Working better together

The momentum of early Years Professional (EYP) networking has gathered pace. eYPs are meeting together regularly, formally and informally. Conferences with renowned keynote speakers are supporting them to reflect together on their leadership and practice. Two recent EYP conferences exemplify the benefits of collaborative reflection. The undoubted highlight of Devon local authority's EYP conference in November was Jennie Lindon, who provided a grounded and challenging perspective on how quality provision looks, feels and sounds to the children themselves.

Jennie kept everyone totally absorbed and energised on quality. The later sessions and workshops supported delegates in identifying and sharing their successes, for example, how they lead others to reflect on and develop their practice. The unmistakable buzz of debate, challenge and energetic enthusiasm continued throughout the day. The previous day it was Marion Dowling, another of our respected early years inspirations, who led Best Practice Network's eYP conference in Birmingham. The focus was on the significance of the first two years of life. eleanor Hawley, a candidate on our full training pathway to eYPS in York, continues the story.

'If you have ever been fortunate enough to spend time with her, you will know that Marion has a refreshing presentation style and is skilled at facilitating thought provoking discussion. I enjoyed her use of video clips, including excerpts from the early days of a child's life.

'Particularly affecting was the opportunity to reflect on the "gaze" between father and son. The baby was only two-hours-old, yet already he seemed enraptured by his father's face. The feeling was mutual. Marion supported us to explore the significance of early experience on brain development, for example, how rich experiences nurture the development of neural pathways, those vitally important connections in the brain. 'We thought about how, over the course of the child's life, they increase and develop. Some connections are reinforced, others are 'pruned' away. By the time the child reaches adulthood, the once smooth surface of the brain is etched with billions of pathways, each one with a unique function, be it the transmission of thought, or an instruction to the body to move in a certain way.

'Observing and thinking about just one child made it clear to me how, in the womb, and in the gazes between the newborn baby and parents, a vital development was occurring - attachment, or love. Without secure attachments, the baby would not develop properly. He relies entirely on his parents. 'Marion introduced us to Winnicott's perspective, that "there is no such thing as a baby - only a nursing couple", which reinforces the idea that a child cannot exist in isolation. Secure attachments foster healthy brain development: They promote the release of chemicals that promote the growth of areas of the brain. It had never occurred to me just how much our brain functions depend on the attachments we have in early life. 'So, how do practitioners fit in to this development process? Children depend on secure attachments with their parents. Is the same true of the relationship between a child and their key person? Marion challenged us to think about how key persons can best "help the baby or child to become familiar with the provision and to feel confident and safe within it, developing a genuine bond with the child (and the child's parents) and offering a settled, close relationship."

'Next, we saw a two-year-old girl on her first day in a new setting. Her key person supported her in unfamiliar surroundings and offered support when needed, but intuitively stepped back at appropriate times, to give opportunities for independent exploration. The reflection point for me was how this key person established positive relations with the mother by ensuring that she spoke to her sensitively and allowing time for a sincere goodbye.

'I am determined to research attachment and the role of the key person. I know that this rewarding role is complex and demanding and requires a special kind of person. But, at the same time, it requires an ordinary person who values children and their families and recognises their own enduring contribution to them. Our conference gave everyone a chance to reflect honestly and, most importantly, together on their knowledge, practice and ethos and so refreshed and increased our understanding to enhance our impact on children's lives.'

Reference: Winnicott D (1942) Review of The Nursing Couple in International Journal of Psychoanalytics 23 pp 179-81

EYE Volume 11, No 10, February 2010

Reproduced with permission. Early Years Educator (c)2010 MA Education Limited.

EYE is available through subscription or from selected newsagents and bookstands. It features a broad range of professional articles for practitioners who are serious about developing their career including information for those working, or wanting to work, in early years and attain the Early Years Professional Status (EYPS).