Margaret McMillian's Ideas for Supporting Young Children and Their Families

This essay discusses Margaret McMillian's ideas for supporting young children and their families and their relevance in the present context of childhood services. It also highlights her work in nursery schools and her efforts to enhance childhood education.

Running head: EARLY CHILDHOOD STUDIES
Paraphrasing
Name of the Student
Name of the University
Author Note

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Ideas for providing support to young children and their families, by Margaret
McMillians
Margaret McMillian’s ideas for supporting young children and their families will be
elaborated in this essay. The essay will critically discuss the relevance of her ideas in the
present context of childhood services. McMillian is widely known due to her work with
children in nursery schools and the efforts she took to enhance all aspects of childhood
education. She is regarded as the founder of several childhood education campaigns and also
acted as an advocate for young children, where she talked about their needs and preferences,
with the aim of promoting their physical and mental wellbeing, an integral component of
effective learning. She was a pioneer of the nursery school and took all possible efforts for
lobbying for the 1906 Provision of Schools Meals Act. She worked in the deprived districts
of Bradford and Deptford and agitated several reforms that were aimed at bringing about
improvements in the health of young children.
She was born to Jean and James McMillan in Westchester County, on 20 July 1860
and emigrated to the US in 1840. They were two sisters, Rachael McMillian (1859-1917) and
Margaret McMillian (1860-1931) who devoted their life to working as social reformers, who
dealt with complex property related issues that arose during the time of Industrial Revolution.
Following the death of their youngest sister and father in 1865, they were taken by their
mother back to the family in Inverness. They moved to London in late 1880s, during which
Margert gradually developed the skills of an orator and a writer, for the labour movement.
During McMillian’s visit to the Bradford school, her attention was drawn towards the ill
health of the children and the poor health status that they were currently in (McMillian’s,
2013). She observed many children being neglected on a regular basis that made her call for
meetings to propose strategies that would help address the basic needs of the children
(Trueman, Adlington and Marriot, 1990). Adults were found to be insensible towards the

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neglect and torture that were being made towards the children. With the assistance of the
schoold medical officer in Bradford, she conducted the first medical scrutiny of the
elementary school children, residing in Britain. McMillian also worked with such families
while engaging in a battle for the benefits of the affected children (Trueman, Adlington and
Marriot, 1990). A report was published, which was followed by a subsequent development of
campaigns for the local authorities to improve ventilation, install bathrooms and supply free
meals to all school children. This campaign was loosely based on the Bradford Cinderella
Club program that focused on providing warm meals to the underprivileged children. The
sisters were also found active in the political filed and Margaret was soon the candidate for
the Independent Labour Party for the Bradford School Board. Following her election in 1894,
she began to use her power to control what occurred in the Bradford schools and also started
publishing several pamphlets and booklets on the subjects of child labour and early
childhood. The campaigns designed by her were widespread within the city and led to the
result that Bradford was the first school board to offer free medical inspection, meals and
bathes to children in the poor areas.
McMillian considered helping the vulnerable children and their families of utmost
importance that aligned with her objective to improve poverty mediated poor health
(Moriarty, 1998). Poverty plays a crucial role in negatively affecting the growth,
development and learning ability of all children. It is also responsible for weakening the
body’s immune system, thereby increasing its likelihood of acquiring infections. Thus, a
child raised in a poor family finds it extremely difficult to acknowledge the things taught in
classrooms, in addition to remaining starved. Children belonging to poverty stricken families
often spend time in searching for food, in place of reading or sleeping that often results in
their death (Jack P. Shonkoff, 2009). McMillian identified a healthy body as a prerequisite
for a healthy mind frame. Thus, social welfare and health education is an essential aspect that

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needs to be addressed in nursery schools (Bradburn, 1976). McMillian advocated for the need
of medical inspection, school meals, regular baths and treatment at schools. Steps that
encompassed a balanced diet and hygiene, were considered essential strategies that would
enhance the overall health and wellbeing of the children (Bardburn, 1989). Thus, McMillian
was successful in drawing the government’s attention to the needs of the children and helped
her in bringing about changes in the misery faced by them due to lack of knowledge and
poverty. However, several arguments were put forth in this context (Platt, 2005; Hendrick,
1997). The government considered such children as threats to the society. Regulating the
undisciplined and disadvantaged children created trouble for the economic objective of the
society that focused on breeding a race incapable of presenting challenges to the twentieth
century (Hendrick, 1998, p39). The government considered the children as puppets controlled
by their parents, without any freedom. Significant improvements have been observed in
current years where the children have received support from several organisations such as,
the NSPCC and sure start local programs (Pugh, and Duffy, 2014).
McMillian’s recommendations are now being followed in schools and nurseries.
Children are made to follow balanced and nutritious diet, required for their growth and
development. Most nurseries and schools have medical rooms, where trained staff provide
treatment to injured children. However, regular bathing is still not followed in nurseries since
parents are expected to be aware of the basic hygiene that should be followed at home.
Moreover, it is expected that all families have access to clean water for bathing and other
purpose. This made me believe that in current times, all children have an increased awareness
of aspects related to their growth and development. Had not McMillian advocated for the
rights of the children, no improvements would have occurred in their learning environment.
She also reinforced the need of designing open-air nursery. The children used to live
in the slum before these changes. Most children and their families, in Britain were poverty

