The Little Scholars School of Early Learning recently joined forces with Southern Cross University for an innovative project, looking at how children engage and interact with social robots. NAO is a social robot that has been programmed to interact socially with people and this digital tool has the potential to serve as an educational aide in early learning settings.
Little Scholars’ Yatala campus was buzzing with excitement as it welcomed Dr Michelle Neumann, Research Assistant Ruby-Jane Barry, and of course, NAO. The visits were part of an educational initiative that captivated the preschool and kindergarten children, as well as educators. The children couldn’t wait to see if Dr. Neumann and NAO had arrived and would dash to the parent lounge to check, educators reported.
The children had the opportunity for one-on-one interactions with NAO, participating in games like ‘Simon Says’, Q&A sessions, and activities focused on literacy.
Dr. Neumann, who leads the project, is an associate professor in early childhood education at Southern Cross University. She believes that this is a frontier that early learning is just starting to venture into.
Interestingly, Dr. Neumann’s journey into early childhood education began after becoming a mum to five children. With an honours degree in science, she decided to pivot her career towards education and early learning. She went back to university, earned her Graduate Diploma in Education, Bachelor of Primary Education, and then completed her PhD focusing on early literacy development. Her dedication has earned her a recent award for research excellence from Southern Cross University, recognising her work in early literacy, digital technologies (tablets, apps, social robots), child development, parent-child interaction.
While NAO has been used to support children’s learning about STEM (Science, Technology, Engineering, Maths) and coding, social robots also have the potential to be used to support language, literacy and social learning in the classroom, according to Michelle
“As a physically embodied version of a screen, a social robot may help young children from a range of diverse backgrounds develop their language and social skills,” Michelle said.
“Michelle and Ruby were so approachable and more than willing to let our little scholars meet NAO,” says Raylene, lead educator in the senior kindergarten room. “I was fascinated with NAO’s abilities, and the potential social robots could have in a classroom setting. As a lead educator, the benefits of having an additional learning assistant was something I was happy to advocate for, so I was quick to start drumming up more families to participate in the visits.”
Raylene said she had a lot of conversations with children preparing them for NAO’s visit, even conversations that maybe one day, the children might have robot friends to help their teachers in the classrooms.
“This was super exciting for the children. I did have to remind them and to the families that it wasn’t happening straight away, but the concept was well received. Families enjoyed the debates of whether it would take jobs from educators, and I enjoyed discussing this with them. By day two, Michelle and Ruby were needing to organise additional days to attend the service due to the influx of families wanting to participate,” Raylene said.
Raylene said on the first day, it was evident that although the children were excited, there were also plenty of nerves. Most of the children participated well, with a small handful quite shy, she said. As the program continued, the children got used to seeing Michelle, Ruby and NAO in the parent lounge, those children who were a little shy to begin with looked eager to have another turn.
“This was obvious in my own son Tannen. Tannen was one of the few who participated on day one. The whole lead up was a confident ‘I’m having a robot friend’ until he got his robot friend,” Raylene said. “After his turn he told me he didn’t like it a lot because it was scary, however as the days went on, and more friends started to participate, and NAO became a familiar face, all of a sudden he was eager to come to the door to see if they were there yet, and talk to other children on the way in to see if they were going to go and play games with NAO that day. This is the way it unfolded for several children,” Raylene said.
After a few one-on-one visits to introduce NAO to children, Michelle made a final visit to introduce more campus children to NAO and play some games.
“You could see the comfort of the children who were already familiar with NAO, and it acted like a scaffold for the children who hadn’t had the chance yet to interact with him. Comments from children like ‘Oh, that’s just NAO’ and ‘I already played this game and it’s really fun’ to encourage peers along were incredible to hear because it was listening to four- to five-year-olds comforting each other and being confident with the experiences they had just had,” Raylene said.
Michelle said one day she’d love to introduce a full program which sees social robots in more early learning classrooms. But, she says, these are still relatively early days. Social robots are a work in progress, and she acknowledges they’re limited in what they can currently do. She’d love to also work with children who would benefit from additional language and literacy support. For that to work, NAO’s voice recognition needs development as it would need to have the ability to understand a spectrum of language milestones, she said.
“It would take a lot of time, guidance and professional development for educators… and a lot of support to be able to use the social robot in its current form,” she said. “But they’re working on AI generated social robots and these innovative opportunities may make using social robots more usable in the classroom.”
And, the robots are not cheap. NAO can cost up to $20,000 AUD, which she acknowledges would be financially prohibitive to many early learning settings. Michelle says her hope is that more research to can be done to better understand the role that social robots could play in supporting young children’s early learning experiences. With emerging advances in robotics, it may be possible that the production costs of these devices could one day become a more affordable educational tool.
The collaboration between Little Scholars and Southern Cross University has opened up new avenues for early learning, showcasing the potential of integrating social robots like NAO into educational settings. The overwhelmingly positive response from both children and educators alike underscores the limitless possibilities this technology could offer. As we look to the future, the hope is that advancements in AI and robotics will make these educational tools more accessible and tailored to the unique needs of early learners. This pioneering initiative serves as a testament to the boundless curiosity and adaptability of children, and the commitment of educators like Michelle and Raylene to push the boundaries of what’s possible in early education.
Jae Fraser, founder of Little Scholars, wholeheartedly supports the NAO project with Little Scholars.
“This is such an exciting project for our little scholars to engage in,” he says. “Introducing social robots to Little Scholars, isn’t just a leap in technology; it’s a giant step in nurturing young minds.
“We look forward to where this will go, and how we can use resources like this to continue the learning journey for Little Scholars.”
Additional information
The potential of social robots in early learning includes:
Potential barriers and obstacles for social robots in early learning:
Each child comes into the world with a unique temperament, or personal way of engaging with their surroundings. One key aspect of this temperament is how a child reacts to new experiences and people they haven’t met before. While some children are naturally at ease and dive straight into unfamiliar settings, others are more reserved and require additional time and support from attentive adults to feel secure in new situations.
We’ve all encountered them, the little ones who hang back a bit, observing the world from a safe distance before stepping in. Perhaps they clam up and don’t say a word, even when they’re encouraged to say hi. Whether it’s at a family gathering, coming to Little Scholars for the day, a playdate, or even in their own home, these children often take their time to warm up to both familiar faces and new acquaintances. While it’s easy to label them as ‘shy,’ ‘reserved,’ or even ‘standoffish,’ these terms can be misleading and, at times, unfairly stigmatising. The implication with terms like these often is that there’s something wrong with the child or some problem they need to outgrow.
Understanding the nuances of a slow-to-warm-up temperament is crucial, not just for parents but for anyone who interacts with children. These children aren’t necessarily shy or unsociable; rather, they have their own unique way of engaging with the world around them. And contrary to some misconceptions, their reserved nature isn’t a sign of rudeness or obnoxiousness. These children simply need time to observe a situation, time to figure out how things work, space to decide whether they feel comfortable with someone, and respect for their right to move at their own speed. In fact, if they feel pressured to change, then they can turn into shy people, as shyness often is based in a fear of being judged negatively.
Research tells us the brain grows tells us that children learn best when they feel safe and relaxed. Feeling safe helps their brains become more flexible, making it easier for them to learn new things. On the other hand, stress and worry can make learning more difficult. So it’s important to create safe and comfortable spaces where children can focus on learning. For all the reasons above, children who warm up to others gradually are precisely those who could benefit the most from a little extra understanding and support from parents, caregivers, and other trusted adults in their lives.
