CHILDREN'S EYES

What kind of world is it my friend 
that little children see? 
I wonder if they see God first 
because they just believe? 

Do they see strength in caring eyes 
who watch them as they play - 
or maybe love through gentle hands 
that guide them on their way? 

Do children dream of future times 
when they would be a king - 
or just enjoy their present life 
while with their friends they sing? 

And when the day is over - 
as they close their eyes to sleep - 
do children look forward to tomorrow 
with its promises to keep? 

If this is what our children see 
then it should be no surprise - 
the world would be a better place 
if we all had children's eyes. 

Tom Krause - 2000 
TOUCHING HEARTS-TEACHING GREATNESS, 
Inspiring Confidence, Hope & Worth in Every Child 
Motivational/Inspirational Educational Keynote Presenter 
www.coachkrause.com

New Constellations 2013

This time of year, is rich with familiar activities that trigger star bursts of memories from the past (sometimes these are happy memories, sometimes they are sad). 

Ralph Waldo Emerson said: "You have done what you could—some blunders and absurdities have crept in. Forget them as soon as you can. Tomorrow is a new day. You shall begin it serenely and with too high a spirit to be encumbered with your old nonsense."

 

Personally, I don't think it is possible or even a good thing to want to forget things, but it can be very useful to take the time to celebrate the past, or to grieve it; and also to find the learning even in the most difficult situations that may seem impossible to comprehend. This can be a rich and fulfilling activity that helps us to reflect on the experiences that enriched life and those that havent.
 
There are many difficult situations around us today, what is most important is how we face them. It is what is in our hearts that matters. To know what is the intention of our thinking, our actions, this is what effects us mostly, and it affects those around us too.

When we shine a new light on past experiences, we can sometimes uncover jewels that we didn't know existed, in our selves and in the relationships we have: with family, with friends, with money; health ; work and with national and global events too.  New insight, can provide us all with a new dawn, a new day and a bright vision for 2013. 

Here are a few questions to help you reflect and to take stock of 2012 and to consider your visions and intention for the new year.

• What have you enjoyed during 2012?
• What haven’t you enjoyed?
• What did all of these experiences mean for you?
• What’s important to you now ?
• What is it that you want and what will these experiences mean for you?
• What will you be doing, seeing, feeling, saying to yourself when you are working, relating, experiencing all that you choose to do during 2013?
• Why will you be doing these things?
• What will this mean for you and those around you?

I am already taking stock my year and I am so looking forward to all of the events and experiences I will be involved in next year.
How about you?

Happy New Year

 
Tracy


www.tracyseedassociates.co.uk

www.tracyseedcoaching.com

 

 

 

 

 

Listening – The perfect gift for Christmas!

