Practice Insight June issue: Editor's note

Adam Marycz
Friday, May 13, 2022

Over the last few weeks, since the first issue of Practice Insight was released, I have been overwhelmed by the positive response to the supplement from across the sector. I would like to thank everyone who has got in touch to share their thoughts with us and those who have also included some suggestions for the future too!



Adam Marycz

Practice Insight editor

 

We have some really exciting content planned over the coming months which we cannot wait to share with you!

Let me introduce you to the new explainer feature (see below). In future issues of Practice Insight the purpose of this section will vary from month to month. Some months will contain definitions of key-terms which are explored in the issue, whilst in other months it may explore a topic in more depth. We have decided to add this as a result of some reader feedback we received regarding linking practical experiences to theoretical perspectives.

This month there is an explainer exploring the origin of loose parts.

We also consider the use of real food in our provision as a resource and Tamsin Grimmer explores what school readiness means in the author spotlight, whilst the student spotlight focuses on the experiences of an atelierista (teaching artist) as they embarked on their journey to gain Early Years Teacher Status, and the tips for families this month reflects on the role of technology.

This months' case study follows a child engaging with a mathematical invitation designed to further enhance their knowledge of cardinality and their ability to subitise.

I thought I would also remind you the reasons why the new Practice Insight supplement has been created!

It provides the platform for people and settings from across early years to have their voices heard and to share best practice with one another. As a reader you will take away engaging play ideas, practical advice and thought provoking social media posts which you can use in your daily interactions with children and their families. We want to make you reflect on what you do and why you do it.

Lastly, we want you to get involved. We are looking for practitioners, childminders, teachers, students, lecturers, settings and organisations to get in touch and share their best practice with us! Whether these are inspiring home-learning opportunities, engaging and fresh play ideas for the case study, social media posts that made you reflect or tips to help families deal with challenging topics and situations.

All you need to do is direct message me on social media (@adameyleader) or email me adam.marycz@markallengroup.com #practiceinsighteye

 

Explainer

Loose parts - Last month we explored James Tunnell's book, ‘Loose parts & beyond’, him and many others have written about them, but what do we mean by loose parts? It is nothing new, as England (2019) says, ‘look back at your own childhood’ ‘when children used sticks as swords’, this was loose parts play, even if we didn't label it as such. Other people refer to Simon Nicholson's theory of loose parts from the 1970's as being where it originated. However he may have created the term, not the concept. Daly and Beloglovsky (2015) says loose parts are materials that ‘children can carry, combine, redesign, line up, take apart and put… back together in almost endless ways.’ This means that any object matching the above description is a loose part, regardless of the material from which it is made.

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