The ‘average’ childminder is now most likely to be in their late forties or early fifties, placing them in what is popularly known as Generation X. (Sounds like something out of a Bond film, doesn’t it!) There is something unique about this generation, especially people born between 1977 and 1983, who belong to a micro generation called Xennials. People born in these years, including myself, spent most of their childhood without digital technology. For example we had landlines, we watched movies on VHS tapes rented from blockbuster and maybe, if we were lucky, had a basic computer – does anyone else remember the Sinclair Spectrum?
There was no internet or mobile phones. If you wanted to meet up with friends you had to make plans about where and when to meet and stick to them. However, this generation is also young enough remember the change from analog to digital technology. For example, I remember that in my first year of university only one person had a mobile phone and you could still submit handwritten essays. By my third year everyone had a mobile phone and essays had to be typed and printed out on the university computers.
What on earth has this got to do with childminding? . . .
I think it is important because it means the ‘average’ childminder is of an age where they can see the benefits of new technology whilst also being old enough to remember the old ways of doing things. This means they recognise that using new technology is not always necessary or even the best solution to a problem. This is especially relevant now that the effects of too much screen time and the negative impact that some technologies can have on children is becoming more apparent. If you are old enough to remember the analog age and to have seen technology trends come and go I think you are also less likely to adopt new technologies just for the sake of it, as, why reinvent something if the old way still works perfectly well, if not better?
‘Old fashioned’ childminders support ‘slow but more meaningful learning’.
The EYFS is about building foundations for learning. In my mind that means helping children gain a deep understanding of the core principles rather than rushing them quickly through tick lists of developmental achievements. When it comes to helping children explore a new subject they are interested in, being an ‘old fashioned’ childminder has its benefits. The internet is a wonderful way of finding out lots of information quickly at the touch of a button but there are advantages to teaching children to also use ‘old fashioned’ methods such as looking for information in a book at the library. This teaches them that there are different ways to solve a problem and to learn how to have patience when learning something new rather than expecting an instant solution. Using printed books also helps children concentrate better, meaning they are more likely to remember what they have learned.
‘Old fashioned’ childminders read real books to their children instead of relying solely on stories kept on digital devices.
Reading actual physical books to children has so many benefits:
Sharing printed books is essential for helping children develop good early literacy habits. According to recent reports around a third of children starting Reception do not know how to use a book properly and some even try to swipe or tap the text in the same way they would interact with a screen. By providing books your children begin to understand how they work: how to turn pages, that English is read front to back, left to right, page by page. These basic concepts are important foundations for learning to read independently.
Physical books help children build stronger focus and attention. Unlike screens, printed pages do not contain pop-ups, animations, or other distractions, which allows children to concentrate more fully on the story and the person reading with them.
Physical books can also support better comprehension and memory. Children often find it easier to remember events in a story when they can connect them to the physical layout of the book, such as where something appeared on a page or how far they were through the story.
Another important benefit is sensory engagement. Young children learn through touch as well as sight and sound, and handling a book—feeling the pages, opening the cover, and turning each page—adds a tactile experience that supports early learning.
In addition, physical books reduce screen exposure. For many families, reading printed books is a simple way to create calm, screen-free time, especially before bed, when reducing blue light and digital stimulation can support better sleep.
Finally, having plenty of accessible books in your setting helps create a reading culture. When children see books around them and can easily pick them up, they are more likely to view reading as a normal, enjoyable part of everyday life.
‘Old fashioned’ childminders know the value that traditional toys bring and are not afraid to use them.
Old fashioned childminders do not rely on ‘exciting’ technology that instantly captures children’s attention but used unwisely is actually very harmful in the long term. Instead they use physical resources such as blocks, jigsaw puzzles, crayons, playdough, and books. Young children learn best through touching, moving, and exploring, so these methods support natural development.
‘Old fashioned’ childminders know to take beautiful images on social media with a pinch of salt.