This wonderful blog is written by my guest blogger  Elizabeth English BA (Hons), MPhil (Oxon), DPhil (Oxon) www.lifeatwork.co.uk       Why is listening the perfect gift? How do we feel if we're fully heard and understood? Relieved, perhaps! But much more too. When somebody really listens to us, we feel it viscerally; we sigh deeply, our whole body relaxes and responds; we feel valued, affirmed, respected, confident, happy, empowered and ready to move on, to take the next step. Being fully seen and heard brings possibilities of change. Like all communication when it works well, it naturally carries us forward. Who's it for? An empathic listening space is suitable for people of ALL ages! I've yet to meet anyone who isn't thankful when another person catches what they say, or grasps their meaning. Even if being heard doesn't seem important to us on a personal level, the moment we engage over something practical, we need to be understood.  And on a human level, we can all benefit. With the warm, non-judgemental acceptance of true listening, we are seen (or have the potential to be seen) in the clear light of reality -  not just as who we are, but, perhaps more importantly, for who we want to be. We're given the freedom to be ourselves. Note: If there's nobody you want to give it to - you can listen to yourself! When did you last have time to enjoy just being? It may be just the treat you need ... How much does it cost? Here's the catch. It costs everything we have! When we listen fully, we listen with the whole of ourselves. We put down our own agendas and concerns, and immerse ourselves completely in the other person's world. True listening, even for the briefest moment, is total. The other person feels our full attention. We give our human presence, just as we are. Can anyone give it? Listening may be a special gift, but we do not need to be a special person to listen. All that's required is our curiosity. We do not need to be wise, or clever, or funny, or sorted, or calm, or good-looking or even have a good memory. We spend time with the other person, just as we are. And because we are present with them just as they are, we validate their world of experience. We do so without trying too hard; without doing anything 'special'. Now, they can stand on their ground more firmly; they inhabit their world more freely. Which size should I go for? Our listening space is as large or small as we want to make it. What matters is the quality of that space. But if you are short of space and time this Christmas, remember: a little empathy goes a long way! We need only pause for a moment to resonate with someone's words. Instead of dashing onto the next thing, we take time out; it's a moment of sheer holiday spent in someone else's landscape. We enter the dimension Being, not Doing. Here, even a small interaction feels large. For the person we listen to, it's as if we have all the time in the world to take them in. It's ecologically sound! If you're catering for vegetarians or eco-warriors, it's the perfect gift: It creates spontaneous warmth It raises energy levels naturally It's never wasted, and fully recyclable (we can listen as often as we like to the same thing!) No wrapping required! Listening is best seen for what it is. The fewer layers the better. Our warm interest in another person doesn't need pretty words to be appreciated. Without frills and glitter, our listening can be direct and authentic. Fully refundable If your listening gift is not what's wanted - you can exchange it any time, for words. Your words may be what your loved ones want, after all ... True Christmas spirit! Listening never leaves anyone out - even ourselves. Although listening seems to be about another person, at best, it'sjust as much about us. When we pause to create a listening space for someone else, we get a break from our busy Doing mode - and a chance to enjoy a stress-free moment of pure Being. We listen for our own sake, as much as another's: True listening enriches the listener as much as the speaker And the benefits go beyond this. When we drop all expectations and wishes for what another person 'should' be, or 'could' be, but see them just as they are, something magical happens. We discover, and rediscover, the timeless truth, that: If you listen to someone fully, you can't help loving them Postscript: what's the aftercare? Warning: You may need to listen again! (Because the person enjoyed it so much the first time! And I hope because you loved it too ....) _______________________________________ CAN YOU HELP? If you enjoyed reading this tip, you can sign up here: Life At Work: Communication Blog (questions, tips, support)

The Final Countdown!

 

 

One of the most common things I hear when I am working with leaders, childcare practitioners and parents too is:

 

 “There are not enough hours in the day”

 

 And at this time of year, I don't know about you, but, it seems that this urgency increases,"time" really does run away with its self, my days pass by so quickly and there are so many things that I want to complete before the final countdown to Christmas.  
 

Why is it that so many of us, feel that we have so much to do?

I have many requests to lead trainings on “time management” and what most people want is to learn are new ways to manage their time/tasks and they think that this is going to give them the answer to feelings of overwhelm.

 

There are of course many very useful tools and strategies that can help us to prioritise more effectively including:

• Categorising tasks into what is important, urgent, not important; Considering how much time we spend on what we value, enjoy, how much time we spend on tasks and relationships;
• Creating “To do” lists;
• Appointment and task scheduling: for the week, month or even for the year;
• Minimising interruptions
• Changing our internal dialogue. 

All of these strategies support us in our desire to become more efficient and more effective and many people that I work with take this action and yet, there are still times when we feel overwhelmed and find ourselves saying that “there is not enough time”.

Last week when I arrived early for a meeting in Westminster, I took some time to look at the magnificent architecture of our city and the clock that marks time for us all here in London.  I was conscious of the fresh crisp air on my skin and took some deep breaths; breathing in for just a few minutes the magnificent scenery and the whole world seemed to slow time down a little! 

Its amazing that to pause for a while, to be fully present with what is before us, particularly when we connect to the elements that bring us sharply back to our senses, this simple action can alter our perception of time.

