Early Childhood Education and Care (ECEC) refers to education and childcare provided in regulated settings from birth to the start of primary school. This POSTnote summarises the evidence on the association between ECEC and children’s development in England and the key factors that affect this.
It also covers the impact of government-funded ECEC places on families and the sector, and stakeholder perspectives on public policy priorities.
This broad report looks at a wide range of mental health concerns and potential responses that schools can make, examining the latest evidence on the effectiveness of interventions designed to:
Building on Victoria Wells concept of ‘Sports Sanctuaries’ (the paper published previously on this website:(https://barrycarpentereducation.com/wp-content/uploads/2020/11/sport-sanctuaries_.pdf).
A school in Northern Ireland, Riverside, has developed the concept of Sensory Sanctuaries, and are now developing these alongside their Sports Sanctuary.
“Our sensory sanctuary is in a space positioned in the centre of our school, which is easily accessible for all. It is filled with natural light and has both outdoor and indoor elements. It will be filled with restorative sensory experiences that aim to promote inner peace and calm in our young people, enabling emotional self-regulation. For those learners who find it more difficult to transition to the area, the sanctuary will be accessible to them in their classrooms through sensory boxes replicating activities in the sensory sanctuary.”
An outline paper, by Shona McCann is below, but the key message is think about this concept for the children in your school. How would it aid their readjustment back to the busy school environment? How would it help process excessive sensory stimulation after a quieter life in Lockdown, and avoid sensory overload?
The work builds on the principles and values of the Recovery Curriculum. We need to emotionally regulate to educate, and this concept is ideal for bringing that to child centred reality.
It is my pleasure to supervise this Project, and as the work developed updates will be posted. So watch this space!
Professor Barry Carpenter
26th April 2021.
Contributed by Sarah Crowther – info@theartyteacher.com
https://theartyteacher.com/art-department-recovery-curriculum/
Each month we highlighting one of our information resources. This month it’s the turn of our Anxiety guide. It can be difficult to spot signs of anxiety in others, especially in children with brain conditions, who can’t always express what they’re feeling. Our anxiety guide gives advice on spotting the common signs and gives some strategies for helping your child reduce their anxiety.
Click the cover image below, or here to download this free resource from Cereba
In this recording, Professor Carpenter discusses the issue of grief, loss and mourning in children during this pandemic period.
The Bereavement Box resource can obtained from the following website link: nurtureuk
Reflections on a Recovery Curriculum: A conversation with Barry Carpenter, Professor of Mental Health in Education here hosted by Jonathan Reid, Senior Lecturer, School of Education, Oxford Brookes University.
Barry Carpenter Education 