Parenta July 2020 Magazine

Issue 68
JULY 2020
FREE
Industry
Experts
More men needed
in early years
World Youth
Skills Day
Ways to support young
children with English as
an additional language
+ lots more
Write for us
for a chance to win
£50
page 7
What does school readiness
mean during a pandemic?
How to prepare children for school after the gap they
have had in their education during the pandemic
CONSEQUENCES VS PUNISHMENT • PLASTIC FREE JULY • HOW TO TREAT BURNS AND SCALDS

hello
JUNE JULY 2020 ISSUE 68 67
welcome to our family
Hello and welcome to the July edition of the Parenta magazine!
IN THIS EDITION
Regulars
We’re not quite sure how it can be July already, but the summer solstice has happened; we’ve had the
longest day - and so summer is officially declared!
78 Write Child-friendly for us for smoothie a chance to win £50
715 Guest Write for author us for winner a chance announced to win £50
After five months of the coronavirus being in the UK, the pandemic may be just starting to wane - finally -
and the last few weeks have revealed some unexpected benefits for our planet. Air pollution levels dropped
during lockdown and nature seemed to breathe easy for a short while as we stopped travelling and polluting
the air. In the hope that we will continue with this trend (at least as much as is feasible) Plastic Free July is one
initiative which aims to get everyone around the world doing their bit to help the environment, however small. Turn to page 24
for some ideas to help you get involved both at home and in your setting.
As we go through July, parents will be turning to you, as practitioners, to advise them on how they can help with their child’s
transition if they are due to start primary school in September. Bearing in mind they may have not been to nursery since March,
many parents will be anxious that they may have lost valuable pre-school hours since lockdown. Industry expert, Tamsin
Grimmer, gives some reassuring advice in her article “What does school readiness mean during a pandemic?”
32 15 Egg Guest box author bee craft winner announced
33 39 Dark starf chocolate ish craf t bark
News
Preparations for the ‘new normal’ and
4
returning
Childcare
to
news
your
and
setting
views
6 Update from Ofsted
How to demonstrate love to young children
during the coronavirus pandemic
16
We also take a look at the subject of male practitioners (or the lack of) in early years which highlights the continuing problem of
the gender imbalance in the sector – less than 3% of the early years workforce are male, and despite various initiatives to try to
recruit more male staff, statistics show little improvement so far. We spoke to a few of our Parenta male learners to find out how
they came to choose childcare as their career; and what they think about the lack of men in early years.
Turn to page 32 for some super crafts for you and the children to do this month! To celebrate National Don’t Step on a Bee
Day on 10th July, we’ve done a cute bee craft which will be fun to make and will also help raise awareness of these little hard
workers! Those who have a sweet tooth will love our food craft this month – dark chocolate bark to celebrate World Chocolate
Day on the 7th. As well as being delicious (we’ve tried it and it really is!) this tasty treat highlights the benefits dark chocolate
has.
All the news stories, advice, and craft activities in your free Parenta magazine have been written to help you with the efficient
running of your setting and to promote the health, happiness and wellbeing of the children in your care.
Please feel free to share with friends, parents and colleagues – they can sign up to received their own copy here!
Please stay safe everyone.
Allan
Anxieties of
childhood
How to understand
and respond to some
of the most common
childhood anxieties.
Markmaking
in
early years
10
28
How to encourage
mark-making to
develop creative skills.
More men needed
in early years
The issue of gender imbalance in
the early years practitioners.
34
Advice
612 Father’s World Youth Day at Skills home Day
10 16 Children’s How to demonstrate Art Week our love to young
12 World children Oceans during Day the coronavirus pandemic
20 Child How to Safety treat Week burns and scalds
26 24 Bike Plastic Week Free 2020 July
34 28 Growing Mark-making for wellbeing early years Week
36 34 National More men Writing needed Dayin early years
38 36 Diabetes World Population Week Day
38 Six and a half reasons to go paperless at
your nursery
Industry Experts
Industry Experts
16 Talking about difference: behavioural
10
difficulties
Anxieties of childhood and how best to
18
14
Storytelling in music: using royalty and
respond
magic
What does school readiness mean during a
22 Furlough: The new ‘f’ word
pandemic?
28
18
Three ways to reduce meltdowns
Consequences vs punishment
30
22
Promoting positive behaviour in pre-school
Ways to support young children with
children
English as an additional language
26 Positive emotional regulation practice
30 Helping siblings when the new baby arrives
Plastic Free July 24
Positive emotional regulation practice 26
Helping siblings when the new baby arrives 30

‘Daddy Day Care’
increases by over 50%
during lockdown
A recent survey has revealed that on
average, fathers in the UK are spending
longer - 58% longer - looking after their
children in lockdown than they would
usually do.
In the run up to Father’s Day, The
Fatherhood Institute revealed that
research from the Office for National
Statistics show that fathers, given
shorter hours and more homeworking,
have dramatically increased their
contribution to childcare.
The survey of 1,300 families was
conducted between 28 March and
26 April and also found that men’s
weekly working hours (including their
commute) has fallen by an average of
11% in the same period of time.
In 2015, men spent 39% of the time
that women spent on childcare and
in lockdown, this figure has risen to
66% – a rise of 58%.
The Institute calculated that in order to
maintain the amount of time fathers are
spending on childcare post-lockdown,
they would need an additional eight
hours of free time each week.
The think tank suggests this could be
achieved by reducing the time spent
commuting to and from work, working
remotely more often, and cutting a few
hours from their working week.
The Fatherhood Institute is now calling
for the government to encourage
fathers to embrace remote working
if they can in order to enable them to
spend more time on childcare.
Adrienne Burgess, co-chief executive of
the Fatherhood Institute, said:
Childcare
news & views
“The Government’s figures show that
fathers, given shorter hours and more
homeworking, dramatically increase
their contribution to childcare.
“It’s time to end workplace
discrimination against involved
fatherhood so that dads can play their
part as they wish to – and will do.”
The study comes after research
found that full-time working
mothers suffer from high stress
levels.
A team of researchers from the
University of Manchester and the
University of Essex analysed data from
more than 6,000 individuals collated
by The UK Household Longitudinal
Study. The nationwide study, published
in the British Sociological Association
journal, “Sociology”, gathers various
information from households across the
country including the working life of the
inhabitants, their hormone levels, blood
pressure and experiences with stress.
According to their findings, the overall
levels of biomarkers associated with
chronic stress are 40 percent higher
among women who have two children
and are working full-time jobs, in
comparison to women who have no
children and are also working full-time.
Read the survey here and the full
story, as reported by the Independent
newspaper here.
Childcare providers warned
they may have to raise fees
in order to survive
As childcare providers prepare to
reopen, they face huge financial losses
and could well have to recoup these
from parents or risk going bust, experts
have warned.
Parents may be forced to pay up to
10% more for childcare or potentially
quit work to look after their children,
as experts are calling for emergency
funding to save the early years sector.
Around 25% of childcare providers are
predicted to go out of business in the
next 12 months due to huge losses
sustained during lockdown.
Neil Leitch of the Early Years Alliance,
said it was inevitable that many
providers would be forced to raise
fees in order to survive. “They will be
reluctant, as they know most parents’
finances have been hurt by the crisis,
but they don’t have a choice,” Mr Leitch
added. “If parents can’t afford it, they
will have to quit their jobs instead.”
Prior to the coronavirus pandemic,
parents paid on average £127 per week,
or over £6,600 a year, for a part-time
nursery place, according to charity
Coram Family and Childcare. This was an
increase of 5% from 2018. If prices go up
by another 10%, the cost for 25 hours of
childcare a week would rise to £140, or
£7,264 a year.
Providers have suffered huge losses
already while closed during lockdown,
as many are having to still cover running
costs in full and charging parents a
reduced fee. Some have been unable
to furlough staff, after the Government
said they could not use the job retention
scheme if they were also being paid by
the state for the free hours of childcare
parents are entitled to. Most have now
reopened, but with fewer children
in order to meet social distancing
requirements, causing further losses..
The Local Government Association,
which represents councils, is calling for
emergency funding to rescue the ailing
childcare sector. The LGA’s Judith Blake
said that without it, there was a risk that
parents would be forced out of work to
care for children.
“Having enough childcare places will be
essential to support families and get the
economy moving again as emergency
measures are eased. Yet while childcare
providers have been asked to step-up
in the same way that schools have, their
costs have not been covered in the same
way,” she added.
Schools have been given up to £75,000
each to cover the cost of reopening
safely, for example to pay for extra
cleaning. Meanwhile, nurseries and
childminders have had no extra support.
A Government spokesman said: “We
are providing significant financial and
business support to protect childcare
providers – this includes the coronavirus
job retention scheme, which providers
can access for employees whose salary
is not covered by public funding – and
we have continued early years funding
to councils, worth a planned £3.6bn
2020-21.”
Read the full story as reported in the
Daily Telegraph here.
Early years sector misses
out on Government’s
‘catch-up’ funding plan
A £1bn fund to help England’s children
catch up on what they have missed
while schools have been closed has
been announced by the Prime Minister.
However, nurseries, pre-schools and
childminders are not included in this
‘catch-up’ funding plan. This is a
double blow for the sector because
(together with the FE sector) it was
included in the initial announcement
of £700 million – the decision of
which was revoked just 2 hours later.
This rejection for early years will be
felt even harder as the news of the
funding plan included a statement from
the Prime Minister thanking childcare
workers for their support during the
pandemic.
Boris Johnson said, “I want to once
again thank teachers, childcare workers
and support staff for the brilliant work
they have been doing throughout the
pandemic. This includes providing
remote education for those not in school,
as well as face-to-face education for
vulnerable children and the children of
critical workers.
“This £1 billion catch-up package
will help head teachers to provide
extra support to children who have
fallen behind while out of school. I
am determined to do
everything I can to get all
children back in school
from September, and we
will bring forward plans
on how this will happen
as soon as possible.”
Neil Leitch, chief
executive of the Early
Years Alliance said,
“Given that quality early
years provision plays a
pivotal role in children’s
long-term learning and
development, it beggars
belief that the early
years sector has been excluded from
this ‘catch-up’ package.”
NDNA chief executive, Purnima Tanuku
said, “Yet again the Government fails
the early years sector and very young
children who are most in need of
support in their early development
and learning. Decision makers
have demonstrated a total lack of
consideration in the crucial role that
early years practitioners play in a child’s
life, for their families and the wider
economy. Nurseries and other childcare
providers have been the 4th emergency
sector during this crisis, ensuring critical
workers can do their vital jobs. And
now they face a serious financial crisis
themselves. We have been lobbying
the Treasury hard for a recovery and
transformation package to support these
providers to remain sustainable now and
into the future.
“Many nurseries have reopened to very
few children and their businesses are
just not financially viable. And yet, if they
have to close, young children will be left
with no support for their burgeoning
development and parents will be unable
to work.
“The Government must now show that
it takes a child’s early learning seriously
and invest urgently to support young
children and ensure nurseries are
sustainable to support families before
it’s too late.”
Read the full story, as reported by
Nursery World here.
4 July 2020 | parenta.com
parenta.com | July 2020 5

