Safer baby sleep

This is a guest posting from The Lullaby Trust. The Lullaby Trust, formerly FSID, promotes expert advice on safer baby sleep and provides specialist support for bereaved families.

Working with a baby or toddler can be an exciting and rewarding experience. However, we know how worrying it can be making the best decisions to keep babies and toddlers as safe as possible.

Sudden Infant Death Syndrome (SIDS) is the sudden and unexplained death of a baby where no cause is found. While SIDS is rare, it can still happen and our advice below will ensure that the baby or toddler in your care is sleeping as safely as can be both a night and during the day.

Things you can do when working with a baby:

Always place the baby on their back to sleep

• You should always place the baby on their back to sleep and not on their front or side

• Make sure you and the family you work with are consistent with back sleeping- the chance of SIDS is particularly high for babies who are sometimes placed on their front or side

• Once the baby can roll from back to front and back again, on their own, they can be left to find their own position

Keep the baby smoke free

• Never smoke around the baby or have the baby on contact with smoky skin or clothing.

• Don’t let people smoke near the baby and keep the house, car, and other places the baby spends time, smoke free

Opt for expressed breast milk over formula

• If you have the option, always prioritise breast milk over formula, as this can be protective against the risk of SIDS

Place the baby to sleep in a cot or Moses basket in the same room as you for the first 6 months, even during the day. It’s the safest place.

• The chance of SIDS is lower when babies sleep in the same room as their parents or carers, but do not share the same bed as them

Ensure the baby has a firm, flat, waterproof mattress in a good condition

• You and the baby’s family should avoid using soft or bulky bedding (such as quilts, pillows and duvets) as these increase the chance of SIDS

• Sleep the baby on a firm, flat mattress that is clean and in a good condition. A mattress with a waterproof cover will help you keep it clean and dry

Things to avoid when working with a baby:

Never sleep on a sofa or in an armchair with the baby either next to you or on your chest, even during the day

• Sofa sharing with a baby greatly increases the chance of SIDS

Avoid letting the baby get too hot or too cold

• A room temperature of 16-20⁰C, with light bedding or a lightweight well-fitting sleeping bag, is comfortable and safe for sleeping babies

• Check the baby regularly to see if he or she is too hot. Look for sweating or feel the baby’s tummy – their hands and feet will usually be cooler, that’s normal. If the baby is hot, remove one or more layers of bedclothes.

Don’t cover the baby’s face or head while sleeping or use loose bedding

• The use of loose bedding which can cover the baby’s face or head can be dangerous and can increase the chance of SIDS

• To keep the baby safe and their head uncovered while they are sleeping you should:

o Place your baby on their back in the ‘feet to foot’ position – this is where the baby’s feet are placed at the foot of the cot – so they can’t wriggle down under the blankets

o Use blankets which are firmly tucked in, no higher than the baby’s shoulders or baby sleeping bag

For more information and advice, see the Lullaby Trust’s website at www.lullabytrust.org.uk, or phone the information and advice line on 0808 802 6869.

Happy nannying!

9 nifty Easter activities

Welcome to our #9nifty series. We’re starting with 9 Easter activities for kids of all ages…

1. Eggs inside eggs

How to : Put little foil wrapped chocolate eggs into a ballon and blow it up, cover with the outside of the balloon with glue then wrap string/wool/embroidery thread around it (leaving enough space to take the balloon pieces out but not so much that the eggs can escape) and glue again. Hang them up to dry and when they’re ready pop the balloon and take the pieces out carefully ! Experiment with blowing the balloon up to different sizes or different types of string.

Focus on : Fine motor skills

2. Chocolate easter nests

How to : Melt chocolate, mix with shredded wheat, shape into nests and allow to cool!

Focus on : Numeracy/science – pouring and measuring, melting and solidifying

3. Silhouette bunnies

How to : trace around the bunny, or make a stencil to paint over and make a fluffy cotton tail to stick on!

Focus on : Understanding the world/The World and Traditions in other countries. Talk about the Easter bunny who bring the eggs. Some other countries have the same tradition although in Sweden, Austria and Germany it’s a hare and in France it’s the bells who bring the chocolate ! What’s the tradition in their family ?