One American study evaluated the usefulness of slow-to-warm-up temperament as conceptualised by Thomas and Chess in predicting child and maternal parenting behaviors, with a particular focus on its conceptual link to child inhibition. The study included 1,072 mothers and their children in the NICHD Study of Early Child Care and Youth Development. The study found that slow-to-warm-up temperament in infancy did predict later inhibition. Specifically, ‘shy’ toddlers whose mothers are overprotective or overly forceful demonstrated more inhibition in childhood than shy toddlers whose mothers do not demonstrate such parenting styles. The study also found that maternal sensitive and stimulating/supportive parenting was associated with less shyness in early childhood for children who were slow-to-warm-up in infancy.
It also found slow-to-warm-up infants with high quality interactions with their mothers may be less likely than slow-to-warm-up infants with low quality interactions with their mothers to demonstrate inhibition in early childhood. So while it may be hard for parents who are not slow-to-warm up themselves to understand their child’s feelings, it’s important for them to understand what their child needs to feel comfortable. The style of parenting used with a slow-to-warm up child can affect them long into childhood and beyond.
So, how can we create an environment that not only respects their natural disposition but also empowers them to overcome feelings of anxiety or discomfort? How can we help them muster the courage to engage more freely with others, enriching their social experiences and emotional development?
Children who are slow to warm up often feel more at ease when they know what’s coming. This could be anything from going to a friend’s birthday party to a visit to the dentist. You can help them get ready by:
Before going into a situation you suspect might be hard for your child to warm up, prepare them for what they can do when they get there by saying something like, ‘when we walk in, it may feel like a lot of people are there, when everyone comes to say hi, if you’re not ready, you can smile and wave.’
When in the moment where your child is still assessing the situation they’re in, you could say to your child something like, ‘You don’t have to answer, but if you want to, here’s a game. If you’re having a good time at this party, touch your nose, if you’re not, stomp your feet!” This helps warm the child up without feeling like they have to speak and help them get past the feeling of ‘freezing up’ and you might even get a smile out of them.
Being someone who is a little more gradual in building comfort around others is not a negative trait, and it shouldn’t be treated as such. Children who are slow to warm up possess a unique set of strengths that make them truly special. Not only are they keen observers, picking up on nuances that might escape others, but they also demonstrate exceptional impulse control, carefully considering their actions before taking the plunge.
While they may have a selective circle of friends, their loyalty to those with whom they connect is unwavering. Their empathetic nature allows them to tune into the feelings of others, making them excellent listeners and compassionate companions.
Once they find their comfort zone, these children are every bit as joyful and adventurous as their peers. Additionally, their cautious approach often makes them excellent problem-solvers, as they take the time to assess situations thoroughly. Their introspective nature also lends itself to deep thinking, allowing them to engage meaningfully in activities and conversations.
There’s an opportunity there to lift up the cautious child as you observe them in these situations. Maybe by telling them you admire how they read the room before they move forward, or highlighting when they took a big step of approaching someone first, then asking them how they felt afterward. This shows your child you’re always in their corner, and helps them build up those feelings of safety and confidence.
Kristen, a lead educator in the early learner studio at Little Scholars Pacific Pines, says that building relationships through play is key, especially when a child starts with us for the first time.
“Play is the language of children,” Kristen says. “We are always on the child’s level offering support and companionship without expecting them to return or respond immediately. Through observations and learning stories we share how we celebrate even the smallest achievements such as a child engaging in a group activity alongside peers.”
Kristen says family involvement is really important, as our families know our little scholars best.
“We remember that every child is unique, and the key to helping slow-to-warm-up children is individualised attention and care. We work closely with families to bring children’s interests and special talents from home into their Little Scholars environment.”
Raylene, lead educator at our Yatala campus, agrees.
“One of the most useful, however overlooked strategies that I’ve used in my time as an educator is to build strong relationships with parents. When children see their parents positively engaging with a person, they begin to see that person as someone they too can connect with. Having a good relationship with families also provides the platform to initiate open, meaningful and welcomed communications whether it’s light social banter or a need to develop collaborative care strategies for their child.”
Ray also says it’s important for educators, parents and other people who interact with children to attune themselves to the child’s temperament.
“As educators it’s crucial to ensure that we are attuning to the children in our care at every stage of their life so they feel recognised and supported to become the capable little humans they were born to be at a pace that is natural for them.
“We can do this by being intentionally present in our interactions, which in turn gives us the opportunity to identify their emotional cues whether it’s from their words, behaviours or body language. We can continue developing this safe space for children and support them to feel seen, heard, understood and validated by ensuring we are genuinely responsive; actively listening to them and addressing their need in a way that allows them to feel content. It’s about not only recognising, but facilitating for each child as the individuals they are to build a trusting relationship and safe environment.”
Understanding and supporting children with a slow-to-warm-up temperament is a collective effort that involves parents, caregivers, and educators. At Little Scholars, we’re committed to creating an environment that respects and nurtures each child’s unique way of engaging with the world. By taking the time to understand these special little ones, we can help them flourish, turning their cautious observations into confident explorations. Rather than treat your child’s temperament as something that should be excused or apologised for, we should celebrate the strengths of these thoughtful, empathetic, and deeply introspective children, and offer them the understanding and support they deserve. After all, they might just be the careful thinkers, loyal friends, and compassionate leaders of tomorrow.
Everyday life is full of risks and challenges, and at Little Scholars, we believe children need opportunities to develop the skills associated with managing risk and making informed judgements about risks from a very young age. Risky play helps to develop important life skill learnings such as; building resilience and persistence, critical-thinking skills, self-confidence and even extends their frustration tolerance.
We get it—no one wants to see little ones get hurt. It’s almost instinctual to hover nearby in case they stumble or to call out ‘be careful!’ when they’re taking risks. But could this actually be sending the message that we don’t trust their capabilities or instincts? Historical trends show that since the 1960s, there’s been a shift in how we view children. Once considered competent, responsible, and resilient, the modern perspective leans more towards constant supervision and protection. What used to be unrestricted and often unsupervised outdoor play has transitioned to structured, closely watched, and frequently indoor activities.
A lot of research has been devoted around the world to risky or adventurous play, and how parental attitudes as well as other factors played a part in children’s activities.
By participating in adventurous play, children are more likely to engage in activities that elevate their heart rate and breathing, leading to increased energy expenditure. This can help children meet the recommended guidelines for MVPA, which is at least 60 minutes of moderate-to-vigorous physical activity daily.
‘Educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.’
-Kristen Guymer
Adventurous play also offers opportunities for children to develop and enhance their motor skills, coordination, balance, and strength. These physical skills are essential for overall physical development and can contribute to improved physical fitness.
Furthermore, adventurous play provides children with opportunities to explore their environment, take risks, and challenge themselves. This type of play promotes creativity, problem-solving, and decision-making skills, as children navigate and overcome obstacles. It also fosters a sense of adventure, independence, and self-confidence.
Overall, adventurous play can be a fun and engaging way for children to meet their daily MVPA requirements while promoting physical fitness, skill development, and personal growth.
“We emphasise the importance of careful observation, encouraging children to identify potential hazards by looking, listening, and even touching when safe,” she says. “Educators also foster critical thinking by asking questions that prompt risk assessment, such as, ‘What could go wrong if…?’ We promote collaboration and communication, allowing children to discuss and share their perceptions of risk.”
Furthermore, Kristen shares, educators facilitate gradual exposure to controlled risks, allowing children to develop confidence and judgment, ultimately empowering them to make informed decisions when navigating different situations.
