Views & Opinion


Not only mathematics, but a lot more! Comment by ALICIA BLANCO-BAYO, Early Years Teacher, Kirkham Grammar School


Most of the things we do naturally contribute to the development of the skills we acquire throughout our lives. We develop the ability to make sounds which happen to be different depending on the part of the world where you learn to speak. We naturally respond to social scenarios depending on the cultural protocols we have been exposed to during the first few years of our lives. In fact, if we observe the growth and socio-emotional progression of different children we realise that the best time to learn is when what we are learning is not made to fit into a rigid category.


The angle I often explore as I observe children is “the doing angle”, hence my practical approach to learning bringing the teacher directed aspect when and if it is needed. Bruner describes this process as the three ways in which somebody “knows” something: through doing it, through a picture or image of it and through some such of symbolic means as language. I use this strategy to analyse the many observations I


carry out on a regular basis and the learning cycle seems to go round and round, highlighting “the doing” as the key part of the experience.


Mathematics, what’s that then? Children’s responses have amazed me in many different ways throughout my career and the time I spend analysing them gives me the perspective I need to translate actions into developmental steps. I record children’s voices and it is in their words that I hear how mathematical concepts are part of every-day experiences.


Watching children build a bridge outside was a clear example of how Number, Space, Shape and Measure were brought into context without any adult input whatsoever. My role was that of an observer of a group of five children who carried out the task of building a bridge that was big enough for all of them to sit on. How a group of three year olds engaged in play and was able to solve mathematical riddles to design


their own bridge was a wonderful sight. As children were stacking large wooden blocks one on top of the other, they stopped many times to chat to each other so they could work out how many blocks they had on each layer (Number - counting), how much space they needed if five of them were going to sit on it (Space & Measure - calculating area needed to sit on) and whether it was better to make the bridge longer or wider (Shape - long=rectangle or short and a little fat=square). As explained by Bruner, while the children were making the bridge (the doing part), they were slowly creating an image of their design and during this process a very concrete use of language was emerging. As well as the socio-emotional aspect of being able to work as a team these children showed a very accurate application of mathematical concepts and the whole learning experience was led by them and only them. Isn’t this a much more appropriate way to observe children’s development?


How teachers can help children with anxiety and trauma


Comment by JANE EVANS, trauma parenting, anxiety expert and author of several best-selling books supporting children


Supporting children who are anxious or have experienced even a low level of repetitive early trauma is not something that can only be sectioned off for support from ‘certain professionals’ such as counsellors or social workers. Children don’t just process and show their anxiety and trauma at designated times for those who are trained to deal with it. For teaching professionals with no specific training to understand what creates anxiety and trauma in children, let alone how to identify and support the children who are presenting complex needs, it can feel like yet another overwhelming additional pressure on an already demanding job. Anxiety and trauma both have an impact on daily life for a child. Within the current attainment- focused climate in education it can seem like a ‘bridge too far’ for teaching staff to extend their time, understanding, and already stretched resources to support these children. In reality, even though children’s trauma and anxiety can present as really challenging behaviours, being able to repeatedly offer gentle compassionate curiosity is


May 2017


so important. There are no ‘quick fixes’ but persistence and a commitment to this approach is important in reducing anxiety over time. Of course, it can seem really daunting to even think about helping children who are highly anxious or have lived with some level of trauma. But offering support backed up with a genuine desire to ‘get it’, is a great starting point. Any child will appreciate someone with a strong desire to see things from their perspective and a willingness to work with them to create better school and life experiences for them.


As a starting point, simple breathing and grounding techniques are extremely beneficial – both one-to-one with children and with the whole class. After all, trying to focus and take in information when your body and brain are restless and on hyper-alert – or when your brain has ‘zoned out’ and your body has shut down – makes accessing education pretty much an impossibility. Taking time to breathe and reassure the body that this space is safe, so it can settle and send this information to the brain, takes a child


out of ‘survival mode’ so they can learn, focus and thrive.


From over 20 years of working with traumatised parents, children and young people I know that when we understand the physiological, emotional and psychological impacts of early repetitive trauma, then offering support becomes imperative and makes more sense. I strongly advocate teachers and anyone present in supporting the lives and learning of children to access training on early attachment and developmental trauma, alongside simple body- based and sensory regulation techniques as part of the support solution.


Jane will be sharing her knowledge and a host of ways to address anxiety through sensory based techniques as key note speaker at the Forging New Connections conference series this Summer term, organised by National training provider Thrive. You can find out more by visiting www.thrive-approach.com and


www.thejaneevans.com and seeing Jane’s TEDx talk on childhood anxiety.


www.education-today.co.uk 13


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