How does this work?

 

When we give our mind a rest from analysing, comparing, evaluating and thinking about what we have done or must do, we feel more relaxed, more clarity comes and the decisions we make are more effective. 

  

To notice overwhelm and to take action is key

• Breath
• Go for a walk
• Play with the children
• Stroke the cat
• Practise yoga
• Watch the sunset

Whatever works for you!

What matters is that we take time out to restore our emotional and physiological balance.  If we don't do this, our final countdown may come more quickly than we think!

When we connect to what is before us, in every action and interaction. This is the present which is the gift  that transforms our perception of time.
 

Tracy

Train the Trainer:considering early years training and consulting

Working with adults in any sector is a specialist job, requiring its own set of skills and competencies.  My experience in the early year’s sector is that no matter how much knowledge and experience of a subject we have, this alone does not equip us to inspire and empower others.

After attending two training sessions myself, in one week, some years ago, I was stimulated to write about what it means to be an effective trainer, because I learned so little from both of these sessions.

During one session the presenters spent virtually the whole morning from 9.00 until 12.30 sharing their own stories, showing photographs and a short video clip. They did ask us to engage in one activity which involved us talking to each other, but limited time was allowed and the focus and purpose of the activity was not clear and did not seem to connect to what followed, which was more photographs and more of their own stories!

There were a few confident participants who interrupted the presentation to share their own thoughts and the presenters did acknowledge their thoughts, they appeared interested and were affirming, but the opportunity for shared thinking passed, there was no facilitation of a discussion and the presentation continued without participant engagement. Personally, I found the session frustrating, probably because I am passionate about group learning; the "Gestalt" is so important. This is not to say that presenting from the front can’t achieve this too, but sadly, on this occasion although the content the trainers shared was really great practice, I did not feel engaged or stimulated to explore new ideas.

The second event I attended was even more frustrating, for two hours I sat and listened while the presenter read from the handout booklet.

I believe that every event needs to have the potential to make a real difference to practice. You might consider:  
What are they expecting?

What are the key principles you are communicating?

What are your intentions and planned outcomes?

How will you plan for affective engagement, cognitive processing and behavioural outcomes?

How will you foster safety in the session for all to share their thoughts and  ideas?

Here are a few tips for trainers...

Have a clear aim for your session and objectives

Produce an agenda showing logical progression of your session

Know your audience - what do they want? 

Open your presentation with an activity which immediately engages participants and helps them to recall their own experience about the topic.

Facilitate discussion and spend time forming the group so that people feel comfortable to contribute.

When you present information use a range of mediums and words that engage all people this means engage visual, auditory and kinaesthetic learners.

Plan activities which help the participants to apply new learning and consider how they might implement this back in the workplace.

Remember how important the environment is: the decor, lighting, air, furniture layout, positioning of audio and visual aids.

Engage both sides of the brain: left side logic, reasoning and analysis; right side creativity, imagination, colour, synthesis.

Give breaks and provide water.

Help participants remember by repeating regularly, emphasising points unusually, demonstrating, role playing, using metaphors.

Build rapport quickly with tone, gesture, eye contact, using their language.

Whether it is the first of 100th time you have met and worked with a group, greet them individually, be warm and genuine, and let them know you are interested to work with them.

Remember your body language and voice tone, pitch, pace, volume non-verbal communication is providing around 80% of the message that will be received....Give eye contact. Move purposefully, stand straight.

Becoming a master communicator takes continuous comittment to our own development. It seems there is now some support in the form or a new association being formed, for new and experienced trainers and consultants to raise the bar!

I spoke to Laura Henry MD of Childcare Consultancy recently and also received her invitation to attend the launch of the National Early Years Trainers’ and Consultants’ Organisation (NEYTCO): a new initiative with the aim of raising standards in training across the UK. I seems that over fifty people have expressed an interest in this initiative.

Unfortunately, I will not attend the first meeting because I will be away in Norfolk, but I will attend future meetings, hope to see you there.

