Staff can show by example how to relate positively to young children, praise them for their achievements and enjoy their company. They can also show ways of setting boundaries for children without shouting or smacking.
A drop-in will provide a wide range of play opportunities. This can help generate new ideas to use at home which do not involve spending lots of money on toys. For example, parents and carers can be introduced to the idea of 'treasure basket' play. They can observe young babies getting deeply involved in exploratory and sensory play, making choices, and interacting with each other.
Some adults have negative memories of the education system, which they might pass on to children. Drop-ins can be a way for adults to re-engage with the system in a relaxed and positive way.
Lynda Pearson aims to welcome each adult personally to each session at Dorothy Gardner Centre. She makes herself available for adults and children throughout the session, and says goodbye to each person at the end.
Early years workers can help parents by sharing their general knowledge about how children develop and learn, while recognising that parents have the best special knowledge about their own children.
Many parents and carers are interested in the curriculum for young children. They might want to know why playing in the water or sand is a worthwhile activity for a child, or how to enjoy books with a child. Workshop sessions are popular, where parents and carers can try out these experiences for themselves and talk about them with a member of staff. Parents and carers may feel more positive about finger painting with children when they understand how this will help them to learn to write. They may enjoy the sand and water with children when they see how this play can develop mathematical and scientific concepts.
Reference: Tina Bruce and Carolyn Meggitt (1999), Child Care and Education, Hodder and Stoughton, 18.99.