Before embarking on Bush Kinder experiences or similar activities, educators guide children through risk assessments:
Hayley Yates, a lead educator at our Yatala campus agrees that discussions with children previously help prepare for and mitigate risk.
“We support risky play through our discussions with the children,” Hayley says. “If it’s something that has a big risk, example climbing trees, we talk about what we should look out for when climbing, how big the branches need to be to be safe and things of that nature. For both the younger and older children we use language like ‘Notice how this is this? Another example would be walking on slippery rocks, I would say ‘notice how that rock is wet? That might be slippery’, then giving them the option to continue to that rock or a different one.”
Hayley says through important discussions educators are guiding children by asking questions and role modelling safe behaviours.
At Little Scholars, we believe that spending time in nature has numerous benefits for children, including improved physical health and strength, enhanced cognitive development, and better emotional regulation. Through our Bush Kinder program, children have the opportunity to connect with nature on a deep level, learn about the environment, be challenged beyond the classroom, and engage in meaningful, hands-on experiences.
During our Bush Kinder sessions, children have the opportunity to engage in a range of activities, from nature walks and bird watching to building shelters and learning about indigenous culture. Children climb, scramble, jump and more in nature’s playground.
In this natural environment, children encounter diversity, novelty, challenges, and even some calculated risks. Their senses come alive as they engage with sticks, tree holes, water, rocks, sand, and dirt—nature’s abundant toys.
Our Bush Kinder educators are highly experienced and qualified in outdoor education and child development. They are passionate about providing children with meaningful learning experiences in a safe and supportive environment. We take the safety and security of our children very seriously. Our Bush Kinder program is conducted in a safe and secure outdoor environment, with strict protocols in place to ensure the well-being of all children.
But risky play is not limited to bush kinder.
Our outdoor areas are thoughtfully designed, including forts and equipment, all with intention of helping children navigate risk, endure challenges and build motor and fine motor skills.
Helena Vairy, an educator at our Ormeau Village campus, shares an example of how she helps children assess risk and how to complete ‘risky’ tasks safely.
“The way I like to teach children to access risk are by providing them with the materials which are needed and seeing how the children act on these,” Helena says. “
“The other week myself and a couple of the Kindergarten children set up the sandpit I placed the crates in a line and stacked one on top of the other. One child Mahli said ‘this looks like a runway maybe we can walk and then jump off the crates.’ What a great idea this was, the children were nervous at first but I stood right next to them to help. I asked the children, ‘do you think you can jump off the crated and land with your feet flat?’ I then demonstrated and the children too were off jumping.
We love this story because it shares how children lead their own learning experience, consider risks, and support and encourage each other.
All of our campuses have recently introduced woodworking stations, designed to help children exercise their creative and critical thinking skills. It allows them to express their ideas and figure out solutions to their projects. It’s also a great way to introduce risky play, as the risks are managed and educators are actively supervising, but woodworking teaches children about safety and understanding risk.
“As they pick up their hammers, they’re getting ready to work on their pincer grip,” says Katie, educational leader at our Parkwood campus. “Things like that prepare them for school. In order to prepare to help the children use these safely, we’ve been having group discussions and asking them different questions about how to use the tools, what they think the tools do and what they can make in the future.”
It’s clear that risky play isn’t just about letting children run wild; it’s a calculated approach to help them develop essential life skills. At Little Scholars, we’re not just about keeping your little ones safe; we’re about preparing them for life. Our educators are trained to guide children in assessing risks, making it a learning experience that builds confidence and safe judgment. So, parents, it might be time to loosen the reins a bit. Let’s trust our children to make informed decisions, even if it means resisting the urge to shout, ‘Be careful!’ every so often. After all, life is full of risks and challenges, and what better time to learn how to navigate them than in the formative early years? You’ll be amazed at what they can achieve when given the freedom to explore, assess, and conquer.
We know you want to give your child the best possible start in life. We foster nurturing relationships between our educators and your child, building and gaining their trust so we can support your child as they take on risks and challenges safely and confidently. Book a tour today to get started!
Further reading:
Did you know that clay is not only a fun material for children to play with but also incredibly beneficial for their development?
What’s fantastic about clay is its open-ended nature. There’s no right or wrong way to play with it, giving children the freedom to explore and express themselves. Whether they’re rolling it into balls, flattening it into pancakes, or creating intricate sculptures, each action reveals something unique about them. It could be their level of focus, their creativity, or even how they approach problem-solving.
Benefits include:
These are all important skills for children, especially as they prepare to move into formal education. The benefit of using clay is that it’s a natural, moldable medium that can be used as a cement, an adhesive and even a paint.
Paul R White, an American clinical social worker, has been using clay as a therapeutic tool for over 30 years. In his book, CLAYtherapy, he talks about how clay play can naturally facilitate meaningful conversations between children and adults. He developed numerous unique aids and techniques that have assisted him in teaching children to cope with stress, express feelings and to solve problems, including through the use and manipulation of clay. White also presented a paper on clay therapy to the World Congress of Child Play Therapy and Child Psychotherapy in London, England.
He has used clay in his practice as an ice breaker, as an aggression reliever and as a primary tool in treatment.
In his book, White says “Through mutual clay play, a conversation between child and counselor automatically emerges. Dialogue doesn’t have to be forced or fabricated, but happens naturally when the counselor is revealing, demonstrating and teaching this dynamic and engaging clay process and the child is asking, learning and experiencing his or her own trial and error. This manner of interaction links the adult with the child through a hands-on, verbal, nonintrusive, problem-solving counselling process.”
Lisa Terreni, a senior lecturer in early childhood education, also champions the use of clay. She believes it gives children another language for expressing their thoughts and ideas.
“From many anecdotal observations of children using clay I feel strongly that, apart from teaching young children the physical skills required to use the medium successfully to create three dimensional artworks, using clay gives children another language for expressing their thoughts, ideas and emerging working theories about their world,” she said in a blog post for Early Arts.
Marvin Bartel, a professor of art at Goshen College in the United States, says in a blog post on his website that ‘clay is so fascinating that some children work for long periods without any adult motivation to maintain their interest. It can be a great way to extend the attention span of some children.’
According to experts from Pennsylvania State University, children will show many parts of themselves through clay experiences:
One of the lesser-known but incredibly important benefits of clay play is muscle development. When children manipulate clay, they’re actually engaging both fine and large muscles, which is crucial for their physical development.
Anxiety
One study in Iran aimed to examine the impact of clay therapy and narrative therapy on reducing anxiety levels in pre-school children. The study involved 30 kindergarten children who were divided into three groups: 10 in the clay therapy group, 10 in the narrative therapy group, and 10 in the control group. The study found significant differences in anxiety levels among the groups. Both the clay therapy and narrative therapy groups showed a reduction in anxiety compared to the control group. The clay therapy group had a mean score of 3.63, and the narrative therapy group had a mean score of 2.83, both of which were significantly different from the control group’s mean score of -0.71. However, there was no significant difference between the clay therapy and narrative therapy groups in terms of anxiety reduction.
The study concludes that both clay and narrative therapies are effective in improving self-esteem, school performance, and sociability of the children, as reported by the parents.
Psychosocial Wellbeing
Another study out of Kenya, looked at how clay play supported children who lost access to schools during the pandemic, affecting children’s right to education and their psychosocial wellbeing.
The study, published in the East African Journal of Arts and Social Sciences, looked into the psychosocial effects of the COVID-19 pandemic on children and how play, particularly with painting and clay modelling, can be a therapeutic and educational tool. The paper argues that these forms of play can help children cope with the stresses and traumas induced by the pandemic, while also promoting cognitive and social learning.