4. Easter egg scavenger hunt

How to : Hide your Easter eggs around the house or the garden and write clues. Read the clues together and find where the eggs have been hidden !

Focus on : Problem solving and memory skills

Easter egg collage card — Upcycled junk mail makes a pretty egg!

5. Collage Easter egg cards

How to : Fold A4 paper/card into half and then half again. With a craft knife cut out a shape of an egg from one qurter, this will be the front of your card. Make a collage onto thenow exposed quarter (you might want to mark it while it’s folded) and wait for it to dry. Refold and admire the colourful egg !

Focus on : Colour recognition and decision making.

6. Hand and footprint bunny

How to : Make handprints and footprints in pink paint and cut them out, leaving a reasonable margin. Take 2 paper plates and cover them in cotton wool. Join them together to create the head and body of the bunny. Stick on some googly eyes, black pipe cleaner or strips of felt for whiskers , a pink heart for a nose, the hand prints for ears and the foot prints for feet.

Focus on : Talking about textures. This is a sensory rich activity with sloppy, sticky paint and fluffy cotton wool.

7. Easter bonnet

How to : Buy a cheap wide brimmed hat, or improvise ! Decorate the hat by painting it or covering it with fabric, cut egg cartons open and paint them to make flowers, attach ribbons and feathers, let your imagination run wild !

Focus on : Understanding the World/ People and communities.Talk about the tradition of Easter bonnets. In the past people put flowers on a hat to celebrate spring and wore new clothes at Easter. In America there were big Easter bonnet parades. In the past, people used to wear hats to church.

8. Peekaboo chicks

How to : Cut a small egg shape out of card and then cut it in half horizontally (or if you’ve made collage cards just use your pre-cut egg shapes). Attach the two halves one side of a clothes peg, one at the top and one at the bottom. Draw a small chick and cut it out. Attach it to the other side of the clothes peg behind the egg top so when you pinch the peg together to the open it you’ll see the chick!

Focus on : Object permanence for babies and Knowledge of the World (eggs hatching)

9. Bunny whiskers mask

How to : Take some pipe cleaners and attach them to a lollipop stick (or two or three taped together for stability). Add a pompom for a nose and create some adorable bunny whiskers

Focus on : Role play – make bunny faces and hop like bunnies !

More Great Childcare II

In our first blog post on the changes proposed by Liz Truss we focused on the changes to ratios. This second part is about the changes which relate to qualifications. To understand this one must first understand that Professor Cathy Nutbrown undertook a review, culminating last year in the report Foundations for Quality which made a number of recommendations. More Great Childcare is, amongst other things, the Governments response to that.

Early Years Educators

Liz Truss proposes a new standard ‘Early Years Educator’ badge for qualifications. As anyone who has looked into gaining a qualification over the last decade, or looked at employing someone, there is a huge array of qualifications, some of which are simply a rebranded NNEB and some of which are barely worth the paper they’re written on. These were all slimmed down the the Diploma for the Children and Young People’s Workforce, which was criticised by Nutbrown’s review for being, amongst other things, too broad. Clarity here would probably be welcomed by everyone.

Early years teachers

More Great Childcare proposes a new status and training course for Early Years Teachers, a postgraduate qualification that will focus on teaching in the early years and have the same entry requirements (including the skills tests) as school teachers, but crucially stops shorts of giving Early Years Teachers the same Qualified Teacher Status that their primary and secondary colleagues have. Given that there is already Early Years Professional Status, which can be taken by professionals working in registered settings, the proposed change doesn’t seem to go much further and is likely to be a source of discontent.

GCSE Maths and English

Nutbrown recommended that all entrants onto an early years qualification hold a level 2, with the reasoning that learners should be ‘confident and capable in their literacy and numeracy’. The Government has interpreted this as a grade C in Maths and English GCSE.

This has been of particular interest to many on our Facebook page. It used to be a requirement of many colleges before entry, and some people seemed unaware that this policy had changed. Others appreciated the need for English to develop children’s communication skills but questioned the need for maths. Still others placed a higher value on aptitude for working with children.