Update from Ofsted
“What’s My Child Thinking?”
Practical Child Psychology for Modern Parents
By Tanith Carey and clinical psychologist, Dr Angharad Rudkin
Statistics show 33% rise in childcare closures
New statistics released by Ofsted show that an average of 735 early years providers closed each month between
September and December 2019.
This figure shows a 33% increase in the number of childminders, nurseries and pre-schools in England closing compared
to the same period last year.
The increasing number of closures is driven largely by childminders, with 543 closing in the final three months of last year,
compared to 192 nursery and pre-school providers.
Last year’s figures were provided in response to a Parliamentary Question from then Shadow Early Years Minister, Tracy
Brabin. The figures showed that between September and December 2018 an average of 390 providers left the early years
register each month.
The extract from the official Ofsted letter and statistics below was released in response to a Parliamentary Question from
Conservative MP, Steve Brine:
To ask the Secretary of State for Education, how many Ofsted registered (a) nurseries and (b)
childminders have closed in each of the last 12 months
Ofsted publishes information about providers who have left the early years register. This has been used as a proxy for
providers that have closed.
This invaluable book uses child development
to look at more than one hundred different scenarios
focusing on two- to-seven-year-olds
ON SALE NOW!
From all good booksellers, published by DK books.
Table 1: The number of providers who left the Early Years Register between 1 JAnuary 2019 and 31 December 2019, by
reporting period and provider type
1 Sep 2019 - 31 Dec 2019
1 Apr 2019 - 31 Aug 2019
1 Jan 2019 - 31 Mar 2019
Number of nurseries
and pre-schools
Total leavers
in period
Monthly
average
Number of childminders
Total leavers
in period
Monthly
average
767 192 2170 543
985 197 1818 363
536 179 1203 401
Write for us!
We’re always on the lookout for new authors to contribute
insightful articles for our monthly magazine.
If you’ve got a topic you’d like to write about, why not send an article to
us and be in with a chance of winning? Each month, we’ll be giving
away a £50 voucher to our “Guest Author of the Month”. You can find
all the details here: https://www.parenta.com/sponsored-content/
I draw your attention to the following caveats:
1. The data represents the average number of providers who left the Early Years Register in each month based on the
reporting period.
2. Most of these are resignations, but some are also providers that have had their registration cancelled or have
changed provider type or register.
3. For providers who have had their registration cancelled, this is most likely due to non-payment of fees. These
providers are likely to be reinstated once their fees are paid, as long as the appeal period against cancellation has
not passed.
See the full official letter and statistics here.
6 July 2020 | parenta.com
Congratulations
to our guest author competition winner,
Joanna Grace!
Congratulations to guest author of the month Joanna Grace for
her article “Talking about difference: Autism”. This was the third
article in her “about difference through the lenses of disability,
neurodivergence and social and emotional wellbeing” and really
struck a chord with our readers.
A massive thank you to all of our guest authors for writing for us.
You can find all of the past articles from our guest authors on our
website: www.parenta.com/parentablog/guest-authors

EYFS Learning
Journey Software
14 DAY
FREE
TRIAL!
PARENT
PORTAL
FREE
The only EYFS tracking software that allows you to blur faces of the
children, helping to ensure you are GDPR compliant! And guess
what? It comes with a 14 day FREE trial.
Footsteps 2 is
designed to make EYFS
tracking easy in your
busy setting!
Here are some of the
great features :
Instant set-up and
access
Tile or list child profile
Observations approval
NO SET-UP FEES
EASY CONFIGURATION
NO HIDDEN COSTS
IMPROVE
SAFEGUARDING
COMPLY WITH GDPR
PHOTO TAGGING AND
BLURRING TECHNOLOGY
USE ON MULTIPLE DEVICES!
Parent Portal is a FREE APP that works
hand-in-hand with Parenta’s other software
solutions and it gives parents:
A newsfeed of their child’s day
including photos and videos
Their account balance and invoice
breakdown
The ability to download invoice and
payment receipts
A calendar view of past, present and
future sessions booked
View and request changes for
information about their child including
allergies, illnesses and medication
+ lots more!
Development and
progress tracking
Photo tagging, blurring
and editing
Unlimited users and
Storage
Reporting and sharing
Certificates of
achievement
We’ve worked with thousands of settings, so we
know exactly what tools you need to make your
business successful. We believe that delivering
great childcare means working closely alongside
parents; and with Parent Portal, they can stay
involved in their child’s day.
Interested? Speak to our team to find
out more on 0800 002 9242 or email us
at hello@parenta.com.
Assessments to assist
transition
TRY FOR FREE!
GET YOUR 14 DAY FREE TRIAL NOW AT
PARENTA.COM/EYFS

Anxieties of childhood
and how best to respond
When they are babies, children rely on parents and primary carers to help make them feel safe.
But as they grow and become more independent, their exciting exploration of the world
also means they develop fears of the world beyond. This serves a protective role and helps
little ones learn to look after themselves. But these worries can bring with them powerful
feelings. Our role as adults is to help children manage these emotions - and put
them in perspective - so they don’t loom larger in their minds than they need to.
Tanith Carey, author of “What’s My Child Thinking? Practical Child Psychology” with
clinical psychologist, Dr Angharad Rudkin, talks about how to understand some of the
most common anxieties of childhood - and how best to respond.
“I’m scared of the dark”
Fear of the dark when it’s time for
lights out at bedtime affects about
half of children up to the age of five.
When dealing with this worry, it helps
to imagine how darkness looks from
a child’s perspective. When a room
goes black, all the toys and objects a
child is used to having around them
suddenly disappear and even look
as if they have been ‘swallowed up.’
When an adult switches the light
off, a child also feels suddenly out
of control of their surroundings. For
a few seconds, until their retinas
adjust, it can feel as if they are blind,
making some kids panic and dread
this moment. Another reason children
118 Your 4–5-year-old
“I’m scared of
the dark.”
As your child’s imagination takes flight and he becomes more aware
of the wider world around him, your 4- and 5-year-old is starting
to have fears that won’t make much sense to you as an adult.
One of the most common is fear of the dark.
Your child won’t go to sleep because he’s scared when
SCENARIO |
his bedroom light is turned off.
HE SAYS
“I’m scared of
the dark.”
Fear of the dark affects about half of
children at this age. Although it’s not helpful for
modern parents, such fear once served a useful
evolutionary role: stopping mobile and curious
children from wandering off at night and getting
lost or, worse, eaten by a predator.
don’t like the dark is because they
worry they can no longer see the way
out to the door to find a grown-up if
they feel upset or lonely. So they can
feel ‘trapped’ by the darkness around
them.
How to respond
During the day, talk about the child’s
fear and listen out for any signs it’s
rooted in other worries, whether it’s
losing a parent or something they’ve
seen on-screen which they don’t
understand. Listen without dismissing
their fears.
Together, read stories in which the
child is the main character and
YOU MIGHT THINK
“There’s nothing to be
afraid of. H e’s making
excuses not to go to sleep
now and vying for our
attention.”
Usually such a fearful phase fades away
within a few months. So, avoid dismissing your
child’s fears as a cry for attention. If his worries are
dismissed or met with anger and frustration, he
may become more scared.
CHILDREN CAN LEARN TO
MANAGE THEIR FEARS OF
THE UNKNOWN AND SOOTHE
THEMSELVES WHEN GROWN-
UPS SHOW THEM HOW.
WHAT HE’S THINKING
“If I want Mummy or
Daddy, I won’t be able to
find them in the dark.”
To your child, darkness feels like a big
hole that could swallow him up. His fear is real
because the darkness means he can’t see familiar
objects or environments that reassure him he is
safe. What’s more, his anxiety may make him alert
to every creak in the house or noises from outside.
“I’m scared of the dark.”
HOW TO RESPOND
In the moment…
1
Listen to him Get him to talk about his feelings.
Summarize and repeat back to him what he’s saying, so
he knows you have heard and understood. By helping to
name his worries, he will feel more in charge.
2
Make his room a haven Your child’s room needs to feel
like a safe place, so never send him there as a
punishment. A regular bedtime routine creates certainty
of what comes next and when the room light goes off.
Keep his door open so that there aren’t any barriers
between him and you, which will offer him extra comfort.
3
Adjust the lighting Children don’t need total darkness
to sleep but even hall lights can keep a child awake. Buy
your child a night-light, possibly in the form of a friendly
animal, who will make him feel safe and will cast a warm
glow within his room, so he can see his familiar things
around him and feel reassured.
In the long term…
Check his viewing history Has your child seen older
siblings or friends play older-age video games or has he
seen scary films that are feeding his fears? Sometimes
overhearing or catching a glimpse of TV news can also
be enough to trigger worries in children this age.
Help him change the story At other times of the day,
not before bedtime, read him a story in which he is the
main character who overcomes a fear, such as a monster
or the darkness. Find a story that can help him process
fears during daylight hours.
SEE RELATED TOPICS
10_See_page_text_ X-ref tbc later: pp. 000–000;
10_See_page_X-ref tbc later: pp. 000–000
ED: TC/AR to suggest two
useful other spreads for
parent here
overcomes a worry, like darkness, to
help them process their fears during
daylight.
Allow some control. Give them a dim
nightlight, which gives off a warm
glow and which they can adjust when
it’s time to turn the main light off. That
way they will still be able to make out
the outline of the room, the things
around them and also see where the
door is if they want to go and find a
grown-up.
“I’ve had a bad dream”
Although we often wish children
sweet dreams at bedtime, most
will have the occasional nightmare.
119
Children tend to have more nightmares
than adults, partly because they have
more deep REM sleep, when dreams
take place.
Their developing imagination, and the
fact they are finding out so much more
about the world, but not necessarily
understanding it all, means they may
also be processing their discoveries
during the day at night, and these
worries can sometimes take the form
of scary monsters in their dreams.
At this stage, a child may not yet
understand that a dream is something
that only they can see. They may
believe that other people have
exactly the same dreams – and may
not realise that what happened in a
nightmare didn’t happen in real life.
How to respond:
If the child wants to tell you about a
dream, listen without interruption. If
they talk about their emotions with
a grown-up, it will allow a child to
process their experiences during
the daylight hours when it feels less
disturbing. Validate any fears they
have. Don’t say, “That doesn’t sound
that scary!” or “What is there to be
afraid of?” Instead say, “That does
sound frightening!” or, “I know other
children worry about that too.”
Without dismissing how they feel, at
the same time explain dreams are not
meant to be deliberately terrifying.
They are like a film running through
their brains where the normal rules of
life don’t apply.
Discuss how in some cartoon films
a child will have seen dreams and
they are like a pretend place where
anything can happen and where they
are in control. Help them see dreams
as a sign that their imagination is
getting bigger and more daring.
You can also help a child manage their
nightmares by suggesting they draw
out what they saw. Or see if they’d
like to pretend to be the scary monster
during their make-believe games so
they can play out their fears.
“Will you get ill from
Covid-19?”
Before the age of three, most young
children don’t have an understanding
of being ill, beyond their own
experience of having a mild illness like
a cold or chickenpox.
At this age, rather than be afraid of
the illness itself, they are more likely to
respond to a change in the behaviour
of the adults around them – or regress
by throwing more tantrums.
If they see adults being anxious, they
may respond by regressing, using
more baby-talk or wetting the bed.
From the age of about four or five,
young children also engage in
‘magical thinking’ in which they believe
they are the centre of the world and so
they are responsible for anything that
happens. So they may imagine if you
get Covid, it’s something they did.
How to respond:
If they are asking you questions about
Covid-19, a child will by now have
picked up that there’s an illness adults
are worrying about. If they seem
concerned, ask what they’ve heard
about the virus or how it spreads to
clear up any misunderstandings.
If they ask the question “Will you die
from it?’ tell them that you will one day
die of something, as everyone does.
But make it clear you don’t expect that
to happen to you for a long time and
by then, they’ll be grown-up.
Talk about the things you are doing to
keep yourself strong to defend your
body against it, whether it’s eating
healthily, getting sleep or taking daily
exercise.
Stay patient and keep answering their
queries about the virus. Read the most
authoritative sources of information so
you answer calmly until their curiosity
is satisfied.
Most of all, children will be taking their
cues from you, so process your own
fears with another adult, so you can
stay calm and rational.
Without making them feel responsible,
or anxious, help them feel more in
control by telling them they are part
of a big team winning the war on the
virus.
Tell them: “Lots of people are catching
this germ - but for most it’s like a really
bad cold.
Tanith Carey
Tanith Carey writes books which offer
a lucid analysis of the most pressing
challenges facing today’s parents and
childcarers – by looking at the latest
research and presenting achievable
strategies for how to tackle them. Her books
have been translated into 15 languages,
including German, French, Arabic, Chinese
and Turkish. Her 2019 publications are
“What’s My Child Thinking? Practical Child
Psychology for Modern Parents” and “The
Friendship Maze: How to help your child
navigate their way to positive and happier
friendships”.
An award-winning journalist, Tanith also
writes on parenting for the Daily Telegraph,
The Times, the Guardian and the Daily Mail,
in which she also serialises and promotes
her books. She is also a regular presence
on TV and radio programmes, including the
NBC Today Show in the US and Radio Four’s
Woman’s Hour and You and Yours.
Her full bio can be found on her website at
www.cliomedia.co.uk and you can follow
her on social media channels @tanithcarey.
“Scientists and doctors are learning
more about it all the time and most
people who catch it get better.”
Help them get the virus in perspective
too. Explain that there are good germs
in our bodies - as well as bad ones
and this is just an especially tough one
we are all working hard, together, to
beat.
“What’s My Child Thinking: Practical
Child Psychology for Modern Parents”,
by Tanith Carey with Dr Angharad
Rudkin, is on sale now at all good
booksellers, published by DK books.

