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Acknowledgement Liz Hodgman

WORKING TOGETHER

Childminders need to work with other settings to support
the children to have continuity in their learning.
They also need to listen to the children
and provide activities that interest them.

A setting which recognises the needs of every child plans learning journeys which are suitable for groups but flexible enough to cater for individual pathways along the way.

As a Childminder you may be working with children from small babies through to early teens, so planning activities, especially during school holidays is more complicated. You need to consider how you can adapt activities and experiences for children of different ages and abilities whilst still making them interesting, challenging but achievable for all. It may mean providing slightly different resources, for example a threading activity for small children would be cotton reels, older children small beads to make into a necklace. Or it may mean providing the same resources but using different ‘themes’ to keep the children interested. For example designing collage posters using magazine pictures, providing magazines on football, animals and a toy catalogue picking up on the individual interests of each child.

 

When children’s needs are central to the learning process children are listened to.

Children need to have all their physical needs met in order to be able to learn effectively. See ‘Children’s Needs’ page If child is not physically comfortable they will struggle to learn. If you are minding a baby or toddler with no or limited language then it is vital that you find out from the parents how the child can tell you that they are hungry, tired etc.

 

Parents and professionals work together to identify what is necessary for each child at any particular time.

It is really important to build a good partnership with parents where you are freely exchanging information on their child’s day, development and any concerns. This will enable you to work together to plan the child’s next steps.

For example if a childminder felt that the child was showing signs of having bladder control they wouldn’t just start potty training the child, without first discussing the matter with the parent . The parent and childminder would then be able to work together to develop a potty training programme and agree on rewards etc.

 

Settings communicate and work together for the benefit of children, so there can be continuity in their learning.

Childminders often provide  ‘wrap around’ childcare, caring for a child before and after pre-school sessions. Ask the staff or manager of the pre-schools were you pick up from if you can have a copy of their planning. Some are already very good at having their planning available for all parents and carers to see on their notice boards or in newsletters. Look at the planning and see how you can continue and support this learning in your home setting. For example if the pre-school are focusing on opposites then support this by pointing out opposites when you have the opportunity, when eating, hot and cold food. When washing hands, wet and dry etc. If the pre-school have themes then consider visits to the library to borrow books on the subject, doing research on the internet and related craft activities.

But remember this needs to work both ways! So if you have a special activity planned then let the pre-school know. They may like to incorporate it into their planning or invite the child to talk about it at circle time etc.

Planning will also be more individual and with parents permission it is good to share the child’s individual development, observations and planning between settings. This is even more so important if a child is struggling in a particular area, for example speech and language, as the family, setting and Childminder will be able to offer the same consistent approach to supporting the child.