Nannies in particular, who are not obliged to hold any qualifications, are uniquely affected by this recommendation. Parents can order their own priorities when hiring a nanny, but particularly for those with school aged children GCSEs and further educational qualifications are increasingly important. A quick random poll revealed that parents felt academic qualifications combined with a natural affinity for children actually outweighed the need for formal childcare training. What would Nutbrown or Liz Truss say to that?

So how does this link back to ratios?

Professor Nutbrown herself suggested that the Government explore whether qualified teachers could work with more three and four year olds. The Government re-examined ratios in a larger sense and suggested increased ratios possibly based upon:

– Setting based criteria e.g. 70% of staff qualified to level 3; 100% of staff qualified to level 3; 100% of staff to have a C in Maths and English; at least one graduate plus 70% of staff qualified to level 3

– Practitioner based criteria e.g. only staff with a C in English and Maths to operate the higher ratio

There is some sense in the second requirement, although we don’t recall our GCSE (or O-level) certificates giving us extra eyes or arms, in that the paperwork is going to increase by 50% and strong literacy and numeracy skills will be essential to cope with that in a timely manner.

What does this mean for people already working in early years?

If you already have a qualification rest assured, that will be assessed against the criteria in place when they were awarded. If you are working, or wish to work, in a nursery and you don’t meet the literacy and numeracy requirements you may find your prospects limited. If you don’t have a qualification you may find that you need to brush up on your maths or English first.

More Great Childcare

The biggest changes to childcare in a decade were announced early this week. A report, entitled More Great Childcare, was sent out by Elizabeth Truss MP, the Minister with responsibility for early years. Two major changes were proposed: relaxing the adult:child ratio for childminders and nurseries and setting out new plans for qualifications. This is the first of two blog posts on the report – first we’re going to look at ratios and the second post will be about qualifications.

What are the changes?

For nurseries the ratios will become 1 adult to 4 babies and 1 adult to 6 toddlers with no change to the ratios for pre-schoolers.

Childminders will still be allowed to care for 6 under 8 but routinely 4 under 5, of which 2 can be under 1 instead of 3 under 5, 1 under 1.

There is no change affecting ratios for nannies.

We spoke to Penny Webb, a childminder with 30 years’ experience who starteda petition against the changes. She currently uses the exception granted under EYFS2012 to regularly care for four or five under-5s on grounds of continuity of care.

“I am shattered every day, I am doing more tasks in my own time that used to be able to fit into the working day. I am passionate about childminding – the children will always come first and will always experience outstanding care and education but I know that I can not maintain this level of commitment and this level of effort long term.” Penny Webb, Childminder

She also warns against the impact on children of childminders who rush into caring for too many children at once with little or no experience. Even as a mother of four and with many years of professional experience she has been surprised by how tiring her current workload is.

“I do know people will do it for the money – I also think some will take on more children – with best intentions and then ‘crash and burn’. This will be bad for the children as either will stay with that minder and not have the best experiences – or the minder will be honest and the child will have to go to a different setting – very bad for emotional development.” Penny Webb, Childminder

That’s without even getting started on the lack of space in most homes for 4 under-5s, the difficulties finding triple prams, the cost of a seven-seater and car seats, and the sheer enormity of keeping 4 under-5s safe when out and about. The Minister also shows no sign of allowing OFSTED to slacken their regulatory role, intending to make them the sole authority over childcare settings (the role is currently shared with Local Authorities). This means the paperwork burden on childcarers who are obliged to follow EYFS will go up by 30% for childminders and 50% for nursery staff.

Em, a former nursery worker who is now a nanny, highlighted that current arrangements already impacted to the interaction she was able to have with the children ‘to their disadvantage’. She feels becoming a nanny gave her freedom to really bond with children and follow their interests, and the care the children receive is better for that.

“That kind of ratio would seriously change my mind about nursery work [in the future] especially with the paperwork burden on nursery staff at the moment let alone with more children in their care. It’s insane!” Em, Nanny

Private nurseries in favour of the changes have been accused of only being interested in profit however Sarah Steel, MD of The Old Station nursery points out that any cost saving from relaxed ratios is likely to be eaten up by increasing quality, paying staff a higher wage and subsidising Early Years funding. The most worrying consequence she sees is a potential two-tier system.

