The Voice of Early Childhood The Voice of Early Childhood

Researcher Carmela Garcia Manas explains that children are followers, enforcers and creators of social norms. Carmela talks about an important finding from her research of just how highly influenced children are by the presence of the adult.
To read and listen to the whole research series visit: https://thevoiceofearlychildhood.com/articles/sustainability/
Tune into next week's episode on: The essential skills for social sustainability 
If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy’s Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/ 
Episode break down:
00:00 - What do children understand of normativity and social norms?
03:00 - Children as followers, enforcers and creators of social norms
03:30 - 'Rich' or 'poor table'
09:05 - Children are highly influenced by the presence of an adult
14:19 - What does subordination mean?
16:00 - Conforming to social norms can become dangerous
19:00 - Children look for fairness
22:50 - How do we encourage children to question the adult?
27:00 - Allocating time for reflection
30:40 - A big change was seen at the end of the research
32:20 - House swap and property inflation in play!
36:00 - Value and demand
36:45 - Children's resourcefulness and adaptability: The sophistication of play
38:30 - Next episode...
For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Children's understanding of power dynamics are explored through the concept of 'possession as a form of power', in the context of social sustainability. Researcher Carmela Garcia Manas shares her findings in this third episode in a research series around education for social sustainability.
To read and listen to the whole research series visit: https://thevoiceofearlychildhood.com/articles/sustainability/
Tune into next week's episode on the impact and power of the adult on children’s actions, and behaviours around social sustainability.
If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy’s Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/ 
Episode break down:
00:00 - What do we mean by possession? 
03:03 - Unequal distribution of resources 
04:10 - Children are aware that possession involves power
05:20 - Scenario 1: In search of food
11:20 - Decision making is a form of power
13:15 - Sense of authority and influence
18:00 - Conformity to roles
21:38 - Scenario 2: In search of water
24:20 - Possession affecting the feeling of inclusion
28:40 - A change in conformity levels
32:50 - Social sustainability in every day play and routines
36:20 - Next episode...
For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Here Carmela shares the first theme uncovered from her findings, centred around children’s perceptions of poverty and race.
This is the second episode in a research series around education for social sustainability by Carmela Garcia Manas. Carmela is the Headmistress of Miss Daisy’s Chelsea and PhD researcher at University of Dundee. 
To read and listen to the whole research series visit: https://thevoiceofearlychildhood.com/childrens-perceptions-of-race-and-poverty/
Tune into next week's episode on theme 2: Children's perceptions of power dynamics in society
If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy’s Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/ 
Episode break down:
00:00 - Exposing children to social issues
03:40 - Using drama to understand poverty and race
05:00 - Children from a privileged background
08:00 - Bridging the gap between play and real life
09:30 - Children's comments around poverty
14:20 - What does it feel like to have no water?
17:40 - Why are books not enough for understanding complex issues?
21:45 - Introducing challenging topics sensitively 
23:00 - Racism is socially constructed
26:00 - Children naturally hold positive views around diversity
29:45 - What does it feel like not to speak a shared language?
35:30 - Exposure to diversity is vital
37:45 - Supporting parents in feeling comfortable to talk about race and poverty
40:00 - Episode summary
45:00 - Next episode...
For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

This is the first episode in a research series around education for social sustainability by Carmela Garcia Manas. Carmela is the Headmistress of Miss Daisy’s Chelsea and PhD researcher at University of Dundee, she introduces her PhD research in this episode, and breaks down the findings into several themes in the follow up episodes. 
To read Carmela's article visit: https://thevoiceofearlychildhood.com/education-for-social-sustainability-through-sociodramatic-play/ 
Tune into next week's episode on theme 1: Children's perceptions of race and poverty
If you enjoyed this episode you might also like to listen to Carmela's previous episode with Zanna Clarke, Principal of Miss Daisy’s Nursery Schools, on 'Life skills over academic achievement' - https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/ 
Episode break down:
00:00 - Why did you conduct this research and what was your goal? 
02:40 - What are the 3 dimensions of sustainability?
04:10 - Addressing complex issues with children
05:40 - Are we taking away the innocence of childhood?
09:00 - Exposing children to new situations
10:25 - What is sociodramatic play?
14:00 - Children taking an active role as co-researchers
15:30 - Seeing childhood as a permanent structure
16:20 - Fighting for children's rights, social sustainability and social transformation
18:00 - Sustainability missing from the EYFS
22:20 - Upskilling educators in social sustainability
26:00 - Raising future politicians, scientists, educators...
27:35 - Children's understanding of race
29:25 - Challenging misconceptions and stereotypes
30:25 - Empowering children to have a voice and speak out
31:45 - The context of Carmela's research
35:10 - Next episode...
For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

