ELIZABETH JARMAN T H E C O M M U N I C AT I O N F R I E N D LY S PA C E S A P P R O A C H WAYS OF WORKING TOGETHER ELIZABETH JARMAN T H E CO M M U N I C AT I O N FR I EN D LY S PAC ES A PPROAC H
ABOUT US ELIZABETH JARMAN Training Ltd was set up in 2006 by Elizabeth Jarman, to improve learning environments for children using The Communication Friendly Spaces Approach (CFS ) as a framework for review, delivered through training, consultancy, publications and products. ELIZABETH JARMAN has since had extensive experience of leading national and international contracts, working with a variety of partners to inspire a re-think about the way the environment is used to set the scene for learning. In 2007, Elizabeth Jarman established The ELIZABETH JARMAN Foundation (not for profit), to fund and commission international educator-led studies into the use and impact of learning spaces. ELIZABETH JARMAN continues to challenge the historical stereotypes that often exist around learning environments for children, informed by research, commissioned studies and an in depth knowledge of effective teaching and learning. The ELIZABETH JARMAN team has an administrative centre in Kent, UK. Elizabeth Jarman is an internationally recognised education professional who specialises in creating optimum conditions for learning. She is an award winning author. Elizabeth regularly presents at international conferences. Her work is widely respected and professionally challenges the way that learning environments for children and families are considered. Elizabeth is currently leading several UK projects to improve environments for 2 year olds, also a new commission to develop environments in residential homes as well as a piece focusing on family visiting spaces in prisons. Internationally she is leading action research projects in the UAE, Thailand and The States. 2015 ELIZABETH JARMAN 2
THE COMMUNICATION FRIENDLY SPACES APPROACH An Overview The Communication Friendly Spaces Approach (CFS ) focuses on the role that the environment can play, if used intelligently, to support speaking and listening skills, emotional well-being, physical development and general engagement. CFS takes account of what we know today about brain development, language acquisition, attachment theory and child development, blended with a much deeper awareness of the way that the environment can set the scene effectively for learning to flourish. Elizabeth Jarman says, it s critical to understand how the physical space needs to connect with the underpinning pedagogy of the setting or school. It s essential to tune into the environment from the learner s perspective. We need to observe the way that children interact with the environment if a developmentally appropriate, inclusive and responsive learning space is to evolve, which really meets the needs of children in the space, reflecting their preferred contexts for learning. The CFS Approach involves a great deal more than merely altering the appearance of a learning space. Understanding the theoretical base for the work is essential. CFS has drawn on global research evidence and so far over 100,000 delegates have accessed CFS training. Significant impact has been captured through hard and soft data. Feedback has been overwhelmingly positive. Resources Physical Environment The Communication Friendly Spaces Handbook 1) provides more information. See www. elizabethjarmantraining.co.uk Adult Input (1) The Communication Friendly Spaces Handbook can be ordered from www. elizabethjarmantraining.co.uk and has a RRP of 25.00. 3
WORKING TOGETHER On the following pages you ll find a selection of the products and services we currently offer. We re always happy to explore new partnerships and ways of working. Training is interactive and illustrates CFS theory with lots of imagery and video clips from a wide variety of contexts, to demonstrate how the principles underpinning the approach have been used in practice. We stretch delegate thinking around some key CFS themes: Developmentally Appropriate Spaces Storage and Resource Management The Effects of Noise Targeted Use of Colour Use of Light Creative Resources Adult Role Input considers significant times in the day, for example the transition process and imaginative ways to use the environment to indicate that families are welcome, establishing a balanced exchange of information about the child. There is an emphasis on the personalisation of the environment, adding points of interest to trigger communication, understanding and making available children s preferred contexts for learning, maximizing the whole space inside and out, introducing small spaces, softness and homeliness, considering different ways of grouping children, the need for flexibility, recognizing and supporting schemas in play, resourcing the space creatively with natural, open ended resources, seasonal resources, recycled and re-purposed materials, according to children s fascinations and on a developmentally appropriate scale. Planning for cascading key messages from training and implementation through post training development tasks is included. 4
