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Safeguarding and gambling awareness

Safeguarding and gambling awareness

Many things in life can be viewed as a double-edged sword. They can bring us pleasure and pain, and gambling and gaming are two such things that are emerging as increasing problems in the 21st century. 

According to Wikipedia: 

“Gambling dates back at least to the Palaeolithic period, before written history. In Mesopotamia the earliest six-sided dice date to about 3000 BCE. However, they were based on astragali dating back thousands of years earlier.”

Gambling and gaming have been common entertainment in the UK for many centuries: Queen Elizabeth I commissioned the first national lottery drawn in 1569 to raise money for shipbuilding - but it’s time to raise awareness of the problems they can sometimes cause. 

Definition of gambling

Under the Gambling Act 2005, betting is defined as:

Making or accepting a bet on:

  • The outcome of a race, competition or other event or process
  • The likelihood of anything occurring or not occurring
  • Whether anything is or is not true

Gaming is defined as “playing a game of chance for a prize.” 

A “game of chance” includes:

  • A game that involves both an element of chance and an element of skill
  • A game that involves an element of chance that can be eliminated by superlative skill 
  • A game that is presented as involving an element of chance, but does not include a sport

What does this mean in real life?

Some common gambling/betting games are:

  • Slot machines
  • Scratch cards
  • Push money machines
  • Card games (e.g. Poker or Blackjack)
  • Bingo
  • Sports betting
  • Casinos (live and online)
  • Betting on the outcome of political events or the winners of TV programmes
  • The National Lottery, both drawn games and Instant Wins

Some of these have the status of being a fun national pastime such as the Boat Race, the Grand National or the Derby, but others such as cage fighting, dog/cock fighting or other backstreet betting activities are often considered as coarse, connected with gangs or crime syndicates and are often illegal. 

There are also ways where seemingly innocuous activities could be considered gambling, such as purchasing in-play loot boxes in certain online games. In these scenarios, players pay a small fee for a ‘loot box’ which can contain certain enhancements or prizes of value in the game. But the players are unsure of what is in the box before they part with their cash.

Why is this a problem?

Many of us enjoy the odd ‘flutter’ and can play the National Lottery once or twice a week with low stakes without any problem. The issue comes when gambling becomes more than this and can become an addiction that can ruin people financially, split up families and cause severe stress and mental illness to not only the gamblers themselves, but to those around them. 

According to the NHS, there may be up to 593,000 problem gamblers in Great Britain. Many people are unaware they have a gambling problem. Problem gambling is defined as gambling that is disruptive or damaging to a person, their family, or in a way that interferes with their daily life.

Problems of addiction

Harm from gambling is not just related to losing out financially. It can affect people’s mental health, their self-esteem, work, relationships, and social life. It can also affect their physical well-being too. Gambling harm affects people from all walks of life and all ages and can destroy families and affect communities. 

Awareness campaigns

A few campaigns and events spread over the year aim to raise awareness of the problem in the general population and help people affected by problem gambling to reach out to the various associated charities and organisations.

These include:

  • Gambling Harm Awareness Week: 16th – 22nd October around the world
  • Safer Gambling Week: 13th – 19th November in the UK
  • Women’s Gambling Harm Prevention Campaign – see here

What to look out for

Many people do not realise they have or are developing a problem, but looking at early warning signs, can help identify concerns earlier. 

Initial signs of harm:

  • Having less time or money to spend on recreation and family
  • Reduced savings
  • Increased consumption of alcohol
  • Feelings of guilt or regret
  • Advanced signs of harm:
  • Relationship conflict
  • Reduced work or study performance
  • Financial difficulties
  • Anger
  • Feelings of shame and hopelessness

If left un-noticed or unchecked, these harms can escalate or lead to more severe harms which can lead to mental health issues and even suicide. 

Young people and the affects of gambling and gaming

Young people can be affected in several ways: as under-age gamblers themselves, as addicted gamers, or as part of the fallout from family members who have problem gambling habits. The growth of the internet and online gambling sites means that most people can access these sites. The Government have set up the National Centre to help young people with behavioural addictions at The National Centre for Children and Young People’s Behavioural Addictions.

