Returning to "Normal"
As Early Years settings begin to open more widely for children, teachers and practitioners have an important role to play in easing this transition.
Firstly, it’s important to acknowledge that children’s experiences will have differed during lockdown, just as they will have done for the staff. One thing they will all have in common is the change in routine and restrictions placed on our lives. Some parents may have been furloughed, while others will have continued to work, changing their hours to accommodate having their children at home.
Now that children are transitioning back to nurseries, we need to be ready to welcome them with a familiar face and a safe, happy space to play and learn. Routines may be different and the concept of seeing children in another bubble but not being able to play with them could be difficult but, with the help of thoughtful, sensitive, tuned in teachers and practitioners, children can adjust to new environments.
A sharp focus on personal, social and emotional development (PSED) will be necessary to support children to adapt and make sense of what they have experienced. Being in a bubble will mean consistent staffing, making it easier to create a trusting environment. Making connections within this bubble will enable children to form friendships with others, taking on roles, immersing themselves in play and developing language and social skills. Positive relationships will also develop through modelling, with teachers and practitioners demonstrating values through their interactions including kindness, trust, patience and tolerance.
The outdoors is going to play a crucial part in the transition back to normality. Not only is it a safer space to play as there is less chance of COVID-19 spreading, but it is also a place to be free. With children having had limited time to play outdoors, offering space to run, climb and jump is going to be particularly important. It’s going to be wonderful for us to see them running free in spaces which have been child-free for quite some time.
It’s also a chance to retain that connection with nature that some children will have developed during the lockdown. Time to listen to the wildlife around them, feel the sunshine and rain, hunt for minibeasts and plant flowers to attract the bees and butterflies. These positive experiences will provide time for talking and reflection in a space where children feel comfortable to engage.
For teachers and practitioners, it will be a time to operate at a slower pace without worrying about children having to ‘catch up.’ We must not rush into putting pressure on children without working on the foundations of personal, social and emotional development first. This is the area where children will need input and support after a long time away from anything that looks like a normal Early Years environment. It’s going to take time to adjust for all but Early Years is all about relationships, nurturing, warmth and the magic of connections. Despite the ongoing concerns around the pandemic, staff will continue to ignite that spark in children which makes them want to play, learn and thrive in the Early Years and beyond.