Just in case you didn’t receive your invitation, the inaugural session for NEYTCO is being held at the head office of the London Early Years Foundation (LEYF), 121 Marsham Street, London, SW1P 4LX on Friday 23^rd November 2012, 12 – 2pm.

To book your place at this event email admin@childcareconsult.co.uk

See you at the next meeting

Tracy

Stretched to our Limits

What will it take to lead Early Years Services during these times of rapid change?

According to John Kotter in his points of view: Leading in the 21^st Century (2000). Leaders will need to help people tap into their hopes and dreams in order to unlock their talent and energy.

I think this advice is for everyone not only those who are in professional leadership roles: stepping up to leadership and tapping into our own hopes and dreams at work and in our lives is a potential for us all, using the highest executive funtions of the mind to also exceed logic and to play with ideas, allowing our imaginations to invent new ways of working and living together. 

Here are some of the competencies we can develop that will support us to find creative ways forward, may be you can think of others too.

Creativity and Vitality;  being able to think outside of the box and to have the energy, motivation and a sense of wellbeing to sustain ourselves and to be mindful in our roles.

Flexibility and Adaptability; to see the doors that open when others close; finding positive outcomes, the learning’s, through problems and difficulties - taking advantage of serendipity;

Self control, discipline, determination and persistence; to know when we are putting out fires and when we are working for prevention, evolution and progress; seeing tasks through to completion; being able to manage our emotions and our relationships in whatever context we find ourselves. 

Stretched to our limits means finding news of working - to let go of what doesnt serve us anymore and step on to new ground; sometimes unfamiliar to us and this requires a level of patience and a williness to discover new potentials and to nurture new shoots, that may grow in ways we have never seen before, all colours and forms and as we nurture these andwe support them in their natural way trusting nature itself to weave in a way that will connect to others in joined up ways of working and of of being together in collaboration; pooling resources and sharing ideas, contributing to each other and to the wider communities around us, communicating, negotiating and trusting each other. 

 

I so appreciate all of you working directly in children and family services, I see such resilience and determination to offer the very best to children and their families with whatever you have to give.

 

 

Democracy and Freedom in the Early Years and Beyond

Democracy and Freedom in a Swedish
Pre-School,Gothenberg

I have visited and worked with a number of  Swedish preschools during the past 5 years and my experience is that their thinking about democracy and freedom is central to their work with children.

Last week I visited a preschool in Gothenburg,  and interviewed Maria a teacher in a team of three who works with 4 and 5 year olds. The philosophy of this particular school is inspired by Reggio Emilia.. Maria, tells me:

“Democracy and freedom come together”

“The children have clear rules and these rules are changeable”

“We don’t say no unless it is dangerous”

“We can be in rooms alone and we trust children to do the same”

 Groups of children alone in rooms is not something that would be allowed here in the UK, but in Sweden I have seen this many times. Children calm and confident working together and it might be quite sometime before an adult returns to see how they are doing. 

Maria tells me that if we can be in rooms alone so can they, we trust them, she says, they know the rules which are very clear and they know that if they break them they cant be in the area. 

We are standing in the Art area when she tells me that this is an area where children can be trusted to work for quite substantial periods without adult intervention – say 20 minutes…it is well organised and stocked with paints, paper and collage materials, much of the material is in glass containers.

I ask her about conflicts and  she says again that  we trust them, we don’t feel stressed about them at all, we believe that children are inherently good and want to learn and they care for each other. 

In this area she tells me it is so calm, they sometimes all complete a piece of work as a group, which will be on a large piece of paper.

The only conflicts that occur are maybe that the room might be untidy, or there maybe paint on the walls, but this is ok, they learn and we all clean this together.

Mainly conflicts that occur are outside, when the play is more physical. They know its not acceptable to use language that provokes another to protect themselves or games that are required to be someone underneath or on top, if this happens Maria says they have to talk about it and they know this.

