Early Days Jan 2015

Volume 3 Issue 1
Early Days
The magazine of Christian Initiatives in Early Years Education
A
Floating
Classroom
Planting
a
Garden
Exploring
the Letter
F

What started
as a UK-wide
initiative is now
expanding!
Led by a management team;
Guided by strategic teams;
Developed by consultants;
Supported by people like
YOU.
Inspiring,
encouraging &
developing
early years educators
around the globe
from a
Christian
perspective
Join our community at
www.Ci2eye.com
Jesus sets such
great store by His
dear lambs, that He
carries them in His bosom;
and I charge you who follow
your Lord in all things to show
a like tenderness to the little
ones of the Divine family.
Charles Spurgeon in Come, Ye Children

In this issue
4 Loaves & Fishes
A History of Ci2eye
8 In Action
A Floating Classroom
10 Heart Matter
In Praise of Pause
11 Exploring the Letter f
12 Around the World
The Kiwi Classroom
18 On Development
Planting a Garden
20 Coaching Connection
More than Table and Chairs
23 The Last Word
Welcome!
This edition of Early Days draws together
articles from around the world which highlight
the importance of the environment in a child’s
learning process. It was Plato, the Greek
philosopher, who said over 2400 years ago; The
most effective kind of education is that a child
should play amongst lovely things. How are we
doing today?
You will read of young children in New Zealand,
Madagascar, USA and the UK. The
environments have significant differences, but
in each children are being loved and educated.
There is so much we can learn from settings
very different from our own if we know the
right questions to reflect on and then apply in
our situation. Our hope is that you will find
these articles stimulate and focus your thoughts
and actions so that you and your children can
play amongst lovely things that help you all to
grow and learn together.
Brian Andrews
Ci2eye Administrator and Trustee
Jesus said, “Let the little children come to
me; don't keep them away. God’s
kingdom belongs to people like them.”
Luke 18:16 NIrV
Ci2eye Founders
Managing Editor
UK Editorial Committee
US Editorial Committee
Brian & Ruth Andrews
D’Arcy Dretke Maher
Brian & Ruth Andrews
Judith Twani
Rev Peter Michell
Pat Baer
Shannon Chambley
Leanne Leak
Ci2eye ● Early Days ● 3

Sharing Loaves
I
often think back to the little boy who gave his loaves and
fishes to Jesus that day. Did he rush up and thrust it in
the disciples’ hands or was he sitting quietly at the side
hoping no one would notice his lunch? He
was probably surprised and maybe even a
little worried when Jesus took his food and
shared it around. I feel I can identify with that
lad!
In Hyde Park, London, one sunny Saturday
afternoon in May 1988, I was surrounded by
people who had been ‘Marching for Jesus.’ We
were excited and enthused by all that we shared
together on that day. I felt a quiet whisper
in my spirit as I heard the words ‘Claim
education back for God.’ I knew I needed to do something
to feed the children with the love of Jesus in my community.
I felt a quiet whisper
in my spirit as
I heard the words
‘Claim education
back for God.’
I returned to our home and church in Northampton and
began to wrestle with the implications of this idea. I didn’t
immediately rush up to Jesus with my plans, but sat for a
while on the sidelines, looking at what appeared to
be an impossible task!
However, God is the God of the impossible
and this is how that quiet whisper is
moving to become a powerful, meaningful
witness for Him.
In April 1990, working with the membership
at Broadmead Baptist Church, Samuels
Christian Nursery opened its doors to young children
from the local community. Over the next 10 years we provided
excellence in education for over 30 children a day, sur-
4 ● Ci2eye ● Early Days

& Fishes
A History of Ci2eye
by Ruth Andrews
rounding them with God’s love through a team of dedicated
staff. During those years, God began to gently encourage me to
realise that this call to feed the children was to extend wider
than Northampton and I began to share this possibility that
God had laid on my heart with others.
As the vision to nurture and support early years practitioners
holding Christian values began to grow, plans and preparation
were made for the next stage of this journey of faith…
praying each step of the way. Working with Care for Education
and other colleagues, in March 2003, Christian Initiatives
in Christian Early Years Education (Ci2eye) was
launched at a conference in Coventry. What a great day! This
was the start of new opportunities for God to share the picnic
and feed His little ones.
Over the next five years, through contact with various organisations,
including Viva Network, Evangelical Alliance,
Scripture Union, and individual Christian practitioners, we
began to reach out across the country. We started contacting
Christians working in early years settings, many of whom we
discovered were struggling with feelings of isolation, with little
training or support. Through conferences, mentoring and
training days we began to engage with practitioners, sharing
examples of good practice and encouraging the highest quality
care and education with a spiritual foundation.
In 2005, we had the opportunity to meet in London with
Keith White from Mill Grove. We talked about our passion for
the support and nurture of young children and he handed us a
copy of Christian Early Education (CEE) magazine. Through
this small fish came the opening that enabled Ci2eye to connect
with D’Arcy Maher and her team in the Early Education
Department at the Association of Christian Schools International.
Our first trip to their international conference in the
Ci2eye ● Early Days ● 5

