I admit it...I am not the perfect Early Years teacher...

[ChinaEYFSguy]

Hi everyone,
When I was teaching in the states, I worked with kids 5-12. This is a great age range, the kids can be reasoned with, explanations for their own behavior can be asked for and conflict resolution is normally quick and painless.
Since coming to China, however, I've worked (am working) with much younger children.

"Come on honey, we've got to go..." (the 3 year old says:) "but...my shoe..."
"We can't worry about that now, we're late..."
"but...my shoe!!!"
etc...

Well, as I am now the Head Teacher for 3 classrooms, and about 50 kids total, the issues are a little different.
Essentially, we've got no less than 6 babies in our youngest class(2yr-3yr) who absolutely will not stop crying...
My teachers are exhausted, the kids are not learning and I am at a loss.

Could I have some suggestions please?
(If we've got any Chinese/British moms on board...that would help too)

The EYFS guy in China

[sarah707]

Can you get on any early years training? They really are very different to manage than older ones as you are finding...

Welcome to the forum :D

[Donkey]

Hi everyone,
When I was teaching in the states, I worked with kids 5-12. This is a great age range, the kids can be reasoned with, explanations for their own behavior can be asked for and conflict resolution is normally quick and painless.
Since coming to China, however, I've worked (am working) with much younger children.

"Come on honey, we've got to go..." (the 3 year old says:) "but...my shoe..."
"We can't worry about that now, we're late..."
"but...my shoe!!!"
etc...

Well, as I am now the Head Teacher for 3 classrooms, and about 50 kids total, the issues are a little different.
Essentially, we've got no less than 6 babies in our youngest class(2yr-3yr) who absolutely will not stop crying...
My teachers are exhausted, the kids are not learning and I am at a loss.

Could I have some suggestions please?
(If we've got any Chinese/British moms on board...that would help too)

The EYFS guy in China



Bold highlights your issue I think...

children age 2/3 should not be 'learning' they should be exploring and experiencing!

Have a look at the environment and the way the 'teachers' are working, what curriculum are you following? are you trying too many adult led activities? How much outdoor play time do the children have?

[VeggieSausage]

I agree with the previous comment, children at this age are learning through play....do you have questionnaires about each child before they start so you know what they enjoy and try to distract them with things they enjoy doing. Also assign each child their key worker and then get the key worker to spend some one to one time with the upset child to help them settle, they will settle a lot quicker when they feel safe with an adult there....I'd say go back to the beginning with the upset children - ask parents what they enjoy at home, lots of fun play opportunities out, one to one time with key worker.....

[blue bear]

How is the classroom set up, what is the day like? Is there a routine, do the children make choices about their play or is there set things you expect them to do. How much does your daily routine reflect their home experiences.

[The Juggler]

set the rooms (not classrooms) up as a homely environment - home corner, cosy areas, dressing up. No tables (apart from those to put messy play and smallworld resources on) and play WITH them.

However, before this, settling in is about getting to know them and how they trust you. Use the outdoors more - children love to be outdoors, use the resources you have and just take them out.

Agree with Sarah though - def. book urgently onto some early years training. Children who cry all day will be soooo damaged by an environment where they feel insecure. The urgency is in making them feel secure. Getting the parents to stay or get in more volunteers for a while who are used to working with young children.

Good luck:thumbsup:

[ChinaEYFSguy]

Can you get on any early years training? They really are very different to manage than older ones as you are finding...

Welcome to the forum :D

Hi Sarah,
Under ordinary circumstances training would have been part of the gig but in China it's not regulated, required or rewarded.
I've found managing younger kids to be not that much different, actually, as I use the motto:
"Show kids respect, and they'll respect you."
The only real difference is the one I mentioned.
I am simply asking for some tips on "constant criers"
Thanks
M

[ChinaEYFSguy]

I agree with the previous comment, children at this age are learning through play....do you have questionnaires about each child before they start so you know what they enjoy and try to distract them with things they enjoy doing. Also assign each child their key worker and then get the key worker to spend some one to one time with the upset child to help them settle, they will settle a lot quicker when they feel safe with an adult there....I'd say go back to the beginning with the upset children - ask parents what they enjoy at home, lots of fun play opportunities out, one to one time with key worker.....

All children learn through play, regardless of age. ;)
No questionnaires yet....soon.