This podcast episode is the first in a series focused around men in early years. 
An honest, reflective account of what it is like for a man to work in early years. Kevin Nelson shares his personal journey, including the honest truths in the podcast episode. Kevin also poses ideas of how we can encourage more men to choose the early years as a career, or even a stepping stone. 
To read Kevin's article visit: https://thevoiceofearlychildhood.com/what-is-it-like-being-a-man-in-early-childhood/ 
Support for men:
To support men in early childhood further, we have partnered with Male Childcare & Teaching Jobs as part of this episode and ongoing podcast series on 'men in early childhood'.
Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.
To find out more visit: https://malechildcareandteachingjobs.co.uk/ 
Listen to more:
If you enjoyed this episode you might also like to listen to 'Advocacy, agency and rights in early childhood' - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/ 
Episode break down:
00:00 - The same questions, the same answers
01:50 - Are we missing something?
02:50 - The stigma associated with working in early years
04:35 - 'I was called a paedophile'
06:30 - 'Banter' and toxic masculinity
09:20 - Inside the football changing room: There's no barriers
10:40 - Skills taken into early years from football
11:20 - Do we value men in early years for who they are?
12:35 - The cultural capital you bring with you
13:40 - Creating unity within the workplace
15:00 - Similarities between football and early years
17:00 - Men take longer to mature
19:10 - What is developmentally appropriate for young men?
21:00 - The career options with early years
23:30 - Men being promoted: We need to celebrate this
25:40 - How can men empathise women if they don't work with them?
26:20 - Personal growth through working with women
27:10 - Working with empowering and inspiring women in early years
30:30 - 'My mum is my absolute hero'
31:30 - Appreciating and empathising with women
34:20 - If you want to develop empathy, work in the early years!
36:40 - Early years gives you a clearer look at life
38:00 - Giving men safe spaces to be vulnerable and open up
41:40 - Sharing personal journeys
43:20 - 'I was told not to change nappies' 
46:50 - Having to 'prove yourself' as a man in early years
48:15 - A supportive team around you
49:25 - So...how DO we recruit more men into early years?
51:30 - Becoming a first time dad: The lack of support for men
52:35 - The vast skills men develop from working in early years: Personal and professional
53:40 - Advocating for men in early years
56:40 - Having more of these conversations outside of early years too
For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Do we focus too much on academic success over life skills? This is certainly the case in many prep schools. Zanna Clarke, Principal of Miss Daisy’s Nursery Schools, and Carmela Garcia Manas, Headmistress of Miss Daisy’s Chelsea and PhD researcher at University of Dundee, discuss the challenges they navigate around societal and parental expectations when working in the more privileged areas of London.
To read Carmela's and Zanna's article visit: https://www.thevoiceofearlychildhood.com 
If you enjoyed this epside you might also like to listen to Matt Bawler's episode on 'Growth mindset in early childhood' - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/ 
Episode break down:
00:00 - Miss Daisy's Nursery Schools
03:00 - A privileged area of London
04:50 - Prep schools have quite a formal assessment process
06:50 - Life skills should be the focus over academic achievement
09:50 - Early childhood pioneers focused on play based life skills
11:10 - The ability to adapt requires the development of life skills
12:00 - We don't know future jobs that might exist
15:00 - Seeing children as citizens and individuals in their own right
19:00 - Adults and children as co-constructors of knowledge
20:50 - A process of mutual transformation
21:40 - Children need to understand why they are asked to do things
24:00 - Learning life skills through day to day routines
26:55 - Involving children in their local community
31:00 - Blending home and school/nursery
32:50 - Focusing on the local more than the wider community
33:45 - Navigating challenges around parent expectations
36:30 - Knowing where every child needs to be challenged
For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com