United States opened our eyes to the huge field of need across
the world for Christians to engage positively with young
children.
Joint conferences here in the UK and the United States,
brought these international connections closer and in
September 2009, we began sharing distribution of the CEE
magazine through England. With a customized, UK cover
wrapped around this excellent
publication, Ci2eye was able to reach
out to our members and settings in a
We ask,
seek and
knock, just
new way. We learned from individuals
and organisations holding similar
values, enabling our knowledge and
understanding of best practices to
grow.
As membership and finances
grew, we began to seek God’s way
forward for the expansion of Ci2eye.
Who else was God bringing on board
to help distribute the food? We had
shared with Judith Twani at many of
our conferences and events; her
passion for the vision and purpose of
Ci2eye was obvious. In September
2011, the Ci2eye Leadership Team
felt it was right to ask her to become
our Development Consultant. What
a blessing that strategic decision was
to the extension and future of
Ci2eye! Judith worked up to eight
hours a week for Ci2eye, offering training
and support across a wide area. Her expertise and knowledge
are invaluable and through her work she enabled Ci2eye to
grow in a variety of ways.
Ci2eye membership continues to grow with more individuals
and settings joining us. We have launched an opportunity
as Jesus
instructed.
for people who see the Kingdom value of our work but who
may not have any regular contact with young children, to
become Investment Associates.
When the CEE magazine was sadly discontinued in 2012
and the entire Early Education Department at ACSI disbanded,
we recognized the need for something to replace that
publication. We felt God leading us forward, to be bold. We
took a big step of faith and began production
of a flagship publication for Ci2eye, Early
Days magazine. We have already had very
positive feedback and encouragement to
continue with this venture.
So what about the future? How far
will the picnic extend?
Not long after celebrating Ci2eye’s 10 th
birthday in 2013, I received a new picture.
Appearing in my mind’s eye was a large oak
tree, with branches stretching and extending
up into the sky, bearing much fruit,
providing shade and rest for the birds and
reflecting the wonder and beauty of God’s
creation.
It reminded me that the first seed I
planted deep in the soil of God’s love, was
like an acorn that has now grown into a tree,
with branches stretching to wide areas of
our world. The acorns that grew on that tree
have now been planted in other places,
growing into strong trees and producing more
fruit, providing shade and rest for young children,
reflecting God’s love into their young lives.
We are now ALL part of the Ci2eye vision for the future. I
planted it...God watered it...it is growing. What the Ci2eye tree
will look like in the future is up to ALL OF US!
6 ● Ci2eye ● Early Days

Here’s a glimpse of our recent growth. Ci2eye has:
Developed a board of trustees and been granted Charity
status in the UK
Launched a new, interactive website with a presence on
social media
Appointed Ci2eye’s first International Consultant, D’Arcy
Maher
Secured non-profit status for Ci2eye US
Appointed Lucy Waterman as our Development
Coordinator following Judith Twani who completed three
years as our Development Consultant
Provided training in the UK, the US and Eastern Europe
We continue to:
Provide training to early years professionals wherever the
doors open
Engage with churches to join with us in support of this
ministry
Identify new members and investment associates to
connect to the vision
Pray! We ask, seek and knock, just as Jesus instructed
Obey the nudge of the Holy Spirit in matters of growth and
expansion
We will never know how many baskets of food are now being
distributed as Christians around the country are encouraged
to strive for excellence in the education and care of young
children. These preschools, nurseries, child minders and
teachers are surrounding children with the love of Jesus,
praying for them and introducing them to their heavenly
Father. What a great start in a child’s foundation
years!
Won’t you partner and participate in a greater way? We invite
you to visit our website for more information:
www.ci2eye.com.
Ruth Andrews, founder and president of Ci2eye,
has over 20 years of experience in early years. She
has trained early years educators in several countries
and prayerfully offers encouragement and
support through speaking and writing.
We have a vision to see Christians as beacons of excellence in the early years workforce,
operating from strong convictions, in partnership with many others across our country.
Ci2eye seeks to restore a Christian voice in early years education. What a privilege to be part
of this amazing picnic; to sit with the children, watching them play and dance…seeing them
cry and hurt…being in those moments as a minister. We invite them to have a great time at
the picnic, surrounding their young lives with the healing love of our heavenly Father.
What about you?
Reflection Questions
What are the loaves and fishes you have to offer our heavenly Father?
How might you offer those to Him for His use…for His purposes…in a practical way?
Read back through this article and underline or circle the significant words or phrases.
Do the words or phrases speak of faith? Initiative? Planning? Hope? How might the
words or phrases you just considered become part of your own story?
Ci2eye ● Early Days ● 7