The study argues that play with art forms like painting and clay modelling can be powerful tools for cognitive and social learning. They can also serve as therapeutic activities to counter depression and violent behaviour. Activities such as clay modelling and painting are described as non-serious activities that free the mind and are excellent for expression. Clay is described as a malleable material that can be easily manipulated, while painting offers a colourful medium for expression.
The study suggests that these art-based activities should be integrated into the curriculum, especially for children aged four to six, to enhance their psycho-motor and creativity development.
Fine Motor Skills
An Indonesian study investigated the impact of constructive play with clay on children’s fine motor skills. The small study by researchers from STKIP Kusuma Negara included two groups of 11 children each, one as the experimental group and the other as the control group. The study used test observation techniques for data collection and employs both descriptive and nonparametric statistical analysis. The results indicated a significant difference between the two groups, suggesting that constructive play with clay positively impacts children’s fine motor skills.
In the study, the authors highlight the physical aspects of working with clay.
“Working with clay fosters large muscle and fine motor control. Clay is fairly resistant and will need to be kneaded and worked to make it pliable. Children can stand or sit while using clay. Standing provides the advantage of a whole-body muscular reaction to the clay. Hard clay provides solid resistance the child must overcome. This will involve using the shoulders, arms, hands, and fingers. Playing with clay develops large muscles and fine motor control because the clay is quite resistant and kneaded to make it soft.”
The benefits of clay play in early childhood development are supported not only by expert opinions but also by a growing body of scientific research. From fostering creativity and social skills to enhancing both fine and large muscle development, clay play serves as a multifaceted educational tool.
References:
Have you ever wondered how the books your children read can influence their growth and development? If not, you’re not alone, and it’s never too late to start paying attention. As parents, we all wish for our children to grow up as thoughtful, intelligent, resilient, and kind individuals. Regardless of their gender, we want to create equal opportunities and experiences that will shape their future through formal education and into adulthood. At Little Scholars, we understand that our actions today in educating and caring for children have a profound impact on the future, no matter how big or small they may seem, and that includes the books we share.
There’s been a lot of research looking at how children’s books portray gender identity and equality. For example, a recent 2021 study titled “Gender equity in early childhood picture books: a cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States” dug deep into the representation of gender in commonly-read picture books across eight early learning centres in both countries. The study involved 44 educators and 271 children, and its findings shed light on the impact of gender bias in literature on young children.
The research revealed that gender bias in literature such as picture books can have significant effects on children’s beliefs and attitudes. Boys may develop a sense of entitlement, while girls’ self-esteem and occupational aspirations may suffer. As well, these books can inadvertently teach children that girls are of lesser value than boys. Even a 2016 report by UNESCO found persistent gender bias in textbooks, which can negatively affect girls’ motivation, self-esteem, and participation in school, possibly limiting their career expectations.
The study carefully examined the themes and messages conveyed by the books (not named), both overt and subtle, in relation to gender and gender roles. It considered language, illustrations, emotions, attitudes, needs of characters, as well as activities, roles, and relationships portrayed in the stories.
Another study, Children’s Book Illustrations: Visual Language in Picture Books, includes a section that discusses character development through illustration, and touched on character’s gender preference. While one study referenced from 2011 revealed male characters outnumbering female in picture books, some illustrators who were interviewed stated that about 20 years ago, the situation was reversed and there was a significant push for including more male characters into picture books to encourage boys to read more.
If this has you thinking about some of the books, often classics, that you have in your home and that you’ve read with your child, we don’t want you to feel guilty as you view them with a new lens! The next time you read them, it’s an opportunity to have a discussion about the book – why you love it, perhaps what might be outdated thinking, and that can spur on some wonderful conversations about gender equality that would serve boys and girls well.
It’s not all doom when it comes to children’s literature and the effect they can have on children! In recent years, there has been significant research and evidence that shows how children’s books that empower young girls can have a positive impact on their development and self-esteem as they grow. Here are some key points supported by research:
By bringing empowering children’s books into their ‘reading diet’, parents, educators, and caregivers can play a significant role in shaping the confidence, aspirations, and character of young girls. These books have the potential to leave a lasting impact, contributing to a more empowered and equitable generation of women in the future.
There are so many wonderful books that do support female positivity, gender equality and encourage young girls to break any glass ceilings that get in their way. But, we encourage young boys to enjoy these books, and parents to have similar conversations with all children – we can’t change the future without acknowledging the past and making change now. Here’s 10 empowering books we’ve chosen, but please let us know if there are more you think we should have in our campuses! (and where we could, we’ve linked to Gold Coast and Brisbane Libraries!)
Cloudette by Tom Lichtenheld
Sometimes being small can have its advantages. But what about when you want to do something big, like help a giant garden grow, or make a brook babble? This charming book gets at the heart of what it means to make a difference no matter your size. Young children will find much to relate to as they follow Cloudette on her pursuit for greatness.
Dear Girl by Amy Krouse Rosenthal and Paris Rosenthal
This book serves as a love letter written for the special girl in your life; offering a gentle reminder that she’s powerful, strong, and holds a valuable place in the world.
Ada Twist, Scientist by Andrea Beaty
Ada Twist is a story about the power of curiosity in the hands of a child who is on a mission to use science to understand her world. This book is a celebration of STEM, curiosity, perseverance, and passion.
Rosie Revere, Engineer by Andrea Beaty
Ok, we couldn’t choose between these two Beaty books. Both scream ‘you can do anything’ which is exactly what we want our children to believe after reading books. These books, besides their important messages, also have great flow, rhyming and expressions, making them fun for parents to read out loud (over and over)
Malala’s Magic Pencil by Malala Yousafzai
Malala Yousafzai, the youngest recipient of the Nobel Peace Prize shares a story from her childhood in Pakistan that shows younger readers the world view that allowed her to hold on to hope even in the most difficult of times
Mae Among the Stars by Roda Ahmed
Inspired by the life of Mae Jemison, the first Black woman to travel in space, this beautiful picture book will encourage young girls to reach for the stars, to aspire for the impossible, and to persist with childlike inspiration
You’re Fabulous As You Are by Sophie Beer
This new book celebrates gender expression in all forms, whether it’s wearing sparkly tutus or stomping around in big black boots, to having messy fun or needing quiet time.
You’re Fabulous As You Are tells children it’s okay to choose any colour or change your mind, and encourages them to be completely and unashamedly their fabulous selves.
Her Body Can by Kate Crenshaw
Her Body Can is a book of self-love and body positivity declarations for all young girls. Its aim is to encourage our young girls to love themselves and their bodies for exactly who and what they are.
Someday by Alison McGhee
Someday is the story of what every mother wishes for her child: a chance to live life at its fullest to experience great joys, to stretch, to grow, to understand sorrow, to have a future to have a someday.
From brave and bold to creative and clever, this book celebrates all personalities and their potential.
As parents, educators, and caregivers, we can choose books that promote equality and challenge gender stereotypes. By offering children a diverse range of literature, we can empower and encourage them to become open-minded, respectful, and compassionate individuals. At Little Scholars, we are committed to fostering an inclusive environment and nurturing a generation that values equality and embraces each person’s unique potential.
Further research
Learning to write. Learning to read. Learning to count. There is a certain set of expectations of things children are expected to learn around the time they are about to start school, but what about other equally important things, things that will give children just as many future benefits, but make parents cringe? What are we talking about?
Getting messy.
