Tag: early years

Raising and Teaching Boys

~ Storykate ~ Leave a comment

When I was pregnant, for some reason, I just knew who I was going to have. The ultrasound confirmed it: a boy. Over time, our home filled up with toy cars. We collected building sets and toy guns. We also gathered a whole bag of little mates. Child psychologist Kathy Walker says raising boys is a special kind of art. I still agree, but now I would add that it is also a practice that asks for reflection.

The old debate about what comes first in child development, genes or upbringing, is still going. What has shifted is how we understand that relationship. Research now clearly points to an interaction between the two. As Lise Eliot explains in Pink Brain, Blue Brain, the differences we see early in life are often small. They are quickly shaped by experience, relationships, and expectations.

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So yes, biology matters. But it does not write the whole story.

There are some patterns we see again and again. Boys, on average, tend to be more physically active. Studies of infants already show slightly higher activity levels in boys. They often gravitate towards movement, rough and tumble play, and toys that involve building or motion. Research by Simon Baron-Cohen has explored these early preferences.

I have seen this myself. I still remember my friend and I trying to separate two toddlers. They were one and a half years old and happily wrestling each other. With love, of course.

But this is where I would pause now in a way I did not before.

Because alongside these patterns sits another body of research that reminds us to be careful. Janet Hyde, through the Gender Similarities Hypothesis, shows that most psychological differences between boys and girls are actually small. There is often more variation within each group than between them.

In other words, not all boys are the same. Not even close.

Here is shy and introverted Lauchlan, who prefers to play alone; Bries who likes dinosaurs and is very sensitive; Maksim who is very confident and is a leader; while Matt prefers to play with the dolls.

And then there is the environment.

It is hard to ignore how strongly culture shapes what we expect from boys. From a very early age, boys are often nudged, sometimes gently, sometimes not, towards a narrow version of masculinity. Be strong. Do not cry. Do not be like a girl.

If a boy reaches for dolls, they are often replaced with cars. If he prefers quieter play or the company of girls, adults may try to redirect him towards sport or competition. Without even noticing, we start to close some doors while opening others.

Researchers like Cordelia Fine argue that many of the differences we take for granted are shaped and reinforced by these everyday interactions. Not imposed in one moment, but built slowly over time.

One area where the research feels especially important is emotional development.

Work by Judy Y. Chu and Niobe Way shows that young boys are often emotionally open, expressive, and deeply relational. But as they grow, many learn to pull back. Not because they lack feeling, but because they learn what is acceptable.

That old message, do not cry, carries further than we might think.

So when we talk about raising boys now, the question shifts slightly. It is less about what boys are like, and more about what we allow them to be.

Yes, boys may need space to move, to explore, to take risks. I watched a group of preschoolers during bush preschool session running around, exploring the terrain and noticed NO behaviour issues. That still holds. Running, climbing, testing limits, all of this matters. But just as much, they need space to feel, to connect, to be unsure, to be gentle.

Research does not tell us to treat boys and girls as the same. It tells us to stay attentive to the child in front of us, rather than the category we place them in.

Some practical ideas still make sense, and I hold onto them:

  • Make sure they are listening before you speak
  • Keep instructions clear and simple
  • Offer a wide range of role models, not just athletes but artists, writers, thinkers
  • Allow reasonable risk and independence
  • Notice when they withdraw. It may be stress, not just a need for space
  • Limit screen time and talk about what they are seeing
  • Teach and model how to listen, how to ask, how to care

And one that matters more to me now than before:

  • Make room for emotion. Not as something extra, but as something central

At home, this also means something quite practical. Shared responsibility. My son has helped around the house since he was little. Washing dishes, clearing the table, taking the bins out. Not as a lesson in discipline, but as a way of saying, we live here together, we take care of this place together.

No special rules for boys. Just shared life.

And one more thing.

I am still very happy to be a boy mum. That has not changed. If anything, it has deepened. Growing alongside him is still full of movement, noise, and laughter. But now it also comes with more questions. There is more attention to the small moments. Something opens or quietly closes.

Because of him, I have spent time rollerblading and skateboarding, jumping on trampolines, snowboarding, and even trying surfing.

And now, I also find myself noticing different things. When he holds back. When he speaks up. When he shows care.

What is your experience like?

How to write group observations of learning

Featured ~ Storykate ~ Leave a comment

Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.

Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.

Dancing – is the perfect time to observe children

What Are Group Observations in Early Childhood Education and Care?

Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.

Why Use Group Observations in Childcare?

1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.

2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.

3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.

How to complete group observations of learning?

To make the most of group observations, it’s important to have a plan.

  • I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
  • Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
  • Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
  • Relate your observations to early learning frameworks to ensure they align with educational goals.

EXAMPLE 1

Pollock style painting

Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.

The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”

Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.

Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.

Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.

Possibilities for extensions and future learning

After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:

  • Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
  • Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
  • Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
  • Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
  • Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
  • Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.

Example 2

Example 3

Observation of art experience (group level)

“Like Pollock” Splat Painting

Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.

Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.

Analysis

This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.

Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.

What’s Next?

Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.

Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.

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