It is therefore important to be vigilant and alert to changes in behaviour, and attitudes at all times, as part of an effective safeguarding culture. 

Where to get help

Many charities and support groups offer free, confidential support to people who are gambling, and to their friends and family. We have listed a few below.

The National Gambling Helpline (run by GamCare) runs a free, 24/7 helpline for information, support and counselling. Telephone: 0808 8020 133

GambleAware – a national gambling support network service

GamLearn – a network service for gambling lived experience and recovery 

Gamblers Anonymous – a local support group service that uses a 12-step approach to recovery

Citizens Advice Bureau – a charity that can advise on a range of issues, including finances

What to do in your setting

Since many gambling issues relate to older children and adults, many interventions are not directly aimed at the children. However, you can still help them by reaching out to families or staff affected by problem gambling:

  • Raising awareness of the problem generally
  • Fundraise for a related charity
  • Encouraging open discussions with employees
  • Restricting websites – KCSIE 2023 focuses on filtering and monitoring systems in educational establishments, so it is important that you have these in place and imperative you have identified people who are responsible for these 

References and more information

What does it mean to be a nurturing parent?

What does it mean to be a nurturing parent?

Working with the very young, we are continuously aware of the nurturing impact we have on our children’s lives through every environment we facilitate, every experience we offer and every interaction we share. But these effects are just as profound in the home where understanding is perhaps more limited.  But what does it mean to be a nurturing parent (regardless of whatever the actual relationship may be) and how do we support our families when questionable advice and guidance may be all too readily available? 

Parenting is a remarkable journey that comes with joys, challenges and immense responsibility, though its nature is dependent on a million decisions and actions taken in the moment, every day. So how can you begin supporting parents with this when you are not around, when they may be struggling with some difficult conditions or when their deeply influential experiences of childhood are not what we would like to offer to this generation?  

Regardless of who you are, where you live or the childhood influencing you, we know that what really matters to a child – and the adult they become – are the experiences you are offering and how you engage. You don't need the latest toy, but you do need to play.  You don't need to plan lavish outings, but you do need to share experiences. And you don't need any money to share every book... just a library card!

But for some, these simple foundations of a nurturing childhood can be monumental. In my experience, change is always most impactful when the person making it understands why it is necessary. Not because someone else has told them to, but because they know what these changes mean and the difference they are having on their child’s growth and development.

Nurturing parenting is then an approach that recognises the crucial role of positive and supportive parenting in a child’s development. It focuses on offering knowledge and understanding along with practical strategies that are accessible to all families. It looks to nurture development during these pivotal years while helping to cultivate a strong parent-child bond. 

We know that children thrive when they are provided with care, warmth, understanding and guidance. As parents, carers and educators, it is then so important that we work together, sharing this understanding, both of best practice and each child's individual needs. Only then can we look to offer a nurturing childhood that fosters their physical, emotional and social well-being.  But at times, that can seem easier said than done. You can of course turn to the Nurturing Childhoods Academy for lots of courses, guidance and advice, but let us begin with seven top tips for a nurturing childhood that you can share with your families. 

Seven top tips for a nurturing childhood 

Tip 1: Nurture secure attachments

At the root of any nurtured childhood are the secure bonds surrounding a child and all their primary caregivers. Help your families to see the importance of these bonds and how they lay the foundations for healthy emotional development, self-esteem and the ability to form positive relationships later in life. 

Tip 2: Nurture emotional well-being

When children receive consistent love and support, they develop a strong sense of self-worth, emotional resilience and the ability to regulate their emotions effectively. Every time they are responded to with kindness and understanding their well-being flourishes, even when we may be feeling exhausted. 

Tip 3: Show unconditional love

Express your love for your children regularly. Offer a warm smile and affectionate physical touch, praise their efforts and show appreciation for their unique qualities. Let them know that your love is not based on achievements but on their inherent worth as individuals. 

Tip 4: Nurture communication and trust

Open and respectful communication is central to nurturing parenting. When children feel heard, understood and valued, they develop trust and feel comfortable sharing their thoughts, concerns and experiences with their parents. So start now and you will have a far easier time when you reach the teenage years! 