For a number of reasons, getting messy is an important part of childhood learning and development. While many parents understand the benefits of being out in nature, they may be less comfortable with the idea of getting messy while outside. Or inside, for that matter! Some of the reasons for parental discomfort in messy play could include:
Messy play can help children develop their fine motor skills, problem-solving skills, creativity and sensory awareness. It can also help them learn about cause and effect, and even how to manage their emotions.
A recent study by the University of South Australia (UniSA) looked at comfort of parents and early educator when it comes to messy and risky play in early education. Dr Margarita Tsiros, Senior Lecturer in Paediatric Physiotherapy at UNISA, said that given that nearly half of all Australian children ages 0-5 are in some sort of early education setting, further education and training for both early childhood educators and parents could help overcome some of the challenges that might be linked with nature play, which often involves both getting messy and taking risks.
This study explored the perspectives of parents and early childhood educators on unstructured nature play for young children. Participants were interviewed about their views on the benefits, barriers, and facilitators of nature play, and the researchers’ findings suggest that parents and educators value the benefits of nature play for children’s physical, social, emotional, and cognitive development. However, participants also identified a number of barriers to nature play, including time constraints, lack of access to nature play spaces, and concerns about safety and mess. The study also found that adults can play a gatekeeper role in nature play, by either facilitating or restricting children’s access to nature.
The findings of this study suggest that parents and educators need additional resources and guidance on how to engage with nature play and how to overcome barriers within early childhood settings and the home environment.
Messy play is of course, not limited to playing in nature, though there are plenty of opportunities outside to get a little dirty. But messy play is everywhere, from when a baby is exploring food in those early days, learning to feed herself, learning cause and effect when dropping food, that’s just one aspect.
As well, children are creative beings, and parents can attest to the fact that their little ones are directly drawn to arts and crafts that include glitter. OK, we kid a little, but art and creativity are a large part of the childhood experience, and will likely require sweeping, wiping and washing in the end.
Messy play is of course, not limited to playing in nature, though there are plenty of opportunities outside to get a little dirty. But messy play is everywhere, from when a baby is exploring food in those early days, learning to feed herself, learning cause and effect when dropping food, that’s just one aspect.
As well, children are creative beings, and parents can attest to the fact that their little ones are directly drawn to arts and crafts that include glitter. OK, we kid a little, but art and creativity are a large part of the childhood experience, and will likely require sweeping, wiping and washing in the end.
Specifically about messy outdoor play, a 2021 study by Melike Kandemir and Serap Sevimli-Celik, from the Department of Elementary & Early Childhood Education, Middle East Technical University, Ankara, Turkey, found that parents and educators believe that it can provide a number of benefits for children, including:
The study found that teachers and parents value the benefits of outdoor play for children’s development, but that they also have concerns about safety, messiness, and lack of resources.
The study also found that teachers and parents have different views on the role of outdoor play in children’s learning. Teachers were more likely to see outdoor play as a way for children to learn about the natural world, while parents were more likely to see outdoor play as a way for children to burn off energy.
The study also found that teachers and parents are concerned about the messiness of outdoor play. They worry about children getting dirty, tracking mud into the house, or ruining their clothes.
The study concludes by arguing that there is a need to better support teachers and parents in providing opportunities for children to engage in outdoor play.
Another study looked explicitly at vulnerable children and getting messy in play.
The study, “Patterns and attributes in vulnerable children’s messy play” by Sue Gascoyne, et al., explores the patterns and attributes of messy play in vulnerable children.
The study defines vulnerable children as “children who are at risk of social, emotional, and/or developmental difficulties.” It used a mixed-methods approach, including interviews with parents and practitioners, and observations of children’s messy play.
Researchers found that vulnerable children engage in messy play in a variety of ways, but that there are some common patterns. For example, vulnerable children often use messy play to explore their emotions, to develop their relationships with others, and to learn about the world around them.
The study also found that there are some specific attributes of messy play that are particularly beneficial for vulnerable children, such as, messy play can help children to develop their sensory awareness, their problem-solving skills, and their self-confidence.
But researchers also found that vulnerable children often use messy play to express their emotions. For example, children might use messy play to express anger, sadness, or joy. As often vulnerable children are facing hardship other children might not be, this was important.
The study also found that messy play can help children to develop their relationships with others. For example, children might play together with messy materials, or they might help each other to clean up after messy play.
The study concludes by arguing that messy play is an important part of the development of vulnerable children, and that it should be encouraged.
Observing the babies experience this source of joy, excitement, relaxation and total presence, I can’t help but feel a sense of wonder and awe.
-Jodie, lead educator
Jodie Dzarir is the lead educator in the nursery studio at Little Scholars Burleigh campus. She agrees there’s a multitude of benefits when it comes to allowing children to get messy while they explore their world.
“My favourite would have to be the social and emotional development encountered, and the creative/imaginative stimulation it provides,” she says.
“Messy play allows babies the freedom to convey their emotions, experimenting different forms of self-expression. It stimulates their imagination and creativity as they engage in open-ended activities with no predetermined outcomes.
Observing the babies experience this source of joy, excitement, relaxation and total presence, I can’t help but feel a sense of wonder and awe. Witnessing their endless curiosity, laughter and the genuine connections they form with one another is heart warming,” Jodie continues.
For parents who cringe at the idea of their young child coming home filthy, she encourages an open mind and a trust in the process.
“For parents, messy play is an important part of your child’s development and can be vastly beneficial to their learning journey, as it allows them to explore, learn and develop essential skills. Rest assured, we prioritise safety and hygiene during these activities to provide a controlled and enriching experience for your child,” Jodie adds. “Investing in a few basic outfits for messy play could be one of the best purchases you make.”
Susan Cooper, group pedagogical leader for Little Scholars, agrees that messy play is an important vessel for play for young children.
I have seen through my travels how messy play can act as an emotional outlet for many children, they’re able to verbally express themselves, it’s engaging, enjoyable and most importantly fun, interactive, hands-on learning, ultimately encouraging the love for learning, says Susan.
“While we provide these experiences within our curriculum, there is an element to planning around messy play experiences, planning for management to risk, management to supervision and ensuring that children are able to engage within the experiences that is developmentally age-appropriate, meeting their needs and supporting an inclusive environment for all children.”
Although some parents may initially hesitate at the prospect of cleaning up after a lively outdoor romp or an exuberant indoor painting session, (we understand, you’re busy enough!) the abundant benefits of messy play far outweigh any temporary inconveniences. As both parents and educators, we should actively seek out opportunities to provide children with the enriching sensory experiences and learning opportunities that messy play offers.
Yes, messy play might require a deep breath followed by the use of brooms, vacuums, and mops, but let’s not forget to focus on the incredible outcomes that emerge from these seemingly chaotic moments. We wholeheartedly encourage parents and educators to embrace the magic of messy play. It’s in these moments that we witness the spark of imagination ignite, where education and career trajectories may take shape, and lifelong passions may be kindled.
Remember, every single fun and messy experience can pave the way for a world of endless possibilities. The memories created through messy play will remain etched in the hearts of children, shaping their growth and development in ways that extend far beyond the spills and splatters. Join us at Little Scholars, embrace the mess and the extraordinary potential it holds blossom before our very eyes.
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Teaching a small child self-respect, to find and use his or her own voice can be one of the most valuable lessons you share as a parent or special adult in that child’s life. When children can speak up for themselves, this will help them in every aspect of their lives, for the rest of their lives. Having the ability to use their voices, they’re able to command respect, protect their feelings and their bodies, and increase their confidence in their ideas, their relationships and in various social settings. There are several facets to teaching a child to use his or her voice.
