THREAD on drop-offs & pick-ups.
I've thought about this article all yesterday eve & this morn. It suggests that it is better to keep parents out of nurseries, because children settle better. The phrase "Ofsted finds" implies data were systematiclly collected & evaluated. Not so.
2. I regularly say that "drop off is the most important moment in a child's day". That's because the way that separation is handled by adults produces biological changes in children. That's what attachment theory teaches us.
3. If we really understd attachmnt theory, we wd recognise how crucial drop-off is. We wd conduct research studies on it. Best practice guidance wd be written & published in policy frameworks. That doesn't happen. Nursery drop-off practice is informed mostly by tradition & habit.
4. Robertson's work on 1950s childrn's hospitals tackled ths issue. He took specific issue with the assumptions nurses made abt children's 'settling'. What he saw happening in hospitals was, instead, 'emotional deterioration'. It was uncomfortable for staff to hv to consider ths.
5. For anyone who hasn't seen it, here is a clip from Robertson's 1952 film, which he produced to try to get people to think more deeply about the emotions young children experience in times of separation. He encountered great professional resistance.
6. Why am I saying all this? Because it MATTERS that we think about children's emotional experiences of separation - from a child's perspective. Yes, we observe behaviour - closely. Then we contemplate the emotions & biology going on underneath. Not assume. Contemplate.
7. If there are EY settings, as described by @siandmil , who are experiencing drop-off as being calmer when parents aren't entering, then we need to know that & pay attention to it & get curious about it.
8. But there are also parents like @M_ilyRhodes who are saying how anxiety-provoking they found the practice of 'dropping at the door'. Parents' anxiety matters -- to parents & to children. Drop-off practice needs to work for them both.
9. Child development specialists like @stoneg8training & @LauraHAllain are trying to make the point they have already produced deeply thoughtful accounts of how our current knowledge of child development can guide our thinking & practice.
10. And there are numerous stories of children and parents being separated at the gate during the pandemic where both were crying copiously. Those stories matter as much as the ones where the parting was 'calm'.
11. ALL the stories &observations matter. They shd prompt us to curiosity, not conclusions. Calm childrn are easier for systms to handle. But a calm child does not necessarily mean content. It can just easily mean a child who has given up askng for help. That ws Robertsn's point.
13. It used to be common to say to the parent "Go now, quick, while he's not looking." What we know now is that this upset children even worse. They learned their parent could disappear when they weren't paying attention. Well-meaning staff made children hypervigilant to parting.
14/end. The pandemic has changed us all in ways we may not yet even know. If it is going to change t way we welcome children daily into nursery, let's do that frm a wise, informed place - because the way we drop off children at nursery changes their biology for their whole life.
Ok. Let’s hv a THREAD on Baby Laughter…and what it tells you abt baby brains…and about development of the human stress system…and the biology of relationships.
I know ths interaction looks cute & sweet. And it is. And yet, it is *so much more* when you know what to look for.
2. At .02 we have a baby totally focused on Daddy’s face. And also having a new SENSORY experience - hearing! Big serious eyes. She can maintain her posture. This is a brain, seriously at work integrating stuff! Neurons are firing in the brain big time, building pathways!
3. By .04, the baby is finding this new hearing thing pleasurable. She’s laughing with the delight. The new SENSORY experience is *comfortable*. Baby Laughter is a massive clue as to what babies’ bodies are experiencing. That’s why researcher @czzpr studies it.
2. Robert Sim focuses on the "particularly shocking" implications for political leaders, reflecting on what happens when they lack empathy due to childhood trauma. I agree. We need to think more about this. And about the impact in other networks - media, banking, business.
3. L WS makes links to Residential Schools in Canada, with First Nation children"kidnapped & enslaved by the Catholic Church". @eperryinsights, based in Canada, has made this link earlier today, noting that the structure of those schools was based on that of UK boarding schools.
THREAD on Boarding Schools. @NeilMackay story features in this morn’s @heraldscotland . It covers FOUR pages. FOUR. Full of voices recounting the horrific abuse they suffered in such institutions, at the hands of other children, facilitated by adults who knew.
2. I contributed to this piece. My key point is this: “If a large proportion of our political leaders experienced this - especially early boarding, which creates emotional fragility - then does that mean our country is led by emotionally damaged people? If so, we ALL suffer.”
3. My colleague @SimonPartridge is also quoted. Simon co-authored with me the set of articles on ACES & attachment published this summer. He said this: “Boarding school created attachment problems & could lead to PTSD.”
THREAD: Boarding school
Today's @guardian contains an excerpt from the latest book soon to be published on the emotional devastation caused to so many boys by early boarding school -- boys that grow into the leaders of this country. theguardian.com/education/2021…
2. "Several times a year, our attachments to home & family were broken. We lost everything – and we could cry if we liked but no one would help us. So, LATER IN LIFE, WHEN WE SAW OTHER PEOPLE CRY, WE FELT NO GREAT NEED TO GO TO THEIR AID." theguardian.com/education/2021…
3. When you have a government filled with leaders who do not have the empathy to feel the pain of people they govern, then you hv an emotionally corrupt political system. Boarding school becomes dangerous not just for the damaged boys grown into men. It is dangerous for everyone.
A thread that I think lots of authors will like to see. I was at @TIGERS_UK today and there were lots of boxes in the corner, with @Waterstones written on . “Oooh! What’s in those??” I asked nosily. Here follows only a wee taste of the answer!
3. Your books were in the boxes too, @Markfinnis@BDPerry & @DrDanSiegel . I understand the order was placed because I’ve read from each of these during training events with the @TIGERS_UK team over the past year.
THREAD. What does the science tell us happens whn children start formal schooling too young (like early 4)? That’s what t @GiveTimeScot campaign, led by Scottish parents, is trying hard to get the rest of us to ask too. Here are some insights. Note: it’s not comfortable reading.
2. Children who are the youngest in their class struggle to make friends. 2019 study.
“Worse development of social skills and relationships in the long-term, which affects well-being and success in the labour market.” independent.co.uk/life-style/you…
3. Youngest children in a class more diagnosed with ADHD. 2019 study.
“Younger children may find it harder to concentrate in class, leading to increased diagnoses of hyperactivity = inferior academic performance & poorer peer relationships.” webmd.com/add-adhd/news/…