Tip 5: Practice active listening

Take the time to truly listen to your child and show genuine interest without judgment or interruption and this begins when all they can do is babble. Show empathy with their emotions, validate their feelings and respond in a supportive manner. This fosters trust, builds their self-esteem and strengthens your parent-child bond. 

Tip 6: Create a Nurturing Environment

Provide a safe and stimulating physical environment that encourages your child to explore, create and engage. Ensure that your home and the places your child spends time are filled with love, warmth and positive energy. And spend quality time together, engaging in activities that they enjoy as you create lasting memories and strengthen your connection. 

Tip 7: Foster independence

Encourage your child to develop independence by allowing them to make age-appropriate decisions, take on responsibilities and solve problems on their own. Even if this simply means reaching for the toy that is slightly out of their grasp. If we can help our little ones face their little challenges, our big ones will be more than ready to navigate the bigger challenges that will come their way. 

Nurturing parenting is an invaluable approach that lays the foundation for a child’s healthy development. By providing love, support, guidance and a nurturing environment, you can foster emotional well-being, positive self-esteem and strong relationships. But it is a continuous journey that requires patience, understanding and a commitment to learning and growing together. And even as adults that is not always easy. If we are to create a nurturing environment for our children, we also need to create one for ourselves. So ask yourself, where are your secure attachments? Who is looking after your emotional well-being? Do you feel listened to within an environment that allows you to flourish? Don’t forget, there is a reason they tell you to get your life jacket on before helping others with theirs! 

So whether you are a parent, practitioner or family worker, join me at the Nurturing Childhoods Academy where you can listen to talks and access lots more tips and suggestions and there are also materials for you to print out and keep handy, giving you all the key bits of learning at your fingertips. 

About the author:

Dr. Kathryn Peckham, the visionary behind Nurturing Childhoods, is a dedicated champion for ensuring that children have access to enriching and purposeful experiences during their crucial formative years. With a fervent commitment to this cause, Kathryn collaborates with various educational settings to assess the profound effects of impactful childhood experiences, which lay the essential groundwork for lifelong learning.

About the author:

Dr. Kathryn Peckham, the visionary behind Nurturing Childhoods, is a dedicated champion for ensuring that children have access to enriching and purposeful experiences during their crucial formative years. With a fervent commitment to this cause, Kathryn collaborates with various educational settings to assess the profound effects of impactful childhood experiences, which lay the essential groundwork for lifelong learning.

About the author:

Dr. Kathryn Peckham, the visionary behind Nurturing Childhoods, is a dedicated champion for ensuring that children have access to enriching and purposeful experiences during their crucial formative years. With a fervent commitment to this cause, Kathryn collaborates with various educational settings to assess the profound effects of impactful childhood experiences, which lay the essential groundwork for lifelong learning.

“Thank You For The Music” Musical Drawing In The Early Years

“Thank You For The Music” Musical Drawing In The Early Years

This current 6-part series of early years music articles features a new activity each month from a number of arts activities trialled for 1- and 2-year-old children, along with musical suggestions, with recordings on YouTube.

A Finnish study, (Lehikoinen, 2023) considered 6 different ways to explore creativity with 1- and 2-year-olds with a focus on successful engagement. This age is known to be tricky, as there is often limited pedagogical content for under 3s in the arts. Like many countries, visual and musical arts in Finnish nurseries were not usually accessed daily, with most settings bringing in specialists once a month or less. So, 6 activities were devised, specifically for this age group to increase daily engagement in the arts: 

  • Dance-painting – paint feet, move to song (part 1) 
  • Magic dough – create playdough objects from songs (part 2) 
  • Digital drawing – digital communication (part 3) 
  • Musical drawing (part 4) 
  • Balloon painting 
  • Snow-painting 

This month, we are focusing on musical drawing. 

Drawing to music has long been recognised as a particularly effective therapeutic technique for a variety of medical conditions. So, if it helps people with chronic conditions, it must have a powerful effect on everyone else, too. Current research suggests that the brain considers the act of creating as a positive event, which helps to refocus the mind positively. As music has been shown to access all parts of the brain, this type of active musical experience is a perfect warm-up activity before more mentally demanding exercises, particularly theoretical subjects like numbers (maths) or nature (science). The following songs include musical activities for children to draw to music – whether patterns or existing objects. 

