children. Getting away from the loaded and often misinterpreted terms of 'care' and 'education' would be a start, some other curriculums use alternative terms such as 'belonging' and 'involvement'.
I agree about potential power of shared, recognisable language ... but I think our titles must be meaningful to people outside the profession
Thank you Helen- sorry, I should I have been clearer
We are saving the chat so we can capture everyone's voices :-)
Agreed Penny - lots of lip service !
Politicians, directors, managers, etc. A shift on policies and mindsets is needed. Not only in the public sector but also in the private.
Care in any sector is undervalued and deemed ‘unskilled’. Having been told you are ‘unskilled’ and ‘we don’t want you here’ in terms of Care Home carers in particular, I would like to hear views on how we get away from this highly skilled profession of caring being deemed low level work. Is it just that it’s a feminist issue?
thanks Alison Moore for link
Barbara Isaacs makes a very good point about the importance of engaging parents in the lobbying for better ECEC recognition
Absolutely Janet! Jane, you made this point very well too
Over 100 years ago Montessori talked about the importance of attention - to the child as well as of the child to their activities. We need to work together across the whole sector to have the voice of the child heard
Janet, I suspect it is linked to capitalist views of 'productivity' and human capital. It is more challenging to 'measure' care and caring than tot test knowledge and understanding.
Thank you Barbara, we have to work together in order to be heard.
Thank you to those who have shared links and book recommendations. Do please keep sharing- as Rod said, this is great CPD!
attention is a very important concept, but it is also important to remember that WHAT we pay attention to is hoped by the ecology that we find ourselves responding to ….
Rebecca Fisk Independent
I had the pleasure of listening to and sharing the voices of Reception teachers in how they supported children to progress in language in 'Diving for Pearls' - link on my website - their passion really shows through their case studies
TACTYC gave me the opportunity to share my early ideas for my PhD and has continued to support me throughout my journey. Thank you TACTYC
Thank you so much Alison- we are lucky to have your voice
Barbara - the Montessori parents survey is certainly worth sharing more widely -their views on the need for more creativity in nurseries and schools are powerful
Rebecca Fisk Independent
I agree Elizabeth - Action research is so powerful
hear hear Elizabeth!
Creativity is so important - professionals need to be willing to adopt a 'playful' approach to interpreting policy - to fit it to the particular needs of individual people
love that Stenhouse quote
I agree with Rob. It has helped me during lockdown.
Rod and Zanni I agree we can change the world by being the change we want to see and know to be right
I completely agree with Wendy!!
Ruth Churchill Dower
Rod - I agree and many settings worth their salt will do this, but it is hard to achieve when an assessment culture is so prevalent.
sad recently to read that practitioner's reluctance to use Zoom and virtual platforms e.g. reading a story to their children, was interpreted by their manager as a lack of committment and not a confidence and training need
I went up in the world when I really trained to become a MNS teacher and then HT. The children were what mattered then and still matter now. We must get it right for them and continue to challenge the politicians and their structures with high quality research and pedagogical professional questioning on their behald.
Losing strong, funded local authority ECEC departments has been a terrible blow to professional learning and development
Alison - the transition to using technology is challenging for many. Often misunderstood as reluctance/stubbornness
respectful practice means we should learn from children …. that IS research.. curiosity and responsive practice IS research … we need to value the funds of knowledge held by those marginalised by dominant constructions of knowledge ….
Rebecca Fisk Independent
Thanks Nancy - a hopeful message
Perhaps the most important thing is to find ways to make space for people to share values and concerns. Pressures of work can make it realy difficult to fit this in
I hear your Kathryn Solly. I feel your pain.
I agree, Shannon - we need to be kind to those who find technology challenging
I agree Nancy, great times for LA and EY
Thanks Elizabeth. The pain can be useful as it helps us focus upon what really matters.
Indeed, Jan. Time is required to support all practitioners in developing their technological confidence. It cannot be an expectation to feel competent overnight. Time, however, is often limited.
I agree Rob, making space, and creating convivial spaces which can hold difference - which is exactly what so many MNS do is NOT recognised ….
