At the Seaside – Professional Reflections

My favourite activities at the pre-school in recent weeks have been our trips to the beach. We are lucky in our geographical location that we have a beautiful beach with a variety of natural resources on offer (for example, chalk and rock pools) within easy walking distance. We aim to extend children’s interests beyond the confines of our setting as often as possible when appropriate (in response to child-initated ideas).

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How do you encourage children to be globally empathetic?

Last week I retweeted a friend’s intention to “Live Below The Line” in aid of the charity International Service. She hopes to raise £800 by living on just £5.74 a week – calculated using poverty baseline of $1.25 a day – including all of her food, drink and travelling costs. You can read about her experiences and inspiration here; if you’re feeling particularly altruistic today, you can support this worthy cause here.

“It is easier to build strong children than to repair broken men.”
Frederick Douglass

But what does this have to do with early years education, aside from the obvious concern that children in developing countries have yet to access quality early years education universally? Within the foundation stage, practitioners are encouraging children to empathise with and to give consideration to others’ feelings, needs and wishes. Usually this is an informal process, using everyday events as “learning opportunities”; occasionally fraught with tears (“but I WANT that fire engine!”) it can be an emotionally exhausting process as you filter and reflect the behaviour you want children to replicate independently (“he’s sad because I hit him… That wasn’t kind, was it? Sorry.”)Read More »