What is the RCTN?
This is a joyful community committed to positive, purposeful practice in Reception classes.
Regular meetings of teachers with a clear focus on research and evidence and opportunity for continued professional development. We will be looking closely at the intention, implementation and impact of high quality inclusive practice for Reception class teaching and learning.
When is the RCTN and how does it work?
The RCTN will have half termly meetings (6 per academic year), which will run online. We hope to be able to coordinate opportunities for face to face hubs to establish and join the online sessions synchronously.
For ease of reference, we are establishing a regular time slot of Tuesdays from 4.30-6pm
The meetings will be focussed on a particular theme of Early Years Literacies addressing topics chosen by participants. All sessions will be interactive and informative.
What’s involved in the RCTN meetings?
The meetings will be split into three segments allowing for
- time to talk with other teachers in small groups, responding to provocations, sharing your experiences,
- hearing from and interacting with early years researchers and expert guest speakers
- giving examples of early years practice from your region/context and contributing to a collaborative collection of resources to support your practice
- exploring opportunities to collaborate on projects and action research, for those who are interested
How do I register for the RCTN?
By using the QR code or the online form and join this supportive community
The RCTN met for the first time on Tuesday 30th April. The focus of EYFS practice on this occasion was speaking and listening in the outdoors and we were joined by Dr Helen Bilton as our guest speaker.
For those who were not able to make our well-attended meeting, here is an overview of discussion points and an audio file of Helen Bilton’s guest speaker section.
Audio recording of Helen Bilton's Guest speaker input.
During the meeting, the reception teachers responded enthusiastically to a range of provocations provided on the theme of working outdoors with young children. Group discussions in breakout rooms, provided opportunities for teachers to talk in smaller groups and get to know one another.
The first discussion point was in thinking about the issues around having bikes in the outdoor area. Although the potential difficulties were noted such as children spending too much time on or waiting for bikes leading to little learning and limiting interactions, the teachers also highlighted potential benefits including balance and cooperation, balance bikes were noted by many as a valuable for physical development.
This led seamlessly into the second discussion point considering when we talk about outdoors, do we talk about resources or learning? Most responses suggested that the teachers felt the two go hand in hand. Some teachers considered a lack of resources, including a lack of space as a barrier to good outdoor learning, the maintenance of resources was also noted as a challenge. However, the majority argued resources alone are not enough and highlighted the role of the adult, especially in enabling interactions outdoors. Staffing was noted as a challenge and a discussion ensued about prioritising training and development for staff in outdoor learning.
The final discussion revolved around images of children in a forest school setting. Teachers acknowledged the risky play opportunities and felt this was something needed in the EYFS, noting that risk taking by children can seem a bit scary for practitioners, but offers meaningful learning. The teachers felt that the opportunities depicted offered children freedom, happiness, even joy!
PADLET
All meetings are supported by resources, links to research, websites, documents and opportunities to contribute ideas through a padlet, which provides a lasting point of reference for practitioners to come back to.
Our second meeting (Tues 2nd July) centred around anti-racism in the early years and thinking particularly about how we develop a mindset that supports racial literacy. We were delighted to be joined by Diane Garrison for the expert input on this session.
The groups engaged in discussion around age appropriate language, recognition of the importance to address and be open to discussing diverse cultures, experiences of children’s comments and actions, common misunderstandings and representation.
Group members were keen to address race and racism in their setting ‘in the right way’, especially in terms of how we talk to children in ways appropriate to their age, with some initial fear of ‘getting it wrong.’ Questions raised in the chat showed members keen to avoid being tokenistic or to create stereotyping through trying to talk too simplistically. Examples were shared where educators had sensitively talked with children to unpick some of the things they said and supporting them to understand the impact on other children. Members were also concerned to ensure such discussions took place in less diverse settings as well as the more diverse settings, where it was felt there would be greater opportunities to learn from each other more naturally and to tackle racism in all white settings. There was wide spread agreement that children have the capacity to understand right and wrong, fair and unfair and to be ‘outraged’ at unfairness.
Diane shared her input and experiences, giving practitioners a framework and range of questions and prompts with which to reflect on their own practice. Audio Recording of Diane’s talk. https://soundcloud.com/reception-class-teacher-network/anti-racism-in-early-years-with-diane-garrison
After the Q&A, the group shared their recommendations for sources of information, toys, books, artists, strategies to support an embedded anti-racist and inclusive pedagogy in a Reception Classroom.
Padlet
Throughout the evening, participants expressed the importance of the increasing availability of resources to support teaching including books with characters from diverse backgrounds. However, they also stressed the importance of our own actions such as ensuring representation in our displays, physical resources, games, songs, and role play areas to include diversity of race, culture and gender and to bring family and community into our settings - learning together. As we are finding during these RCTN meetings, participants were generous in sharing ideas, useful resources and book ideas that had developed their own learning. The community has pooled their ideas, thoughts, links to further reading and resources into a shared padlet, which offers a valuable site to return to and take inspiration from.
Overall, the participants welcomed the opportunity to consider race and racism as part of building cultures of respect and inclusion in their settings and were keen to develop their confidence to talk about race and tackle racism. A favourite quote from the evening being “Diversity is being invited to the party; inclusion is being asked to dance” by Verna Myers.
It was so lovely to connect with everyone and there was lots that participants gained from the session, here’s what they had to say;
“It was great to talk to teachers from across the country in different settings and with different experiences.”
“It was a useful meeting with a good balance of opportunities for listening and sharing thoughts and ideas. Thank you.”
“I like that the format has stayed the same, so I know what to expect from the meeting and can focus on the content”
“Both meetings have been incredibly useful! Keep it going!”
At the end of the meeting, practitioners were informed of a range of further professional development opportunities within and externally to the RCTN. This included the launch of our Local Hub Host initiative which will start (and hopefully grow) in the new academic year.
Our next meeting is set for Tuesday 22nd October 4.30pm-6pm
If you are already registered you will be sent the meeting invite automatically. If you are a Reception Class teacher, who has not registered as part of this network and would like to join us (there is no obligation to attend every meeting) Register using the link or QR code on the main RCTN page above.
The theme of this meeting will be decided by the teachers in the previous network meetings.
The theme of this meeting will be decided by the teachers in the previous network meetings.