A Floating Classroom
An interview with Katie Stafford
Katie Stafford, a teacher on Africa Mercy ship, shares a glimpse of her experience in a floating school.
Katie answered these questions from aboard the ship, now docked in Madagascar.
W
hat pulled you to serve as a teacher
in such an unusual, mobile location?
Well, I have always had the travel/
adventure bug. I wanted to see the world. It’s also
important that I work in a place where I feel stretched
outside my comfort zone and where I feel that I am
making a difference. I also have an absolute LOVE for
the ocean and sailing (having grown up in land-locked
Colorado, of all places), so when I heard about the
opportunity to teach on a hospital ship that sails
around Africa providing life-transforming medical care,
it sounded like the absolute perfect fit for me. I love
being part of the work of Mercy Ships; I love that my
passion, teaching, fits into its ministry.
I love being part of the work of Mercy Ships; I love
that my passion, teaching, fits into its ministry.
How would you describe your classroom?
My classroom is small but cosy! With a maximum class
size of 6 children, we don’t need much space. But we do
have so many resources. My room is full of toys, games,
art supplies, books, learning support materials, and so
much more. We are up on deck 7 of the ship (there are
8 decks total), and we have a lovely view of the beach in
Madagascar at the present, or the rolling ocean and
dolphins while sailing! Our classroom environment is
warm, colourful, inviting, engaging, and very cosy! I
love it!
8 ● Ci2eye ● Early Days

Given the limitations of teaching on a ship,
how do you offer an engaging environment?
The Academy on board does an amazing job of
working together to provide an engaging environment
for all of the children. Like I mentioned before, our
school is absolutely brimming with resources. I was
amazed when I first arrived. Almost all of the
classrooms have Smart Boards, we have a computer
lab, any art material you can think of, a fully-stocked
science lab, musical instruments, and everything in
between. I think that we offer just as engaging an
environment as any school on land. We have the added
bonus of going on field trips in multiple
locations during a given year, and in very exciting,
exotic places! This year alone, our children have visited
a science museum in Spain, a penguin zoo in South
Africa, and a lemur park in Madagascar!
There are challenges to teaching certain lessons
aboard a ship, and for children who have lived most or
all of their lives here. For instance, while studying the
Olympics last year, I had a child who had never seen
ice skating or skiing before! Explaining the four
seasons to children who have only ever experienced
Africa’s dry and rainy seasons provides an opportunity
to use a lot of creative teaching. My recent unit on
plants was interesting because we couldn’t just walk
outside into our dusty port and find any plants to
examine or study. Simple lessons in our American or
European curriculum regarding money, stores, or
traffic all need to be creatively taught and
contextualized to African experiences. These are just a
few examples of challenges that often arise due to the
limited experiences, resources, and opportunities of
living on a ship!
How do you provide your children opportunities
in the natural world when you’re at sea?
This year was the exception with about one month
total of sailing during school. But we take advantage of
the opportunities that arise on the sea and supplement
our lessons on the ocean and sea life, and watching
dolphins, whales, and flying fish
regularly! Admittedly, it is very
hard to persevere through a school
day when the ship is steeply
rocking back and forth. We even
had to cancel school for a day on
our last sail because the seas were
so rough as we rounded the cape
of Africa on our way to Madagascar.
We often take advantage of
our sailing days to prepare units
with the children on the countries
to which we are sailing. It’s an
opportunity to explore the history,
geography, culture, and language
of each country.
From where do you draw
inspiration and encourage
wonder in your children?
We are
inspired
and awed
by God’s
amazing
creation
around
us during
the sails.
From our surroundings! We see and experience so
much here. We have unique opportunities to explore,
experience, and learn new things around us. We are
inspired and awed by God’s amazing creation around
us during the sails. We see the differences in the
beauty, people, and cultures in the countries in which
we dock. We witness the expressions on the faces of
the patients, doctors, nurses, and caregivers in the
hospital wards where lives are literally being changed
forever. We hear the stories of amazing people from all
over the world who come to volunteer on
this ship. That is something else that I
love about Mercy Ships—crew members
come from literally all over the world.
Children and teachers enjoy teaching
each other about their home countries,
languages, traditions, and cultures. We
learn so much from each other, and our
world views are continuously expanding.
It’s not surprising that Katie travels the
world and invests her life in children. Her
father, Wess Stafford, the former President
and CEO of Compassion International,
introduced her to the world through the lives
of the children they sponsored while she was
growing up.
Ci2eye ● Early Days ● 9

In Praise
of Pause
You created the magnificence of our
universe and the world that I can see and
touch.
And then You, the God of Creation, rested.
In my early education world, I explain that
resting is like our naptime.
In Your great laws You included a Sabbath,
a day for man to rest and worship.
When Your Son walked among us, He turned aside to rest, to pray.
He even slept, sometimes placing it above helping his disciples row through a storm.
He spoke names and shared meals. He wondered “Who touched me?”
He lived fast enough to fulfill the Father’s will and slow enough to live in every moment.
This morning I am worried by the hurry of the day ahead. It seems like a mountain to climb, an ocean to swim, and
a race to run. And I will need to cheer my small class to climb and swim and run until we finish all that’s written on
the lesson plan.
Will I speak names? Will I share meals? Will I ask, “Who touched me?”
The storm of hurry strangles me, Lord. Will You shout to my storm, too?
Will You say “peace” to my storm, too? Will You give me Your courage to pause?
Lend me Your voice to speak names.
Lend me Your hands to break bread and share meals.
Lend me Your Spirit so I can feel a touch that needs to be acknowledged.
10 ● Ci2eye ● Early Days