“Those in most deprived areas, where nurseries are already struggling to survive, will have to embrace lower ratios, but this may be at the cost of quality.” Sarah Steel, MD, The Old Station Nursery

This is most evident in areas which are supposed to offer funded places for 2 year olds, an age group where the number of children per adult has been increased by 50% and where struggling nurseries may have no choice but to make ends meet by reducing staff costs. Even experts are unsure that more children per adult will lead to a reduction in cost. Eva Lloyd, from the University of East London, said there was no relationship between ratios and cost to parents. She is also sceptical that higher quality will be possible under the proposed changes and it’s easy to see why. The most highly qualified childcarer is physically limited in the number of children they can safely care for or comfort at once. Higher ratios may effectively prevent them from deploying their knowledge and reduce them to refereeing hordes of toddlers. The members of the PLA seem inclined to agree and Laura Henry, an early years consultant but also parent of two boys, posted an impassioned letter on her blog aimed at parents.

Even though the changes proposed don’t mention nannies it would be naïve to assume they won’t somehow be affected. On the one hand it’s good news for the sector – parents who are unhappy about the quality of care offered by local childminders or nurseries may look into a nanny or nanny share. A nanny with 4 under 5 would still be able to dedicate more time to his/her charges because nannies are not required to provide reams of paperwork for OFSTED inspections. On the other hand parents may find it more difficult to find quality candidates. It doesn’t take a GCSE in maths to work out that reducing the required number of adults to care for a roomful of 12 toddlers from 3 to 2 leaves a member of staff without a job. The BAPN expressed concern that the nanny market may become flooded by nursery workers who have been made redundant because they are no longer perceived as fit to work in nursery settings, leaving an entire sector of the market lagging behind in terms of quality.

Many parents are unhappy about the changes. The online parenting forum Mumsnet revealed that only 5% of members surveyed polled in favour of relaxed ratios and Netmums reported a figure of 20% in favour. They may still be faced with an impossible choice, to pay over the average for a provider with low ratio and high quality care or accept lower quality care for lower cost. Parents who are unable to get spaces in settings offering coveted lower ratios may stretch themselves to pay for a nanny until the funded hours kick in at 3 years old, an age group unaffected by the ratio changes.

Tablets for tots

You’ll have noticed that THE present for children this year was…. a tablet.

From LeapFrog’s LeapPad and VTech’s Innotab to Asus’ Nexus 7 and Apple’s iPad mini, tablets are everywhere, loaded with educational apps and games to keep children amused. So what are the pros and cons of tablets for tots?

+1 They’re ultra portable

Books, DVDs, CDs, card games, pens and paper. Leave them all at home, there’s an app that will so it for you. You can also access media content legally for much less than the book or DVD would cost and easily pop on something for you too.

+1 They’re intuitive

Even children as young as 1 can get their heads around touch screen technology. Unlike traditional PC based educational games tablet apps are easy to get to grips with.

+ They promote hand eye coordination and fine motor skills, literacy and mathematical ability

Children have to learn to control their hands and fingers to use a tablet, and some games encourage matching, sorting and counting skills, shape, number and letter recognition, and phonics, as well as making a variety of e-books easily accessible.

+ They grow and evolve with the child

Leapfrog and Vtech etc aside adults can get as much use out of tablets as children and teens. The sheer number of apps is staggering and a new tablet now should, barring breakages, provide entertainment for years that can vary according the child’s tastes.

-1 They stifle the imagination

There are some good, creative drawing and music apps out there but it’s no substitute for the opportunities real art materials or musical instruments give you. There’s also no scope to put a lion on Old MacDonald’s farm or adapt what the wheels on the bus do if you’re just listening to a recorded version.

-1 They’re fragile

Most tablets aren’t hugely robust, even when they come encased in rubber, and older children will probably want a 7-inch adult tablet anyway. Young children can’t appreciate that their new toy is a complex electronic device to be treated with care and even with the best will in the world a older child may accidentally drop it.