World Youth Skills Day
What are you good at? DIY? Cooking? Construction? Designing? Or are you great at
customer service or organising things? Everyone is good at something and we all possess
at least one skill or talent that we can share with the world and use to not only enhance
our own lives, but those of our families and communities too.
On Wednesday 15th July, people
across the world will celebrate World
Youth Skills Day – a day set aside to
help to build confidence, empower
communities and fuel economies. It’s
organised by WorldSkills, a worldwide
organisation supported by the United
Nations and various countries and
industry partners, who see a role for
education, industry, government and
policy makers to raise the profile and
recognition of skilled professionals
around the globe. Their vision is to
improve the world through the power
of skills and their mission is to raise
the profile and recognition of skilled
people, and show how important
skills are in achieving economic
growth and personal success, as well
as addressing the challenges of youth
unemployment in the world. With the
Covid-19 pandemic set to adversely
affect the employment prospects of
many young people in particular,
there has never been a better time to
champion their skills, join in and help.
How did it start?
At the end of the Second World War,
many country’s economies, especially
in Europe had been devastated by
6 years of brutal war. There was a
huge skills shortage which needed
to be addressed if the world was
to get back on its feet, not only to
rebuild the infrastructure that had
been destroyed, but to avert a new
economic depression. Spain and
Portugal recognised the need to
promote skills in their youth and
Francisco Albert Vidal was charged
with creating a skills contest to inspire
and motivate them.
This led to a small competition in
Madrid in 1950, and although small
compared to today’s standards, it
started an international movement.
In 1958, the competition moved
abroad for the first time, to Brussels,
Belgium and in 1965 it came to
Glasgow, UK. As more and more
countries joined the movement,
different skills were added and new
outreach programmes included. The
competition returned to the UK in
1989 in Birmingham, and by 2007,
the Japanese hosts at Shizouka
introduced the “One School, One
Country” initiative which paired each
country’s competition team with a
local school in the host country. The
teams worked with the schools over
the week to introduce them to a
variety of vocational skills and diverse
cultures. Currently, there are now over
84 member organisations, potentially
reaching two-thirds of the world’s
population and the competitions are
bigger than ever. Competitors need
to be 22 or under, but in certain team
events, the age limit is to 25.
Competitions, conferences
and collaboration
Although July 15th is celebrated each
year as World Youth Skills Day, there
are competitions, selections, trainings
and other country-led initiatives going
on throughout the year in individual
countries and regions. The worldwide
international competition is held every
two years, with the next one being in
China in Shanghai in 2021, and there
are European competitions every
second year too.
But it’s not all about competition
– it really is about motivating and
encouraging young people to learn
skills that can potentially change their
lives. The WorldSkills website says:
“We believe #SkillsChangeLives.
Through the power of skills,
individuals, communities, and
countries are propelled towards a
more prosperous future.”
WorldSkills UK is the official WorldSkills
member for the UK and is recognised
by the United Nations. It has been
influential in raising awareness
of the need for young people to
acquire new skills to advance their
socio-economic conditions since its
inception. They have a lot of free
resources on their website including
a careers advice toolkit, tutorials and
skill demonstration videos, and the
opportunity to have a Skills Champion
(a young person who has proven their
skill in a competition) visit a school or
college to talk about their experiences
and teach some skills.
Whilst this may not seem as relevant
for early years children as for older
young people, there are many settings
across the UK who employ apprentices
which could benefit from learning
new skills or enhancing the skills
they already have. As a responsible
employer, it would be advantageous
to empower your workforce right
across the board. The range of skills
promoted by WorldSkills is diverse;
from aeronautical engineering to
floristry; fitness training to web
design; and stonemasonry to digital
merchandising to name just a few, so
there really is ‘something for everyone’.
In the UK, there are 4 main
categories:
• Engineering and Technology
• Digital, Business and Creative
• Health, Hospitality and
Lifestyle
• Construction and Infrastructure
New skills are being added as they
develop and competitors can now
compete in health and social care
categories, so we, at Parenta, are
keen to see if early years or nursery
practitioner skills make it into the
competition arena soon.
All of these events and competitions
raise the awareness of youth skills
and can help you in your recruitment
drives whether there are competitions
or not because attending events
will ultimately bring you into contact
with careers advisers, trainers and
young people who are interested
in apprenticeships, training and
upskilling themselves.
WorldSkills UK LIVE 2020
The UK’s largest skills, apprenticeships
and careers event is planned to take
place on November 19-21, 2020 but
obviously this cannot be confirmed
at present due to current lockdown
restrictions. However, you can sign
up on the website here to register
your interest and receive updates
and relevant information about the
event and other related WorldSkills UK
content.
To show your support for the day,
WorldSkills UK are encouraging
people to use the hashtag
#SkillsRuleTheWorld on their social
media accounts and share a behindthe-scenes
photo of how they develop,
share and get young people to develop
their skills at work. Why not inspire the
young people in your setting to learn
some new skills such as cooking, some
DIY or basic construction? You never
know when they might come in handy!
12 July 2020 | parenta.com
parenta.com | July 2020 13

What does school readiness
mean during a pandemic?
As the author of “School Readiness and the Characteristics of Effective Learning” I am
often asked by parents whose children are due to go to school in September, how they can
prepare their children for school now that they have had a gap in their education or
have not attended pre-school or nursery during the pandemic. Have our expectations
relating to school readiness changed? The easy answer is …”no!”
If you are an early years
practitioner, please reassure
parents that the only
preparation for school children
need is for them to have time
to play. And time is what
many children now have in
abundance!
Play is a very natural way for young
children to learn and whilst they may
not have been attending a setting,
these children will still have been
learning so much during the day.
They have plenty of opportunities
to actively learn, play and explore
and think critically at home. For
example, making mud pies in the
garden can teach us about capacity,
solids, liquids, changing properties
of materials, or building with blocks
can offer us opportunities to problem
solve, teach us about structures,
how things fit together and practice
our fine and gross motor skills, and
having a tea party with a teddy
enables us to practise conversation
and social skills.
So parents do not need to try to
teach their children anything specific
to help them to be ready for school.
Instead, they need to play with them,
sing together, read lots of stories,
talk with them about anything and
everything and play lots of games.
There are so many opportunities
to chat during the day: sort out the
washing, count the stairs when you
walk up or down together, face time
or video call a grandparent, discuss
what you’re going to have for lunch
or dinner and then, if possible,
involve them in making it. Make use
of other opportunities to have fun
together, such as writing a secret
message to your child and hiding
it in the house then using picture
clues to help them find and read it.,
e.g. Giving them a picture of a table,
means the message is on the table,
then the message could say, “There
is a strawberry in the fridge’ with a
picture of a strawberry and a fridge!”
Messages like this demonstrate to
children the importance of learning to
read without trying to teach them!
Other ideas parents can try at
home include:
• Play with the noises your voice
can make, for example, pretend
to go down a slide – “wheeeeee”
or make the sound of a police car
– “Nee naaa nee naaa...”
• Create an obstacle course in your
living room using cushions and
the coffee table – pretend that the
carpet is hot lava and you’re not
allowed to step on it!
• Play mirror-me games in the
garden by inviting your child to
copy your actions, then swap over
and copy your child.
• Have a dance off – when you
take it in turns with your child to
make some groovy moves to your
favourite music.
• Encourage your child to practise
getting dressed in the morning
without much help, or have a
getting dressed race!
• When you go out in the garden or
for your daily exercise, encourage
your child to put on their own
shoes or wellies.
• Support your child to go to the
toilet independently, including any
wiping needed and demonstrate
how to wash their hands. I guess
many children will be starting
school as experts in this!
• Encourage your child to find out
about wildlife and be interested in
the world around them, or create
a weather board together.
• Create a drum kit out of
saucepans and use wooden
spoons as drum sticks and try to
play a rhythm or steady beat on
the drums.
• Cook or bake together, sharing
the opportunity to measure the
ingredients and follow a recipe,
and of course, if appropriate, lick
the spoon!
• Play hide and seek or create
treasure hunts in the house
and garden, with clues such as
‘hot’ when your child is near the
treasure or ‘cold’ when then are
further away.
Most reception class teachers are not
worried about whether or not a child
recognises their name or can count
to 10 or say some letter sounds. But
they care very much about how many
of them can wipe their own bottom
or nose, or can put on their shoes
and coats independently. In a class of
30 four-year-olds these independent
skills are worth more than gold to
a busy reception teacher! Teachers
expect to teach children to read, write
and count when they begin in school
and will do so, when the children are
ready, but in those early days of term
and school life, a little independence
will certainly go a long way.
As early years practitioners, we
can share these sorts of ideas with
parents and carers and reassure
them that they do not need to worry
that their child will start school
behind, now that they have missed
several months of nursery. You can
explain about the importance of the
characteristics of effective learning
and how children learn best through
play and first-hand experiences and
reiterate the value of learning through
everyday activities at home.
So what does school readiness
mean in a pandemic? It means
children being children and
naturally being interested,
excited and motivated to learn
through anything and everything!
Children who try and try again.
Children who can get dressed by
themselves, can use the toilet
alone or help their parent at
tidying up. Children who learn
through play!
Tamsin Grimmer
Tamsin Grimmer is an experienced
early years consultant and trainer
and parent who is passionate
about young children’s learning and
development. She believes that all
children deserve practitioners who
are inspiring, dynamic, reflective
and committed to improving on their
current best. Tamsin particularly
enjoys planning and delivering
training and supporting early years
practitioners and teachers to
improve outcomes for young children.
Tamsin has written two books –
“Observing and Developing
Schematic Behaviour in Young
Children” and “School Readiness
and the Characteristics of Effective
Learning.”
You can contact Tamsin via
Twitter @tamsingrimmer, her
Facebook page, website or email
info@tamsingrimmer.co.uk
14 July 2020 | parenta.com
parenta.com | July 2020 15