Exploring
the letter f
I
have been wondering lately, what are we aiming for in our Christian settings and how do we know if we have
achieved it?
Vivian Paley (a well known early years author) talks about the four fs that are so important in young children’s
lives – family, ‘fourness/fiveness’, fairness and friends. I am wondering whether we should add a fifth f – the
heavenly Father?
I became a child of the Father when I was a little boy at a beach mission on the
South Coast of England. So that fifth f became a significant feature of my life
as I grew up.
If we are trying to create an environment where children are loved and nurtured,
where they are valued as powerful learners, then it seems only right we
should attend to what they are most concerned about.
Family – do we value their families enough? Do we see their parents as the
first and most important educators in their children’s lives? So how do we engage
their parents?
Fourness/fiveness – do we celebrate these important milestones in their
lives? It seems that they mark so many changes for them, not least the huge
step of starting school in the UK? Do we respect them as individuals who are
powerful learners?
Fairness – how often do you hear that phrase, It’s not fair? Children are
very aware when they are treated differently, and when we as adults do not
treat everyone equally. So do we strive to treat them with equality?
If we are trying to
create an
environment where
children are loved
and nurtured, where
they are valued as
powerful learners,
then it seems only
right we should
attend to what they
are most concerned
about.
Friends – how often do we hear that phrase, Will you be my friend? They
are at a stage in their lives when they are discovering relationships outside of
the home that are not as secure for them. Do we provide that security/consistency for them – often referred to as
the key person approach?
Father – what a challenge for us where the love of the Father shines through all that we do? It is a challenge when
perhaps today’s view of fatherhood is less than perfect, and when the concept of a family may be dysfunctional or
divided. Nevertheless, do we strive to convey the loving nature of God as our heavenly Father, and the loving nature
of the family of God, where concepts such as protection, security, consistency, acceptance, respect, value, wellbeing
and love are pre-eminent?
If we strove to apply these fs to our practice, would they create the distinctiveness that we are seeking as Christian
providers – that nurturing context where children are loved and cherished within the arms of a loving Father?
Dr Andrew Lockett serves as an Early Years Consultant.
www.earlyyearsconsultant.com; drandrewlockett@btinternet.com
Ci2eye ● Early Days ● 11

kiwiteacherblog.blogspot.com
facebook.com/kiwiteacherblog
The Kiwi Classroom
A glimpse into the classroom of Elise Hopkins
W
hen early years educators speak of the field in
a comprehensive context, it is impossible to
ignore the trends and accomplishments of
settings in the global south. New Zealand, a
gem in Oceania, gently leads the way with
their quiet insistence to connect, support and
develop the family unit.
New Zealand’s Ministry of Education includes an Early
Childhood Education Department guided and protected by
national legislation. In the last 20 years, the country has
developed Te Whāriki which is a framework for supporting
children’s early learning within a sociocultural context,
emphasising the learning partnership between teachers,
parents, children and family. (Curriculum and Learning, 2015)
Licensing and regulatory requirements guide the classroom
practice and administration of early childhood settings. This is
not unusual; many countries have regulations. New
Zealand’s regulations stand out because they focus on the
relational aspects within the entire centre.
So it’s no surprise that creative, attuned environments
emerge out from such a strong foundation. One such setting is
4Kids & Whanau Centre. Here’s a bit about the centre:
Centre Focus:
We believe our role goes far beyond caring for and nurturing
children, we endeavor to help children reach their fullest potential
while in our centre. We aspire to empower children by
encouraging independence, confidence and a love of learning
through play.
Hours:
7:30 a.m. to 5:30 p.m.
Ages Served:
Three months until school age
Curriculum:
Integrated Christian values within a Reggio Emilia approach
Setting arrangement:
Two classrooms – Pipi Whanau (3 months – 2.5 years)
Paua Whanau (2.5 years – 5 years)
Organisational Support:
A not-for-profit community centre affiliated with Glenfield
Baptist Church
Website:
www.4kids.org.nz
As in many countries, New Zealand posts inspection reports
on the public website of the Education Review Office. I was
impressed by two paragraphs in the report:
The centre’s focus is on supporting families in the local
community, and partnering with whānau to provide care
and education for children in a positive Christian environ
ment. Whānau appreciate the inclusive, welcoming and
homely atmosphere in the centre. The centre’s philosophy,
environment and programmes are also strongly
influenced by the Reggio Emilia approach to teaching and
learning. Teachers’ regular reflections on their practice
and on learning outcomes for children clearly relate to
these curriculum priorities.
Children enjoy ready access to a wide selection of
resources in beautifully presented play areas that feature
natural and creative materials and prompt independent
exploration. Adults respond to and support children’s play
ideas and foster literacy and numeracy learning, particularly
in the context of investigation projects. Teachers
could now make their responsiveness to individual
children’s interests more visible in programme planning
and the environment. (Smith, 2015)
12 ● Ci2eye ● Early Days