No One In The House

No one in the house but Dinah, Dinah 

No one in the house but me I know 

No one in the house but Dinah, Dinah 

Strumming on the old banjo 

This old American song is a lovely example of pentatonic music. Pentatonic music uses only 5 notes that are quite close together. This makes it easy for new singers to sing successfully so they sound good, singing in tune without it feeling like hard work. The repeated name call “Dinah, Dinah” adds a fun, siren effect at the end of the lines. Drawing along to this is sure to be energising and produce some colourful pictures! 

special, in fact, I'mOranges and Lemons

Oranges and lemons say the bells of St Clements 

I owe you two farthing, say the bells of St Martins 

When will you pay me? say the bells of Old Bailey 

When I grow rich, say the bells of Shoreditch 

When will that be? say the bells of Stepney 

I do not know, says the Great Bell of Bow 

This classic nursery rhyme is written in 6/8 or “lullaby” timing, which is very soothing. It is used in several children’s songs, including "Girls and Boys Go Out To Play", and gives a feeling of rocking on a boat or in a hammock–like the swinging of a bell. Music has been shown medically to reduce the heart rate, which is particularly helpful for anxiety and stress, so singing while creating beautiful artwork is bound to be a winning combination! 

My Bonnie

My Bonnie lies over the ocean 

My Bonnie lies over the sea 

My Bonnie lies over the ocean 

Oh, bring back my Bonnie to me 

Bring back, oh bring back 

Oh, bring back my Bonnie to me, to me 

Bring back, oh bring back 

Oh, bring back my Bonnie to me, to me 

 

Oh blow ye waves over the ocean 

Oh blow ye waves over the sea 

Oh blow ye waves over the ocean 

And bring back my Bonnie to me 

This traditional sea shanty is also written in 6/8lullaby” timing, and much like “Rock A Bye Baby”, has a calming and relaxing effect. The repetition in the verses and chorus makes it easy to learn and sing along to, and the imagery of a boat sailing across the ocean provides many inspirational ideas that can be used to draw or paint. 

Thank You For The Music

I’m nothing special, in fact, I'm a bit of a bore 

If I tell a joke, you’ve probably heard it before 

But I have a talent, a wonderful thing 

‘Cause everyone listens when I start to sing 

I’m so grateful and proud 

All I want is to sing it out loud 

 

So I say, thank you for the music 

The songs I’m singing 

Thanks for all the joy they’re bringing 

Who can live without it?

I ask in all honesty 
What would life be?

Without a song, or a dance 

What are we?

So I say, thank you for the music 

For giving it to me 

This ABBA favourite is a wonderful song of hope, of ability, and an anthem in recognition of the myriad of ways that music helps and improves life. While it is better for new singers to sing songs with notes that are close together, this song has notes quite far apart – the verse is quite low, and the chorus is a lot higher. So new singers may find that they can sing the middle of the song easier than the beginning – or perhaps the other way around. These types of songs are wonderful as listening pieces with the option to sing along – recognising that not everyone will be able to sing it successfully to start. Increasing opportunities to learn different styles of music, different types of songs, and different note combinations, is a gift that opens the mind to new experiences, building confidence and resilience in tackling new situations. 

Early years music ideas like drawing to music can be a rewarding experience for both adults and children alike. It can provide a respite from demanding or challenging situations, while also freeing the mind to be in the moment, not anticipating the next steps. We would love to know how your group uses this activity! 

About the author:

Frances Turnbull, a musician, researcher, and accomplished author, boasts a skill set that encompasses both music education techniques and a Master's degree in Education from the University of Cambridge. Frances' literary contributions shine a spotlight of music, dance, and movement within early years education.

About the author:

Frances Turnbull, a musician, researcher, and accomplished author, boasts a skill set that encompasses both music education techniques and a Master's degree in Education from the University of Cambridge. Frances' literary contributions shine a spotlight of music, dance, and movement within early years education.