Re encouraging confidence, Upstart has a closed Facebook page for the P1/2 practitioners who are desperately trying to introduce play-based pedagogy (often in the teeth of opposition from senior management). It's run by our Vice-Chair, Kate Johnston, who is a retired MNS teacher with huge skill in helping the participants support each other! There are now nearly 7000 participants.
That sounds fab Sue
Kate is fab!
Yes, teaching early years in school can be a lonely place. TACTYC is an important source of support.
Hi Sue Palmer so very much thanks for joining us today from Scotland and thanks for all your comments
KEYU is acting as an important interconnection for so many practitioners. It needs more wise voices so please join. Its free and share your expertise.
Hi Toni Glazzard,
I was invited to publish recently alongside many of my colleagues here today to celebrate the 30th anniversary of the UNCRC. Thank you for the support and confidence to share parent stories from my research
I am proud of my time as a Childminder and at the time a Sponsored Childminder supporting many children in need
Hi Toni Glazzard so good to have a Nurser School headteacher here and commenting with such knowledge of on the ground practice…thanks Toni
Home based childcare is so important for children and parents, its so sad how numbers are dropping due to financial challenges
Pandemic should teach us that it is a valuable way to educare for children ….
I am Head of EY & Childcare for a training provider delivering apprenticeships - it is challenging to recruit due to low pay (apprentices typically earn nat min wage) but also apprentices being released for training from the setting
Yes I agree with you childminding was my choice of care and education when my children were young. There was such a cosy and listening atmosphere.
It is particularly difficult to support the development of a collegial profession in a climate of commercial competition - worry about staff being poached if they get training!
It's surprisingly common sadly:-(
Early Years Networks are essential to supporting the sector and trying to see beyond the business competition
While government insist on calling it free funding, and pay such pittance it will be difficult to change!
Everyone loves their children , but does this reflect in respecting child carers
I agree it is difficult to work together when settings are in a marketplace. Staff in maintained settings have local authority pay scales. It would be wonderful to see the whole sector valued with progression for staff in all settings and this is linked to pay which then leads to issues around funding.
Great point dcchandrika - I do believe that most parents respect and trust their own child care workers. We have to find a way to move this from micro-level to macro-level
Thanks, Sarah. It is important to find out what cpd that members of the profession need - not just giving them what is available!
I’d like to recommend McDowall and Murray (2012) Reconceptualising leadership in EY. incredibly useful in my own doctoral work which involve resining a programme of support to enable all practitioners to develop and innovate in their work.
Good practice model in Birmingham of Early Years Partnerships across the sector and developing a shared voice
Yes, in a nutshell, we need real government investment.
Thank you Sarah Lightfoot
yes totally political!
Well said Helen!
Sarah Vipond - Paterson
i agree Alison the practice model in Birmingham is amazing
Agree with 'hair and care' - got a lot of that when I had students come to enrol at FE level!
yes! to current speaker re collecting and presenting what works
Totally agree Helen B. Outdoors is so important. Politics is crucial and we need to lobby. I was originally a secondary teacher and retrained because I could see what needed to be secure to prevent the effects on secondary aged young people. Celebrate, celebrate, celebrate early childhood….
to current speaker- this is SO diverse, impossible to say what children’s experiences of lockdown have been
Agree about the significance of play Natalie and play outdoors even better. Sadly this has not been the experience of many during lockdown
Strong role for councils in terms of equality and diversity: devolved powers are is that this needs to be happening …
If political lobbying isn't working, what about lobbying largescale organisations who are going to potentially save money on office space etc. with the likely increase in the WFH in the post-pandemic world - their workers can't WFH if their children aren't still in a setting etc. - source to increase funding for EY? I know of one giant accountancy firm who are going to close many of their offices saving literally millions of pounds a year.....
Controversial but I do think that as schools tend to be more in awe at the benefits of outdoors and play during Covid, they mustn’t forget and recognise that early years practitioners have been doing this for a very long time, without adequate support from the government. Using social media especially Instagram, there appears to be a lot of schools being praised for doing things that EY does as standard. Comes back to the point of EY practitioners being at the bottom of the hierarchy.
Sarah Vipond - Paterson
Sharron I totally agree
Thank you so much Sharon for speaking about the need to unify as a sector and to work towards improving equality and diversity within it
Well said Kerry!
