And the clocks.
Rosters – and clocks – can become barriers to relationship. When we have them, teachers time caregiving moments such as putting a child to bed by whose turn it is or by the numbers on the clock rather than paying attention to the child’s cues and responding appropriately.
This is not to say there are no routines or structure at all. There are predictable routines – children wash hands before sitting down to eat for example, karakia or grace is said before each meal, faces are washed after a meal with a warm lavender-scented face-cloth, morning tea comes before lunch – but teachers do not have rosters for changing nappies, putting children to bed, nor even for going on their own lunch break. It’s all about the child and the relationship.
If this sounds scary, it is! I can remember when I was first introduced to this concept six years ago thinking, “Oh great, I’m going to end up doing all the nappies all the time. No one else is going to remember or bother.” In fact, I think I even seriously considered changing jobs! At that time I lacked two things: one, an understanding of how such an approach could work and, two, trust in my colleagues. What I discovered was that I didn’t end up doing all the nappies – or all the other tasks no one else enjoyed – and that I could trust my colleagues to step up and take responsibility. [In fact, these days, as Team Leader I probably change less nappies than any of my colleagues!]
No rosters or clocks means that teachers are guided by the child’s cues. If a child indicates they are hungry or tired, then the teacher responds accordingly, rather than thinking that it’s too early or soon and making the child wait. As adults we have days when we’re hungry or tired before the clock says it’s meal time or bed time, so why not children? Responding to their cues promptly reduces frustration (for child and adult since the child’s needs are met and the adult is not making a child wait and perhaps having to listen to an unhappy child in the meantime) and builds trust.
But if there are no rosters who does the nappies? And who ensures they get done?
Generally it is the dedicated teacher who changes their child’s nappy when it’s soiled or needs changing, although it doesn’t need to be the dedicated teacher. It could be the secondary or even another teacher. Sometime during the session a teacher who is not busy might check and see who needs changing and do it or gently inform the child’s dedicated caregiver. This is where a team that communicates well is crucial and what is known as team-tagging: a teacher might begin with nappies and then someone else takes over when the first teacher is needed by his/her children.
But back to nappy changing since this is a vital care moment. The child is always invited for a nappy change and then if the response is no (we’re working with almost two year olds remember: “no” is their favourite word), the teacher has several options. If the teacher is not the dedicated caregiver then they most likely will suggest to the child that they might like their dedicated caregiver to change their nappy, and then the teacher informs the dedicated teacher as soon as possible. In most cases a child will go happily to have their nappy changed with their dedicated caregiver when they've refused to allow another teacher to do it.
If their teacher is not available, or you are the teacher, and the child says “no” what can you do? First, suggest that you’ll come back in five minutes. If they still refuse after that time, you could ask them if they would like someone else to change their nappy or would they like you to come back in a few minutes? The third time, you don’t ask if they want their nappy changed. Instead you say something like this: “I need to change your nappy now. Would you like to walk and climb the steps or shall I carry you?” Of course, if the nappy is badly soiled, you might skip the second invitation and go straight to the last.
When we change nappies there are no toys as distractions. This is a one-on-one caregiving moment that is focused, unrushed, and respectful. Most teachers forego gloves for wet nappies, and some of us don’t even bother with them for soiled as the glove provides a barrier between teacher and child that some teachers would prefer didn’t exist. It’s a personal choice. However, what is more important is that children and teachers enjoy these moments. [With new Health and Safety legislation in New Zealand we may have to reconsider whether gloves remain an option or become mandatory.]
When it comes to other caregiving routines, it is generally the dedicated caregiver who gives bottles and puts the child down to bed. Yes, we may have two teachers in the sleep room at one time but it works since the teacher puts the child to bed according to the child’s individual needs and not some rostered schedule. Generally this means children fall asleep quickly and the teacher can leave the sleep room.
No rosters means that teachers are also sensitive for what is a happening for another key teacher. A conversation often heard amongst teachers is: “Your child needs you; my children are settled: I can finish off here” or “Your child needs nappy change/ bottle / to go to bed / etc. Would you like me to do it or would you like to do it?” The dedicated teacher’s response will depend on a number of factors, including their knowledge of the child, how comfortable the child is with the secondary teacher or other teachers, how pressing the child’s needs are, even how much time they as a teacher have had to be fully engaged with the child that day. Can you imagine teachers wanting to change a soiled nappy because it gives them a chance to be fully engaged with their child and build relationship? I see it happening regularly.
Related to no rosters or clocks is throwing out high chairs. This was probably the scariest and longest journey for us - but well worth the effort. We went from replacing highchairs with low chairs, to finally doing away with even the low chairs and having children sit on cushions on the floor. The advantages of this is that it reduces the risk of falls, the children are able to get themselves onto cushions, the table is at a suitable height for children to feed themselves, and, the children use the cushions as a means of telling us they are hungry. Often a child will get a cushion, put it next to the table, sit on it and wait patiently for a teacher to realise they are communicating that they are starving and want food now! Children are also involved in putting the cushions away and so develop independence and autonomy.
Younger children not yet able to sit independently or feed themselves always sit on a teacher’s lap - generally away from the communal table - and are fed according to their needs (i.e. slowly and not rushed and when they indicate they are ready for another mouthful).
When parents ask about the absence of highchairs we explain that highchairs have their place in the home if they choose to use them as they place the child at the same height as family members if everyone is eating together – which is a valuable experience in a family setting – but in ECE settings highchairs are a barrier to relationship and to the child’s developing autonomy. If we are honest, we can admit that in an ECE setting highchairs can become a means of feeding children quickly and efficiently, more like animals than human beings, and confining children so that teachers can perform their duties without children underfoot.
So throw out rosters, clocks, and highchairs; embrace the fear that comes with removing these props and overcome it; and enjoy the difference it makes being able to respond to children's cues and build relationship!
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