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has reinforced the importance of strong links with our families, so that we can support children’s learning whatever the situation. Even if our settings have to close, where localised lockdowns come into place, that partnership with parents will help us continue to support their children’s learning. REFLECTION In a phase where “positive relationships” with our families play such a crucial role in our philosophy, and where we view parents as a child’s “first and most enduring educators”, we need to firmly reject the DfE’s ‘deficit narrative’. Children in the Early Years Foundation Stage (EYFS) do not have to be in our settings – if their parents wished, and they were financially in a position to do so, they could keep their children at home until the term after they turn five. It is a reflection both of the pressures on working parents, but also of how parents view our settings positively, and see early education as so important, that such a high proportion of parents take up a childcare place. CELEBRATE LEARNING When the children arrive in your setting, remember to celebrate all the learning that they have done while they were away. Ask parents and children to share the stories of what they learned during lockdown, and consider how you can build on and celebrate these successes. Families have reported growing vegetables and flowers, spotting and identifying wildlife while out for walks together, painting rainbow pictures for the NHS, helping out neighbours by making deliveries, raising money for charity. One parent reported sowing some sunflower seeds right at the start of lockdown, and measuring them as they grew with her children. All these are activities that can be built on and extended in our settings as we move forwards. STRONG LINKS As well as celebrating the children’s learning, it is useful to think about what we can reflect on and learn from this period as early years practitioners too. Perhaps most of all, it Experiences of lockdown will have varied considerably for different families. READ MORE Teachearlyyears.com features a huge range of articles sharing advice and insights on topics spanning the EYFS – why not check out four more from Sue Cowley. l A trip to the woods promises limitless learning opportunities, but it also requires careful management - bit. ly/2PA0EVi l When children start using their teeth to express their fears or frustrations, you must take preventative measures - bit.ly/3koepEI l In some children, confidence can escalate into controlling or aggressive behaviour. Here is some advice on managing the leaders of your pack - bit. ly/30zAMio l Trying to calm a furious toddler can feel like trying to defuse a bomb, but there are ways to ease the process - bit.ly/2DmSU6F This period has also clarified the need to view all our children as “unique” – where the child’s context and interests play a defining role in their learning, and in how we support them to progress. And this time has taught us how valuable and useful learning in the outdoors is – the enduring importance of an enabling environment. Because outdoors is somewhere that we can play and learn together in relative safety, as we deal with the uncertainties of the coming months and years. Sue Cowley has helped to run her local early years setting for the last ten years. Find out more at www.suecowley.co.uk. Teachearlyyears.com 23