Birmingham has many strengths in race and diversity and in EY is supported by local HE. My own knowledge of CREC's work sees their support for diverse leaders and leadership skills
totally agree Kerry, really frustrating as the leader of a mainly outdoor setting
just want to say huge thanks to Early Learning Alliance for being so vocal and campaigning during Covid! The financial treatment of early years sector was a disgrace and I know of settings that had to close!
re ‘time to talk’; we’ve been catapulted into more tech-savvy ways of working by the 🦠- I’m hopeful we’re creating more time to talk through this
I have seen lots of reinventing of the wheel and that does reinforce the divide rather than support collaboration. It is great that schools embrace play but don’t forget how tirelessly practitioners advocate for it.
It is interesting how the COVID situation has raised different opportunities for sharing ideas and also for thinking about ECEC in contrasting ways.
I tried this in schools but a qualified teachers very 😡
One head teacher that I spoke with talked about Covid giving her the opportunity to use ‘early years principles throughout school’
yes I agree Margaret Carr always insisted on calling early years staff teachers!
brilliant point about measuring care
well said Jane- we need QTS to be awarded to EYT's to promote better understanding of the qualification
Yes, Toni; this has been one of the good things to come out of the new ways of working. We need to make sure we find ways to include everyone in these opportunities. I am very much aware that lone workers have to work harder than everyone else to join in the conversations
I understand the intent behind June’s approach but I am not a teacher, I find the term limiting, I am a caregiver who educates. Coming back to the foundation of what we do, we provide the social and emotional conditions for learning.
Measuring anything can become very dangerous, care just being one concept
where would you start measuring care?
We talk about all staff as teachers to children and families and often refer to staff as keypeople. But equally I understand people have concerns about protecting the qualification and status of teachers with moves to use unqualified teachers.
I agree re measuring as baseline shows!
However, I know so many people disagree with me on that one. But I think we need to raise the meaning of the word caregiver. It is not a dirty word, it is a hugely important role and set of skills.
Agree - may be better to value than to measure
We already measure too much.
Methinks we need another opportunity to meet again as a group online to continue the discussion? Or can we all add to Twitter?
yes Vikki EYT’s need to be awarded QTS now! I I think we could take the government to court over the EYT issue.
And meaasuring always leads to skewing!
Lucy Rodriguez Leon
We began the conference hearing about the valuable research into MNS and the contribution they make to the sector and society. Yet, leading on from Jaynes comments, my understandings is (and please correct me if I’m wrong) is that MNS can only employ those holding QTS in teacher roles, not EYPs or EYTs.So I wondering, in our advocacy work, how we reconcile the fight to keep MNS and promote these settings as leaders of practice with advocacy for parity of status and pay for EYPs and EYTs.How does the panel see the intersection of these debates?
Value yes, then perhaps we wouldn't need to worry so much about education or care
Yes I will just need to get a headset
maybe instead of measuring we look at the impact of care
ready hen you are ready
It sounds maybe bold, but we are more than teachers
Rebecca Fisk Independent
Important not to exclude EYFS teachers in schools in conversation as many issues from today also relate to them in my experience, such as not being heard in the voices of the schools at times.
Bring back the NNEB
A shared language is vital - the word teacher really needs reconceptualising
The word education come from Latin: ‘educate’ - care is already in the concept of education - right from the beginning!
it might be that Karen, it needs to reconceptualised.
Yes Stella the NNEB provided such a good foundation for working with children and amazing that it is still regarded highly!
Agreed, Rebecca. EYFS teachers in schools can sometimes feel like lone workers in their school!
I always say to people, it isn’t what you call me, it is how you treat and value me. Calling EY teachers doesn’t necessarily change attitudes.
I agree @FroebelTrust and others on measurement BUT measurement is the language policymakers understand. How can we find a way to recognise our ethos of care in ways that truly reflect this vital work in the ECEC sector.
I trained as a primary teacher with an early years specialism and then went on to complete Early Years Professional Status - however parents have always been confused about the early years professional status when asking about staff qualifications, some parents even questioned why we employed staff with higher qualifications.