Interesting, I wondered how soon I would have to laboriously explain the differences in Chinese education:
We've tried the "key person" thing, but, because of a matter of 'STATUS' the parents of the children
who were not the "key kids" of the Foreign Teacher complained....oi.

[ChinaEYFSguy]

How is the classroom set up, what is the day like? Is there a routine, do the children make choices about their play or is there set things you expect them to do. How much does your daily routine reflect their home experiences.

1. Like a typical EYFS classroom
2. Usually: Reception. Breakfast. Provision. Outside. Circle time/teacher led activity. Lunch. Nap. Special class (always teacher led) Outside. Dinner. Home
3. Yes.
4. Yes and No (I'm currently battling the management for more child-led space)
5. Probably not at all. Chinese children are normally raised by their grandparents and are not encouraged to socialize....(sigh)

[ChinaEYFSguy]

set the rooms (not classrooms) up as a homely environment - home corner, cosy areas, dressing up. No tables (apart from those to put messy play and smallworld resources on) and play WITH them.

However, before this, settling in is about getting to know them and how they trust you. Use the outdoors more - children love to be outdoors, use the resources you have and just take them out.

Agree with Sarah though - def. book urgently onto some early years training. Children who cry all day will be soooo damaged by an environment where they feel insecure. The urgency is in making them feel secure. Getting the parents to stay or get in more volunteers for a while who are used to working with young children.

Good luck:thumbsup:

Yah...well, I've been struggling with my Chinese teachers about engaging the kids...they're doing better but...they are not Jedi yet. ;)
See my reply to Sara (did they post? I don't see my replies to your comments anywhere)

[Jiorjiina]

You guys, there is a huge gulf between China and the UK in terms of Early Years Provision.

Am I still right in thinking, OP , that China is relatively new to Early Years teaching, since previously most children that age were looked after by extended family? It's only because so many parents are now economic migrants that facilities like Early Years providers are now necessary. Young couples move to cities to earn money, and leave their extended family behind in their home village, which means that when they have children the traditional forms of childcare are no longer available to them.

The really big thing to remember is don't expect too much from them. If you can keep them interested and stimulated then they will learn.

Think about what kind of activities they would have done with their grandparents or family: cleaning the house, preparing food, going to the shops. Singing songs, being told stories, maybe learning a dance. Those are the kind of experiences you can replicate.

Also (and I apologise if I am stating the obvious here!), make sure that their more basic needs are met. They will need a lot more sleep, or quiet time than 5+ children. They will probably need a morning and an afternoon snack too. If they don't have things like that, then they're much more likely to get either grumpy and cry, or hyperactive and uncontrollable. Spend some time watching them to see if this is something you could change to help manage their behaviour. When they start, give parents a forum to fill in, which details their home routine, and some of their likes/dislikes, so you can work them into your planning.

Most of all, Keep It Simple. Simple daily routine, simple activities, simple expectations from the teachers. For example, for a simple daily routine for a group of under 5's:


Arrive,
Circle time,
Free play,
Snack time,
Sleep,
Story time,
Lunch,
Free play,
Snack time,
Guided activity (singing, dancing, etc)
Circle time
Home time


If you can get a good routine going, you'll have pretty much won the battle.

Are you working in an International school, with Western staff, or a Chinese school, with Chinese staff who might not be as familiar with recent western Early Years philosophies? Look at things like High/Scope (http://en.wikipedia.org/wiki/HighScope), Montessori (http://en.wikipedia.org/wiki/Montessori_education) and Reggio Emilia (http://en.wikipedia.org/wiki/Reggio_Emilia), if you're not familiar with them (If you're US trained, you probably are, but it never hurts to refresh your knowledge, particularly if you're in charge of an age range you're not familiar with!).

If it helps, you can find the Chinese language version of the Australian Early Years Framework here (http://foi.deewr.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia-information-families-4), if you share it with the staff it might help to familiarise them with the kind of realistic level the children are at, developmentally. (I'd give you a link for a translation of the UK one, but there isn't one :rolleyes:)

[Maza]

Children at that age are by nature very ego centric. The most important thing to the little three year old was his shoe - so that should not have been ignored! Why couldn't you worry about it 'now'? If you were late then the daily routine maybe needs looking at. You need to allow children lots of time to dress themselves or support them in dressing themselves (not sure exactly what the issue was with the shoe). If he had an issue (his shoe)then he should have been listened to, not dismissed like that. Was his shoe hurting him? Sorry, don't mean to sound harsh.

