Teach Early Years - Issue 14.2

I have been debating whether or not to tackle this issue, as I realise it can be contentious, but I feel it’s important enough to take the risk. My own childhood took place through the 60s and 70s, and the reason I experienced little physical contact with parents or teachers probably had more to do with historical “English reserve” and a still-prevalent feeling that children should be seen, not heard, and only touched when absolutely necessary than today’s concerns about safeguarding. Of course, safeguarding is an issue to be taken extremely seriously; however, it can be hard for a naturally tactile child such as F to understand any rejection. In certain classrooms, I well remember finding myself with what I used to call “child trousers” as little ones clung to my legs either for comfort or fun. It can be a tricky situation in which to find oneself – not wanting to engender any anxiety in children who are still young enough to be behaving purely instinctually, but also needing to comply with guidelines. After all, at the same time as wanting to instil an awareness of self- protection in our children, we are also living in a time when the prevalence of screens and individual devices is leading to increased isolation – and then there’s the aftermath of Covid, whose effects are still having an impact, even on those who were merely babes in arms at the time. Young children are physical beings, and humans are social animals who need contact with each other. It’s difficult to develop a true sense of self within the body, and to have a positive relationship with our own corporeal selves, without experiencing how our bodies interact with others. You may have children in your class who have been brought up in other cultures that are much more at home with physical contact and who, even more than F, would be confused by having behaviour that is so natural at home curtailed at school. So what’s the solution? Well, there’s always safety in NIKKY SMEDLEY IS A WRITER, EDUCATOR AND PASSIONATE ADVOCATE FOR THE CHILD numbers, and as long as someone else is around, I personally don’t see anything wrong with giving a child a hug when they need it – in fact I’m pro – and of course there’s nothing wrong with children developing their knowledge of their bodily selves with one another, as long as no one gets hurt! There’s something wonderful about the moment when you take your children into the hall for a dance or movement session and the first thing they want to do is run round and round in a big circle. It’s often good to let them burn off that big-space excitement for a short while. One time I was doing just that, standing in the centre of the circle, ready to call proceedings to order when needed, and I caught the eye of one little girl beaming with joy as she ran and ran, for the sheer fun of it. In response, I mumbled something like, “Why? Why always this?” The little girl heard and yelled back at me, “It’s because we need to!” Movement sessions like this can be vital in developing children’s physical sense of self and the boundaries they are comfortable with. Returning to F, I apportion no blame to her daddy; we all have different preferences in this area (an aversion to contact may be particularly noticeable in some of your children with SEN), but for those to whom it is important, it’s well worth introducing games and activities for your charges that reinforce the basic desire to have physical contact with each other. Nikky’s book Create, Perform, Teach! (Jessica Kingsley Publishers, £15.99) is available now on Amazon. HOW TO SPEAK CHILD WHAT DO YOU LIKE WHEN GROWN-UPS TALK TO YOU? “When I’m sad I like to hug. Nanny lets me climb on her, but Daddy doesn’t like it.” F. (Female) Nikky heads up the How to Speak Child initiative and has been collecting interviews with children about how adults communicate with them. To find out more, you can... Head to the How to Speak Child blog, at howtospeakchild.com/blog Join her Facebook page at facebook.com/Howtospeakchild The prevalence of screens is leading to increased isolation Physical contact LEARNMORE Teachearlyyears.com 13