Interview

Once a week the children have a meeting to discuss their questions about rules, concerns etc . One child will chair the meeting and will record the question and the decisions. All children vote on decisions using their name on lego pieces, a tower is built as the voting takes place, this makes it easier for them to see where the most votes are.  Maria tells me that mostly, the children are able to do this completely alone. 

This week they voted on being allowed to bring in toys from home. Previously they have not been allowed to do this. It was interesting said Maria because when this happened, they found that the noise was very loud, many of them bought toys in that made a sound. They met together again and agreed that volumes needed to be turned down, or batteries removed. 

There have been many questions/concerns discussed and decisions made during the past few weeks. I saw the notes of each meeting.

These  included :

• Its too crowded in here at registration
• Some people don’t flush the chain in the toilet
• Why don’t we have pizza for lunch?

Maria clearly explained the process that the children followed in each case and the extensive work that was undertaken to resolve issues that concern them they were involved in discussions, reading, interviewing etc….these are just some of the things we talked about…she told me much more about how they share information with parents and specifically how they do this via technology, how they keep individual records, undertake projects and what are the most important qualities and skills needed by the teaching team… if you are interested to read or hear more…do let me know and I will continue to share..

Children are the living messages

we send to a time we will not see-

 Author John W Whitehead

For children to be able to work in this way (and I'm not suggesting that we leave them to work alone in rooms) they need to develop language and thinking skills and the social and emotional capabilities for partnership, equality, mutuality,  solving problems and discussing their concerns etc ..they need a host of skills and competencies that are grown primarily from innate human potentials (to be nurtured from the inside out.) It is our job to support this process of development, helping them to express themselves as unique individuals who have the confidence, creativity, passion and empathy to know their own views and be able to listen to others … and it seems to me that this requires all of us..parents, teachers, practitioners, social workers etc....to work with ourselves around these skills and competencies too, how can we nurture these capacities in children if we don’t practice them ourselves..

If you would like to know more see:
http://www.facebook.com/LeadinginEducationandFamilies

http://twitter.com/#!/tracyseed

http://www.linkedin.com/in/tracyseed

www.tracyseedassociates.co.uk

or contact me directly to learn more about the work I am doing here in UK.

 More from Sweden soon!!

Leadership Is for Everyone

For contemplation…..

Leadership is supposed to be for everyone,

So every child or every person is supposed to act like a leader;

So you should lead your own family, you should lead your own life.

As a child grows, he’s given responsibility of taking care of the lambs, the goats, the sheep, she’s shown he’s responsible. When he grows up more he becomes a warrior.

We are initiated to become warriors and we then go to the bush for training;training to be leaders, training how to take cour community forward, how to protect our community and all that wisdom.

 To become a respected leader in the Massai community, you have to first of all to show a good example.

When you are a leader you should respect everybody, you should respect children, the whole community. You don’t bullying people, you don’t tell people “do this”, commanding people no.

Instead you have respect

Emmanuel Manjura, Massai Leader published recently in Resurgence Magazine No 264

 
The four pillars of Education (UNESCO Learning – The Treasure within)

Learning to know: “concerned less with the acquisition of structure knowledge that with the mastery of learning tools. It may be regarded as both a means and an end of human existence.”

Learning to do..”how do we adapt education so that it can equip people to do the types of work needed in the future?”

Learning to live together “…education should adopt two complementary approaches. From early childhood, it should focus on the discovery of other people in the first stage of education. In the second stage of education and in lifelong education, it should encourage involvement in common projects.”

Learning to be:”..All people should receive in their childhood and youth an education that can make up their own minds on the best courses of action in the different circumstances in their lives”

Jean Piaget said " The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done;men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered." 

Cathy Nutbrown, Respectful Educators, Capable Learners (1996) "If children find learning difficult, it could well be that there I something wrong with the way in which we are asking the to learn."

If you would like to explore your own leadership and or the way you perceive and approach education and curriculum implementation contact me mail@tracyseedassociates.co.uk view my website www.tracyseedassociates.co,uk and if any of the work that we are doing inspires you we would love to connect with you..