SAMPLE TRAINING MODELS We deliver a variety of CFS training models as well as a fully bespoke options. For example: Two Hour CFS Approach Seminars (twilight/ evenings are often popular, no limit on numbers) These seminars demonstrate ways that the principles underpinning The CFS Approach have been used in practice. Using a case study approach, key strands of Elizabeth s research are illustrated. There are reflection points throughout the seminar and the opportunity for questions and discussion. One Day CFS Approach Programme (30 delegates maximum) This programme includes a detailed overview of The CFS Approach, illustrating the theory with lots of relevant imagery from a wide variety of contexts. The day includes time for discussion and questions as well as a practical Create a Space activity using an ELIZABETH JARMAN Training Kit to consolidate thinking and tune delegates into the needs of their children. A CFS development task helps delegates to get started with an audit framework to use in their own environments. CFS Approach Bespoke Options We are often commissioned to work with schools/ settings longer term, with environment audits and support to develop and oversee a school/ setting CFS Action Plan, linked to development priorities. Some settings/ schools buy a number of consultancy days over a year or a distance support package, to create a responsive programme according to staff needs. Do contact us to explore what might work well in your context. 5
THE COMMUNICATION FRIENDLY SPACES APPROACH PUBLICATIONS SELECTION The CFS Approach Handbook (3rd edition) This publication blends theory, global research and images alongside many case studies, which demonstrate how The CFS Approach has been used in a wide range of contexts to support informed environmental change. It will help you to re-think your space and make sure that it s really supporting communication skills especially. Elizabeth Jarman s Award Winning Place to Talk Series Each of the 11 book in this series is packed with images of spaces that have really encouraged children to talk! For Babies For Two Year Olds At Home At My Childminders Children s Centres Extended Schools For Boys In KS1 Outside Pack Away Settings Pre-Schools CFS Case Study Collection This 100 page hardcover collection of CFS Case Studies aims to demonstrate the impact of the CFS Approach in a wide range of contexts. Global Persepctives on Environments for Children This inspiring 150 page publication captures the collated reflections from practitioners around the world on children s learning environments in both text and amazing imagery, encouraging a review of your own context and deeper understanding of the role the environment can play in supporting learning. GLOBAL PERSPECTIVES ON CHILDREN S LEARNING ENVIRONMENTS ELIZABETH JARMAN ELIZABETH JARMAN PLEASE SEE THE FULL PUBLICATIONS COLLECTION ON THE WEBSITE 6
PRODUCTS SELECTION CFS Single and Small Bag Collections These collections of resources will really encourage interaction and can be used endlessly to create spaces. Containing blended colours and flexible materials your target group will have real fun with, triggering inquisitive, curious language. here are some examples: CFS Inspiring Boys Talk Kit CFS Outside Bag CFS Bags for 2 Year Olds (Set of 2) Bespoke commissions are also created CFS Bags for Practitioners (Set of 3) CFS Bags for Practitioners offer you a carefully selected range of portable, easy to store and useful resources which can be used anywhere to create a Communication Friendly Space (CFS ). A copy of the CFS Handbook along with an introductory DVD with case studies are included. CFS Bags for Families (Set of 5 bags, CFS Handbook, Ideas Pack, DVD and impact measure tool on memory stick) Bags for Families offer a fabulous way to engage families and open up effective dialogue between the home and setting/school. Each bag offers a range of different open ended resources for families to use in and around the home environment, encouraging playing and exploring, active learning and opportunities to create and think critically. A set includes 5 bags containing open ended potential spaces, an Ideas Pack explaining the rationale and how to use the bags, a memory stick containing an impact measure and conversation starters, a staff training DVD and a copy of the CFS Handbook. This intervention has been externally evaluated and has a proven track record. See the website for the full report. 7
Thank you so much for including us in your quest to create more Communication Friendly Spaces. We are very excited about how this translates to happy, healthy families. The educators that participated shared how they were looking forward to rolling out the Bags for Families and sharing what they have learned. Everyone looks forward to your return. Scott Hasselman, Executive Director, Early Childhood Resource Center, Canton, Ohio, USA 8
RECENT PROJECTS Developing Places to Talk Outside: Ohio, USA Commissioned by The Ohio State Education Team, this collaborative project allowed us to work long term with 10 schools/ settings, offering training input, on-site audits as well as distance support to encourage a review and exploration of more creative uses of outside spaces to stimulate talk. A paper capturing the impact of this project is available at: Key learning points were that being outside with children is much more than helping them develop gross motor skills. Also, the project encouraged children to enjoy being a part of creating a space they could call their own. Teachers started to understand that children could and should be co-collaborators of their space. Diana Lyon, Ohio State Team www.elizabethjarmanfoundation.org.uk 9