One evidence of the reflection of the teachers is the blog, Kiwi
Teacher, authored by Elise Hopkins, a teacher at 4Kids and
Whanau Centre (http://kiwiteacherblog.blogspot.com/). Elise
also shared her reflections on a Facebook page, linked to her
blog (https://www.facebook.com/kiwiteacherblog). Elise
posts with clarity and winsomeness, capturing the happenings
at the centre as an observer, as a supporter of a child’s inquiry,
but always as a provocateur. The words provoke and provocation
appear regularly in her posts which speaks of the role
of the teacher to inspire curiosity and exploration.
Her philosophy of teaching comes through in the details of the
environment she creates for the children. With her generous
permission, we share these photos, with captions by Elise.
The words provoke and
provocation appear
regularly in her posts
and speak to the role
of the teacher to
inspire curiosity
and exploration.
Indoor Spaces
I have only recently moved in to this room and alongside my team we have spent the
last few months organising and rearranging our classroom. In a few weeks it
seemed our class had evolved from being dominantly a toddler room to an infant and
toddler room as a few of the older children moved through to the preschool room and
two very young infants started. We really needed to rethink the space
to accommodate pretty much all ages and stages from 3 months - 2.5
years. At the moment we have very young infants, crawlers and toddlers.
It can be a challenge to create an environment that can provoke
and inspire all these different children but we have given it a good go
and it will continue to evolve!
We believe children should have freedom to move
so we avoid placing children into things they are
unable to get out of themselves. The Pipi Whanau
does not have any cots, highchairs or swings. We
use these baskets as an alternative to cots. Each
child has a frame above their basket with a photo
of them and their name. Our children have ownership
over their space which we believe creates a
sense of security and familiarity for the children
during rest and sleep times.
Ci2eye ● Early Days ● 13

We developed this area for our infants, the aim was to create
a sensory space. The hanging materials are low
enough that the infants can reach and grasp them. They all
make different sounds and reflect the light in various
ways. The tactile canvases are interesting for children as
they learn to crawl and sit. The mirrors are low so infants
can see themselves play during tummy time. Our toddlers
have been just as interested in this area and use it in very
different ways to the infants. They love to walk through the
hanging materials and touch the canvases.
As we all know, young children are very sensory learners. We
want our classroom to reflect the sensory nature of children.
These are sensory bags. We refresh them every so often with
new and different natural materials. A variety of herbs, lemon,
garlic and cinnamon are in these ones. The children are
able to engage their senses especially their sense of smell.
Tinfoil is a great medium to use with infants and toddlers. It is
easy to manipulate and tear and it has some qualities that are
very interesting to children such as the way it reflects and captures
light. Our infants have been fascinated by the sound this
material makes when they scrunch it, pat it and kick it with their
feet.
Noah’s Ark provocation. This is a familiar story
for our children and perhaps one that may inspire
their play in the construction area...
14 ● Ci2eye ● Early Days

Outdoor Spaces
This space used to be completely unutilized, it was just a retaining
wall. Jess who has recently started a new adventure came up with the
idea to allow the children to access this area by putting a ladder up to
it and installing a fence. The children now have a space where they
can feel they are away from teachers which is so important. It has
been amazing!
As you can see, the drainage issue hasn’t been completely
resolved but the puddles provide nice little
habitats for our dinosaurs!
It was really important to me to create a garden
that challenged all the children in my classroom
including crawlers, the just walkers and the
runners. The mound in the middle and the
stepping stones have created that challenge! Now
our children can experience different terrain and
slope while engrossed in nature!
Ci2eye ● Early Days ● 15

A Final Thought
A committed and passionate teacher has something to share
with the broader early years community. Elise’s passion and
commitment to children shines through her work, giving all
of us an opportunity to learn from her investment.
About Elise
Elise has been working at 4kids since 2007,
developing a deep passion for teaching over
this time. She is currently a provisionally
registered teacher with a Bachelor of Education
(Teaching) from the University of Auckland.
She started off working in a teacher
assistant role after school when she was 16 and has
moved into a leadership role. Her second passion is art,
having completed a certificate in art and design before
starting her Bachelor of Education, so the creative nature
of teaching make this job perfect for her. She gets
very excited about children’s creative endeavours and
supporting them in these. She holds a powerful image of
the child as independent, capable and competent contributors
to society. To hold such an image of the child
means having great faith in children and their abilities.
She endeavours to provide a programme that is empowering
for children by encouraging independence, confidence
and a love of learning through play and strong
relationships. She is a creative type and her blog is an
outlet to share; she also paints and takes photographs.
What about you?
Reflection Questions
What can others learn, by
observation, about your passion
and commitment to young
children?
In what ways are you intentional
about provocation in your
environment?
Elise is a younger, enthusiastic
teacher. Why is it important to
encourage the next generation of
early years professionals?
Take a moment to visit Elise’s blog
and like her Facebook page.
16 ● Ci2eye ● Early Days

