Should we really be changing rooms every year?

In the last few weeks, I've seen quite a number of posts in online early childhood networking groups regarding the placement of educators in rooms for the year ahead. There are questions about how to work it out, and requests for suggestions for making a "big reveal" more fun. And it got me thinking about why we change our educators around year after year. 

As always, I've got form! I was once a director who thought I needed to swap educators around to keep things interesting and fresh, or to make individuals happy. And while of course, we want to keep our teams happy (it makes for a loooooonnnnnnng year otherwise!), there are some other things we can consider.

Become an expert 

Tash and I have chatted about this a LOT over the years, and Tash is particularly vocal about this topic when it comes to the educators working with infants. We need to become experts in the age group that we are working with.

Working with infants? Learn about brain development, attachment theory, relationships, the senses, freedom of movement. 

Working with toddlers? Wrap your head around the concept of schema play, big body movement and emerging independence

Working with preschoolers? Become knowledgeable about meaningful ways to support a positive school transition, learn how to support children to navigate friendships, find ways to spark creativity and curiosity. 

Whatever age you are working with - become an expert, and you will probably want to stick with them.

Hiring with intention

Yes, I recognise that this is a privileged position to be in - in some areas, educator shortages are proving a massive challenge and services are struggling to just find enough qualified people to fill positions. However, I do think we need to be intentional where we can, when bringing new educators into our team. What skills do we need, what passion do we need, how can we compliment what we already have in our team? 

Moving with some children, staying with others

Often children don't move rooms all at the same time, which may mean that each year some children may move up in January, while others may remain in the room. This is where having at least one educator remain in the same room, and other moving up to the next room can be handy - you know the children and support their transition (or their continued time in the room) 

Family group and don't have set rooms! 

We did this for awhile when I was a director. We shook up our entire approach and part of that was family grouping all day (39 children aged between 2 and 6 years) across two rooms and outdoors (we changed our rooms from toddler and preschool to "quiet" and "loud"). Instead of having set rooms, educators had zones that reflected their strengths and passions. One educator spent most of their time in the art studio, while another was always outdoors. We worked as one big team and it was delightful (mostly!!) 

What if we still decide to change rooms? 

If, for whatever reason, some educators do change rooms, do we need a big reveal? I've seen this practice both celebrated and criticised. The criticism I have seen has called the practice "juvenile" or unnecessary when a simple "You will be in the toddler room" would suffice. But the flip side of that is that sometimes we need a little fun and lightheartedness, and anything that does that is a win right? 

Ultimately, reveal or no reveal, we need to make decisions based on what best meets the needs of children, families and our educators. We should be seeking input from educators about where they think they are best suited, about what they think they can bring to a specific room (not just the bestie that they'd most like to work with!) and then doing our best to put the puzzle pieces together. Will everyone end up happy? Not always. But when we make decisions based on what is best for the children, on the strengths and skills of our team, then we are more likely to have settled and engaged children and educators.