How to demonstrate our love
to young children during the
coronavirus pandemic
Research tells us the importance of touch and how it contributes to our positive mental
health and wellbeing. But what do we do now that we need to be more socially distant?
Firstly and most importantly, children may feel very anxious about the many changes
that have taken place in recent months and their setting is likely to look very different when
they return. Even though staff may themselves feel anxious about working, we know that we
need to ensure that the children feel welcomed and that things are as normal as possible.
We asked industry expert,
Tamsin Grimmer, to share her
thoughts about developing
a loving pedagogy during a
pandemic and how we can go
about showing the children in
our care that we love them -
while adhering to government
advice and guidelines.
As the DfE guidance doesn’t
specifically mention close contact and
touch, we must do what we feel is
appropriate and fits within our ethos,
whilst protecting our children and
staff as much as possible.
We may need to think of alternatives
to a hug or a cuddle that are more
appropriate in the moment, e.g.
offering a gentle squeeze to a
shoulder or having a fun elbow bump
together!
However, there may still be times with
very young children when, within your
bubble, you feel it is appropriate for
close physical contact. At these times,
ensure that you carefully follow your
setting’s policies and usual strict
hygiene and hand washing principles.
However, there are still many ways
that we can demonstrate our love
without necessarily getting too close.
A loving pedagogy is about keeping
children’s best interests at heart and
holding them in mind - in addition to
building positive relationships and
secure attachments with them. So, we
can build nurture times into our routine
when children can re-fuel emotionally
and we can take a genuine interest in
their lives, for example, by commenting
on their t-shirt or smile!
I believe that love needs to be
redefined within early childhood
education to make the term more
readily used and accepted. By kind
and caring actions, holding children in
mind and wanting the best for those
in their care, early years practitioners
are already demonstrating love on
a daily basis. This pedagogy of love
will demonstrate love’s power in these
children’s lives and help them to grow
into loving citizens of the future.
Top tips
• Read stories and books which
include love, such as “When we
can’t hug” by Eoin MacLaughlin
and “The Invisible String” by Patrice
Karst.
• Use positive, affirming and
encouraging language, e.g.
labelled praise and words that
build self-esteem.
• Listen to children, value their ideas
and, whenever possible, act upon
them.
• If your bubble can see another
bubble of children, encourage
socially distanced interaction such
as waving, joining in with songs
together, working on the same
theme, playing instruments and
even pulling funny faces at each
other!
• Create mini-me photo people and
give a set to each bubble so that
they can still play with their friends.
• Take part in community initiatives,
e.g. drawing a rainbow together
and displaying it in your window.
• Play some music and dance
together, copy each other’s moves
albeit from a distance!
• Create resources or plan activities
with specific children in mind,
reminding them they are special.
• Do something to help the children
e.g. finding their shoes, or the
specific block they were looking
for.
• Give children appropriate ‘gifts’,
e.g. a daisy or special stone in the
outside area.
• Help children to understand the
concept of love, talking about
people who love them and how to
act in loving and caring ways.
• Role model acting in a loving and
caring way ourselves.
• Make pictures for other people.
• Create letters and cards for others
and send them in the post.
• Video call members of staff and
children who are still shielding or
who have not yet returned to your
settings.
Lastly, have fun together and
enjoy each other’s company!
Risk assessments and information
shared with parents and carers
should be specific and explain things
clearly, e.g. how nappies will be
changed, if we will allow children
to sit on our laps for a story or how
we will respond when their little one
initiates a cuddle or falls over and
hurts themselves.
We all love and feel loved in different
ways (Chapman and Campbell, 2012)
for example, some people feel loved
if they are given a gift, whilst others
feel loved if they are told in words.
For others still, actions speak louder
than words and they prefer to spend
time with someone they love or do
something for them. Some people will
always want to hug those they love. It
is important that we think about how
our children feel loved so that we can
still demonstrate our love throughout
this pandemic.
16 July 2020 | parenta.com
parenta.com | July 2020 17

Consequences vs
punishment
It’s our job as parents, practitioners and teachers to set boundaries with children and to teach
them right from wrong. However, it is natural for them to push against these boundaries and to
challenge them. Although this can be frustrating, it is important to remember that it is a normal
part of their development and this behaviour is just their way of learning how to have a voice,
how to have autonomous thought and how to assert themselves. Our response and reaction
to their behaviour will contribute to their ability to do all of these things in a balanced way.
There are generally 2 ways to
address behaviour. One is through
punishment and the other is through
consequences. Both will eventually
result in a child behaving in a way
that is deemed acceptable. However,
one way will achieve this through
control and/or fear and the other will
teach a child to intrinsically make the
right choices and take responsibility.
What is punishment?
The definition of the verb ‘to punish’
is ‘to make someone suffer because
they have broken the law or done
something wrong’.
Punishments are often unrelated to a
child’s actions and are usually based
on retribution for an unacceptable
behaviour. They are often driven by
an aim to control the way a child
acts, but rarely teach them to take
responsibility for the impact of their
actions on another. Rather than
adjusting their behaviour due to the
morality of a situation, a child will
likely do it in fear of what will happen
to them.
Using punishment will often give quick
results. However, it can be detrimental
to a child’s self-esteem and lacks the
important lessons that are needed
for them to develop empathy and a
deeper understanding of right from
wrong. Everything a child sees, hears
and experiences in their early years
creates a blueprint and programming
that then guides them subconsciously
later in life. Punishment teaches a
child that they can be dominated and
overpowered. This quite often goes
one of two ways in later life.
Either they learn to control others and
have an uncompromising attitude,
or their default setting is to be
controlled and they struggle to assert
themselves in certain situations.
Dealing with a child’s behaviour
can be challenging. However, it is
important to ask ourselves what we
want a child to learn and to ensure
that our reaction to their behaviour is,
above all, teaching them this.
What are consequences?
Consequences teach children cause
and effect and lead to them making
positive choices based on what’s right
and wrong. They show children the
impact of their actions and allow for
them to learn a better way for the
future. This is because consequences
directly link to a child’s actions/
behaviour. They don’t come from a
place of control or fear and focus
more on teaching children, rather
than overpowering them.
How to deliver consequences
effectively
1. Stay calm
One of my favourite sayings
is “you are only as good a
communicator as the response
you get”. If a person is reacting
badly to what you are saying, it
is a sign that you need to deliver
the message in a different way.
The same goes for children. The
way that we communicate will
contribute to how they respond.
They probably won’t like facing
consequences and will no doubt
push against them. However, by
staying calm, we lead by example
and give children a safe space
to regulate more quickly, which
will in turn mean that they have
the capacity to hear what we are
trying to teach them.
2. Connection and understanding
Just because a child has
misbehaved does not mean that
we need to withdraw our love.
Connection is crucial in a child’s
development therefore showing
understanding, giving eye contact
and getting down on their level
can help. There will usually be a
reason for a child’s behaviour and
explaining that you understand
their frustration will make it easier
for them to listen to you and
to address their actions in the
future. If they hit a child with a
toy because they were trying to
snatch it off of them, explain that
you understand how frustrated
they must have felt and that you
would have felt the same, but that
hitting is not the answer.
Discuss why this is and what
they could have done instead (for
example, tell you, walk away etc).
3. Consistency is key
If you say something, make sure
you follow through. This goes for
positive and negative situations.
If you are busy and tell a child
that you will play with them in 5
minutes, make sure you do just
that. Even if they have forgotten,
remind them what you said and
honour your word. Likewise, if you
tell a child that they can’t have
their toy back for 5 minutes, make
sure you give them it back after
that time – no sooner, or later.
Our word is important to children
and they need to know it can be
trusted. Over time, consistency
and honesty develops respect and
reinforces boundaries.
4. Allow them to rectify their
behaviour
Everybody makes mistakes and
should be allowed a second
chance. Giving children the
opportunity to rectify their
behaviour allows them to take
responsibility for their actions from
that point. They absolutely should
face the natural consequences.
However, if we give them a ‘get
out’ it reinforces the message
that mistakes are just lessons if
we change our actions and move
forward in a different way. For
example, if you take a toy off a
child because they hit someone
with it, tell them that they can have
it back in 5 minutes if they show
you that they can use it nicely. By
taking it away for the day, you
take away the chance for the child
to truly see the positive impact of
changing their behaviour.
5. Be realistic
Be mindful of a child’s age and
their level of understanding. Make
sure that the lesson you are trying
to teach them is within their grasp
and also make the consequence
age-appropriate. Also, take note
of a child’s intention. What seems
obvious to us, may not be to them
so they may have made a mistake
without even realising it.
6. Teach the lesson
Finally, it is important for us
as parents, practitioners and
teachers to be self-aware and to
ask ourselves if our response to
a child’s behaviour is a) leading
by example and b) teaching
them the lesson that they
need to learn in order to move
forward in a different way. We
want children to grow up to be
empathic, balanced adults who
know right from wrong. We also
want them to be kind, to know
their worth and to know their
own mind so that they aren’t
easily led. It is important for
us to set strong boundaries.
However, it is important that our
own actions as we are doing
this are instilling these values.
Delivering consequences over
punishment takes time and patience
because it is a deeper and more
meaningful approach. It is easier
to control a child than it is to delve
into their behaviour, explain it
and then give them the freedom
to rectify it. They will probably
challenge boundaries and make
the wrong choices a few times
before they learn the lessons we are
trying to teach them. However, with
consistency, love and empathy they
will slowly learn cause and effect
and will make the right choices due
to an intrinsic desire to do the right
thing. If we want children to take
responsibility and to show love and
empathy to others, we have to lead
by example and teach them how
to do this. It’s not a quick fix and it
most definitely takes time. Let’s face
it, we all know some adults who
still haven’t perfected this skill! One
thing I do know though, is that a
person who feels empowered and
loved, will be more driven to want
to do the right thing towards the
people around them, than someone
who feels controlled and shamed.
Consequences are not the easy
option, but they are, by far, the most
effective long-term.
Stacey Kelly
Stacey Kelly is a former teacher, a
parent to 2 beautiful babies and the
founder of Early Years Story Box, which
is a subscription website providing
children’s storybooks and early years
resources. She is passionate about
building children’s imagination,
creativity and self-belief and about
creating awareness of the impact
that the early years have on a child’s
future. Stacey loves her role as a
writer, illustrator and public speaker
and believes in the power of personal
development. She is also on a mission
to empower children to live a life full
of happiness and fulfilment, which is
why she launched the #ThankYouOaky
Gratitude Movement.
Sign up to Stacey’s Premium
Membership here and use the code
PARENTA20 to get 20% off or contact
Stacey for an online demo.
Email: stacey@earlyyearsstorybox.com
or Telephone: 07765785595
Facebook: https://www.facebook.
com/earlyyearsstorybox
Twitter: https://www.twitter.com/
eystorybox
Instagram: https://www.instagram.
com/earlyyearsstorybox
LinkedIn: https://www.linkedin.com/in/
stacey-kelly-a84534b2/
18 July 2020 | parenta.com
parenta.com | July 2020 19