I think it is great that you are reflecting on your practice, seeing that something is not working and then asking for advice. As well as getting training, do keep coming on here, we all learn from each other! Would love to hear about your setting as you develop it! x

[sing-low]

Ok, specific stuff for the criers. I would suggest if possible you assign one member of staff for each child (don't make this formal so parents aren't worried about the status). Their job is to get to know the child, be there to cuddle them, find out what they like to play with and be a constant for them. Ask parents to bring a comfort item or favourite toy from home to help settle them. Use different strategies to try to distract the criers. Funny voices and faces, bubbles, pretend you're a children's party entertainer and describe everything as if it's the first time you've ever seen it and it's amazing: Wow, look at that car going down the ramp, isn't it going fast, whee, see it go! Shall we try that again? Move from area to area, toy to toy to find something that grabs their interest. I find music and singing really help - what are their favourite songs? I presume there are Chinese nursery rhymes (are these universal, are there songs they will almost all know? Would love to know!) encourage your teachers that it will take a while and to be as patient and persistent as they can. As manager, you need to see the small steps of progress and tell the staff that they are doing really well and it will get better. Especially with crying children, this can be hard to see and it is easy to get discouraged.

With the key workers, would it work to have the foreign member of staff as the first point of contact for parents? They can then ask the other staff to tell parents about their child. It does help to have key workers, however all staff should know enough about each child to be able to answer questions. Alternatively, staff could tell the foreign 'contact person' details about each child. Might have to write this down.

Hope that helps.

[ChinaEYFSguy]

Ok, specific stuff for the criers. I would suggest if possible you assign one member of staff for each child (don't make this formal so parents aren't worried about the status). Their job is to get to know the child, be there to cuddle them, find out what they like to play with and be a constant for them. Ask parents to bring a comfort item or favourite toy from home to help settle them. Use different strategies to try to distract the criers. Funny voices and faces, bubbles, pretend you're a children's party entertainer and describe everything as if it's the first time you've ever seen it and it's amazing: Wow, look at that car going down the ramp, isn't it going fast, whee, see it go! Shall we try that again? Move from area to area, toy to toy to find something that grabs their interest. I find music and singing really help - what are their favourite songs? I presume there are Chinese nursery rhymes (are these universal, are there songs they will almost all know? Would love to know!) encourage your teachers that it will take a while and to be as patient and persistent as they can. As manager, you need to see the small steps of progress and tell the staff that they are doing really well and it will get better. Especially with crying children, this can be hard to see and it is easy to get discouraged.

With the key workers, would it work to have the foreign member of staff as the first point of contact for parents? They can then ask the other staff to tell parents about their child. It does help to have key workers, however all staff should know enough about each child to be able to answer questions. Alternatively, staff could tell the foreign 'contact person' details about each child. Might have to write this down.

Hope that helps.

Thanks so much. I couldn't have put it better myself. Here's my 2nd confession, I needed you folks to say it...so I could send the link to my Chinese teachers, so they would view it as "not coming from me", so they would follow the suggestions ....(sigh...)

[ChinaEYFSguy]

Children at that age are by nature very ego centric. The most important thing to the little three year old was his shoe - so that should not have been ignored! Why couldn't you worry about it 'now'? If you were late then the daily routine maybe needs looking at. You need to allow children lots of time to dress themselves or support them in dressing themselves (not sure exactly what the issue was with the shoe). If he had an issue (his shoe)then he should have been listened to, not dismissed like that. Was his shoe hurting him? Sorry, don't mean to sound harsh.

I think it is great that you are reflecting on your practice, seeing that something is not working and then asking for advice. As well as getting training, do keep coming on here, we all learn from each other! Would love to hear about your setting as you develop it! x

Sorry, you misunderstood. I was using a random simile to describe the feelings of 3 year olds, not an example of an actual event.

[ChinaEYFSguy]

You guys, there is a huge gulf between China and the UK in terms of Early Years Provision.

Am I still right in thinking, OP , that China is relatively new to Early Years teaching, since previously most children that age were looked after by extended family? It's only because so many parents are now economic migrants that facilities like Early Years providers are now necessary. Young couples move to cities to earn money, and leave their extended family behind in their home village, which means that when they have children the traditional forms of childcare are no longer available to them.

The really big thing to remember is don't expect too much from them. If you can keep them interested and stimulated then they will learn.