Allow your child to make choices about his or her body. You can start by allowing them choices on what to wear, and checking with them if it’s ok to help them dress or undress. This is the beginning of teaching your child about consent, even if he or she is a baby. Loved ones can also model consent by asking, ‘May I pick you up?’ or ‘May I give you a hug?’ and in the bath or nappy changes, asking permission before you clean or wipe your child in private places. Those conversations can lead to discussions about appropriate versus inappropriate touching, and even little children should expect to be asked permission from anyone who comes into contact with them. Even if they’re your children and you’ve been looking after them literally since day one, you’re showing them you respect their body by asking first.
This is the same in our campuses. It’s our policy to maintain the rights and dignity of the children, that includes in terms of nappy changing and toileting, so we try to provide privacy where possible from everyone in our campuses. Our educators are all trained in respectful care, and host not-for-profit visitors such as Bravehearts, who teach children about advocating for body safety, yes and no feelings, the difference between parents, trusted adults like doctors or educators looking after their bodies, versus strangers and unsafe adults.
We recommend teaching children young the proper names for their body parts and use them any time you are talking about them. When they’re first learning to speak, this can be a great bathtime conversation as you point out the names of various body parts. Keep any cringing when talking about body parts to yourself. The sexualised nature of private body parts — giggling or shame when talking about them — that’s adult stuff that we don’t need to put onto children.
“I teach my children “Your body belongs to you and you only” as well as naming their correct private parts which are theirs only,” says Holly, a lead educator in the Senior Kindy studio at our Staplyton campus. “Children really need to be educated about body awareness/safety.”
Why is teaching them proper names so important? Getting used to these conversations young can reduce embarrassment, something unnecessarily expressed by many adults and in previous generations, and establish ongoing communications with children about sex/sexuality. But most importantly, this educates and empowers little ones about their body safety, and research shows this could protect them from predators.
Explain to your child that nobody is allowed to touch our private parts unless it’s for hygiene or medical reasons and that people who have to come in contact with your child’s private areas have to ask permission first. But while there’s no shame in their bodies, they should also know there are parts of the body that are private and have it explained to them those parts are just for them.
Holly says additionally, they have conversations with the children with scenarios about stranger danger and the steps they need to remember in case anything like that happens. They also have conversations about who the children name as their ‘safe people’.
There are lots of ways to show children respect, and it’s important when you expect them to respect others. Try to refrain from talking about your child, especially in front of them, to others, or be mindful of what you do share. This shows your child you respect his or her privacy. You may remember a time when you were younger when a parent or someone you loved shared a story that embarrassed you – even as an adult, you remember. Your child could too. Before you tell a story, ask yourself how they’d feel about you telling it.
In our increasingly digital world, this also goes for sharing everything about them on social media. Once it’s online, it’s there forever. Even if it in theory disappears after 24 hours, screenshots can be taken. That also goes for other people’s children – other parents may not want them on social media, so keep online sharing to your own children. Consider what you are posting, would your child want to have a picture for the world to see of themselves on the potty or with a bare bottom when they’re older? Keep in mind others may Google them in the future; potential and current employers, associates, and most scarily, predators.
Another way you can show your child respect is by discussing inappropriate behaviour away from public settings. Keep important conversations for a time when you can discuss them privately. You may think embarrassing them by calling their actions out in public might stop them from doing it again, but this will likely backfire. You can say in public something like ‘We will have an important talk about this later.’ and stick to that. But highlighting negative behaviours in public only causes humiliation and shame, and no one needs to feel that way.
Don’t force children to hug or kiss anyone, even family. You could ask, for example, how they’d like to say greet people in each social situation.
“I offer children the choice of a hug, holding hands or sitting together as an alternative to allow them to make the choice. When saying hello or goodbye they can say just the words, high five, fist bump or hug, but it is always up to them,” says Claire, an educator from our Nerang campus. These options still teach them to be polite if that’s important to you, but shows them how they can do it within their comfort level and respects their physical boundaries.
Parents often focus on teaching children to be respectful, such as learning to apologise when in the wrong, but teaching children to just say ‘sorry’ versus understanding how their actions actually affect others and learning to own their actions is a better way to develop their emotional maturity. By asking the children questions such as ‘how do you think your sister felt when you hit her?’ or ‘how were you feeling when you broke that toy?’ and ‘what would you like people to do if they recognise they made you feel sad?’ will get them to begin to understand owning up to their mistakes and learning to say sorry meaningfully.
This is also where modelling comes in. It’s important to apologise to your child when you make a mistake. They learn from you, and by saying you’re sorry sincerely shows children that no one is perfect, that everyone makes mistakes, but it’s how we respond to them that counts. This could be done in other ways, rather than an adult yelling when angry, but by speaking kindly and respectfully to them, even when it’s difficult to, or if you’re setting a limit, children begin to understand their actions have consequences and can respond to situations differently in future.
Let your child answer for themselves. Refrain from answering questions directed at them. If they don’t want to answer, don’t make a big deal about it.
“We use language to acknowledge how children feel for example, ‘I can see that you are upset, how can I help you?’” says Claire. “We use this language to help children to speak for themselves every day so it becomes second nature to them.”
We guide our educators to tune in to the behaviours, actions and emotions of the child to identify what they may be trying to communicate.
“Through listening to gestures cues, along with words, shows respect and ensures we are responsive to children and value their rights,” says Susan Cooper, group pedagogical leader for Little Scholars. “It is important for early childhood educators to validate what the children may be feeling and this is done by our educators asking the child about their emotions and setting spaces and environments where the children feel safe and secure to express their feelings comfortably.”
Tell them it’s OK to say ‘no’ if they feel unsafe or unsure. This teaches children and young people that it is OK to stand up for themselves and to be assertive if something doesn’t feel right. Following this, they should know that nothing is so ‘yucky’ that they can’t tell someone they trust about it. Hopefully, this is something your child never has to deal with, but if they’re asked to keep something secret that hurts them or makes them uncomfortable, then by talking to them about situations like this, they’ll speak up straight away and not worry about getting in trouble by breaking a ‘secret’. Teach them the difference between secrets, privacy, and surprises.
Here’s an explanation of the differences. A surprise is something that should be fun, happy, and temporary. Secrets that are meant to be kept for a long time are usually meant to protect someone or keep someone from getting in trouble. Although we want children to be wary of secrets (therefore, keep language in mind) —and especially to come to us when they have an unsafe secret—they also need to learn that some things should be kept private. Privacy isn’t about keeping someone from getting in trouble; it’s about respecting a person’s personal information.
Finally, please feel free to talk to your educators or campus managers about how they manage any of these conversations and talk to them about how you prefer it handled. We want your children and your family to feel respected and heard, safe and happy in our care, and if we can help with those conversations, we’d like to. These are also conversations you should have with extended family or people who will be in your child’s life.
Most importantly, model the person you want them to become. Children will remember their biggest role models their entire lives, so being a respectful, caring, supportive, confident adult influence will teach children the best person he or she can become. By showing them the respect they deserve and teaching them about self-respect, we’re setting them up for their future. Self-respecting and resilient children who spend time in positive, affectionate and supportive environments, led by clear and reasonable guidelines, and have healthy connections to parents and other adults, grow to be adults with the ability to bounce back from challenging situations their entire lives. And, all of the ways you show respect for children teaches them how they should show respect for others.
If you have a child at Little Scholars, you’ve likely heard of ‘The Collective’ but do you know what it is? We thought it might be time for an explainer!
Little Scholars School of Early Learning’s The Collective is a service-wide, multi-faceted educational initiative, designed to enhance each child’s learning and development and best support educators’ time spent with children.