How to treat
burns
and scalds
Burns are one of the most common
accidents that can befall a child, so it
is vital that the people in your setting
not only know how to prevent them
in the first place, but understand
how to treat them with first aid if
they do occur. Burns and scalds are
slightly different but they both result
in damage to the skin usually caused
by heat. A burn is caused by dry
heat, such as an iron, fire of touching
something hot such as a kettle or
curling irons. A scald is caused by
something wet such as hot water,
steam or hot tea/coffee. Both can be
very painful and result in blistering
or peeling of the skin, swelling and
white or charred skin which can leave
permanent scars.
Many young children do not know that
touching hot things can hurt them, so
it is imperative that you teach them to
stay away from potentially dangerous
things, such as kettles, cups and fires.
Both burns and scalds are treated in
the same way and you should ensure
that all your staff know how to treat
them with first aid.
First aid for burns and scalds
1. Make sure the person is away
from the heat source and is at
no further risk. Ensure that no one
else is at risk either.
2. Cool the burn with cool or
lukewarm running water for
20 minutes. Do not user ice, iced
water or any creams or greasy
substances like butter or honey.
These can cause further damage
when trying to remove them later.
3. Remove any clothing or
jewellery that is near the burnt
area of skin, including nappies
but DO NOT remove anything
that is stuck to the skin as this
can cause further damage or
bleeding.
4. Keep the person warm using a
blanket or coats, to help avoid
the person going into shock, but
be very careful not to catch or rub
the burnt area.
5. Cover the burn using cling film
or a clean plastic bag to help
prevent infection. Be gentle when
applying this. The cling film will
not stick to the burn.
6. If allowed, painkillers such as
paracetamol or ibuprofen may
be administered to alleviate
pain, but this will depend on
your setting’s permissions on
administering medicines and you
should always check with parents
regarding this if in doubt.
Acid or chemical burns
Some burns can be caused by
corrosive chemicals such as acids.
If this is the case, you should dial
999, carefully and safely remove
any residue of the chemical and
contaminated clothing and rinse the
infected area with as much water as
possible.
Burns to the face and/or
eyes
If the infected area is in the eyes or
on the face, try to sit the person up
rather than lying them down as this
helps to reduce swelling due to the
upright position.
When to seek medical
attention
With most minor burns, it is often
possible to treat these at home or in
the setting provided that the burn is
not serious and the correct first aid
(as above) has been applied in time.
You should:
• Always keep the burn clean
• Never burst any blisters that form
on the skin
• Seek professional medical
attention in the burn gets worse
or the person suffers any side
effects and ALWAYS SEEK
MEDICAL ADVICE FOR CHILDREN
AND BABIES after applying first
aid
Always go to A&E for:
• chemical and electrical burns of
any kind
• large or deep burns – which
means something larger than the
injured person’s hand
• burns that cause white or charred
skin of any size
• burns that cause blisters on the
face, hands, arms, feet, legs or
genitals
• where a person has inhaled
smoke or fumes
• people at greater risk from the
effects of burns and this includes
children under 5 and pregnant
women
• Remember to call 999 if burns are
severe or if the person goes into
shock. Shock is a life-threatening
condition which occurs as the
body begins to shut down various
organs to preserve life, resulting
insufficient oxygen supply to
certain parts of the body.
Categorising burns
Burns are assessed and categorised
by how seriously the skin is damaged
and which of the 3 layers of skin are
affected: the outer epidermis layer;
the dermis which is just beneath
the epidermis and contains nerve
endings, sweat glands, hair follicles
and blood capillaries; or the deep
subcutaneous fat layer, the subcutis.
Depending on the extent of the
damage, the burn will result in
different symptoms and be classified
as a:
1. Superficial epidermal burn
2. Deep dermal or partial thickness
burn
3. Superficial dermal burn
4. Full thickness burn
Prevention is always better
than cure
Last month we celebrated Child Safety
Week and there are many charities
and associations which can help give
advice on how to reduce your risk of
burns and scalds just by being more
aware of the dangers and keeping
little people out of harms way.
Remember to:
• Keep children out of areas where
there are hot things are, e.g.
kitchens – use safety gates
• Keep hot handles turned inwards
and away from surface edges
and use short or curly leads on
kettles so children cannot reach
up and pull them
• Use the back rings on a cooker if
possible
• Keep hot drinks away from
children – better to use a cup with
a lid to minimise any spills in case
of accidents
• Always test the bath water using
your elbow and never leave
children alone even for a moment
• Fit thermostatic valves to control
water temperature
• Fit fireguards to all fires/heaters
• Do not pick up children whilst
carrying a hot drink
• Do not allow children to drink hot
drinks through a straw
• Test the heat of food and bottles
before offering them to a child
• Keep all matches, lighters, and
lit candles out of sight and out of
the reach of children – in locked
cupboards
For further advice:
• See the NHS website on burns
and scalds
• Contact the Red Cross
• Call NHS 111
• Go to a walk-in or minor injuries
unit
20 July 2020 | parenta.com
parenta.com | July 2020 21

Ways to support young
children with English as an
additional language
In your early years childcare setting, you are likely to have many children for whom
English is not their first language. You are going to experience a range of fluency across
the children you encounter. It is important that as practitioners we do all we can to support
children with English as an Additional Language (EAL) so that they can feel safe and
secure at your setting and therefore reach their full potential during their time with you.
Gina Smith
Starting in a new nursery or with a
new childminder for the first time is
likely to be an anxious experience for
any child, even if they are also feeling
excited. Combine this with the fact
that a child might not understand
the language that is being spoken
to them, and that language doesn’t
sound familiar at all. You can imagine
how unsettling this could be for a
young child.
As you get to know a living in a multilingual
home, be aware that they may
be hearing not just two, but many
different dialects in their lives. For
example, a child who has an English
mother and, say, a Polish father could
be hearing English from Mum, Polish
from Dad, plus Dad’s English and
Mum’s Polish. Here is an example of
where a child could be hearing four
different dialects at home before they
then come to your setting and hear
even more.
Below are a few tips to help ease the
transition into a childcare setting for a
child with EAL:
• Use minimal language
Give a child the chance to learn
key vocabulary by using just key
words and very simple sentences
until they become more confident
at speaking English. If you use too
many words it will hinder them
as they won’t be able to learn the
key words.
• Communicate using
visuals
Any child who struggles with
understanding will benefit from
you showing them things visually.
Show them a card with a picture
of a toilet, clearly say the word
“toilet” and then lead them to the
toilet. Here you are using visual,
as well as verbal cues to help
them learn key words. Following
this, have the visuals available
so that if a child can’t remember
the word, they can use that card
to communicate to you when they
need the toilet. This will make a
huge difference in calming their
anxiety levels because you have
instantly given them a way to
communicate.
• Use sign language
Using simple sign language such
as Makaton once again reinforces
the words visually, and also gives
the child a way to communicate
back to you.
• Encourage learning
through play
You will already know that play is
key in a child’s learning. Now take
the opportunity to extend a child’s
language by engaging in their play
and modelling the language e.g.
“the car is on the road”.
Tell them what they are doing “you
are painting” – this is how they will
learn new language.
• Celebrate a child’s culture
Celebrating a child’s culture is
going to make them feel welcome
and valued. Make not just the
child, but the whole family feel
welcome by taking the time to
find out about their culture and
celebrate it. This will help the
whole family feel at ease which
will have a positive knock-on
effect on the child. Furthermore,
by celebrating the culture of your
EAL child, you have a fantastic
opportunity to gather observations
of the other children’s personal,
social and emotional development
and their understanding of the
world. It goes without saying that
the more respect that peers show
towards your child with EAL, the
happier they are going to be.
• Use local support
You should find that your local
council have a team dedicated to
supporting children with EAL.
They may be able to lend you
books in the child’s home
language for you to have in your
setting, again helping the child to
feel more at home.
Gina Smith is an experienced teacher
with experience of teaching in
both mainstream and special
education. She is the creator of ‘Create
Visual Aids’ - a business that provides
both homes and education settings
with bespoke visual resources. Gina
recognises the fact that no two children
are the same and therefore individuals
are likely to need different resources.
Create Visual Aids is dedicated to
making visual symbols exactly how the
individual needs them.
Website:
https://www.createvisualaids.co.uk
Email:
gina@createvisualsaids.com
Of course, before any of these tips
the most important advice is to have
patience, as you would with any child.
Be supportive and take time to speak
directly to, and listen to a child with
EAL. We know that happiness and
confidence is key in order for a child
to learn. Let’s do everything we can
to boost the self-esteem of children
with EAL so that you can start to see
real progress, not just in their spoken
language and understanding, but in all
areas of their development.
22 July 2020 | parenta.com
parenta.com | July 2020 23

Plastic Free July
In the children’s film, “WALL-E”, the waste pollution on planet earth grows so bad
that it forces all the humans to evacuate on a spaceship, leaving behind robots to clear up
the mess, periodically sending back probes to see if the planet has recovered enough to
support life again. Whilst this is a charming children’s story on one level, on another, it
could be viewed as a dystopian view of humanity’s future – a doomed, everlasting existence
floating round space because we couldn’t solve our planet’s pollution problems!
Perhaps we should all see it as a warning and put all our efforts into finding
a practical solution before it genuinely is, too late.
Their website hosts a free
downloadable poster for getting
started called, “My challenge choices”
which gives suggestions on how to
begin. Whether it’s using beeswax
covers instead of plastic cling wrap,
or shopping at the deli counter
instead of always opting for the
pre-packed bacon, the website is full
of great ideas and resources.
Over the last few years, nurseries and
their clients have become more and
more aware of the impact that plastic
pollution has on the environment, as
well as the large contribution that the
early years sector makes to this, with
its use of disposable nappies, plastic
cutlery/straws/plates and plastic toys
and games. We’ve run several articles
in the magazine over the last few
years to promote alternatives, and
you too can join in the crusade and
get on board now with Plastic Free
July.
Here are a few ideas from
the website to get you
started:
As an individual
1. Refill water bottles
2. Buy and use a reusable drinks
cup for your take-away drinks
3. Look at alternatives to disposable
tampons and pads for plastic-free
periods
In your setting:
1. Set up a water refilling station
and advise the parents
2. Buy refills for everyday supplies
rather than new bottles - things
such as hand soap, washing-up
liquid and cleaning products
3. Buy food supplies in bulk and
decant into reusable containers
rather than buy pre-packaged
food
4. Reduce or eliminate your use of
balloons and glitter
5. Use alternatives to plastic straws
such as paper or reusable ones
6. Organise a park or beach cleanup
(following social distancing
rules of course)
7. Link up with other nurseries
or groups who want to reduce
plastic waste too, to see if you
can make savings together (once
we are fully out of lockdown, of
course!)
8. Hold an awareness event or
encourage the parents to get
involved in Plastic Free July too
by using your influence and your
social media connections
9. Challenge your staff to join you in
your commitment
10. Campaign in your local area by
writing to your MP or local council
for better recycling facilities,
policies and practices to reduce
waste
There are many useful resources on
the Plastic Free July website which you
can find and download here. These
include posters, informative videos,
promotional products and social
media assets to help you promote the
event. Even if your setting is not fully
back from lockdown, this is a great
time to begin planning for your future,
which should include reducing your
setting’s impact on the environment.
Remember that 12.7 million tonnes
of plastic end up in the ocean each
year, and we absolutely have a
duty to protect the environment for
the benefit of future generations.
What will be the point if we spend
all our time raising a generation of
responsible, well-rounded and caring
individuals and then let them inherit a
waste mountain? Surely they, and we,
deserve better? Which means taking
action NOW.
We’d love to hear your ideas for
reducing your plastic consumption –
email us at marketing@parenta.com
to let us know what you’re doing and
the impact you’re having
For more information, see:
https://www.plasticfreejuly.org/
4. Switch to reusable nappies
5. Exchange liquid soap for bars
of soap to reduce packaging, or
choose brands that will refill old,
cleaned-out bottles
The Covid-19 pandemic may be
waning, but it has revealed some
unexpected benefits for our planet
as air pollution levels dropped during
lockdown and nature seemed to
breathe easy for a short while as we
humans ceased our non-essential
activities. So, there is hope, and we at
Parenta believe there is also the will
– and as the old adage says, “where
there’s a will, there’s a way!”
Plastic Free July is one initiative which
aims to get everyone around the
globe doing their bit, however small.
It’s not so much about pressuring
governments or making grand
gestures (although no one would
disapprove of that), it’s more about
getting a ground swell of support for
small changes that have a big impact.
What is Plastic Free July?
Plastic Free July is a global movement
started by the Western Metropolitan
Regional Council in Australia in 2011
as a way to reduce waste. They
started by replacing disposable coffee
cups and moved on from there. So
far, their ideas has inspired over a
quarter of a million people in over 177
countries to make a difference and
reduce their reliance on single-use
plastic.
Often, we as consumers feel that we
are presented with a fait accompli
regarding plastics, as food comes
ready-packaged, alternatives seem
costly, or we simply cannot see
another option. But the organisers
of Plastic Free July use the tagline
“choose to refuse” in an attempt to
educate us and show us that we
really do have the ability to redress
the balance in our shopping choices
and everyday decisions. They
recommend everyone starts small –
by choosing one thing such as plastic
water bottles, single-use coffee cups,
or plastic cutlery, and go from there.
6. Seek out plastic-free alternatives
to toothbrushes and toothpaste
such as bamboo ones or refills
7. Visit the deli counter and only buy
the amount you need, wrapped in
biodegradable packaging
8. Always take reusable bags with
you when you shop
9. Refuse single-use plastic straws
or bring you own reusable
alternative
10. Avoid teabags that use plastic
– you’ll be surprised how many
there are
24 July 2020 | parenta.com
parenta.com | July 2020 25

