Word power

Dialogue is in everything we do, including how a new family is greeted, the way we talk to children, and how we communicate with families on social media, plus our documentation and participation within our local and broader communities.

Why? Because the focus of inspections has shifted from paper-based evidence to what educators say and can show with words.

Ofsted state in their inspection handbook that leaders and educators will need to explain the provision and discuss children’s learning with the inspector. This is in line with the Early Years Foundation Stage (EYFS) Framework, which talks about ongoing dialogue and professional knowledge when it comes to assessment.

• In 2012, the Characteristics of Effective Learning (CoEL) were introduced. Some providers have fed back that although they didn’t take much notice of them initially, as the EYFS and its 2012 changes became more embedded, these characteristics and the language surrounding them grew in importance.

• In 2014, the Fundamental British Values appeared in legislation alongside wider curriculum changes and a range of new terminology – which, aside from the four fundamental values for educators, also included some fairly specific language around radicalisation, extremism and, of course, the 2015 Prevent Duty.

• Ofsted’s 2019 Education Inspection Framework used the term ‘cultural capital’ to describe the kind of knowledge that children should have access to in an early years setting to allow for social mobility and a role to play in society.

Avoiding the terms ‘childcare worker’ or ‘daycare’ to describe people or settings in the early years is a good starting point: some traditional phrases fail to do justice to the knowledge, skills, and dedication early years educators and leaders possess.

While care is, of course, an essential aspect of early years, acknowledging that it is education and care that early years children are engaged in everyday is key. The learning experiences and environments educators provide are based on research and, to that end, involve continuous training and knowledge-building so that children’s learning and development needs are met.

Change can be difficult. When things are new, we don’t always feel at our most confident, so building familiarity is key.

Returning to the notion of adding value to our work in the sector through the words we use, it’s crucial to ask: how can we talk with more confidence and develop our own vocabularies?

Many educator teams struggle with not only remembering all the right names, but also in putting all the pieces together to create the right picture, so keep it simple. Dedicate some time for language-based professional development and explore words together as a team. Consider some of the language that can be used to extend our vocabulary and the key words needed to support our articulation. For example, ‘teach’, ‘teaching skills’ and ‘teacher’ are words used more and more in guidance documents and the EYFS itself.

The pandemic taught me that we can take on new vocabulary and introduce new words into our everyday language much more easily than we think. So, give it a go – what can you introduce to make your words have more power?

How can you and your team discover a language for teaching?

Alliance Virtual Classroom Let’s talk the learning walk Monday 25 September, 9.30am -1pm

Join us on this interactive and information session where we will where we will look at ways to prepare for professional discussions within Ofsted inspections as a team, and discuss how to support colleagues to speak with confidence about the children and their provision.

Find out more and book your place at: bit.ly/U5learningwalkVC