The development of The Collective is based upon early childhood pedagogy. Children are provided the time and space to explore, imagine, create, problem solve and develop social groups and guided to find their individual learning journey. The Collective allows for educators to have freedom in how they document and plan for children. This supports a strength-based approach with our team and highlights individual skillset of our educators and value the multiple voices being heard, embedding a collective response to children’s learning.
Understanding the demands of documenting processes, Little Scholars wanted to create a streamlined approach to the educational program across all our campuses. The intention was to demonstrate quality over quantity, foster children’s growth, and develop them to become successful citizens and critical thinkers. This curriculum approach also supports educators to adopt theory and put it into practice. Educators, through observations of children’s play, conversations and their interactions within their environment, explore what the child might be thinking. This is then the beginnings of the planning process within our collective curriculum.
Alice Micklewright, campus manager of Little Scholars Burleigh, with her team, came up with the idea of The Collective and led its early development.
Alice Micklewright, campus manager of Little Scholars Burleigh
“I wanted to look at curriculum for a while because there were a lot of things that we felt were just kind of there but didn’t feel like they had a place, so streamlining that focus was good.”
“We had a lead educator meeting one night and we talked about how the educators were feeling in general, and some of the comments were just like ‘I feel like I spend more time writing things down than I do with children.’ They are still with the children most of their time, but when you’re feeling like you’re trying to focus on something else and not giving the whole attention to something and being present, it can be really unsettling.”
That was at the peak of the pandemic crisis, according to Alice, and her team became cognisant that what they were doing in the moment was far more important than anything else.
“The first conversation we had, we looked at what we were doing and wrote down notes on the back of the pizza box – ideas about why we’re doing what we were doing, what the processes were and what we felt didn’t really fall within the planning cycle appropriately for it be conducive to having good outcomes for everybody involved.”
“We really started The Collective off the back of our Engagement Initiative – that’s the one day a month we have with no documentation of photos, no technology. It was purely based on educators getting back in touch with engaging with children and not focusing so much on some of the perceived pressures that have come about in the sector in terms of things like families’ expectations on photos being received, and the amount of documentation that sometimes can spiral. It is a regulation for services to demonstrate planning toward an educational program for children. We wanted a streamlined approach to guide our campuses to set the benchmark to support and engage.
“It’s really been child-driven on the focus of what we want to do,” she says.
Melanie Excell, Operations Manager for Little Scholars, agrees.
“When we started this process, we gathered information from a variety of different perspectives – including families and children, and professional training and resources,” Mel says.
There was a vast amount of training for educators to understand new processes.
“At its core, it’s really been just trying to pare back what we were doing to deliver quality curriculum for children, that supports their outcomes and their developmental needs, to generate a stronger culture of critical thinkers in terms of children and educators,” Alice adds.
Weekly, rather than daily, detailed written updates are now sent to families, allowing educators to focus more on being with children. Families still get photos daily to see what their child has been learning and enjoying that day, but learning outcomes, routines, links to Early Years Learning Framework and research are saved for the end of the week, and individual child updates are sent out termly.
“Sometimes you find that services will continue to add a lot of documentation [about each child] and to try to meet the needs of the framework and the standards, when it can be a lot simpler and child focused,” Alice says.
The critical reflection component of the curriculum is most important, according to Alice.
“Everything we do really needs to have a purpose, a thought behind it and a reason why we want to engage in it that way, and then involving the children in that process and the families as well.
“If you look at the planning cycle in the National Quality Framework (NQF), you gather information from an idea or interest that children have, engage the children in what they’d like to do moving forward and analyse the information you’ve gathered, plan for it, then reflect and review is the whole cycle.”
For example, educators might look at children who are engaging in an activity and would consider it across developmental milestones and outcomes what they think the children are trying to achieve. In a nursery, where early learners can’t yet speak, educators might observe a child picking up resources and putting them into a basket and taking them back out, a learning behaviour known as a schema.
“Children are exploring all of these different concepts every day, even though you may not realise because they’re playing and it’s natural for them to do that,” says Alice.
The use of open-ended questioning with children supports the understanding of their play and helps gain a child’s perspective as opposed to an adult’s agenda.
The planning comes from what educators talk about in the moment, and educators act on what they’ve gathered, followed by a review at the end, where they decide if they activity worked well or didn’t, and if it didn’t, questioning why – were the children just not interested in that topic anymore, and is there a reason why?
Little Scholars produces individual learning journeys for each child that highlight significant milestones and achievements to their development whilst in our care. Various modes of documentation record the learning identified through the child’s participation in our program.
Little Scholars sends out the personalised mid-year assessments to the families and then the end of the year they’ll receive a transition letter which wraps up their child’s journey, acknowledging achievements and progress in their studio.
“One of the other points we highlighted when we started reviewing the curriculum, is that we wanted to educate our families that what we were doing. We know that there’s a lot of electronic information available as well, but the value of that face-to-face conversation and relationship with staff and families, is important too,” Alice says.
The Collective allows for educators to have autonomy in how they document and plan for children. This supports a strength-based approach with our team,” according to Susan Cooper, group pedagogical leader for Little Scholars. “It highlights individual skillset of our educators and value the multiple voices being heard, embedding a collective response to children’s learning.”
Alice says it’s still a process that Little Scholars is undergoing.
“Ultimately, it’s important that we have educators here who feel stable and like they want to contribute and that they are getting recognised for the things that they’re doing, and we believe The Collective does that.”
Jae Fraser, founder of Little Scholars agrees. Little Scholars wants to ensure educators feel seen, heard and valued, because our educators’ passion for our children and their education is why we’re delivering exceptional educational play-based programs.
“We really care about and listen to our teams, so when they are feeling pressured due to significant amount of paperwork, we act,” says Jae. “It’s all about the educators and the children, so if we can achieve amazing outcomes without all the unnecessary paperwork, and children and educators are interacting and engaging in really meaningful ways – this is what we need to focus on.”
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Contrary to what you may have heard, it’s not only children with difficulties related to social integration that can benefit from sensory play but something all children can benefit from.
The benefits of sensory play for toddlers and babies go beyond simply having fun with your child. As parents, sensory activities can be used at home to encourage children to explore this amazing world with their senses. In addition, sensory activities don’t need to be complex, and there are things such as specifically designed sensory tables that can help you keep your home neat and tidy.
Humans and animals use their senses to explore their environment, and of course, children are no different. While there are five primary senses (taste, smell, touch, sight and sound) known as external senses, there are also internal senses like balance and positioning. Sensory activities differentiate from other types of play because there is a massive emphasis on tangible, expressive play.
Sensory play refers to any activity that stimulates your child’s senses. This sense could be hearing, tasting, touching, smelling or seeing. Some parents use dough and cold pasta to encourage sensory play, and it really doesn’t need to be any more complex than that. Painting your finger or jumping in piles of leaves are great examples of sensory play.
It dramatically benefits children because they can learn about and explore the world through their senses. This isn’t something you need to overthink. Babies are already using their senses to investigate and explore their environment right from when they come out of the womb, so it only makes sense to encourage them in what is a natural behaviour.
So, it is something your children do without even having to learn it, but some sensory play does require teaching them how it’s done. All you need to do is make sure you allow and encourage your children to keep exploring with all their senses.
Sensory play for toddlers and babies is fun and is usually easy to set up, but sometimes it can be challenging to think of ideas to help children engage in sensory activities; that’s why our team here at Little Scholars has put together this list of activities for toddlers and babies.
A sensory bin is just a container used to hold your child’s sensory playthings.
To create a sensory bin, just fill a small container with things that have an interesting feel or texture, such as leaves, stones, sand, shredded paper or anything else you can think of.