Positive emotional
regulation practice
How often have you told a toddler to “calm down”? Or asked a child to “stop crying”?
Usually when we get to this point, it is often us that needs to calm down, or us who feels
like bursting into tears. What we are requesting from children in these moments of
crisis is that they regulate their own emotions.
Emotional regulation is a tricky skill
to learn, trickier still at moments of
emotional stress. Yet it is in these
moments that we normally ask
children to practice the skill of shifting
between emotional states.
In order to move between emotional
states, children need to know what
they feel like. If you can support a
child to recognise how their body
feels when they themselves feel calm,
then at least they have a target to
aim for when you say “calm down.”
Without this, your request can come
across as very abstract.
In my work, I support people from
a wide range of backgrounds with
a wide range of needs. Some of the
people I work with are in very stressful
jobs, others are recovering addicts.
I have supported children with special
educational needs and disabilities,
and I have supported the staff who
care for these children. For everyone,
“checking-in” with your body is a really
handy way of understanding how you
are feeling.
You might think that you know how
you are feeling as you are feeling
it, but quite often we can become
stressed without noticing it, or our
mood can drop and we only notice
when we get to the point of feeling
sad. Checking-in regularly with your
physical self, and knowing your own
personal warning signs is really
helpful.
For you, a check-in could be doing
a quick scan of your body and
noticing the tension around your
neck and shoulders as if a head ache
is building, or noticing that you’re
moving around a lot but not getting
much done. Perhaps you bite your
fingernails or fuss with your clothes,
maybe you eat more sugary foods?
Whatever your warning signs are they
will be unique to you. Knowing what
they are is key to supporting your own
emotional awareness.
If we think about this for young
children, we might notice them
becoming more clingy, or withdrawing
from social contact. They might
get frustrated more quickly than
usual and throw a toy or reject an
activity. Most likely we would notice
their facial expressions: children’s
expressions are much less guarded
than adults so it is easier for us to
see what they are feeling, as it is not
masked.
To support children in checking-in
with their bodies, we can ask them
simple questions. Wording these
question so that they are about the
body will help to direct their attention
to their physicality, so for example
“is your body feeling cuddly?” “Do
your hands feel grabby?” “How does
your face feel?” Providing visuals to
go with these questions can help
children to frame their answers, or
simply to be able to point to the visual
of something they are not yet able to
express in words.
Generally, when we ask a child to
emotionally regulate, what we are
requesting is calm.
Children know what happy, sad and
excited are because these states
are frequently labelled for them and
reinforced in our language. They know
what these feelings are, but what is
calm? Calm is just something adults
say when children are feeling anything
other than calm!
Try working into your routine a regular
opportunity for children to feel their
bodies in a state of calm. The game of
‘Sleeping Dragons’ is a lot of fun: Ask
the children to sit down and pretend
they are dragons about to go to sleep.
Begin with fingers clawed up and
take a deep breath in, as the dragons
relax into sleep their claws uncurl,
their eyes close, and they blow out all
the fire that is left in their bellies. (You
want this blowing out to be a long
and continuous breath). After a three
deep slow breaths in and out, instruct
the children to put one hand on their
bellies and one hand on their chests
to feel the dragon’s breathing as it
sleeps.
Make sure you join in as well. Narrate
for the children what you feel as your
body enters a state of calm, e.g. your
shoulders are down, your tummy
comes out as you breathe in, your
chest goes down as you breathe out.
Slow your voice and use its tone to
reflect the state you want them to
achieve. When everyone is peaceful
tell them “You feel calm”.
You can emphasise this, “This is what
your body feels like when you feel
calm”. If you think the children might
be able to provide it you can ask
them to describe how their bodies are
feeling to you. This will give you their
language to use when talking to them
about feeling calm in the future. For
example a child might say “My arms
feel tired” you could then reflect this
back to them on another day when
things are not going their way and
say, “Do you need to feel tired arms
again?”
Here is another quick example of a
way to teach emotional regulation
skills through play. There are a great
many more and I am always happy
to be contacted by parents and
professionals looking for more ideas.
Being excited balloons and
calm balloons
Ask the children to pretend that
they are balloons being blown up.
Have them breathe in, in three short
breaths. As they do so they can puff
their bodies out and hold out their
arms to show that they are full of air.
(You can use a real balloon to model
this to them). What happens when
you let go of a balloon that is full of
air? Yes that’s right, have them race
around the room making ‘farting’
noises! (We often avoid situations
where children are likely to get a bit
silly or over excited, providing these
opportunities in a managed way is
further support to their development
of emotional regulation skills). Once all
their air is expended they have to fall
to the ground in a little heap, just like
the balloon.
Tell the children they are
going to be balloons
again, but this time
they will be calm
balloons - with
tubes in them! If
you are using a real
balloon to model
this to the children
make a little tube of
cardboard and once
the balloon is
Katie White
Katie Rose White is a Laughter
Facilitator and founder of ‘The Best
Medicine’. She works predominantly
with carers, teachers and healthcare
professionals - teaching playful
strategies for boosting mood,
strengthening resilience and
improving wellbeing. She provides
practical workshops, interactive talks
and training days - fusing therapeutic
laughter techniques, playful games
and activities, and mindfulness-based
practices. The techniques are not
only designed to equip participants
with tools for managing their stress,
but can also be used and adapted to
the needs of the people that they are
supporting.
thebestmedicine@outlook.com
www.twitter.com/bestmedicine1
http://www.facebook.com/
thebestmedicinecornwall
inflated, insert the tube into its neck so
that it blows around the room without
making a noise. Have the children
copy this by blowing out all their air in
one continuous stream and swooshing
around the room in the loops that the
balloon makes. As before, they can
drop to the floor when they have run
out of air. Ask the children to describe
the difference between how it feels
to be an excited balloon and to be a
calm balloon. As you do this you are
drawing their attention to their own
internal emotional states.
26 July 2020 | parenta.com
parenta.com | July 2020 27

Mark-making in
early years
• Have sharp pencils and good
quality pens for children to use
and plenty of water based paints!
• If a child is struggling to hold a
pencil properly, encourage them
to hold a much shorter, thicker
pencil or a broken off bit of
chalk – this naturally encourages
a proper grip, rather than a
‘technically correct’ grip.
What is mark-making?
The term ‘mark-making’ refers to the
creation of different patterns, lines,
textures and shapes – in effect, the
‘scribbles’ - that young children make
with various tools (pens, pencils,
chalk, paintbrushes, crayons etc.) It is
one of the earliest stages of writing
and helps to form an essential part of
developing both gross and fine motor
skills in children.
Why is it important?
Writing is a skill that we take for
granted as adults. Like so many other
skills acquired in our early childhood,
writing is something that must be
learnt gradually. Mark-making isn’t
just about ‘teaching children to write’.
It’s so much more than that. It is
crucial for children’s development
because as well as enabling a child
to learn to write, making marks can
benefit a child physically, and also
help to develop their imagination and
creative skills.
Children can mark-make using a
variety of implements – ranging from
a finger to a paintbrush, stick, pen,
pencil or piece of chalk – whatever
they like! As long as they are using
the muscles in their hand and arm to
make different shapes, then they are
on their way to becoming a writer.
Top tips
• Always try and offer fun,
interesting, engaging and
multisensory ways to mark-make
and your children will be on their
way to mastering the physical
side of writing!
• A child is far more likely to want
to mark-make if it feels good –
and is messy too!
Apart from the obvious developmental
benefits that mark-making brings, it
also gives children the opportunity to
express themselves in a non-verbal
way. Generally, between the ages of
2 and 3, the marks children make in
this way start to have meaning. They
use it as a way to share their thoughts
and feelings, giving practitioners a
new insight into their lives that they
didn’t have before. It builds on their
understanding of the world and
allows them to tell a story, or create a
‘gift’ for someone or record what they
see. This could be the first time that
you have seen the children express
themselves, other than verbally or
with body language.
Physical development
To be able to control a writing
implement, children must first develop
their hand-eye coordination. Then,
they must build up the muscles in
their hands, their arms and even
in their shoulders. Throwing balls,
climbing, running and jumping will all
help to refine the large muscle groups
that children need in order to write.
There is no rush!
Learning to write is a gradual process.
It needs to be taught in an active and
engaging way over a period of time.
We know that children develop at
different rates so they will all learn to
write at a different pace.
Skills and abilities needed for
writing
To be able to write, children need the
following skills and abilities which
can take time to develop which is why
mark-making is so important:
• Gross and fine muscle control
• Hand-eye co-ordination
• A positive attitude and interest in
writing
• Ability to grip a pencil
• Ability to recognise and recreate
patterns and shapes
• Knowing how and what to write,
according to the defined purpose
A good sign that children are
progressing well through their markmarking
journey is when they progress
to being able to use thick felt tips or
crayons to make circular or straight
lines on a piece of paper. Then, at
around 4 years old, children begin to
write their first words, starting with
their name. Some of the letters may
be reversed or missed out of the word
completely, but this is an important
milestone. From now on, children
can proudly sign their name on the
drawings and artwork that they’ve
created – and you can pass these on
to proud parents!
Here are some top tips and games
that you can use in your setting to help
the children on their mark-making and
writing journey:
• Make sure you always have plenty
of pens, crayons, chalks etc. and
paper too so the children can
mark-make whenever they feel
like it, not just at allocated times
of the day. Children who have the
freedom and opportunity to make
marks and draw are more likely to
engage in the process of writing.
• Non-permanent mark-making
using different coloured chalks
and allowing the children to draw
on patios, walls and pavements
is great fun, particularly in the
warmer weather.
• Using mud, sand, paint (and snow
if you have an outside space) will
stick in the children’s minds and
will motivate them to want to do
more.
• Using scarves and ribbons to
make letters and numbers in the
air can be made into a dancing
game and will keep the children
engaged for hours!
• A firm favourite is a game where
the children use their fingers to
draw on their friend’s backs – it is
sure to bring many giggles to your
setting!
• Although not mark-making,
supporting children to manage
buttons, zips and put on their
clothes will help them master their
hand control.
• Doing jigsaw puzzles, building
Lego and threading beads on
to laces will also help children
develop those fine motor skills
which are so crucial for writing.
And finally…
Praise effort rather than outcome.
Children who are corrected frequently
may become exasperated or lose
interest in the writing process.
Conversely, those who receive praise
for their mark-marking and efforts to
write will naturally want to keep trying
and will inevitably get better over time.
Remember that it’s important for
children to see adults making the
effort to write and mark-make. This
helps them to realise that we live in a
world where marks are valuable and
provide meaning. Ensure that you role
model this and you will have a setting
full of children who can’t wait to start
their writing journey!
28 July 2020 | parenta.com
parenta.com | July 2020 29