Resource Review
Caring Spaces, Learning Places:
Children’s environments that work
by Jim Greenman
ISBN: 0-942702-33-6
©2005, Exchange Press
$29.00, ebook from childcareexchange.com
£71.63, print from amazon.co.uk
$60.00, print from amazon.com
358 pages
Greenman devoted his life’s work to studying, understanding,
and constructing environments for young children. He
published articles and smaller works over the years but this
text is a crowning compendium of his findings and passion.
Though as lengthy as a textbook, it reads conversationally.
Components of nurturing environments are carefully
developed, peppered with opportunities to evaluate a
personal environment, giving the reader support to and
direction on changes that make a compelling difference to
young children.
…our job as we design
children’s environments [is] to
create a nest for children as
they navigate the demands of
growing up and to make them
believe that they can fly in the
world which they will inherit.
Elements included that
make the concepts accessible
and understandable:
Photos
Exercises
Graphic organizers
Evaluations
Scenarios
Published by Exchange Press, readers from any number of
countries will feel comfortable in the pages. Child Care
Information Exchange, owner of Exchange Press, sponsors
a biennial World Forum that has become a gathering place
to exchange ideas and build coalitions to solve regional or
global issues that concern young children.
The Jesus Storybook Bible:
Every story whispers his name
by Sally Lloyd-Jones
ISBN: 978-0-310-71878-9 Deluxe Edition
©2007, Zondervan
£28.99 amazon.co.uk
$24.99 amazon.com
352 pages
The Jesus Storybook Bible delivers a theologically correct
collection of stories written with a vocabulary that inspires
wonder. The listener – child – is honored in each story as a
specially invited guest to learn about Jesus.
Written from the perspective of the meta-narrative (the
entirety of scripture is telling one story), each Old
Testament story connects the child to the central person,
the central theme: Jesus. From the introduction:
There are lots of stories in the Bible, but all the stories are
telling one Big Story. The Story of how God loves his children
and comes to rescue them. It takes the whole Bible to tell this
Story. And at the center of the Story, there is a baby. Every
Story in the Bible whispers his name. He is like the missing
piece in a puzzle – the piece that makes all the other pieces fit
together, and suddenly you can see a beautiful picture.
The deluxe edition comes with the stories on CDs, read by
the incomparable David Suchet. It is worth the extra
investment to own the audio CDs. No wonder it has been
translated into over seven languages.
In addition to the children’s Bible, there are many more
resources available on the website: larger size books for
reading with a small group, curriculum, downloadable
resources, and animated stories that are rotated on a
frequent basis. Check the website often:
www.jesusstorybookbible.com you may also want to connect
on FaceBook: facebook.com/JesusStorybookBible.
Ci2eye ● Early Days ● 17

Planting a
Garden
by Rev Peter Michell
Now the Lord God had
planted a garden in
Eden, in the east; and
there he put the man
whom he had formed.
Genesis 2:8
T
he importance of the learning environment is very
widely acknowledged. The influential ECERS programme
is explicit: it is the Early Childhood Environmental
Review which prompts our reflection on
all that surrounds the young, from the building to
the equipment and from resources to ourselves. The statutory
English Early Years Foundation Stage emphasizes the place
of the ‘enabling environment’. Trainers like Communication
Friendly Spaces, Early Excellence and Community Playthings
offer much-lauded support for practitioners to mould the
environment for the young and to meet their needs.
One of the nurseries that I most admire is Cowgate Under
5s Centre in the heart of Edinburgh. Many years ago I asked
to borrow from them what now
appears on their website and ours as
descriptive of what we offer: ‘a
place where children unfold happily
and busily in a carefully arranged
environment, surrounded by peace
and love.’
Christians will have a particular
interest in the whole issue of
environment. The Lord God was the
first creator of environment. What
He designed and made was ideal. A
special location was set aside for
people – the garden of Eden. What
God gave us was beautiful,
fascinating and inspiring. Mimicking
the activity of God, now we
devise environments. We create
environments for ourselves and our
families and for our colleagues and
for our pupils.
In the context of early education, what will be the priorities
for our creativity? What kind of environment is it that we
strive to create? Surely these qualities are to be included -
1. Loving and secure
2. Safe and clean
3. Quiet and comfortable
4. Stimulating and interesting
5. Beautiful and elevating
We consider each of these in turn.
Loving and secure. Above all, Christianity must be
18 ● Ci2eye ● Early Days
Beauty will
inform the
senses and
respect the
persons.
about love and the absence of love would seem to be a denial
of Christianity. (John 13:34)
Little ones come to us from the context of their mother’s love,
and their sense of security is aided by a continuity of loving
kindness. The value of Elinor Goldschmied’s ‘key person’ is in
facilitating a comparable emotional wellbeing.
After news of war and conflict around the globe, Professor
Cathy Nutbrown reflects, “The events of recent weeks have
prompted me to turn again to thinking about how we help our
youngest children prepare for a life of peace from the cradle –
and ultimately to be advocates of peace in their adulthood.
Can all our early years settings give young children experiences
of peaceful surroundings where they learn to peacefully
challenge wrongs?”
One officer of the local education authority
visited us and said that the love is tangible.
That seemed the greatest accolade that could
be offered.
Safe and clean. Our practice and
premises must be both safe and clean. Safety
did become something of an obsession in
schools and throughout society. Now we
have begun to learn that risk is a valuable
context for learning and that the benefits
must be taken into consideration. Of course,
we dare not expose little people to potentially
serious physical or emotional damage,
but, interestingly, excessive caution with
regard to danger is sometimes accompanied
by disregard for cleanliness. The issue is
one of propriety: there is a cleanliness that is
appropriate to the indoor environment but
which would be absurd outdoors; we have
completely different expectations for the classroom and the
nursery kitchen compared to the field and the woods. Want of
cleanliness of our buildings may pose a health hazard, but it is
also lacking in respect appropriate for the very young. There
is a simple test of the environment: would it be good enough
for the once little Prince William? If not, it is not good enough
for our little princes and princesses.
Quiet and gentle. Quietness is not just concerning the
audio-environment but the visual also. If the sense of hearing