-1 They’re sedentary activities

You don’t move much when you’re using a tablet and it’s certainly no substitute for running around outside. Repetitive use of one hand could also lead to RSI, especially as the way children use touch screen technology when they’re young will set them up for how they use it in later life and it’s not going away.

-1 Children can access the Internet unsupervised or run up a bill buying apps

Most tablets aimed at the children’s market incorporate parental control but if you accidentally leave that off and your iTunes or Android marketplace account logged it’s scarily easy and fast for a child to run up a bill. Most free apps include a quick link to the full version and an imprudent tap or two could be pricy.

-1 They’re addictive

You know those adults who always have some kind of electronic device in their hand? Chances are they’re addicted. The brain quickly becomes dependent on the instant gratification a smartphone can provide and this can also less to problems with concentration later on. Children are especially vulnerable because their brains are still very plastic, which means new habits can form easily.
Our verdict:

Handle with care, both literally and figuratively! While they might keep children occupied for hours, you should also make time for activities away from the tablet, even if you’re essentially doing the same thing. If you’re a childcarer make sure to communicate with the parents about appropriate usage and stick to their rules. Consider limiting use to specific locations or certain times of day to ensure that it isn’t overused and always double check the content and parental controls on a standard tablet. Finally, remember an interactive tablet is no substitute for an interactive adult!

Could You Be a Childminder?

If you are reading this, you may be considering becoming a childminder. But how do you know if it’s the right career choice for you?

Many stay at home parents choose to become childminders so that they can continue to care for their own young children full-time (rather than going back to work), and then continue their childminding career long after their own children have grown up and moved out. Many other people choose childminding as a career even if they haven’t had their own children. Being a childminder can be an incredibly fulfilling and enjoyable career choice, but it’s not for everybody.

This article has been written to give a clearer picture of what life is really like as a childminder, and to help you decide whether you are cut out for the busy and varied lifestyle that being a childminder brings.

What Do Childminders Do All Day?

Well, they certainly don’t sit down watching the children play all day long! Childminders are like stand-in parents, doing all of the things that a mother or father would do should they be home with their children. Childminders focus the majority of their energies and time on playing with the children in their care, and instigating educational and enjoyable activities. Childminders also need to keep their own homes reasonably tidy throughout the day (well, as tidy as is possible with several small children in the house), prepare meals for the children in their care, do school runs and other errands, as well as completing paperwork. So as you can see, there’s not a lot of time left for sitting down!

Could I Be a Childminder?

Before you start thinking seriously about whether being a childminder would work for you, you need to ask yourself these questions:

-Is your home suitable?

Many people believe that in order to be a childminder, your home must be spacious with a large garden. This simply isn’t the case. Lots of childminders have small houses, and houses without gardens. You simply need to be able to demonstrate that any children in your care will have lots of opportunities for exercise and fresh air – so if you have a local park, playing field or other accessible outdoor space, you will be fine. You can even mind children if you don’t own your own home – you just need permission from your landlord first.

-Is there a local demand for childminders?

This may seem like a very obvious question, but it really is one worth thinking about. Good childminders are indeed like gold dust, but some areas have more childminders than others. There is little point in setting up as a childminder in a town where many other childminders are struggling to find work, unless you feel you have something to offer that puts you above the competition.

-Do I have the right personality?

If you genuinely enjoy spending time with children, have a good imagination and sense of fun, and you’re motivated to facilitate learning and exploration of the world, the chances are you would make a great childminder. You don’t need to have had your own children to be a childminder, but childcare experience is invaluable to figuring out whether you would enjoy a career looking after children.

How to Choose a Childminder

Choosing a childminder for your children can be a difficult task. Finding a childminder who you and your child click with, and who can provide childcare at the times you need it, isn’t always easy.

It can also be difficult to know which questions to ask when meeting a prospective childminder. Following is a list of tips that you may find useful.

The First Visit

When you visit, take your child. Allow the childminder to interact with your child and observe how your child reacts to them. It may take your child a while to warm up to them, but the childminder should be open, friendly and non-pressuring. Talk to the childminder before the meeting to arrange a time when you will be able to stay for a decent amount of time – 1 to 2 hours – as this will give your child a chance to get acquainted and for you to get a better idea of whether they will be a good fit for each other.