Pay and conditions need to be consistent if we are going to use the term ‘teacher’. Otherwise it’s very confusing for new entrants to the profession.
This conversation has been really interesting and I have fascinated by the fact that so many aspects have highlighted the complexity of early years. I have been doing research about the complexity of leadership and have developed a hybrid leadership model which recognises the complexity of the individual's narrative, the context they are operating in and the external environment. I was particularly interested in what Rebecca has to say about the business skills and innovation as I have based my research within organisational theory.
I think we all have to accept that 'play' and 'care' are 4-letter words as far as policy-makers go. Their world is based on economics, while play and care used to be available for free. The task is to change public attitudes to women's work and children's work - and show how, in a world of sex equality and dual-income families - cultural attitudes to care and play have to change.
In terms of where we are rallying and advocating, I have not long graduated from university, studying primary education. I did an early years specialism so I received a lot of inspiring training about the importance of early years. However, I don't think the same can be said for the rest of my primary teaching cohort. What worries me is that these teachers go on to teach young children and lead schools, despite having very little understanding of the importance of and years of research behind early years education.
In Cheshire, the word pedagogue was adopted for a while by the EY consultants team in the LA - very few people understood the name
Zoe, I couldn't agree more!
I agree Zoe!
Stories have power - I’m thinking of the way Marcus Rashford used his story to persuade. We can use stories about the importance of care to convey what we do.
Very proud of my NNEB routes
I think it has to be pedagogue! The word pedagogy is gaining traction at the moment.
Sarah Vipond - Paterson
Very proud of my NNEB routes too
NNEB was a great qualification
- NNEB Roots
I think the bigger issue at the moment is the use of the term “just”
agree re quality ofNNEB
I am “just” a practitioner
I agree with a Sue Palmer... pedagogue is a good term to capture the essence.
I agree Jan. Stories have real power and potential to influence change.
Agreed Stella - really brought practice and theory together! Hands on with theory. Packed so much in the training!
I am “just” a nursery nurse
So true - Stella...proud of my NNEB it steers what I do now on children's development, thinking, talk etc
New topic for TACTYC research - unpicking what is was about NNEB that made it such an effect process?
It comes from within and is rooted in self-belief. Practitioners feel the heaviness of attitudes towards their status.
Agree Jane - I used to teach on both years ago
I do think that the new L3 EYE and L2 EYP courses are trying to recreate much of the 'gold standard' of NNEB
yes, Jan - just thinking this too!
Hear hear Stella ! As a teacher moving from KS2 to Reception many years ago it was 2 colleagues with NNEB who supported me through that transition !
Alice, that's a great point! I think the NNEB will always be the gold standard. As Stella said, one overarching name is what we need and as Eleonora has just said pedagogue could well be the best term- thank you everyone
ME to so proud of having an NNEB
so here in this discussion shows the complexity of the EYs. As someone who has worked in the PVI, LA and HEI sectors to support a wide range of leaders, practitioners and students over 20 years, I do feel sad that they we are still have conversations about the terminology and the professionalism of the EY workforce. There has been some excellent work done across the sector and we must celebrate the progress that has been made whilst acknowledging there is still work to be done, particularly with regard to funding for qualifications.
Thank you Jane
Thank you, Jane. Wonderful discussion.
Think Stella siad a lot on her recent NW Interview - Skills and knowledge that was taught over 110 observations completed. I recently pulled out my exam paper - just reminded me what a journey I have taken
Pedagogue would also be my own preference. In the UK, would it achieve wide recognition and parity with teachers' pay and conditions our sector so desperately needs?
Thank you so much! It was excellent.
I think the new apprenticeships aren’t as good as NNEB or previous quals
I would love pedagogue to be understood and used
Thank you Alison- Stella, what date was your interview?
thank you for today
Yes I agree Menna.I found Deci and Ryan's concept of 3 psychological needs - Autonomy, Competence and Relatedness to be a real eye opener, both personally and professionally, and I feel that this is relevant to this debate on several levels: It's essential for practitioners, children, parents, leaders etc to experience a sense of being empowered and respected, belonging, connecting nd mattering to others and having some agency over our lives and work. This is relevant to discussions about professional identity as well as our own individual identity and wellbeing and is even more important given Covid-19.