or sight is bombarded and peace is disturbed the child will not
have the space necessary to think. Little people have an
enormous amount of processing to do in their brains and that
requires that they are not distracted by interruptions or
uncomfortable sensations. There needs to be gentleness
about every aspect of the environment whether it is the visual
impact or the personal one. The behaviour of adults is as
much an element of the child’s environment as anything
else. Let the practitioner speak quietly and winningly. Let all
noise and aggression be avoided. There is a place for children
themselves to be noisy and even aggressive as they play competitive
games, or role-play in the outdoor environment. But
the practitioner-created environment needs to have a gentleness
about it.
Stimulating and interesting. There is an
over-stimulating environment which is distracting and
confusing. That should be avoided if we are trying to be quiet
and gentle, but we do need to create a learning context that is
rich, and inviting of exploration and engagement. The natural
environment of woodland or marshland is exemplary. There
nothing is over-stated to disturb the thoughtful mind and yet
the potential for discovery is endless (for children and adults
alike). Even the natural changes from one season to another
are suggestive of the way in which we can vary the indoor
experience of children. In the woods we see the green flourish
until overtaken by the colour and shape of bluebells, and then
all gives way to yellow as the plants die back. Similarly our
continuous provision of malleable materials will be varied as
we offer sand, or rice, or pasta – natural or sometimes dyecoloured
or made fragrant with scents. Again, perhaps it is
the treasure basket with its attractive collection of fascinating
artefacts.
Beautiful and
elevating. It cannot
be sufficiently emphasized
that young children
must be surrounded by beauty. Certainly that is how God has
dealt with us in nature. Let there always be flowers on the
table where children eat. Delightfully Edith Schaeffer wrote:
‘Instead of saying, “Oh, it doesn’t matter, it’s only the
children”, it is important to say the opposite. “I wonder what
the children would enjoy the most?”’ Beauty will inform the
senses and respect the persons. Aesthetic appreciation must
be developed and this cannot be done with lots of cheap
colourful plastic. Things brought from nature, music of
quality, materials crafted and rooms that are designed for the
eye will elevate the soul.
Then just think: as we ourselves have created after the
example of the Father, so our children will begin to create
environments too. The little people will organize furniture in
a doll’s house, design a special place in the home corner or
den, and even plant a garden.
Peter Michell, a Congregational minister, leads Mr Noah’s
Nursery School, in rural Kent. He started the nursery school
with his wife exactly twenty years ago when their daughter
was of an age to attend. Over the years the Christian setting
has been developed as an eco school and a forest school,
attracting children from a wide catchment.
Goldschmied, Elinor, & Jackson, Sonia, People Under Three, Routledge 2003
Nutbrown, Cathy, Nursery World, August 2014
Schaeffer, Edith, Hidden Art, Norfolk 1971
Ouvry, Marjorie, Exercising muscles and minds, National Children’s Bureau 2008
Ci2eye ● Early Days ● 19

More than Tables & Chairs:
Addressing the Centre’s Emotional Climate
A
ttunement begins with me. I can be intentional
about forging relationships with the individuals in
my class. But to cultivate those attuned relationships
and to display the posture that draws children
in, I must first prepare my own heart.
The Centre as a Sanctuary
Gail arrives in the morning. As she crosses the threshold
and enters her room, she breathes this prayer:
Father,
As I step into this sacred space, mindful of the holy call that
sets me apart for knowing and serving, I leave behind the
morning’s clamour.
I set aside busyness.
I lay down worry.
Quiet my heart, so I can hear what children are saying with
their faces and bodies and through what remains unsaid.
Bring me to a place of stillness so I can hear Your loving
thoughts toward me and toward the children.
I offer myself to You.
I offer myself to them.
Find joy in our classroom this day.
Gail sees her environment as a sanctuary, a holy place
where Christ is at work in the hearts of all who enter. By beginning
her morning with this prayer, she recognizes the Holy
Spirit’s work in her life and in the children’s lives. Gail
embraces the principle of pause, of quieting herself in
preparation for service.
Pause
The spirit of pause in the atmosphere coaxes children to
relax and settle into relationship. A teacher who carries this
spirit makes time for listening, doesn’t hurry in conversation,
and honors children with her full attention. Pause is lovely.
We inhabit a distraction-filled world. We sometimes seek
increasing sensory input, more soul-noise, to distract us from
20 ● Ci2eye ● Early Days