Think about what kind of activities they would have done with their grandparents or family: cleaning the house, preparing food, going to the shops. Singing songs, being told stories, maybe learning a dance. Those are the kind of experiences you can replicate.

Also (and I apologise if I am stating the obvious here!), make sure that their more basic needs are met. They will need a lot more sleep, or quiet time than 5+ children. They will probably need a morning and an afternoon snack too. If they don't have things like that, then they're much more likely to get either grumpy and cry, or hyperactive and uncontrollable. Spend some time watching them to see if this is something you could change to help manage their behaviour. When they start, give parents a forum to fill in, which details their home routine, and some of their likes/dislikes, so you can work them into your planning.

Most of all, Keep It Simple. Simple daily routine, simple activities, simple expectations from the teachers. For example, for a simple daily routine for a group of under 5's:


Arrive,
Circle time,
Free play,
Snack time,
Sleep,
Story time,
Lunch,
Free play,
Snack time,
Guided activity (singing, dancing, etc)
Circle time
Home time


If you can get a good routine going, you'll have pretty much won the battle.

Are you working in an International school, with Western staff, or a Chinese school, with Chinese staff who might not be as familiar with recent western Early Years philosophies? Look at things like High/Scope (http://en.wikipedia.org/wiki/HighScope), Montessori (http://en.wikipedia.org/wiki/Montessori_education) and Reggio Emilia (http://en.wikipedia.org/wiki/Reggio_Emilia), if you're not familiar with them (If you're US trained, you probably are, but it never hurts to refresh your knowledge, particularly if you're in charge of an age range you're not familiar with!).

If it helps, you can find the Chinese language version of the Australian Early Years Framework here (http://foi.deewr.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia-information-families-4), if you share it with the staff it might help to familiarise them with the kind of realistic level the children are at, developmentally. (I'd give you a link for a translation of the UK one, but there isn't one :rolleyes:)

Actually, the situation is the same basic cause, but a different motivation.
The rise of the moneyed middle class here has turned into a pseudo-capitalism, the school where I work has 2 areas:
the local section and the international section. (This is pretty standard for 'private' schools)
The kids in my international department pay 3x as much, get gourmet (western) meals and have a foreign teacher all day.

It's a Chinese school, with Chinese staff. I have 2 foreign teachers working in our K1 and K4 (the KS1 class)
Thanks for this link!!! Yah, your suggested routine is fairly similar to what we have set up.
Well...we've bee trying to train them for over a year now and I swear it seems some of them are either too apathetic/reactionary or too ignorant to simply do what they're supposed to...ARGH!

[ChinaEYFSguy]

set the rooms (not classrooms) up as a homely environment - home corner, cosy areas, dressing up. No tables (apart from those to put messy play and smallworld resources on) and play WITH them.

However, before this, settling in is about getting to know them and how they trust you. Use the outdoors more - children love to be outdoors, use the resources you have and just take them out.

Agree with Sarah though - def. book urgently onto some early years training. Children who cry all day will be soooo damaged by an environment where they feel insecure. The urgency is in making them feel secure. Getting the parents to stay or get in more volunteers for a while who are used to working with young children.

Good luck:thumbsup:

ah, young lady...such a thing does not exist in this magical land....

[VeggieSausage]

I do understand a little of the different culture of bringing up children in China as my sister in law in chinese and they have 2 boys. They are brought up, although are now living in the uk, quite differently to how we do. There is no emphasis on play in any way and toys are almost not approved of and presents put away, never to be got out again. My nephews are not socialised or encouraged to develop but must look lovely and almost kept babies for much longer. Formal education is what is important to her......my nephews are behind in many ways but are developing despite of their upbringing and are very sweet boys, i know my parents find this difficult. There is no such thing in their lives as days out or playing in the park although as my eldest nephew gets older (3 now) she is starting to see that he needs entertaining and has put him in whole day nursery care to start his education even though she is at home (went from 22 months). Luckily he does go to nursery I think as otherwise goodness knows what his social skills would be like, at home to prevent mess he is still fed by them etc :( When my sister in laws parents came over after the babies were born there was a real respect thing expected and the grandparents rather disapproved of my nephew running about, my sister in law found it very stressful and she was expected to be dutiful daughter when she had just had a baby.....the grandparents didn't know how to look after a baby as they had had a wet nurse to look after my SIL when she was a baby......sorry went off on a tangent....