Helping siblings when
the new baby arrives
Our children are used to love, attention, and relationships - and anything that rocks that boat
can have a big impact. We have the language and comprehension to understand that changes
may be temporary, or for a reason, whereas our children do not. This can be what happens
when a parent becomes pregnant again, and when things change at home, our settings need to
remain the oasis of consistency that our children need.
Our children are used to love,
attention, and relationships - and
anything that rocks that boat can have
a big impact. We have the language
and comprehension to understand
that changes may be temporary, or
for a reason, whereas our children do
not.
The arrival of a new baby in the family
is a cause for excitement, joy, and
oftentimes, a lot of frustration and
confusion for young children, who
have to suddenly shift from being
the baby of the family to being a big
brother or sister. The family dynamics
and relationships change, which
can cause anxiety and unwanted
behaviours from the older sibling,
both at home and in our settings.
30 July 2020 | parenta.com
I’d like to share a few examples of
children that I have worked with.
• Joshua overheard his parents
talking about a hospital trip on
the way to nursery. In nursery
he was withdrawn and clearly
worried. A chat with his key
worker revealed he thought
his mum was ill, because you
only go to hospital when you’re
sick. It was soon explained that
mummy was having a pregnancy
ultrasound.
• Charlotte’s dad was doing the
nursery drop off as mum was
at home with their new baby.
Without her normal goodbye
routine, Charlotte was distraught.
• Sami, a usually gentle threeyear-old,
was showing a lot
of aggression towards other
children. When asked to share
toys he became very upset. A chat
with dad explained that Sami’s
cousins were visiting for a while,
and sharing Sami’s room.
For Joshua, Charlotte and Sami, there
were a few common themes:
1. Adults didn’t expect their actions
to have an impact on the children.
2. Change to routines was upsetting
and difficult to process without
help.
3. The children were unable to
communicate their emotions in a
way that was understood.
So as early years settings, how can
we support children through these
changes?
First and foremost is open & trusting
communication. When parents feel
they can share personal information
with staff, this should be respected -
not shared unless necessary, recorded
if appropriate, and acted on when
needed.
Secondly, encouraging and modelling
how to talk about our feelings is really
important. Whether this is 1:1 or in
group sessions, quickly checkingin
with each child helps them to
understand that they are valued and
there is someone who wants to listen
to them. This doesn’t have to be a
verbal activity - though it does help
language development if you can
provide the words a child might not yet
know.
Other than communication, there are
lots of other activities you can plan
to support the emotional needs of
children with a new baby in the family:
• Create a role-play area with dolls
and various accessories to go
with them. Make sure you have a
diverse selection so that children
can choose the most appropriate
doll for their family. Adults can
then model how to safely and
gently take care of babies. This is
great even for the younger babies.
• Invite the pregnant person into the
setting to give a regular update
on their bump. If they are willing,
you could create a display with
photos, ultrasound pictures, and
create a chart of measurements…
This is something I did in my own
pregnancy - the group of SEN
children I was working with loved
using a tape measure to measure
my bump and carefully add to our
chart.
• Invite the family to bring the new
baby into the setting. Give the
older child the chance to proudly
show off their sibling and answer
any questions! This is a great
opportunity to talk about growth,
and differences & similarities.
• Work with the child to create a
book of pictures, stories and other
treats for them to give to the new
baby.
• Talk about what to expect when
the new baby arrives - they will
cry lots, not because they’re
unhappy, but because they can’t
talk. They eat a lot, and they poo
a lot! They won’t be able to play
just yet, but they love listening to
you sing, etc.
You’ll notice that most of these
activities are focused on the new
baby, rather than the older child.
It’s critical that we also plan time
for the older child to have time for
them to be themselves, without
being the older sibling. Could you
have a talent show in your setting?
Make a display of artwork? How else
could you encourage pride in their
achievements and abilities? As the
attention at home turns to the new
baby, our children will more than
ever appreciate a simple hug, or the
intimacy of sharing a book on their
own with an adult in a quiet corner.
Lastly, I want to talk about the
importance of supporting new
parents, as this will have a direct
impact on children too. I recommend
that as a setting, you make yourselves
aware of the signs and symptoms of
postnatal depression and anxiety,
which can affect both mothers and
fathers, for months and years after
the birth of their baby. Have you got
a quiet place for parents to sit and
talk if they need to? A private area
where they can breastfeed in peace
if their little one wakes up and needs
a feed? Even a gentle “How are you
doing?” and the offer of a cup of
tea and a biscuit can go a long way
to supporting new parents. Where
possible, consider whether you can
be flexible on things like drop-off
and pick-up times, and how you can
sensitively bring up concerns such as
behaviour, without adding too much
stress for the parents who already
have their hands full.
Ultimately, children adjust, and they
adapt. But while their home life is in
the midst of changing, our settings
can be the calm in the storm, with
just a little time and attention. Get to
know your children, and their families,
so you can spot the signs that they
need a helping hand - not only will
www.theplymouthdoula.com
Rosie Das
Rosie Das is the owner of ‘The
Plymouth Doula’, where she
supports families in their transition
to parenthood through birth &
postpartum doula services, and
childbirth education. As a qualified
teacher, she specialises in the early
years as well as having a passion
for working with children with
Special Educational Needs. She
has worked in the UK, USA, France,
India, and most recently a 3 year
stint in a large international school
in Malaysia where she was the
SENCo.
When not working with new families,
she can be found tending to her
chickens or digging in the family
allotment. Rosie has a mischievous
toddler called Max, and is married
to Giresh, who keeps her topped
up with his amazing food creations
whilst she’s working.
Rosie loves talking about all things
pregnancy, birth and baby related,
and is always excited to meet
and support pregnant people
and their families. You can find
out more on her website, www.
theplymouthdoula.com . The
Plymouth Doula can also be found
on Facebook: facebook.com/
theplymouthdoula.
they love you for it, but you will gain a
reputation for being a supportive and
nurturing provider, which can only be a
good thing for your business.
parenta.com | July 2020 31

Egg box bee craft
Dark chocolate bark
On Sunday 10th July we celebrate National Don’t Step on a Bee Day, which was
created to raise awareness of our amazing bees! Not only do our bees help
provide the honey, they also help to keep us all fed and watered! So there’s
never a better time to recognise our little hard workers!
You will need:
• 1 Egg box
• Child-friendly scissors
Tuesday, 7th July is World Chocolate Day. Most people (and especially
children!) love chocolate! To celebrate the day we have created dark
chocolate bark to highlight all the benefits dark chocolate has.
It is loaded with nutrients, healthy fats and anti-oxidants. And although
there are a few effects that we know are beneficial in children when it comes
to eating dark chocolate, a good quality dark chocolate can help improve
your child’s circulation, improve blood pressure, and help prevent white
blood cells clogging up artery walls. It can also help guard against
cardiovascular disease in the future.
• Yellow and black paint and
paintbrush
• Googly eyes
• Glue
• White construction paper
• Black marker pen
Instructions:
1. Line a baking tray with baking paper.
2. Chop the chocolate finely and put it in a
microwavable bowl.
3. There are two ways of melting the chocolate:
- Set the bowl over a saucepan of gently simmering
water and keep stirring until all the chocolate melts.
You will need:
• Good quality dark chocolate
• White chocolate
• Any topping you want! We used dried
cranberries and blueberries, Rice Krispies
and marshmallows
• Baking tray
• Baking paper or tin foil
Instructions:
1. Cut your egg box into single sections. You’ll need one section
per bee.
2. Paint your sections with yellow paint and allow to dry.
3. Once dry, paint black stripes on the top part of your egg box
section and allow to dry.
4. Using white paper, cut out small wings and glue them on top of
the ‘bee’.
5. Add googly eyes, or alternatively you can paint the eyes if you
prefer.
6. Using the black marker pen, draw a mouth.
7. You are done!
- Put the bowl in a microwave and set the timer to
15 seconds at a time. In between timing, stir the
chocolate to make sure it doesn’t burn.
4. Pour the melted chocolate on to the baking paper
and using a spatula, spread the chocolate in a nice
even layer.
5. Pour the while chocolate on top and using a
toothpick, swirl it around.
6. Add your prepared toppings and sprinkle them on
top of the chocolate.
7. Put your baking tray in the oven for about 30
minutes. Once set, break it into desired pieces and
enjoy it!
• A bowl and a spatula
• Toothpick – or anything you can swirl with
32 June 2020 | parenta.com
parenta.com | July 2020 33