If you consider yourself an ‘old fashioned’ childminder you may be less pressured by beautiful images on social media to feel that you constantly have to provide visually appealing but time-consuming set ups and activities for your children. Of course, it is fun to occasionally go all out, for example, spending time creating beautiful tuff trays for your children to play with. However, ‘old fashioned’ childminders look at these images and realise that a beautiful activity may not have any more learning value than a much simpler set up, and in some cases, less. For example, I myself enjoy occasionally setting up themed tuff trays such as a land of dinosaurs complete with dyed chick peas as rocks, tin foil rivers and playdough volcanos, complete with gloopy lava. However, these take a long time to set up and the children get just as much fun and learning from taking the toy dinosaurs outside and exploring, using their dinosaurs to create prehistoric stories in the mud and sand readily available in the garden!
‘Old fashioned’ childminders know that less is often more.
Sometimes less really is more. Old fashioned childminders limit the amount of resources they provide children at any one time. They also dislike closed end toys with things like buttons that children press that mean a toy performs a special action (but not a lot else.) They prefer to provide more open-ended resources and activities, activities which support imagination and problem-solving. For example activities like drawing, story telling and pretend play as well as creative games and role play.
Old fashioned childminders writing reports using their own words instead of relying completely on AI.
I admit, if I get stuck when writing I use AI writing tools to help me think how to phrase something or make something easier to understand. However, I treat it like a clever assistant who can come up with ideas to inspire my own writing, rather than just cutting and pasting AI suggestions straight into my newsletters or blogs. When you read what I have written you are getting a little piece of me, not a computer. I think this personal touch is really important. This includes times when you have to use writing to communicate with your childminding families.
I remember back in the dark ages when I was teaching that I had to write a class full of reports using a report writing system the school had invested in. To create the reports you had to choose from a selection of statements on each subject, choosing whichever statement best fitted the child you were writing about. However, this meant that, a lot of the time, the statement didn’t really accurately describe the child. The resulting reports felt impersonal, and in some cases, not entirely accurate. If you use AI unwisely to help you write things like your Progress Check at Age Two there is a danger that you will get the same effect but to a much greater degree. Yes, use technology to help if you get stuck with how to phrase something, but remember, apart from the child’s parents, you are the one that knows the child best and parents will want to hear the real you.
‘Old fashioned’ and effective childminders know that maintaining a balance is important:
Although I talked about childminders from Generation X at the start of this article being an ‘old fashioned’ childminder is actually a state of mind. It doesn’t really matter what age you are. It is also important to not be too old fashioned and completely reject modern technology or research. Old fashioned methods work best when they are combined and adapted according to the latest research on child development and used alongside well thought out approaches to technology. Don’t throw away your computer or mobile phone away just yet, but next time you feel like you are not doing enough when you ‘just’ offer your children traditional activities, remember, this is probably a lot more beneficial than you give yourself credit for!
Do you consider yourself an ‘old fashioned’ childminder?
Is there anything that you do that people may consider ‘old fashioned’ but is actually extremely beneficial for the children – and yourself. Let me know in the comments below.
Sign up for my FREE Childminding Best Practice Newsletters.
This blog was originally going to be a newsletter before I changed my mind and turned it into a longer article! If you would to be the first to know about new blogs like this, as well as childminding news, tips, advice, free activities and Welly Wren resources please sign up to receive my free newsletters here:
If you enjoyed this you may also like:
My Childminding Curriculum Part One – Continuous Provision.
I think a lot about the curriculum I am providing my childminding children. As an Ofsted registered childminder I am bound by the statutory learning requirements of the EYFS to offer learning experiences and opportunities under the seven areas of learning. However, I feel it is both my duty and privilege to to explore the world with each individual child I care for, seeing it through their eyes, providing experiences that excite them, truly help them grow and go further than the short descriptions in the EYFS bind us to.
Read the full blog here:
