Positive relationships: Play and Observe Sessions - By invitation
Annette Rawstrone
Tuesday, June 17, 2008
Having a child's parent attend the nursery, rather than just dropping in for a momentary visit, is bringing benefits for the children and for the nursery staff as well. Annette Rawstrone went to see.
Parents at Windham Children's Centre nursery school in Richmond, Surrey, are gaining a fuller understanding of their children's nursery experience through the introduction of Play and Observe sessions.
The sessions, where parents are invited to spend a morning or afternoon with their child, were successfully piloted last year following an inset day at Guildford Children's Centre, where a similar scheme is run. The majority of families signed up for a session this spring term, with some au pairs and childminders also participating.
'The Play and Observe sessions give parents the opportunity to see what their children do and learn in the nursery, what activities they choose to do, who their friends are and they also experience how a nursery session works,' explains deputy head Cherry Baker. 'We will continue to have home visits, welcome days, settling- in visits, progress reports and leaving reports, but all of these do not mean much unless the parent understands what is happening when they visit the nursery. Attending for a session gives a good background and context to what we talk to the parents about.'
GUIDED TOUR
When a parent attends for a Play and Observe session their child is encouraged to show them around the nursery, enjoy activities with them and share their portfolios. 'They are really proud to show their parents what they do during the session and explain routines, such as where they hang their coats,' says Ms Baker.
'A few children did get clingy with their parents because they weren't used to them being in the nursery, but the parents recognised that, and we could explain what the children normally do. But most children were fine, and they invited their parents to play in the water or share a story.
'It is important for parents to understand what their children are learning and doing in nursery. Many were amazed at what their child can do and commented how independent they are.
'Feedback from their child at home also became more meaningful after a session - rather than say "nothing" when asked what they'd done at nursery because they didn't know where to start, the parents can now ask in context, such as, "Did you go to the block area?" or "What story did you have with Louise?" The children continue to talk about when their dad came into nursery and stayed and looked at the chicks.'
Half the parents filled in evaluation sheets after their visit. Many noted how their children were happy, confident and active, and had much better concentration than they had realised.
'The parents were impressed by the range of wonderful things, and could now see why they were done as activities and what the children learned from them. They noted surprise at how children do learn from play and how much is packed into a session,' Ms Baker says.
'Parents were able to see how the activities integrated different areas of learning. They took away many ideas with them and said they'd do them at home.'
The Play and Observe sessions also gave the parents a new perspective on their child. 'Seeing their child operate in a big group of children was new for many of the parents. They could see that children of the same age have different abilities - that just because their friend's child is reading it doesn't mean that their child is behind,' adds Ms Baker.
Parents' responses to what they had gained from the Play and Observe sessions included that they:
- now spend more time in one-to-one play with their child
- give their child more time to explore without interruption and to return to activities
- arrange more 'play dates' with their children's nursery friends, because they can see how important their friendship groups are and want to build on them
- enable more physical play at home or take their child to the park more
- do more construction activities, as well as sharing books
- give their child more time to do simple tasks themselves, such as putting plates away.
The nursery staff feel that they also gain from the sessions. Ms Baker says, 'It gives staff a real context to talk to the parents. They can then answer questions and refer to things that they have seen happening in the nursery without needing to explain in great detail, especially parents who are not in the nursery regularly.'
Benefits staff highlighted include:
- Parents see a good range of practice which can correct any misunderstandings
- It's a good way of avoiding a paper overload, especially for parents with English as a second language
- Parents can see how their child is in their own environment
- Having spent a session in the nursery makes it easier for parents to approach staff with any questions later.
Staff also noted a few negative points:
- It can be difficult if the child is not behaving in character, for example if he is playing up because his parent is there or is too excited
- Staff need to be flexible because parents sometimes change or forget appointments
- Some small group activities can get too big (a point that will be addressed).
But it is agreed that the many benefits of offering Play and Observe sessions outweigh any negatives, and they'll be continued each spring term when the children have settled into the nursery day.
PREPARATION AND ORGANISATION
- The sessions run throughout the spring term in the morning and afternoon (apart from Monday mornings and Friday afternoons).
- It is restricted to one parent per session, to stop the nursery getting overcrowded.
- It is requested that younger children are not brought along so the nursery child can receive one-to-one attention.
- Parents are asked to stay for the whole two-and-a-half-hour session wherever possible.
- It is explained that the sessions are not a progress report but a fun opportunity for their children to show what they enjoy and learn at nursery and how they work in the environment.
- Parents attending a session are given a laminated sheet with guidelines, including where to put their bag and coat, that everyone is known by their first name and to notify staff immediately if they see something they regard as a safety issue.
- They are also given a planning sheet with the day's learning intentions so they understand what is happening.
- The visiting parent is clearly named on the staff whiteboard so they are not mistaken for a parent helper.
CASE STUDY
Caroline Ramond, mother of three-and-a-half-year-old Chloe, says, 'I work full-time, so it was nice to have the opportunity to attend my daughter's nursery, especially as a childminder usually collects her. I saw how Chloe spends her day, and learned who her friends are and what activities she enjoys doing, because she does not tell me much at home. Chloe pulled me all over the nursery to show me things, and wanted to play with me.
'I had attended an open day at the nursery school before Chloe started, so I knew what activities they do, but this time it was good to see how the staff interact with the children, how they have one-on-one time and also encourage the children to interact with each other.
'After my session my husband decided to go along too, because he'd never been to the nursery. It was great for him to be more involved with our daughter, and he can now picture where she goes and what she gets up to. Chloe was very pleased to have him there.'