About the author:

Frances Turnbull, a musician, researcher, and accomplished author, boasts a skill set that encompasses both music education techniques and a Master's degree in Education from the University of Cambridge. Frances' literary contributions shine a spotlight of music, dance, and movement within early years education.

Sensory Scaping To Provide For A Neurodiverse Community

Sensory Scaping To Provide For A Neurodiverse Community

I’m Jo Grace: a Sensory Engagement and Inclusion Specialist and Founder of The Sensory Projects in this series of 10 articles I am going to share some of my passion for understanding the sensory world with you.

In my last article, I talked about how classroom and nursery environments have gone through something of a 'sensory 180', beginning as barren, boring environments and now potentially sometimes being so stimulating as to be overwhelming. In recognising that children (and adults) experience the sensory world in different ways, we recognise that there is no one right environment. But you may very well just have one room, so what can you do? You want it to be right for everyone, how can you achieve this? 

First up, in the title of this article I referred to our neurodiverse community, sometimes this is taken as meaning children and adults with neurodivergent conditions such as autism and ADHD and whilst autistics and people with ADHD, certainly are a part of the neurodiverse community, they are people with what would be considered ‘typical’ brains.

Neurodiverse refers to the diversity of ways the brain can be wired, in the same way, that biodiversity refers to the great array of plants and animals there are. Sometimes reflections of this kind are prompted by the presence of a particular child in a setting who just cannot cope with the sensory landscape as it is, and so it can feel like the changes are done for that child. Recognising that these adaptations benefit everyone can increase the motivation of staff implementing them. You can think of that child as the tip of the iceberg, they signal the needs of a great many more children who go unnoticed beneath the surface. And it is not just the children, you want your space to be somewhere the adults can feel at home at a sensory level within too. 

In this article, I am going to consider two approaches to doing this, the ‘broad-brush, best bet’ approach and ‘sensory scaping’.  

Broad-Brush, Best Bet 

If you want to go for a broad-brush, best bet approach to the sensory landscape in your space, my advice would be to design along natural themes, use natural tone colours like browns, beiges and greens - create natural textures: the roughness of bark and hessian, the softness of earth and grass, and deploy natural background tracks such as the lapping of waves against the sea shore, or the movement of grasses in the wind. Avoid the loud primary colours. Choose toys made of natural materials that will fit with the design. Keep displays to particular locations and avoid the urge to cover every inch of space. 

Instagram and social media, in general, will give you oodles of inspiration for such an approach, The best thing to Google if looking for inspiration along these lines, is the Danish concept of Hygge. If I had charge of an early years setting and a designer at my disposal, this is what I would charge them with creating. This would not be me imposing a preferred personal aesthetic, it would be me responding to what I know about the sensory world and deploying a broad-brush, best bet approach. 

Often when I am talking to people about the sensory responses of others, I am talking about being a detective, about recognising that not everyone’s sensory perceptions are the same as our own, and encouraging people to try and figure out what sensation is like through that other person’s eyes, ears, mouth, body etc. We are wired differently, we are unique…but… we also have things in common, we are the same type of animal, we come from a shared history, and whilst some aspects of our experience are exceptionally unique, there are things deep wired in us that come from that shared history. 

As a species, we are used to living in nature. Through our shared history, we have dwelt outside, beneath the sky, in the elements, sheltering in trees and caves. Nature has been our home and in nature, our senses will tell us we are at home. We have, in terms of our history as an animal, been living in these concrete boxes for the blink of an eye. I noticed it especially during the first lockdown of the pandemic in 2020 - when people were given an hour to leave their homes they went to nature, they were feeling anxious, rightly so, and they felt safer in nature. 

Creating an environment that resonates with natural experiences can support children in feeling safe at a sensory level, and children who feel safe can connect, engage, and focus. (Children on alert cannot do those things and will be flighty, reactive, and volatile). 

 

Sensory Scaping 

Some children need more stimulation, feel disconnected and need a big jolt of jumping off a box to realise where their bodies are. Their vision craves stimulation, bright colours, and flashing spinning things, they are still learning to modulate their voices and benefit from things being loud and quiet, from crashing and "woo-wooing". Not every child benefits from the peace of a Hygge-style environment. 