[blue bear]

1. Like a typical EYFS classroom
2. Usually: Reception. Breakfast. Provision. Outside. Circle time/teacher led activity. Lunch. Nap. Special class (always teacher led) Outside. Dinner. Home
3. Yes.
4. Yes and No (I'm currently battling the management for more child-led space)
5. Probably not at all. Chinese children are normally raised by their grandparents and are not encouraged to socialize....(sigh)

The things that stand out to me are lack of snacks.
Outside time, why do you have an allotted time can the children not access the outdoors when ever they want, I have the outdoors set up just like indoors is set up daily.
The children don't socialise at home and are raised by grandparents, so no wonder they scream, I find screamers respond to a variety of techniques, these are some I use, not all of them work on all children.
Babe starts off glued to my hip, I play with child attached, child graduates to me knee, then alongside me but touching, the next to with a gap, slowly slowly increasing the gap and the time child spends unattached and the colds self confidence and social skills increase.
Times babe can't be on my hip I use a chair (bouncy chair, high chair or pushchair) child feels a bit safer enclosed and can watch what is going on but not touched by the other children.
I find they settle better out doors,sometimes that means pushing them around the garden singing to them, they concentrate on nature, wind blowing leaves, bird singing etc and it helps to calm them. Music in general quite often calms and reassures screamers,I had a baby who only stopped crying when the iPod was in the chair with him.
A calm quite environment or a busy enviornment can settle them, depending what they find familiar so it's important to find out from the family what they prefer.
Lots and lots of eye contact or minimal eye contact, depending what settles the child, sometime if they see you it reminds them mum is not there so sitting them on your lap facing away from you can help. Find out what they like playing with at home, I find pegs, plastic containers, shoes remote controls help as they are familiar from home.

I use the term babe for all under threes

[The Juggler]

1. Like a typical EYFS classroom
2. Usually: Reception. Breakfast. Provision. Outside. Circle time/teacher led activity. Lunch. Nap. Special class (always teacher led) Outside. Dinner. Home
3. Yes.
4. Yes and No (I'm currently battling the management for more child-led space)
5. Probably not at all. Chinese children are normally raised by their grandparents and are not encouraged to socialize....(sigh)

see to me that is a very restrictive set up for 2-3 year olds. at 3-4 they are perhaps more ready for this but 2-3 years in a class environment is very different.

I would dispense with set times for anything other than breakfast and lunch/nap. Can they freeflow in and outside when they want? circle time - well I would just do a story time for older children and let the younger ones come and listen if they want too and the teacher led activity _ i'd just have an adult at a table and let the children come when they want - if they want with no pressure to do it if they don't want to.:thumbsup:

[ChinaEYFSguy]

see to me that is a very restrictive set up for 2-3 year olds. at 3-4 they are perhaps more ready for this but 2-3 years in a class environment is very different.

I would dispense with set times for anything other than breakfast and lunch/nap. Can they freeflow in and outside when they want? circle time - well I would just do a story time for older children and let the younger ones come and listen if they want too and the teacher led activity _ i'd just have an adult at a table and let the children come when they want - if they want with no pressure to do it if they don't want to.:thumbsup:

ikr??? I was telling one of the other staff member about being on this forum and how I knew from the beginning that, while what I wanted this to be an informative discussion on the finer points of EYFS, it would actually be me having to explain over and over about the enormous differences between Chinese education and EYFS.
Of course they can't free flow...:(
The parents insist on a structured English and Math time, where everyone must participate....the horror...the horror....

[ChinaEYFSguy]

The things that stand out to me are lack of snacks.
Outside time, why do you have an allotted time can the children not access the outdoors when ever they want, I have the outdoors set up just like indoors is set up daily.
The children don't socialise at home and are raised by grandparents, so no wonder they scream, I find screamers respond to a variety of techniques, these are some I use, not all of them work on all children.
Babe starts off glued to my hip, I play with child attached, child graduates to me knee, then alongside me but touching, the next to with a gap, slowly slowly increasing the gap and the time child spends unattached and the colds self confidence and social skills increase.
Times babe can't be on my hip I use a chair (bouncy chair, high chair or pushchair) child feels a bit safer enclosed and can watch what is going on but not touched by the other children.
I find they settle better out doors,sometimes that means pushing them around the garden singing to them, they concentrate on nature, wind blowing leaves, bird singing etc and it helps to calm them. Music in general quite often calms and reassures screamers,I had a baby who only stopped crying when the iPod was in the chair with him.
A calm quite environment or a busy enviornment can settle them, depending what they find familiar so it's important to find out from the family what they prefer.
Lots and lots of eye contact or minimal eye contact, depending what settles the child, sometime if they see you it reminds them mum is not there so sitting them on your lap facing away from you can help. Find out what they like playing with at home, I find pegs, plastic containers, shoes remote controls help as they are familiar from home.

