◄Previous: 4.1 Parents’ voices

# 4.2 Different purposes

Similar multiple benefits for both children and parents experiencing such sessions was a theme that emerged from Martin Needham and Dianne Jackson’s research study that compared parent–toddler groups in England and Australia (Needham and Jackson, 2012). They found that the groups were valued because they offered new play and social experiences for the children and an informal, accessible route to sources of support, advice and signposting to other services for parents. However, the fact that the groups fulfilled so many different functions created some tensions around purpose, which had to be managed by parents, children and the practitioners involved, as these practitioners noted in the research interviews:

> ‘The parents I think get a lot out of spending time with each other. That is always a dilemma because I think, for some of them, it’s life-saving but that means they don’t spend much time with their children so it’s kind of how you mediate between those two things.’ (Facilitator, Australian parent–toddler group)

> ‘[…] I think parents need to understand also that they’ve got to be there with them, for them not to play on their own, for them not to supervise them, but to support them also to be involved because it is a stay and play.’ (Practitioner, English parent-toddler group)

(Needham and Jackson, 2012, pp. 169–170)

Consequently, such groups offer an extension of learning within the family for the children who attend in many different ways.

Equally, it is important to remember that the children will be significant contributors to the learning experiences within these sessions. This parent from the nursery in Scotland recognised the contribution that her son was making to her understanding of him as a person:

> ‘And I get to watch him playing with other children, interacting, learning to share, which is a big thing at this age.’

Sessions such as ‘stay and play’ or parent–toddler groups provide a setting in which children’s capacity to influence their surrounding world can be recognised. In such environments beyond the home, all family members have the opportunity to extend their learning about each other.

Another Australian study (Townley, 2022) also highlighted the importance of choosing a playgroup that would build and nurture their family or child’s identity. Laura explained that her family’s motivation for becoming involved in a network of LGBTQ families was to protect themselves from hostile attitudes.

> We keep it safe, we keep it tight knit. Especially this time with the whole [marriage] equality thing going on it’ s just a bit of nastiness, so we just wanna keep the niceness around, for the moment. (Laura)

Lexi had a strategy of attending a number of playgroups, each of which nurtured one aspect of her children’s identity.

> Yeah look at all the otherness aspect in my life, ok the gays mums, find some gay families, breastfeeding, find some other breast feeders, twins find some other twins. So everywhere that there is a potential point of difference I’ve tried to normalise by surrounding them with others in the same boat. (Lexi)

(Townley, 2022, p. 1064)

When reflecting on issues of family identity, it is also important to recognise the knowledge and understanding that each family brings with it. We refer to this as their ‘funds of knowledge’ (Moll et al., 1992). As Rose Drury notes in an online seminar (Early Education, 2021) the funds and knowledge concept is helpful with all children, but particularly helpful when thinking about bilingual children because they are coming with linguistic and cultural forms of knowledge. This might, for example, include knowledge about languages, histories and places, as well as about types of narratives, foods or clothing, or attitudes to particular issues or experiences of travel. Practitioners can draw upon these funds of knowledge when children enter the early childhood setting. They can work with this sense of identity to build a closer relationship with the child and their family. This does not mean it is always a simple process though. An interesting example of this is evident in a study from Malta, in which a practitioner describes running a session with a mother and child online:

> I saw that the mother of Child 3 was getting frustrated that her son was distracted. She was telling him‘Attenzione Maestra!’ I tried to tell her its okay and not to worry and that it is normal to get distracted a little bit. But I could not tell her there and then because she does not understand me. It was useless telling her it is okay to get distracted, give him five mins and then we pull his attention back to us… It is useless telling her because shedoes not understand. So, I had to write to her on Teams so that she can use Google Translate, etc, etc.

(Zammit and Refalo, 2021, p. 35)

In analysing this interaction, the researcher talks about the frustration in evidence for all three parties due to language challenges. She also notes the cultural differences that might be in evidence around the importance of play (Zammit and Refalo, 2021). It is interesting to think too about the agency being shown by the child, who does not wish to pay attention to the Maestra!

## Activity 3

About 40 minutes

Talking about ‘Stay and play’

Watch the film clip below, about a ‘stay and play’ group that runs as part of a children’s centre in Bristol. As you watch, listen to the different perspectives of the parents and practitioners on the benefits of attending such groups.

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Transcript

Now watch the clip a second time. You are going to make notes on the views on the benefits of ‘stay and play’ sessions of the people who are interviewed in the space provided. You can use the ‘pause’ button as you watch the film to make the note taking easier.

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Practitioners | Parents
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Erin | Adimma
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Ian | Siobhan
(A text entry box would appear here, but your browser does not support it.) | (A text entry box would appear here, but your browser does not support it.)
| Anjali
| (A text entry box would appear here, but your browser does not support it.)

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When you have watched the film a second time and made the notes look at the practitioners’ and the parents’ comments. Are there any differences in their views?

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### Comment

You will notice that many of the issues you have read about regarding groups that parents and children attend together are raised in the film clip. Both practitioners and parents see the benefits of the sessions but there seem to be slight differences in emphasis. For the practitioners the learning experiences during ‘Stay and play’ for both children and parents are highlighted. For the parents the social aspect appears to be a key element through making new connections with other parents and finding out ‘you are not on your own’ (parent interviewee, Bristol).

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Finding out about local ‘stay and play’ groups

Attending ‘Stay and play’ is clearly an important extension of routines for the families in the film clip, but the interviewees do not mention how they first found out about the group. Was it through ‘word of mouth’ or because the centre’s location was close by? Imagine you are a new parent in the area where you live. How would you go about finding out about where ‘stay and play’ or ‘parent and toddler’ sessions run? Note down a few ideas in the box below.

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### Comment

When you have noted down your ideas, you could ask people you know the same question and see if they have some more ideas you could add to your list. When you have completed your list try one or two of the suggestions. Do they lead you to find out about local provision? What does this say about the support your local community provides for parents and families?

## Key points

- ‘Stay and play’ type sessions offer multi-faceted learning experiences for children, parents and practitioners.
- Children and parents extend their understanding of the relationships between them at group sessions that they attend together.

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