Introduction

The project examined the level of engagement with sewing, seen as one of Froebel’s occupations, shown by children aged 2-5 years within a nursery setting. It offered the opportunity to explore how we could enable sewing to be a gender equal play opportunity while ensuring that the children have the freedom to choose where to play and opportunities to learn new skills through guidance from a familiar adult.

The purpose of this project was to use my own sewing skills and my new knowledge of sewing through a Froebelian approach and how this occupation could be incorporated into the setting using a gender-neutral approach.  Tina Bruce (2021) questioned if teaching of weaving, sewing was obsolete in educational settings today, however the Froebel approach should encourage settings to offer this occupation.

Context

In the past materials were limited to threading so sewing is not an activity that has been on offer to the children which allowed us to identity sewing as an opportunity for all. Some practitioners have little interest or knowledge in sewing but were willing to learn to support the children. This project was implemented in a small nursery class of 19 children aged between 2 years and 5-year-olds. Following consent from families there were 15 children taking part in the enquiry although all children had the opportunity to participate. In the group of 15 children there was 8 girls and 7 boys. The children within the class are very involved in block play, jigsaws, outdoors and a range of role play opportunities daily. Both boys and girls play well together in all the above activities and each group of play are gender equal. As a staff team through observations and discussions we identified that the children lacked interest in fine motor skill activities so felt this was a good time to introduce a new activity which supported this learning. As a child who was left handed, I learnt how to sew and knit with my papa due to my mother and granny finding it challenging to teach a left person, so I was aware of this difficulty before I began the project.

Prior to the project, a summary of the project along with consent form was provided to all parents. The project was discussed with all staff at a meeting to discuss the planned activities and how this would look for the children in the setting. This gave staff the opportunity to get on board with the project enabling teamwork.

Narrative observations of individual and small groups of children took place during the research, which were carried out as part of my daily practice. The children chose if they wanted to sew and chose the area of the room. Adult guidance was offered, and staff engaged with the children to talk about their creations and socially interacted with the children as they sew. During the research, children were given the option to be included and the project was explained in language they understood. It was explained that photos would be taken, and notes written down for comments, which is how observations are noted daily. Individual learning was recorded on learning journals and a group post was shared to allow all parents to see what the children have been doing as part of the project. Resources were carefully considered to ensure a variety to meet all the children’s needs and allow for progression.

“A is very happy to learn about sewing. Her grandmother is an expert seamstress and she’s excited to tell her about this” ( Comment from a parent)

Ethics

Before I began my research project, I used a questionnaire to ask the parents to give consent for their child to participate. Within this information parents were advised should any child disclose any information which triggered child protection concerns this would be actioned using our council procedure. I shared my project question and how I planned to find this out. Once my project is complete, I will share my finding with my stake holders. Children were given the opportunity to verbally consent to be included in the project to ensure their views were counted and wellbeing was promoted. Children’s names will not appear in the project and any photos shared in this project will not contain the child’s face to protect their identity online. Some children have their name on their uniform, but no photo will show this information or the school logo.