What to Ask

Don’t be afraid to ask as many questions as you wish – a good childminder will be happy to answer any you may have and to help you feel at ease when making your choice. You may wish to ask questions such as –

Will they provide food for your child, and if so, what kind? Do they provide cooked meals, or simple snacks and sandwiches?
What kind of discipline methods do they use, and how they would deal with certain behaviours (such as snatching, hitting and other normal behaviours for young children)?
How much time do they generally spend out and about with the children? Do they visit the park/play in the garden/go on outings to local places of interest?
Do they drive?
How many children will they generally have in their care when they will have your child?

You will also wish to enquire about costs. Childminders generally charge around £3-£4 an hour. Some will make additional charges for food and drink, whereas others will include a certain number of meals and snacks in their costs. The childminder will have a sheet or two that you will be able to take home which will have detailed information about costs, notice periods, what will happen in the event of sickness and what you will be expected to provide (spare clothing, sunblock, etc).

And, of course, you will need to find out whether or not your chosen childminder will be able to look after your children at the times you need. Good childminders are often well-booked, and have waiting lists, so it is important that you start to seek a childminder with plenty of time to spare if you are returning to work, for example, after maternity leave.

Avoiding Problems

As with any professional relationship, being upfront and honest from the beginning is the best way to avoid problems later down the line. If you have any doubts about a childminder, don’t feel pressure to hire her because you gave her the impression you would when you met. A good childminder will fully understand the importance of your decision and will certainly have no hard feelings if you choose to go with somebody else – after all, your child’s well-being is the most important thing.

Childminding: Rainy Day Ideas

Childminding can bring some challenging times, especially on those days when evacuating to the garden or local park is not an option. Childminders will often be responsible for children of different age groups, so it is vital to have some ideas up your sleeve to help keep them occupied (and to avoid going stir crazy!).

On that note, here are a few suggestions of activities do engage the children in whilst childminding that can be easily adapted to different age groups.

Play Dough

Home made play dough is quick and easy to make, completely non-toxic and a joy to play with. I challenge you to think of one child (or indeed, an adult) you’ve met who doesn’t enjoy a good dough squishing session!

There are many different recipes you can use to make play dough for use while childminding, with varying levels of success. The following recipe is pretty reliable and makes a large amount of dough. You could even split the mixture and make two different colours!

You will need:

3 cups water
3 cups flour
1.5 cups salt
6 teaspoons cream of tartar
3 tablespoons oil (any cooking oil will do)
Food colouring (you’ll need more than you think to get a vivid shade)

Simply combine the dry ingredients (sieving the flour first), before adding plenty of food colouring to the water & oil mixture. Add the liquid mixture to the dry ingredients gradually, stirring throughout. Transfer the mixture to a saucepan and stir over a low heat until the mixture leaves the sides of the pan and takes on a nice doughy texture.

This play dough will keep for a long time if stored in an airtight tub in the fridge. Try adding rice or lentils for an interesting texture for little ones, or even throw in some glitter! Older children will enjoy making the dough with you, or you can easily make it the night before for ease’s sake.

Finger Painting

Everybody loves finger painting. Very young ones adore the feel of the paint on their hands, and older ones can get creative and make beautiful pictures to take home with them. Finger painting is messy, though, so it may be a good idea for childminders to pre-warn parents that they plan to do it, so they can provide old clothes for the children to change into for the activity. Putting newspaper down is a very good idea, too. Messy play can be a bit of a challenge for the adult in charge, but it’s well worth it for the learning experience that the children will get.

Indoor Picnic

You’d be hard pushed to find a child who doesn’t love picnicking. Picnics in the garden are lovely, but if the weather isn’t accommodating, bring the picnic inside! Make a finger-food lunch together with the older children – sandwiches, breadsticks, houmous with vegetable dippers, crisps, cut up apples and cupcakes are all good choices – and take the plates of food to a blanket on the floor. The children will love helping themselves to their lunch, and the novelty of eating on the ground can be enough to convince even the fussiest of eaters to dig in. For extra fun, make a canopy with a sheet laid over the back of some chairs.