More men needed
in early years
In December 2018, we reported on Wright and Brownhill’s
book, entitled “Men in Early Years Settings: Building a Mixed
Gender Workforce” which highlighted the problem of the
gender imbalance in the early years practitioners. At the time,
less than 3% of the early years workforce were male, and
despite various initiatives to try to recruit more male staff, the
statistics show little improvement so far.
However, that does not mean
that nothing has been done, but
parliamentary infighting over
Brexit (remember that?!), a quick
general election and the coronavirus
pandemic, have somewhat stalled
the progress that might have been
made. The problem has not gone
away though, and we wanted to
revisit the issue to keep it in the minds
of recruiters, trainers and owners of
early years settings.
It is thought that a lack of male staff
is due to a combination of factors
such as prevailing attitudes, gender
stereotyping and low wages, but the
impact is the same – many children
are not getting as a balanced an input
in their early years as they might.
For some children, whose fathers
are absent from their home life for
example, males working in early years
may be that child’s only positive male
role model.
In April 2019, the then Children
and Families Minister, Nadhim
Zahawi, announced a £30,000
grant to support a scheme run by
the Fatherhood Institute, as part of
a wider funding initiative to develop
the general skill level of early years
practitioners. The FI grant is to help
provide more male role models for
children in the early years.
At the time, Nadhim Zahawi said:
“Every child needs a role-model to
guide them – whether that’s a parent,
a close family member or friend, or
someone at nursery or pre-school
that makes a difference in their life.
“The early years staff who support
children in the first few years of their
education equip them with important
skills before they reach the classroom,
getting them on track to succeed as
they get older.
Just as parenting is a shared
responsibility, so is kickstarting
a child’s love of learning. I want
more men to play a positive role
in educating and caring for our
next generation. That’s why we’re
supporting the Fatherhood Institute
to encourage men from all walks of
life into early years careers, to give
children the best start in life and be a
part of this important and rewarding
sector.”
The Fatherhood Institute is already
providing a number of practical
resources such as the ‘MITEY’ (Men
In The Early Years) campaign which
is run with help from a steering
group of academics, employers
and practitioners. The MITEY
network includes male early years
practitioners, supportive female
colleagues, managers and owners
and others with an interest in gender
equality and early child development.
The MITEY website has information,
advice and input from existing and
new male practitioners including
‘myth busters,’ case studies, and
conference information, and acts as
a virtual resource to connect likeminded
individuals and organisations
doing their best to make Britain’s
early years education workforce more
gender-diverse. They are encouraging
everyone to sign up to the MITEY
Charter which “sets out a series of
statements clarifying signatories’
commitment to working towards a
mixed-gender workforce.”
One of its recent publications, “The
MITEY Guide To Recruiting Men”,
available from their website, is a
20-page guide calling on all early
years employers to take an active
role in recruiting more men, not only
because it doubles the talent pool
from which to recruit, but because
it begins to breakdown barriers and
gender stereotypes, showing that
men can be professional caregivers
and educators for the early years too.
And not just in early years education
– there is a gender disparity within
general teaching, social care and
other caring professions as well.
One thing that the team behind
MITEY recognise is that they cannot
change things on their own and so
they are actively seeking out anyone
who can make a difference and
contribute to the cause. It might be
a careers adviser that challenges
preconceptions about early years
roles, or a trade union that helps fight
discrimination, or an employer who
is willing to confront gender bullying
within its own establishment. If there
are to be more men working in early
years, it will take a concerted effort
from everyone and MITEY want to
hear from you.
Some longer-term research being
undertaken by Dr Jo Warin from
Lancaster University, in conjunction
with The Fatherhood Institute, aims
to “improve understanding about the
barriers that stand in the way of more
men taking up employment in the
Early Childhood Education workforce;
to learn about possible solutions;
and to harness this evidence-based
knowledge in ways that can help the
UK diversify the gender of its workforce
in the most efficient and effective ways
possible.”
This research is set to run until the end
of January 2021 and its findings and
recommendations will be published
once collated.
But what can be done now?
Whilst we wait for more researchbased
recommendations to emerge,
there are some fundamental things
that can be done at grass-roots level,
including:
1. The positive promotion of male
early years practitioners in
booklets, promotional materials
and websites including images
and case studies
2. Challenging gender bias with
parents, staff and the public – for
example if they express concerns
just because you have a male
employee, or if they assume that
‘some jobs are only for women’.
Research suggests that tackling
this early in a child’s school
education can have a significant
impact
3. Making sure your setting’s policies
and procedures are relevant and
do not assume any particular
gender bias
4. Promoting case studies of both
male and female practitioners
when talking to potential recruits
5. Raising awareness and promoting
early years careers at all relevant
opportunities - by visiting local
schools and colleges, including all
boys schools for example
6. Campaigning for better training,
pay and recognition of the
professionalism of the early years
workforce
7. Joining the MITEY network
We spoke to a few of our
Parenta male learners to find
out how they chose childcare
as their career; and what
they thought about the lack
of men in early years.
“I’ve completed my Level 3 with
Parenta Training and not looked back
since. I really do feel that the childcare
industry is lacking male role models
and I would encourage anyone who
has an interest in looking after children
to take up an apprenticeship - you
won’t regret it! What my childcare
training has shown me is the
importance of these young children
having a male role model during their
time in childcare, not just at home.”
George Ross
– Level 3 childcare practitioner
“If you have enjoyed babysitting
younger siblings then definitely
consider childcare! I’m looking forward
to starting my Level 3 so that I can
continue my learning journey with
Parenta. One of the main benefits of
having a male apprentice in a setting
is that so many of the children enjoy
and benefit having a male presence,
particularly when doing the more
physical activities.”
Callum Griffiths
– Level 2 completer
“I’ve completed my Level 2 with
Parenta and really looking forward
to doing my Level 3 and then Level
5 too! Ideally, I would like to run my
own childcare setting. I would really
encourage any guys that are thinking
about going into childcare to do it!
There is probably not enough exposure
for males working in early years and I
feel like the children get so much out
of a male carer, especially when doing
sports activities.”
Michael Baulk
– Level 2 completer
34 July 2020 | parenta.com
parenta.com | July 2020 35

World Population Day
On Saturday 11th July the United Nations marks World Population Day, an initiative to
focus attention on the urgency and importance of the population issues which threaten
our planet, our resources and ultimately, our very survival.
“All our environmental problems
become easier to solve with fewer
people, and harder — and ultimately
impossible — to solve with ever more
people.”
Sir David Attenborough,
Population Matters Patron
WORLD POPULATION (BILLIONS)
1250
It took 200,000 years for the human population of the earth to grow to 1 billion,
another 200 years to reach 5 billion, and only 25 years to reach a massive 7.7
billion people. Approximately 83 million people are being added to the world’s
population every year and our population is more than double today what it
was in 1970. The UN says that even assuming that fertility levels will continue to
decline, the global population is expected to reach 8.6 billion in 2030, 9.7 billion
in 2050 and 10.9 billion in 2100, according to the projections – that’s half as
many people again, by the end of the century.
(Source: United Nations World Population Prospects 2019)

Six and a half reasons to go
3. Do your bit for the
environment
paperless at your nursery
Think of all the invoices, records
and letters you’ll no longer need to
print on paper! Not only will this be
money-saving for your business,
it’s good for the environment too.
The chances are, you didn’t want to work in childcare to spend hours doing paperwork.
However, the reality is that many nurseries are still heavily reliant on paper-based
administration to manage their data. As the number of children in your setting grows
– so does the number of files, and with that comes the time it takes to manage them all.
In addition, as settings are trying
to adapt to ‘the new normal’, they
are striving to be as hygienic as
possible in all areas of the business.
Managing data, pulling reports and
communicating with parents are all
areas that must not be compromised;
so finding a new way to manage
these areas of the business can be
challenging. If you’re used to this
way of working, it’s difficult to know
exactly where to start when it comes
to moving away from paper – it’s hard
to find the time to do the research,
and quite often, difficult to know
where to start. We look at many of the
common questions relating to going
paperless and give six and a half
really good reasons why you should
take the plunge!
1. Get back to providing
great childcare
All those minutes spent updating
different systems and folders
soon add up, until you’ve spent
many hours each month carrying
out tasks which could have been
completed at a few clicks of a
button. Updating data in this
way is a long and manual
process, open to errors that
can easily take 2 days to
complete. Many nurseries
report that they save
days of staff time
every month
with the invoicing
capability of nursery
management
software alone.
A system
that enables you to produce
professional looking invoices at
the click of a couple of buttons
can save you those 2 days, which
is 24 days, or a whole working
month, every year! That alone is
worth the investment for most
childcare businesses.
Good nursery software will
limit the time you spend on
administration, by reducing the
number of steps it takes to carry
out something like changing
a booking pattern. When you
update one part of the system, all
the other areas will automatically
update as part of the process,
too.
2. Keep all your data secure
by storing it ‘in the cloud’
Paper documents are not nearly
as secure as you’d think. They
can be lost, stolen or even have
a cup of coffee spilt over them!
If the very worst was to happen,
such as your nursery being
damaged by floods, toys can
be replaced. However, the data
relating to children and families
that you’ve worked hard to build
up over the years can be lost
forever.
Using software means that
all your data can be stored
online and securely accessed
by you, even if your computer
is damaged or stolen. Secure
nursery management software
is built on platforms similar to
online banking and you’ll even be
able to lock down certain areas
so they’re only visible to selected
members of staff.
Although the primary concern
for any parent is the quality of
childcare they’ll receive, green
credentials may provide your
nursery with an edge over your
competitors. Plus – you’ll be
able to improve the working
environment for staff as you can
clear shelves and reduce the
number of filing cabinets in your
office.
4. Strengthen your
partnership with parents
Nursery software should do more
than just make your life easier,
it should actively improve the
service you give to parents. To
start with, your system should
be delivering professionallooking
invoices and enable you
to send letters to any group of
parents you need. There should
be a choice of printing these, or
sending them by email, based
on each parent’s preferences.
Many systems can also be linked
to a secure online parent portal,
enabling them to see a read-only
version of their child’s data. This
means that parents can check all
the important information related
to their child (like contact details,
allergies and medication) is
correct.
But more than this, parents
love to know how their children
are getting on at nursery.
Great systems will allow you to
strengthen that connection by
recording activities during the day,
along with things like meal times
and nappy changes, and record
them against the children that took
part. Some systems will offer an
app you can download and view
this key information, together with
photos and videos. You can then
email a daily report to parents at
the end of each day, which they
browse through at their leisure
and share with family and friends.
5. Save money for your
setting
On the face of it, investing in
nursery software when money
is tight seems like an option not
worth taking and the preference
would be to stick with paperbased
administration. Most
systems require an initial set-up
fee, as well as a subscription fee.
However, when you look at the
savings you can make, the value
of that investment soon becomes
clear. A web-based system
allows you to keep records on
children, staff and suppliers, and
to send invoices by email instead
of paper. You’ll also be able to
make use of that extra space
in your office without all those
folders and filing cabinets.
Successful cash flow is the key
to running a thriving nursery,
and this is where the investment
in a quality nursery software
really starts to pay off. By simply
capturing everything that’s
being delivered, and billing
it accurately, many settings
report a 5-7% increase
in turnover. Add to this a
comprehensive debt tracking
solution and the savings really
start to pile up! The best
systems even have an option to
automatically add late payment
fees, which encourages timely
payments and means less of
those awkward conversations
with parents.
6. Reach the people that
matter
In the past, leaflet drops and
posters have been great for
drumming up interest in your
nursery. Nowadays, however, most
people start their search for local
businesses online. Save on the
cost of paper by creating a simple
website, with some well-written
information about your nursery
and some vibrant images. Instead
of spending money on advertising
that will reach people who aren’t
looking for childcare, you’ll only be
presenting yourself to those with a
genuine interest – it’s a win win!
Remember….The real benefit of using
nursery software is the gift of time.
Spending just one day a week on
administration equates to well over 2
months of the year wasted on nonproductive
activities. Just think what
you could achieve by having all those
extra hours back and spending all that
extra time doing the things you love;
looking after the children in your care!
Discover how Parenta’s nursery
management software can really
change the way you run your
setting - helping you gain more
hours during the week to enrich
children’s learning opportunities.
38 July 2020 | parenta.com
parenta.com | July 2020 39

Invest in the development
of your team...
10%
NON-LEVY CONTRIBUTION
5%
By providing training for your staff, you will:
Improve morale
Enhance your setting’s reputation
Support children’s safety
Reduce staff turnover
We help hundreds of childcare providers train their staff every year.
Investing in staff training and development is essential for not only
upskilling your workforce, but reducing recruitment costs, attracting top
talent and helping to prevent skills shortages.
ALL furloughed staff qualify for a funded
training course
We have secured funding available and are enrolling
learners on to our courses every day!
Take advantage for you or your staff TODAY before furlough ends!
Payment plan available for your 5% contribution
Let us help you with your training needs – call us today!
0800 002 9242 hello@parenta.com