I use the term babe for all under threes

Sorry, neglected to mention 2 snack times.
Yes. These are some excellent strategies.:)
Thanks.

[ChinaEYFSguy]

I do understand a little of the different culture of bringing up children in China as my sister in law in chinese and they have 2 boys. They are brought up, although are now living in the uk, quite differently to how we do. There is no emphasis on play in any way and toys are almost not approved of and presents put away, never to be got out again. My nephews are not socialised or encouraged to develop but must look lovely and almost kept babies for much longer. Formal education is what is important to her......my nephews are behind in many ways but are developing despite of their upbringing and are very sweet boys, i know my parents find this difficult. There is no such thing in their lives as days out or playing in the park although as my eldest nephew gets older (3 now) she is starting to see that he needs entertaining and has put him in whole day nursery care to start his education even though she is at home (went from 22 months). Luckily he does go to nursery I think as otherwise goodness knows what his social skills would be like, at home to prevent mess he is still fed by them etc :( When my sister in laws parents came over after the babies were born there was a real respect thing expected and the grandparents rather disapproved of my nephew running about, my sister in law found it very stressful and she was expected to be dutiful daughter when she had just had a baby.....the grandparents didn't know how to look after a baby as they had had a wet nurse to look after my SIL when she was a baby......sorry went off on a tangent....

YES! That's it! That's exactly what's happening..only...on a school wide scale.
See my above reply to Juggler.

[ChinaEYFSguy]

Children at that age are by nature very ego centric. The most important thing to the little three year old was his shoe - so that should not have been ignored! Why couldn't you worry about it 'now'? If you were late then the daily routine maybe needs looking at. You need to allow children lots of time to dress themselves or support them in dressing themselves (not sure exactly what the issue was with the shoe). If he had an issue (his shoe)then he should have been listened to, not dismissed like that. Was his shoe hurting him? Sorry, don't mean to sound harsh.

I think it is great that you are reflecting on your practice, seeing that something is not working and then asking for advice. As well as getting training, do keep coming on here, we all learn from each other! Would love to hear about your setting as you develop it! x

Right. and of course, like any child-care veteran of 20+ years, I'm solid in my practice, I know what works and what doesn't and I get egotistical and offended if my teaching is questioned...however, once I got here....it was as if I didn't even have a resume...
All that was required was that I be white (and didn't show up drunk) So I've played that game for several years, now, I've been put in charge and all those cultural differences I could just ignore are at war with EYFS and I'm having to deal with them directly....:panic:

[ChinaEYFSguy]

Can you get on any early years training? They really are very different to manage than older ones as you are finding...

Welcome to the forum :D

Hi again Sarah,
If you'll check some of the other posts, you'll get a better picture of what I'm dealing with.
I've got 20+ years in the teaching/child care field so training isn't really the issue.
(Besides such things do not exist in this magical land...hahaha)
However, one of the other members DID find me an EYFS text in Chinese and I immediately sent it to all my teachers.
Since you're the Queen of Le Forum, would it be any trouble to look around the Isles and find some more
EYFS stuff in Chinese?
That would be super-mega-mega helpful!
Thanks much

[Jiorjiina]

ikr??? I was telling one of the other staff member about being on this forum and how I knew from the beginning that, while what I wanted this to be an informative discussion on the finer points of EYFS, it would actually be me having to explain over and over about the enormous differences between Chinese education and EYFS.
Of course they can't free flow...:(
The parents insist on a structured English and Math time, where everyone must participate....the horror...the horror....

The trick to handling the parents, I think, is to not change anything, but just explain your activities to them in educationalese.

For example:

Children practise their fine motor skills, focusing on pen control, and learn basic colour theory = Colouring.

Children learn to work together, with a focus on learning to differentiate between different tones and pitches, as well as different cultures = Music (if you're singing english nursery rhymes you could also add that they're practising their foreign language prounciation while they're at it).

If you can't have free flow between indoors and outdoors, you can at least have some sort of free flow between activities. What about a nature table to help children keep some kind of contact with the natural world?

