CONTRIBUTORS
The ‘Language Gap’ versus forward-facing pushchairs?
In a new series starting this month, Education Today has teamed up with EDGE HILL UNIVERSITY to offer monthly insight into the world of Early Years practice and theory.
In our first piece we hear from DR. KAREN BOARDMAN, Head of Early Years Education at the university, who wonders whether forward-facing pushchairs are having an effect on children’s language development.
A contemporary issue at the moment for many educationalists, practitioners, parents and their families is the concept of a major ‘language gap’. This terminology is used mainly to describe the language - ‘word gap’ between children of disadvantage and those from more affluent backgrounds to rationalise some of the widespread academic differences in achievement, particularly in Early Childhood Education and Care (ECEC). In 2002 Locke, Ginsberg and Peers suggested that in some parts of the UK, as many as 50% of young children arrive at school with some speech, language and communication difficulties. As a consequence of ‘closing the word gap’ now being a priority in the UK government’s ‘social mobility action plan’, there has been an upsurge of educational programs designed to address this deficit viewpoint. For example, Talk Boost (ICan, The Communication Trust), Wellcom, TALK Derby, with Clarks employees now being trained in children’s speech, language and communication development. Although there are potential merits in all of these initiatives, I maintain that
this is part of a much wider concern for all of us as a society – particularly manufacturers of pushchairs. I work with practitioners, trainee teachers and aspiring Nursery Managers/Headteachers daily with a focused intention to support them in their careers and particularly in their work with under-threes. I raise one concern when discussing how best to support children’s language and communication as part of an open critical debate – the forward-facing pushchair. The forward-facing pushchair is the subject of a real dilemma for me, as a
practitioner, teacher and parent - simply because it is facing the wrong way! One of the fundamental approaches of supporting language acquisition is to talk on a 1-1 basis with under-threes, often and whilst maintaining eye contact. Here are some facts to consider: • Babies prefer faces – they are hardwired for relationships and interactions. • Babies have a ‘social’ brain – they like to see faces (Murray 2014). • Babies brains are developed by positive interactions with others – frequent conversational interactions, which in turn supports their safety and security and ability to play, explore and to continue to learn.
• Communication is the most beneficial life skill for learning and development (Fisher, 2016). Therefore, one of the most important ‘tools’ we have as educators,
practitioners and parents is to talk, listen and to respond positively to young children. This is especially difficult to do when very young children are facing the wrong way in a forward-facing pushchair. You could argue that outward facing means children can see more, rather than just the person pushing the pushchair. However, without the language, communication and interaction – the potential for learning may be limited? What happens when the pushchair is turned around? The potential for
communication, interaction and language is increased. Is it that simple? I am not naïve enough to think so, but I do believe it is worth a try – don’t you?
References
Fisher, J. (2016) Interacting or Interfering? Improving interactions in the early years. Maidenhead: Open University Press. McGraw-Hill Education.
Locke, A. Ginsberg, J and Peers, L. (2002) Development and disadvantage: implications for early years. International Journal of Language and Communication Disorders. 37 (1): 3-15.
Murray, L (2014) The Psychology of Babies: How Relationships Support Development from Birth to Two. London: Constable and Robinson
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www.education-today.co.uk
Christmas classroom activities
This month, in her regular column for Education Today, KIRSTIE BERTENSHAWtakes a look at Christmas classroom activities – with a scientific twist!
It is that time of year again with Christmas approaching at the end of a long half term. So, here are a few festive activities that still involve learning and are suitable for all age groups!
Mobius paper chains Decorations are an important and fun part of preparing for the festive season, and students often want to start decorating as soon as possible. Paper chains are an easy favourite to construct, but these come with a difference! Instead of sticking a strip of paper together in a loop to make each
chain link, turn one end of the strip of paper over before sticking, making a mobius loop. Explore how many sides a mobius loop has! With more able or older students, once the chain is constructed, each mobius strip can carefully be cut down the centre line of the loop. Students will expect each loop to simply be split into two loops and may be surprised at the result. The thicker the strips used to make each loop/chain loop, the more
times the loop can be cut in half, and the more interesting the chain becomes! The reasoning behind this can then be discussed.
Static fun! Thin strips or small chunks of tinsel are great for electrostatic experiments. Charge up polythene and acetate rods and explore the effect of holding them near tinsel. Alternatively, younger students can take a balloon and charge it in their jumpers before attempting to attract the tinsel. This can also be used to explain how ions form, or to explore the difference in charges between electrons and protons. This experiment can be done at any time of year using thin strips of foil too. It is even possible to race the tinsel to extend the fun! If you have access to a Van der Graaf generator, demonstrate what
happens when tinsel chunks are placed above the charged dome. A personal favourite of mine involves the aluminium foil dishes from the base of small pies such as mince pies. These are usually easy to collect in the staff area at this time of year! Place a clean and dry stack of the pie dishes upside down on top of the discharged dome, then begin charging. As the pie dishes charge up, they repel each other and fly! The faster the charging process, the further they fly!
Milk plastic decorations This activity links in nicely with the formation of polymers from monomers, polymer or plastic pollution issues and the increasing use of bioplastics. It’s also a good activity for younger students to explore creativity as well. Heat milk up but don’t boil it – access to a microwave makes this
easier, but a home-made water bath using washing bowls and small plastic beakers or cups in hot water also works. Avoid using glass jars as the glass gets too hot to hold. Once the milk is heated, add white or malt vinegar and stir. Chunks of a protein called casein are then extracted out of the milk and appear in the beaker – very similar to cheese making. These pieces can be filtered or sieved out. Handle the pieces and
start to knead them together until they stick and form a mouldable texture. Shape them into Christmas shapes or use Christmas cookie cutters to form the shape required. If they are intended as a hanging decoration, pierce a hole in them while wet, using a pencil or skewer. Leave to dry for a few days before painting.
Kirsty is the founder of STEMtastic, an education consultancy with a focus on Science, Technology, Engineering and Maths
www.stemtastic.co.uk
November 2019
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