Love in early years: is it really that scary?
Society often makes things way more complicated than they should be. Love and play are two of those things.
As an early years practitioner, would you use the word love to describe your profession? If not, why not?
Jane Malcolm, NDNA Scotland Policy Manager, discusses why the word ‘love’ is avoided in childcare, and how you should embrace it as part of your professional identity.
Why are we afraid of the word love in childcare?
After speaking to some practitioners about using the word love to describe their job roles, Jane found that many used a number of different words to say, love, – without actually using the word itself.
There were resounding concerns over child protection and adhering to policies and procedures; specifying what practitioners were “allowed to do”.
“One childcare provider said, “you are not allowed to give children a full hug; you are only allowed to use one arm.”
Some practitioners said they had even been told off for hugging or having physical contact with a child as it was against policy.
Love is part of your professional identity
It is important for you as a practitioner to become comfortable with the concept of loving children as part of your professional identity.
But if Lead Practitioners are resistant to support staff due to policy, then it’s no surprise that practitioners will be reluctant to deliver loving care.
Appropriate touch
We know that words such as compassion, nurturing and sensitivity are all components of loving childcare; as is touch. Children need to be touched, it is a natural part of human interaction, but we are worried about the dangers relating to this.
This worry is valid and our priority is to be vigilant with concerns around safeguarding and child protection, however, if we want to stop child protection procedures from being counter-productive, they should not prevent natural human interaction and appropriate touch.
How can we embrace love?
Changes to policy wording and guidance to include ‘love’; not the components of love but the word itself would give practitioners the confidence they need to embrace love as part of their professional identity.
We need to make it acceptable for you to love the children in your care and manage a love-led practice, without the fear of being “told off” or breaking policy.
- childcare
- early years
- love
- ndna
- play
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