Whilst there are a wide variety of objects and materials that can be included in a sensory bin it is important to bear in mind that children love to explore not just with their hands, but also with their mouths – choking hazards need to be taken into account! If you do choose to include objects that your child may put in their mouth, be sure to supervise them at all times.
Playing with food can be fun but messy. However, allowing your child to play with food by tasting, smearing or squishing can give them a sensory experience they won’t soon forget. If you are unsure about encouraging food play, just remember that sensory food play isn’t mealtime. For example, you can use cornmeal as sand if you are indoors, or you can give them some Rice Bubbles to crack, but make sure they understand it is a special occasion and they don’t start sticking their hands in their dinner! Helping you decorate cakes and other baked goods is another example of sensory play that your children can participate in and one that you can even show off to your friends.
To create a sound tube for your little one and to connect them with the auditory world around them, here’s what you need to do:
First, save a few empty paper towel rolls. Then duct tape one end of the rolls, or seal them in another way, and add different materials inside each tube, like dried beans or uncooked rice. Finally, seal the other end of the tube and there you have it, a fun auditory sensory toy!
When you encourage your children to play with their senses, this helps to create unique pathways in their brains.
Sensory play is also great for your children because it teaches them to be little scientists, discovering how the world works through trial and error. With the use of scientific reasoning, they will learn how to solve problems efficiently.
Sensory play also helps your child to retain information. Learning new letters, words, numbers, textures, sounds, movements – you name it – stimulates your child’s brain and helps to light up the areas of the brain associated with memory.
Another benefit of sensory play is that it helps children learn a wide range of life skills that they will carry for the rest of their lives. For example, your baby can learn problem-solving and social skills like sharing and planning. It also helps develop motor skills in your child, like cutting and pouring.
Sensory play also helps cognitive development in your child. As babies, everything to them is unique, and most experiences are new experiences. So they see everything as an opportunity to learn.
One of the most significant benefits of sensory play is that it increases their coordination, strength, and motor skills just by having fun and interacting with various objects in different ways.
With the help of sensory play, your children will be able to interact with each other and the environment around them. Children are curious, and by observing and playing with their little friends, they can learn faster. It also helps build cooperation, promotes teamwork, and allows children to be creative and share ideas.
That’s right! One of the most interesting recent findings in regard to sensory play is that it can help your child eat more vegetables! By allowing children to physically play with a food first, researchers found that the child was far more likely to eat it than if they didn’t play with it. Incredible!
Little Scholars is a privately-owned and operated early learning service providing quality early education and care for children across SE Queensland, and we take sensory play very seriously (or…. not so seriously!).
We offer you and your child the very best facilities, resources and early educational, play-based programs available, which are underpinned by the early years learning framework. Our belief is that through quality education and care for children we can also encourage, assist and support the entire family.
Our dedicated team of educators are committed to the individual needs and interests of children and their families, and thus we encourage and welcome family input and involvement.
We aim to be like an extension of your family and are very relationship-driven. We foster nurturing relationships between our educators and your child, the relationships your child has with the other children who attend, and we value our relationship with you as the parent and other family members. So book a tour today to get started!
The importance of routines for children is often overlooked. Life moves with different patterns each day, and habits can help children make sense of it all. As parents or carers, it’s crucial to be aware of this and implement healthy structures in your child’s life. Following these routines makes it easy for your child to transition through the different stages of life, whatever happens.
At Little Scholars, we understand the importance of routine and make sure to help all children in our care develop healthy habits. To share this knowledge, we collated eight of our top tips to help you implement routines for your child that will help them flourish.
One core benefit of a well-structured routine is that it can help the child feel safe and manage any changes that come their way. These challenging periods may include moving home, changing school, etc.
Maintaining a routine during these trying times can help them find some comfort and stability, allowing them to adapt in a healthy manner.
Many daily routines such as taking baths, mealtime, story time, bedtime, or setting the table, can be seen as simple and taken for granted. However, each has the opportunity to teach valuable life lessons about responsibility, time management, and more that will stay with them until adulthood. Whatever the routine may be, it’s an excellent opportunity to support your child’s learning and development, even while having fun.
A routine can help your child build their curiosity, self-confidence, and self-control, all things they will require while growing up.
Love them or not, routines are a fact of life. They encompass almost everything we do as adults, from work to socialising. This is why accustoming your child to routines at a young age can help develop their social skills.
Routines around playtime and mealtime are the best to develop these skills fully. As they communicate, share toys, help others, share food, and take turns in different activities, children start to develop excellent social skills. In addition, with a routine in place surrounding these activities, they begin to understand whether it’s time to play or not.
If you’re based in South East Queensland and want the best environment for your child to develop their social skills, then book a tour with us today.
Routines perform a vital role in the home environment as they can help your child feel more secure and cared for. So try and build practices centred around having fun or around family time as they can instil a sense of belonging and strengthen family bonds.
It’s easy to understand this if you imagine your child had a tough day at school, yet they know they can look forward to story time when they get home. In addition, activities like reading together, sharing conversations over a meal (meals could be a no-technology time), or playing sports can foster healthy habits in your child – which brings us to our next point …
Another relevant facet of routines for young children is that they can establish healthy habits that can sometimes be hard to implement. These habits include brushing teeth, washing hands, using the toilet, exercising, etc.
Eventually, these routines can also reduce your stress as your child begins performing these necessary habits by themself. Daily routines also help set the child’s body clock. For instance, bedtime routines can help program the child’s body to know when it’s time to sleep.
Routines are in place for your child, but they also make your life easier. Parenthood can be pretty overwhelming, and having a pattern to work around is a huge bonus. On top of this, a predictable routine helps free up spare time that you might not have had, as there is less time wasted on figuring out what you or your child need to do next.
They can also take some stress out of decision making – if Tuesday night is taco night, then there’s no room for arguments!
Most of all, they teach children skills and responsibility.
Chores may well be chores, but they are an essential aspect of every person’s life, and developing good habits and routines around them from a young age can help guarantee success for your child.
For example, if you set your child the task of setting and clearing the table, they may not know which side to put the forks on the first time they do it. However, as they perform the task more often, they will get comfortable doing it and learn to appreciate the importance of the job and how it is a help to you.
While routines are helpful in many ways, and some structure is good, it’s vital to note that they’re not the be-all and end-all of raising a child. There should still be free time to relax, play, or pursue creative activities. This free time might even lead to spontaneous ideas, which can be the highlight of not just a child’s week, but of their early life. Routines should also be flexible, adapting to the child as they grow, or under certain special circumstances.
Little Scholars is a privately-owned and operated early learning campus providing quality early education and care for children across South East Queensland.
We offer you and your child the very best facilities, resources and early educational, play-based programs available, which are underpinned by the early years learning framework. We believe that through quality education and care for children, we can also encourage, assist, and support the entire family.
Our dedicated team of educators are committed to the individual needs and interests of children and their families, and thus we encourage and welcome family input and involvement.
So if you’re looking for an early learning company that can fit in with your daily routine, contact Little Scholars today. Want to keep reading? Check out our blog on Getting Messy in Childhood now!
At Little Scholars School of Early Learning, we’re dedicated to shaping bright futures and instilling a lifelong passion for learning. With our strategically located childcare centres in Brisbane and the Gold Coast, we provide tailored educational experiences designed to foster your child’s holistic development.
Let us hold your hand and help looking for a child care centre. Leave your details with us and we’ll be in contact to arrange a time for a ‘Campus Tour’ and we will answer any questions you might have!