Thank you for a very interesting morning. I have to sign off now. I have just written for more information about becoming a member of TAYCTYC
Yes - I was supported through teaching practice and NQT year by NNEBs generous with their wisdom, sensitive to my novice teacher status and deeply kind.
Good to have you with us, Jessica!
Rebecca Fisk Independent
Thank you TACTYC. I am sorry but I have to go now.
Hi Jess please see the website - how to join
Thanks so much to everyone. I have learned so much this morning as I have been out of touch with Early Years in recent years. So good to witness your discussion and reading suggestions. This will all help me very much with my teaching in universities also in terms of encouraging students to reflect on Early Years when they sometimes rush past those years unless they themselves have worked in that setting.
Huge congratulations Kathleen! What fascinating and important research.
Great morning-thank you everyone
Such a privilege to work in the early years never forget that everybody.
Yes - special thanks to Angela, for leading the conference so brilliantly!
Thank you to everyone. I am in the middle of moving house to work at UCC in Cork as Placement Manager for the EYCS Degree. In my 9 months in post I hav ebeen able to draw on the support of colleagues and people I am pround to call firends.
Thank you TACTYC and Nancy for your leadership. Welcome Karen as Chair x
Nancy - thank you so much for all your hard work - you have been a true professional as Chair!
Thanks so much for an interesting conference!
Welcome to Karen as our new TACTYC Chair!
thank you an eye opener for me I shall endeavour to become a member. wish I knew about you earlier.
Thank you all for joining us. The conference video will be available in the members area on our website shortly and we will be following up on the themes from today. Do look into membership- our strength lies in our members and as today has proved, our voices are stronger when we speak together!
thank you for the excellent conference, very well organised 👍🏻
It has been wonderful to read everyone's 'Chat' contributions
Alison, you will love UCC Cork! I enjoyed my time examining there
If people want to know more about the work of TACTYC go to the web site and you will find out more. We have a fantastic membership offer at the moment and you can join for the amazing price of £5.00.xx
Thank you for a great morning Tactyc. A really positive way to start the weekend. Very motivating and well organised.
Well done Angela and Penny for all your extraordinary hard work in pulling off this morning. I know that you have put in hours and hours of labour. You deserve to rest well this weekend.
all the best Nancy take care x
Thank you for a wonderful Conference
thank you 🙏
Thanks very much for letting me join in. Great conference¬
Thanks Angela, brilliant, great organiser and now trendsetter!
Thank you all for a really thought provoking conference. Congratulations to the conference team
I agree re Nancy - she is a continuing inspiration to me!! If anyone is interested in play as means to help children 'catch up' post Covid she will be with me delivering the though piece for the CREC learning circle on July 8th
thank you and looking forward to webinars!
Thank you for letting me join today
Bye everyone, thank you for a very thoughful session. I have hundreds of boxes to empty
thank you all Angela superb host, TACTYC and participants 🙏
Thanks so much for an inspiring conference
Have a lovely weekend everyone
Thank you for a great online conference!
Thank you this was so interesting and informative. I really enjoyed the presentations and comments. It was very well organised and professional. Thank you, Paola
Is it ok to stay as an observer if you aren't a member?
Thanks for the opportunity!
Well done, Angela, and the conference team!
Thank you all, it was great and a BIG thank you to you Angela for asking me.
Thank you very much to everyone who was involved in organising this online conference.
Thank you. A wonderful conference.
Thanks so much - you've given me lots to think about! Great conference.
Sarah Vipond - Paterson
Thank you for an excellent well organised conference, very thought provoking. Well done Angela and everyone
Thank you so much for such a fascinating conference - it was lovely to read everyone's comments and has been very inspiring. Thank you Rebecca and Carla for your keynote presentation, it has given me further food for thought in terms of my own work. Have a lovely rest of your weekend everyone!
thank you- very interesting
Well done TACTYC
Thanks so much, good to have a different space to think in
Ruth Churchill Dower
Thank you all - very interesting.
Denise is staying
Thank you all for joining us and thank you to Angela nd Penny for your fantastic organisation! Well said Janet!
Lots of feedback
Jan White signing in