If you are considering how best to provide for a diverse range of sensory needs in your setting and you have space to do so, you might think about sensory scaping different zones. Could you have one zone that was Hygge style as described above, could you keep all the bright loud stimulating stuff in another zone? And perhaps if you still had room, you could have another space that had stimulation for children’s subconscious senses of proprioception and stipulation – this space might have a hammock, or a chair swing that wraps around a child, it might have bungees that the children could pull and ping, it could have a swathe of stretchy cloth tied between two trees or two firm pillars that the children could press against. It could be resourced with body socks and massage brushes and rollers, vibrating pillows and weighted shoulder wraps or lap blankets.  

The added benefit of a zoned sensory space like this is it gives children the ability to not only meet their sensory needs, but to communicate them to you through their choice of where to spend time. I mentioned in a previous article that little children cannot always tell you what is bothering them at a sensory level, This is true if you are only able to listen to words, but if you listen to movements, if you listen by observing, by watching the children, if you listen to their actions, noticing where it is that they are still, where it is that their bodies appear more agitated, then you will find they communicate loud and clear and respond wholeheartedly to the adults who listen and understand. 

This is article five of this series. The first three articles were about how the sensory world can be used to support learning and mental health and how to go about utilising its potential. The previous article looked at how our environments can sometimes be too stimulating, and this one has considered how we can modulate the stimulation we offer. In my next article, I will explore the popular topic of multisensory rooms and look at whether you need one and how you can provide the benefits of one on a shoestring budget! Do feel free to connect with me on social media to watch my current sensory adventures unfold. All the connection links can be found on my website www.TheSensoryProjects.co.uk. 

About the author:

Joanna Grace is an international Sensory Engagement and Inclusion Specialist, trainer, author, TEDx speaker and founder of The Sensory Projects. Joanna draws on her own personal experiences to inform her writing surround neurodivergence, SEN, and inclusion in early years.

About the author:

Joanna Grace is an international Sensory Engagement and Inclusion Specialist, trainer, author, TEDx speaker and founder of The Sensory Projects. Joanna draws on her own personal experiences to inform her writing surround neurodivergence, SEN, and inclusion in early years.

About the author:

Joanna Grace is an international Sensory Engagement and Inclusion Specialist, trainer, author, TEDx speaker and founder of The Sensory Projects. Joanna draws on her own personal experiences to inform her writing surround neurodivergence, SEN, and inclusion in early years.

Creating a positive leadership culture in your nursery by resisting ‘executive subculture’

Creating a positive leadership culture in your nursery by resisting ‘executive subculture’

Nursery leaders typically have wonderful intentions when it comes to creating a positive team culture. Some pitfalls must be avoided to make this a reality. One such pitfall is the ‘executive subculture’ when leaders’ behaviours stand in the way of a positive team culture. In this article, we’ll talk about what the executive subculture is, how it negatively affects a positive team culture in organisations and how to avoid it.  

What is the ‘executive subculture’?  

Edgar Schein, the leading researcher in organisational culture and leadership, came up with the term ‘executive subculture’ to explain how leaders in organisations can sometimes end up trapped in a set of beliefs and behaviours that get in the way of a positive workplace. In this kind of executive subculture, leaders tend to do these four things:  

  1. Over-emphasise the financial situation of the organisation. In a nursery context, this might be an owner or manager who focuses almost entirely on whether the nursery is profitable and financially sustainable, rather than concerning themselves with the pedagogical work of the nursery and the day-to-day interactions that matter for children, families and educators.  
  2. Believe and act as if the organisation is operating in a hostile environment. A nursery manager with this belief might see other nurseries in the local area only as competition, rather than seeing the potential to partner up and learn from one another.  
  3. Behave as though they alone want the organisation to succeed. Nursery owners and/or managers can start to (wrongly) think that only they are invested in the success of the nursery. In their mind, they start to feel like ‘the lone hero’ rather than seeing themselves as part of a team. They underestimate the contribution that other staff make.  
  4. Create and strengthen hierarchies in the organisation. A nursery with a strong executive subculture is likely to have a rigid hierarchy in place and this hierarchy will affect the day-to-day conversations and interactions that happen in the nursery. A baby room educator might not feel that they can offer suggestions to the pre-school room leader. The pre-school room leader will feel that they cannot disagree with the deputy manager. The deputy manager will refrain from challenging the manager or owner, and so on. When relationships are hierarchical in this way, it is hard to have honest conversations about what needs to change.  

