KEYNOTE SPEAKER
Jane Malcolm began her career in early learning and childcare in 2000 as a registered childminder. In 2002 she ran a local community playgroup and 6 years later became a pre-school nursery manager. Between 2007 and 2017 Jane was a further education lecturer with Edinburgh College working in the Childhood Practice team. She currently works for National Day Nurseries Association, as the Policy Manager for Scotland, representing the voice of day nurseries throughout Scotland and the UK.
Jane began her academic career in Childhood Studies in 2000 at Jewel and Esk Valley College, where she trained to be a childcare practitioner. Following several years of study at the college, Jane began her higher education career with the University of Edinburgh starting with the BA Childhood Studies and then the MSc Childhood Studies. She is currently in the final stages of submitting my thesis for the PhD Education. Jane is also a qualified further education teacher, holding the TQFE (Masters).
I take a rights approach to my work in early learning and childcare, holding the child at the centre of everything I do. I truly believe all children have the right to love and that it is the responsibility of those who are working with children to understand their own feelings around love and to ensure that they deliver love-led practice to all children.
KEYNOTE TOPIC:
"Some children are just too hard to love" - Delivering love-led practice to all children
My presentation begins by considering the statement in the title. I believe all children deserve love. It is just not good enough to say some are "too hard to love".
Drawing on relevant literature and findings from my research, I will discuss three important themes, which will challenge you to consider how Lead Professionals can deliver practice underpinned by love with professionalism and integrity.
Firstly, I will share my thoughts on defining love in childcare. Secondly, I'll ask you to consider how your own personal experiences of love might impact upon practice. Finally, I'll explore the impact of love on policy development.
To conclude, I argue turning the lens on our own experiences of love is the key to delivering love-led practice to all children.