All of these thoughts are my own, you may or may not agree...C'est la vie!
I recently completed some CPD at another setting and as is often the case in these situations, experiences were shared between delegates. One in particular stood out. In this practitioner's school, games such as football had been banned because one child was unable to take part due to medical reasons. It was felt that if one child couldn't access sports, than none of them should because it wasn't fair. But is this blanket exclusion, inclusion?
Pablo Picasso is reputed to have said that "taste is the enemy of creativeness", every day pictures are shared across all forms of social media of beautiful nurseries, all shared in the 'best possible taste'. Why are they shared?
It is Valentine's day today and my daughter (age 7) has proudly brought home a Valentine's card for her daddy. I have no doubt that the class probably all made similar cards and the proud look on my daughter's face as she presented her hero with her creation is one that I will treasure for a long time to come. Why then is this type of activity, which provokes such feelings of pure joy, increasingly being scathingly referred to as a 'craptivity'?
Humans can be found on every continent in the world, we are the same species: Homo sapiens, we were all children once. Surely you would therefore expect that regardless of where we are in the world, the rate of progression of child development would be the same?
Over the past few weeks, I have read more and more posts about the importance of reducing distraction and increasing focus by the dulling down of displays. This particular idea has come about following the publication of studies which demonstrate that when children work in a new, brightly decorated classroom they are often distracted by their new surroundings
Prior to Christmas, and completely off her own bat, my eight year old daughter went through her bedroom and deposited into a box a selection of toys that she wanted to donate to charity. Among them was a plastic, baby doll.