Could you take the children on a walk at least? (I don't know where you're working, so obviously air quality and city crowding could well be an issue for you!)

Would it help at all for you to compare the way you want things to work to how things are done in Hong Kong, which has well established Early Childhood Education training (http://www.ied.edu.hk/ece_revamp/)?

I would love to know some more details about your setting, I find the development of ECE in other countries fascinating.

[ChinaEYFSguy]

The trick to handling the parents, I think, is to not change anything, but just explain your activities to them in educationalese.

For example:

Children practise their fine motor skills, focusing on pen control, and learn basic colour theory = Colouring.

Children learn to work together, with a focus on learning to differentiate between different tones and pitches, as well as different cultures = Music (if you're singing english nursery rhymes you could also add that they're practising their foreign language prounciation while they're at it).

If you can't have free flow between indoors and outdoors, you can at least have some sort of free flow between activities. What about a nature table to help children keep some kind of contact with the natural world?

Could you take the children on a walk at least? (I don't know where you're working, so obviously air quality and city crowding could well be an issue for you!)

Would it help at all for you to compare the way you want things to work to how things are done in Hong Kong, which has well established Early Childhood Education training (http://www.ied.edu.hk/ece_revamp/)?

I would love to know some more details about your setting, I find the development of ECE in other countries fascinating.

Yah. The real problem is the parents. They are afraid that their children won't be prepared for elementary school and, because it's a "private" school
all it takes to change school policy is a single phone call from one of them.
Thanks for the link. I'll write to Sue immediately.
What I really need is an "EYFS for Dummies", in Chinese, so they'll get it, the teachers will get it and everyone will be working for the same goals.
We're outside the city proper, (though sometimes it feels like this city just keeps going forever)
We're back in a HuTong area so traffic is fairly minimal.
The school has 3 main buildings. Unit 1 and 2 are the local kids.
Our unit contains The international department, infant care and toddler classes.
There are 3 small play areas outside. One of which is a brick wall maze that looks great...except it's brick...its functionality is 'meh'
The other two are gym sets, climbing, slides etc. One is wooden, the other plastic.
Next to each of these are open areas "suitable" for running games.
I use quotes because these folks are afraid to just let their kids run freely.
A skinned knee causes an uproar! A bump on the head has parents threatening to leave the school.
They haven't understood the concept of "risk assessment".
Thanks again,
Gotta go...

[Jiorjiina]

Paint the brick! Put different textures and activities up along it at different points (a panel of fake turf, some mirrors (maybe eve distoring ones like you get in a funhouse), a water wall for them to pour water through (something like this (http://learningthroughtheclutter.blogspot.com.au/2012/04/backyard-ball-run.html)), etc)

Can you get some rubber matting to put down on the harder surfaces to try and pad them a bit? What about growing seeds and plants?

Take the older kids out for a walk once a day, to give the younger children a break and use up some of the energy of the older ones. You can play spotting games along the way. (Who can see something red? What are they selling in the shop? etc). It will get them practising their observational skills.

When the parents sign their children up, or come for a tour (if they do that kind of thing?), explain to the them that children need to properly exercise because it helps their brain to develop. Do you have first aid training? Show parents first aid equipment and any risk assessments you've done, and explain to them that sometimes accidents happen but you and the staff are prepared and trained to handle them in a professional manner.

Maybe if you link what they learn in elementary school to what you're doing in the nursery then parents can see how the two will connect. ("We play pattern spotting games because it will help them to spot the patterns in hanzi more quickly, when they start to learn them at elementary school", "We sing songs because it helps them to practise hearing different tones so they can learn other languages more easily" etc). Document children doing this so you can show potential parents.

I've had a look, and there basically isn't any EYFS stuff in Chinese on the internet, but there is this (http://ecrp.uiuc.edu/chinese/index.html), and you can use this website (http://www.freetranslation.com/) to translate English webpages into Chinese (http://www.freetranslation.com/translation.html#!/505037985fe01ac20407b7fb/505037985fe01ac20407b7f5/http%3A%2F%2Fwww.foundationyears.org.uk%2Fearly-years-foundation-stage-2012%2F). (It's not very good with PDFs, though that might also be because my computer isn't really set up to handle hanzi...)

The only other thing I can suggest is just getting someone to translate the documents for you into Chinese. All the EYFS stuff is easily available to download online, so at least if they had access to a translated version the staff could get some kind of understanding of what you mean.