from our own boredom or pain. Life is
filled with legitimate concerns, financial
pressures, and relational discord that can
steal our ability to be present for children.
Pause involves the discipline of setting
aside what has come before and entering
the environment with a disposition to
serve and to be present for the children.
Because grace is abundant, pause can be
ours.
The Call to Community
Is it easier to live by oneself than in
community? Is it easier to connect with
one person than a group? If I trust God’s
hand and look at the examples in God’s
Word, I see that we are meant to live out
our faith and our lives in community.
And so it is with the early educator.
Attentive and attuned relationships are
grounded in knowing and connecting
with each individual child and adapting a
response to specifically meet that child’s
needs. But those relationships are lived
out in the classroom context. The
strength of the individual relationships
forms the culture of the classroom. Every
relationship (child-to-child and teacherto-child)
is interdependent.
Each child has an individual identity
but is also identified with the group. This
group identity is cultivated by the teacher
and by the interdependent relationships.
The children understand their group
identity, but they can feel lost or invisible
if the teacher does not use purposeful
relationship to show how precious each
child is.
teacher expresses genuine care for each child. The attuned
community gives children relational space so their personalities
can unfold as they are ready to reveal who they are. The
attuned teacher realizes children will open up at varying times
and allows for those individual rhythms.
Celebration
False praise creates suspicion between teacher and child.
Genuine celebration about who children are and about their
meaningful experiences raises their respect and their anticipation
to be part of a group that celebrates others. Celebrate a
new baby or a puppy or a family visit. As you set the example
of celebration, the children will find things to celebrate in each
other. They will notice the first time a friend zips his jacket or
fastens the Velcro of his shoes without help.
Although Jesus’ time on earth was short, He took time to
celebrate with his disciples weddings, feasts and give them an
example to follow. To rush past the richness of this theme is to
overlook the treasure hidden in the day-to-day life in the early
years.
Participation
Yes, the teacher is a servant and a shepherd, but he or she
also invites the children to participate and to have a voice in
the classroom. Even the very young can vote on the book they
want you to read or the songs they wish to sing. Teachers
make many choices for the children they serve, but some of
them are unnecessary. Encouraging children to participate in
their own learning environment creates enthusiasm, excitement,
and confidence.
What about you?
Reflection Questions
Preparing the Climate
The climate extends the feeling of community to all who
enter. Components that comprise the emotional climate include
the following:
Security
A child’s sense of security increases through safe, attuned responses
from the teacher. Since children are not using all their
emotional energy to protect themselves, they are free to engage
with others. Confidence results from a secure environment.
Rhythm
The rhythm of the schedule must accommodate time for the
teacher to be accessible to the children. Give yourself time to
wait for children to respond. Perhaps they are searching for a
word they don’t yet know, perhaps they are distracted, or perhaps
they are sorting through their thoughts to choose the best
response. In any event, being attuned allows for an unhurried
daily routine. The pacing of the day is gentle and childfriendly.
Instead of urgency, the pace reflects peaceful
purposefulness that allows for giggles and enjoyment.
What does it mean to be present to children?
Write your own prayer to pray when you
enter your classroom,
Share your opinion on the differences
between interdependence and independence.
Think of these components: security,
rhythm, winsomeness, celebration, and
participation. In what areas are you
confident and successful? Is there an area in
which you’d like to grow?
Winsomeness
Children respond to interest and gentleness. They watch for
signs that they are important to the teacher. They can spot the
teacher’s favourite or least favourite child. They will mirror the
teacher’s responses to other children, watching for cues. Just
as a good shepherd cares equally for all the sheep, the faithful
Adapted from Attentive & Attuned: Knowing and Serving in the Early Education
Program, pp. 37-49 (Baer, Maher, Leak). Used by permission.
Ci2eye ● Early Days ● 21

The
Last Word
I am privileged to share the last word in this
new edition of Early Days magazine.
My thoughts turned to Jesus and some of the
last words he spoke as he met with his disciples
on the mountain as he prepared to leave them. I
realised that he didn’t say goodbye but rather
encouraged them to know he would equip them
with power from on high and would return
again. His words were full of hope and
direction for the future, encouraging them to
go into all the world and share the good news
of God’s love with all people.
As we start this New Year, surrounded by
the beautiful children we are privileged to
work with, I am reminded that our mission is
to care for young children and share his love,
wherever we are. There will be people reading
this column in many different countries of the
world. Most of us will never meet each other,
yet we are joined by a shared commitment.
The love that Jesus has put in our hearts will
spill out to the children. Many of the words
that we share with them will stay with them as
they grow, building strong foundations for
their futures.
Our passion for these children unites us across our
world. Why not send us an email (ci2eyeuk@gmail.com)
with some examples of words and comments you and
your children have shared together? We will publish
these on the Ci2eye website for us all to read. Some
of these will make us smile, others bring tears to our
eyes. Whatever the words, they will probably be
reflecting something of the love that you have
poured into their lives during
your time together.
Let the words we share encourage
us all in our love
for children and service
for Him.
Ruth Andrews
Founder. Ci2eye
Our mission
is to care for
young children
and share his
love, wherever
we are!
Ci2eye’s website is a
content rich resource
that can be visited
again and again.
Choose a membership
option and get your login
credentials today!
Ci2eye ● Early Days ● 31

The Back Page
What is Ci2eye aiming to provide?
A relevant up-to-date Website www.ci2eye.com
Conferences and training days – designed to inspire and resource.
Prayer – providing a foundation and supporting all aspects of early years.
Local networks – connecting those doing similar tasks to enable
meaningful sharing and dialogue.
Magazine, newsletters, information and downloadable resources.
Advocacy – contributing to the government’s agenda for the early years.
For more details about how you can become more involved:
ci2eyeuk@gmail.com
Christian Initiatives in Early Years Education
Information about work outside of the UK may be requested!