Why is the executive subculture negative for the team culture across the whole organisation?  

A strong executive subculture has negative implications for the overall workplace culture. It degrades the positive team ethos and ultimately gets in the way of a thriving nursery.  

When there’s a strong executive subculture, employees in the nursery feel a lot of distrust for the owner or manager of the nursery. An owner or manager who seems overly competitive, hierarchical, and focused on making money won’t be someone that employees trust and feel that they can talk to openly. Therefore, the leader ends up feeling cut off from their staff and they are relying only on their perceptions and information to make decisions. These decisions are less likely to be good for the organisation because they are not based on full knowledge and understanding – they are based on hearing only what others think you want to hear.  

How can you avoid executive subculture as a leader?  

Understanding the characteristics of an executive subculture translates into a useful guide for knowing how best to avoid creating one. As a leader, you can:
  

  1. Recognise that leadership in nurseries is about far more than finances. The financial backdrop of nursery education is far from easy, and it is easy for a leader to become bogged down in making ends meet. While this is still a necessary part of the job, owners and managers must also always think about the nursery first and foremost as an educational institution and a support system for children and families. Leaders need to have a full presence in the pedagogical dialogues that take place in the nursery; these can’t be delegated to others.  
  2. Make partnership and collaboration the priority and avoid thinking in terms of competition. Look around the local neighbourhood and think about the different nurseries close to where you are. How do you think and talk about these settings? How do you speak to staff about these settings? Do you promote a competitive way of thinking or do you look for opportunities to partner with local settings? The answers to these questions are radically different across settings. Some nurseries proactively seek conversations with nearby settings so that they can share resources and work together on local issues. Other nurseries are worried that nearby settings will steal ideas or staff, and this is a barrier to any kind of collaboration. By choosing competition over collaboration, you are not just preventing partnership working but also feeding into an executive subculture that can negatively impact your team in the long run.  
  3. Always speak in the language of the team. Catch yourself when you start to think about yourself as ‘the lone hero’ having to do everything yourself and alone. Replace your ‘I’ thoughts with ‘we’ thoughts. If you find yourself thinking something like: "I must sort out this staffing crisis", challenge yourself to shift the narrative: ‘We are struggling with staffing at the moment and it’s a problem we need to solve together’.   
  4. Dismantle rather than reinforce hierarchies. Put an explicit emphasis on honesty and productive challenge, encouraging everyone – regardless of roles or qualifications – to speak their mind and share what they think. You can make this way of working part of the induction and training in your nursery, but you also need to walk the walk every day. When honest feedback is given, avoid closing it down or becoming defensive: lean into the feedback and open it up for further discussion.  

About the author:

Dr Mona Sakr is Senior Lecturer in Education and Early Childhood. As a researcher in Early Years (EY) provision, she has published extensively on creative, digital and playful pedagogies including the books ‘Digital Play in Early Childhood: What’s the Problem?’ (Sage) and ‘Creativity and Making in Early Childhood: Challenging Practitioner Perspectives’ (Bloomsbury).  

Mona's current research is an exploration of pedagogical, organisational and community leadership in EY and how leadership can be more effectively developed across EY. Current funded research includes a Nuffield Foundation project looking at online leadership development across the EY sector, a BELMAS project looking at leadership in the baby room of nurseries and a BERA project examining ethnicity in the early years workforce.  

Forthcoming books (include an introduction to Social Leadership in Early Childhood Education and Care (written with June O’Sullivan, CEO of London Early Years Foundation), and an edited volume on EY pedagogical leadership around the globe. 

Email: m.sakr@mdx.ac.uk  

Twitter: @DrMonaSakr

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