Findings

The observations that were carried out through the children’s settling and play demonstrated that children developed a strong sense of autonomy in their learning environment. Children engaged in their environment not only with their peers but with the resources and the furniture that the children were completely comfortable moving in increasingly creative ways to enhance play. Observing the children transitioning from home to nursery, I observed the children’s increasing independence and connectedness to the nursery environment. Areas such as individual pegs, being greeted by their own key worker and peers evoked emotions such as joy, excitement and delight. This introduces the concept of children’s transition from home to nursery when restrictions ease, promoting the continuation of current procedures.

Children would actively seek their key worker and friends and immediately find a play experience that created a sense of Unity within the nursery. When interviewing the children using props and a camera to photograph their findings family, siblings and friends were of high importance to the children and this highlighted the need to involve them in the daily life of the nursery. As this was not possible to be introduced in person a ‘Family Wall’ was introduced where photographs and ‘special memory items’ were added into the play room for children to access at all times. The photographs were available into playroom in a basket that enabled children to use these props through play. One child took her family photograph and ‘showed’ her family all the areas of the nursery. By introducing a camera for the children to take photographs ‘What Matters to Me’ gave us an insight into what created that feeling of Unity and Connectedness for all the children. As a result of this most children photographed the other children and areas that they play in most often.

Parents discussed the importance of involvement and building trusting, reciprocal relationships with key staff. Introduction opportunities for parents and staff to explore the local woodlands with the children were available and very successful in building these relationships. Parents expressed an interest in exploring the nursery environment when restrictions eased and when they did children led their parents through the playroom in a relaxed and playful experience. Through the opportunity to learn more about what makes children, parents and staff feel a sense of Unity and Connectedness has enabled us to build a Froebelian Inspired, inclusive and nurturing learning environment for all to enjoy.

Conclusion

In conclusion, taking time to observe and discuss the important and significant areas of a child’s life, and enhancing them at nursery, has supported their sense of Unity and Connectedness. Through active listening ‘what is important to the child in their life has promoted a sense of Unity and Connectedness within the home to nursery transitions. Actively involving parents within this process, consulting them in areas such as our vison, values and aims has built bridges in creating a joined-up approach to every child’s learning experience and wellbeing. Moving forward the children’s Unity and Connectedness will be nurtured through our nurturing, inclusive approach.