With the new framework a week under way there has been a hive of activity from social media and settings understanding what Cultural Capital true meaning in Early Years is!
Do not be scared of these two words!
We get worried about new statements from Ofsted but truly we are getting our ‘knickers in a twist!’ JUST STOP
FACT: We need to be ensuring the activities and experiences that we are offering ALL children enhances their learning which creates awe and wonder in their development.
Do me a favour…..Take a step back and watch your children.
It is that time of year when you have new children settling every day. It’s a time of anxiety and stress for everyone as we ensure that children are feeling valued, listened and responded to help them with their esteem and confidence.
Do not do any observations in the first few weeks. Just watch. Watch how they play
Watch how they react
Watch for their interests and then think about how you can enhance their learning
Once children have settled then we can see what their previous experiences are and how we can enhance them. We need to ensure we are meeting all children’s needs, not just the disadvantaged like Cultural Capital states but also the high achievers and high experienced.
Do not forget them!
Sam Evans from Little Learners, Northampton explains
We need to aim to bridge the gaps but what about challenging those that are high achievers? We shouldn’t have the exact same expectations surely? To me cultural capital is all about equality and inclusion and the simple ‘analogy’ I always learnt about that was that everybody has equal opportunities, equal rights, equal chances – but the experiences and learning is never going to be equal because we are raising individuals!’
Sam is right… Each child is UNIQUE and we need to raising each and everyone of their experiences.
Please do not forget those children….! Those children can become invisible ….
‘The analogy is all about equality, but what about equity of learning. We know that children all have different needs so we need to provide them with different opportunities based on this, should children have the same starting point or should we be working off a starting point unique to them?
Nicola Cargill from Little Learners, Corby
Thank you for the great illustration and explanation