Lynn McNair is head of Cowgate Under-5s Centre, in Edinburgh, and a research fellow and lecturer in early childhood practice and Froebel at the University of Edinburgh. She has more than 40 years’ early years experience and was appointed an OBE for services to the sector in 2009.
Dr McNair tells us about the most important qualities for early years educators, the importance of fighting for children’s rights and why it is wrong to “tame” children’s learning.
1. What I wish I had known when I started my career...
I realise that this is quite a naive response, but I wish I had known that work with young children was situated within the political arena. I have, since I was a little girl, fought for a fair and just society, but I now realise that I could have been more skilled, more knowledgeable, about how politics influenced the lives of our youngest members - sometimes positively, and sometimes not so positively. I wish I had been more aware of that.
2. The most important qualities an early years’ leader needs are...
First and foremost, a deep love of children. We also need humility, trustworthiness, integrity and excellent personal skills. We must be influencers of change and ambitious advocators for children.
3. The most important lessons I’ve learned from doing this job are...
We need individuals who are willing to challenge others in order to ensure that children’s (and adults’) rights are realised in early learning and childcare spaces.
4. The best change I ever made to my practice was...
Embedding Froebelian principles: recognising children, truly, as people with their own agency and living with them authentically as genuine leaders of their own learning. This involves practising from a place of faith and trust in our children, which led us to the bold decision of opening up our spaces so that children could mix freely, with no age hierarchies. This idea emerged from a research study, conducted by my deputy Karen Thomson. It was the best thing we ever did. The result is a homelike experience for children. We need to carefully question why we segregate children by age and ask ourselves who does it benefit?
5. If I could change something about Scottish education it would be...
The climate of top-down standardised outcomes and outputs, which have an impact on the soul of every practitioner. The rigorous monitoring and testing of young children suggests children learn in a universal, linear developmental line, which results in certain assumptions about their development and learning. We know from observing children they are unique individuals who learn at their own pace, in their own way. Children need space to be children, they have a right to their childhood, their learning should not be tamed; nor should they be viewed as not yet developed, but as trustworthy, resourceful and capable beings. We must be careful about what we teach children, lest it interferes with what they are learning.
6. My most memorable moment as an early years leader was...
Receiving an excellent inspection. This report was life changing. Two days before our inspection, an educational advisor took a walk round our setting and told us to change almost everything before the inspectors arrived. This experience really upset the team, they asked, “What do we do?” I said, “Let me sleep on it”. I came in the next day and said to everyone: “We continue doing exactly what we have always done...we believe our ethos places children at the heart of our practice, so why would we change it?” We remained true to our beliefs, had the most uplifting experience and received one of the best reports ever given to a nursery in Scotland. I remember crying when the inspectors read out our grades.
I have been offered some senior positions in the early years sector in Scotland. However, I refused these as I was reluctant to leave a post where I was working directly with children. I now wonder, though, should I have accepted one of these positions - could I have made a bigger difference to early learning and childcare in Scotland today?
8. My top tip for aspiring education leaders and teachers is...
Never forget why you chose this profession: the children should always be at the heart of everything you do. Relationships are hugely important, so never see children as merely numbers.
9. When dealing with challenging children my go-to strategy is...
I always ask myself “What would Froebel do?” In the first place, he would never consider children challenging: he asked us to look beyond the act in order to understand the child. I have just written a pamphlet on understanding children’s behaviour, soon to be published by the Froebel Trust, where we have used examples from practice to illustrate what we do in certain situations. It is due to be released on 30 March.
10. The best CPD I ever did was...
The Froebel course at the University of Roehampton, in London. I had never really named my pedagogy before that point. Knowing the origin of your underpinning pedagogical principles deepens and strengthens your practice. When you have a principled approach, you remain true to your beliefs, and do not jump on the latest fad! I am constantly learning and am looking forward to the Royal Society of Edinburgh conference on 2 March, where I will be sharing and exchanging ideas from practice, with an emphasis on children’s rights.
Dr McNair will appear at the Royal Society of Edinburgh’s free online early years conference on Wednesday 2 March. You can find out more and book your place here
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