Guide on Re-modelling Primary School Spaces: Department for Education, UK Produced in partnership with DEGW, a guide for primary schools to challenge traditional concepts about the way that the physical space can be re-modelled to support new styles of learning. Environment Audits and Strategic Planning to Improve Provision across Children s Centres: Portsmouth Local Authority Helping teams to understand the need for connection between pedagogy and the environment. Input on CFS and advice on transforming environments inside and out, in the short, medium and long term. Guidance on Developing Reading Spaces for Book Trust UK Guidance and case studies to help professionals review their use of space and respond with more understanding of how to maximise family engagement. We recently produced a collection of bespoke Family Reading bags to support Bookstart UK. 10
Engaging Families to Support Transition: Malta Using our externally evaluated CFS Bags for Families Programme this project explored how familiar resources can support confidence in new environments. The resource bags were loaned to families and used as a transitional tool to build connections between home and school. Contents were open-ended and reflected the principles underpinning The CFS Approach, encouraging the creation of spaces that set the scene for family talk and fun. 11
Multi-media CFS Exhibition Focusing on Transition: Norfolk Our recent CFS exhibition in Norfolk was very successful as a professional development experience for whole staff teams in particular. The use of video and the re-creation of some of the spaces featured in the film footage prompted a re-think about the way that schools/ settings were using their environment to support the transition process. Lots of debate, discussion and reflection was triggered and much impact captured from this alternative team training model. 12
This piece of work allowed us to present some really challenging situations that children and families face in terms of transition. Visitors started to see transition in it s widest sense, which helped them to reflect on the importance of nurturing open and supportive communication with families. Elizabeth Jarman 13
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Whole Team CFS Training Programmes: Delivered to over 100,000 delegates so far Establishing a whole team approach and understanding around the environment allows for much needed consistency to develop over time. We have worked extensively with individual and clusters of schools and settings to facilitate a longer term review of ways to maximise their space. This work involves reviewing the physical space, to really support development targets. Creating collaborative CFS Action Plans are often a key part of projects like this. 16
Boys Preferred Contexts for Learning: Liverpool A year-long project working with 10 primary schools, using alternative research approaches to understand more about boys preferred learning contexts. This collaboration involved visual data analysis of images and videos recorded in school, at home and also by the children. Building a picture of the places the boys liked and didn t like allowed staff to deepen their understanding of how to create spaces that really met their needs. Consultancy Work: Co-developed projects, advice and strategic guidance Working with a wide range of partners from architects to landscape designers to blend expertise, we have supported the design process for new builds and re-modelled spaces, including public learning spaces and parks. ELIZABETH JARMAN Foundation Global Perspectives Series This project involved partners in capturing their perspectives about learning environments for children and families in our journals. 18 journals circulated in countries far and wide. The journals formed our Global Perspectives publication amd contain a wealth of images and commentary to provoke discussion, collaboration and thinking around learning environments. THE ELIZABETH JARMAN FOUNDATION RESEARCHING OPTIMUM CONDITIONS FOR LEARNING 17
CONTACT US To further explore ways of working together please get in touch: www.elizabethjarmantraining.co.uk info@elizabethjarmantraining.co.uk Telephone - +44 (0)1233 822193 Facebook - Elizabeth Jarman for Families Twitter - ElizabethJarman Instagram - #elizabethjarman Elizabeth Jarman Training Ltd has 10 million Employers Liability cover, 5 million Public Liability cover and 500,000 Professional Indemnity cover. All trainers are CRB checked. Copyright and Ownership of Services The Client acknowledges that (i) the Service, Data, all copyrights, confidential information, title, any related documentation, and other intellectual proprietary rights embodied therein are and shall remain the property of Elizabeth Jarman Training Ltd.; (ii) the Service and Data are subject to protection under the patent, trademark, copyright, trade secret and other intellectual property laws of the United Kingdom and all other jurisdictions; and (iii) the Service and Data were created, compiled, prepared, selected and arranged by Elizabeth Jarman Training Ltd. through the expenditure of substantial time, effort and resources and that the Service constitute valuable property of Elizabeth Jarman Training Ltd. We are the sole provider of Communication Friendly Spaces Training and Development Programmes. Communication Friendly Spaces (CFS ) is a registered trademark of ELIZABETH JARMAN in the UK and other countries. 2015 ELIZABETH JARMAN. Unauthorised reproduction without consent is strictly prohibited. 18