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stricken in the 19th century. The environment was dreary, overcrowded and desolate, thereby
did not favour the growth of the children (Giardiello, 2014:55). McMillian promoted contact
of children with nature by practicing gardening in the nursery schools and also included
several animals such as, cats, mice, chicken and goats in the garden. Never having come in
contact with such animals, this was a new experience for the children them (Trueman,
Adlington and Marriot, 1990). Contact with the outdoor environment plays an important role
in shaping the learning years and enhances freedom. Regardless of the age, children often
require freedom and personal space, just like the basic necessities of water and air, especially
those belonging to the age group 1-7 years (McMillan 1919:27). Providing care and
protection to saplings often make the children grow up into responsible and caring
individuals as adults (Froebel 1888). A sense of responsibility, confidence and self-esteem is
also enforced by contact with animals in the early years. This builds a sense of freedom that
promotes the physical and cognitive development of a child. Outdoor play environment act as
the perfect setting that stimulates the mental and physical health of a child, in addition to
allowing the helping the children to exercise their choice and opinions (Moriarty, 1998;
Lowndes, 1960). Poverty forced several children to work in factories, in place of attending
schools (Derevenski, 2000). The open-air nursery promoted by McMillian engaged the
children in self-directed play that allowed them to discover their hobbies and skills, that had
never been realised (Bruce, 2012). McMillian held the view that state infant schools educated
underdeveloped children. However, such children failed to develop their aptitude or
intellectual skills, owing to their problems in remembering and learning lessons (Bardburn,
1998). I consider this to be a direct manifestation of less educational provisions and care for
five year aged children.
Her views are relevant in the present scenario in creating a better understanding of the
potential benefits that outdoor play exerts on the learning and development of a child.

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Outdoor environment are generally considered safe by children, where they feel empowered
to take up necessary risks and challenges, according to their capacities (Parker-Rees, Leeson
Willan and Savage, 2011). She promoted the fact that children should always be brave and
adventurous (McMillan, 1919:28). Hence, outdoor spaces are imperative for allowing them to
play in a free manner, by providing them an actual experience that would enable development
of knowledge about the setting. These spaces have also proved effective in promoting
independence and resilience of the children.
The relationship between a child and his/her family also plays a crucial role in the
growth and development, by affecting sufferings and enjoyment, thereby influencing their
life choices (McMillan, 1973). McMillian also recognised the importance of educating
mothers for promoting the development of children (Moriarty, 1998). This was encouraged
by introduction of the mother’s club where women were invited for socialising, which in turn
would help them gain self-esteem and confidence. These meetings were held each week,
where the mothers would gather for chorus, tea parties, lectures and speeches on chid
education, diet, hygiene and sleep (McMillan, 1919:133). She also invited eminent
personalities such as, Lady Astor and Walter da la Mare for speaking to the mothers on the
issues faced by the children (Bardburn, 1976). I hold the belief that these meetings proved
beneficial in intimidating the mothers who were working. However, those belonging to lower
socio-economic strata of the society did not welcome the approach. McMillian also believed
in reinforcing partnership and collaboration between the school and home, for creating a
safeguarding atmosphere for the children.
This still holds relevance in the current scenario since the schools and nurseries
emphasise on cooperative efforts by the teachers and families, which influence their
wellbeing and education. Her values and works have also helped parents gain a sound
understanding of the importance of these factors for child education (Bardburn, 1976). These

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factors have been considered for developing a two-way communication between the parents
and teachers to address needs of the children in an easy manner (Johnston and Nahmad-
Williams. 2009).
Thus it can be concluded that the social reformer McMillian invested in supporting
and developing the lives of young children and their family members, and also upheld a
better future for them, with the aim of benefiting and educating the vulnerable population.
Together with her sister, Margaret McMillan tirelessly campaigned to ameliorate the
intellectual and physical welfare of the economically and socially deprived children, residing
in overcrowded city dwellings. She held the idea that placing a focus on the poor health and
lack of education among children, holding meetings with mothers, providing additional
support to children staying in poverty and developing nursery schools where the children
interact with nature have the potential of exerting significant influence on their overall health
and wellbeing, thereby enhancing the learning process. The open air nursery schools opened
by Margaret had large beautiful gardens with classrooms with balconies and windows that
made the places airy and light. Her work brought about an establishment of several school
medical services and meal services. This has an emphasis in current practice since most
nursery schools now have the provision of regular meals, sleep times and adequate spaces for
the children to play and run. These changes were also found to affect the parents and the
choices made by them. The approaches were quite advanced and in sync with the current
world scenario. Thus, it can be concluded that her works in the domain of child education and
poverty has rightly led to her recognition as a children’s champion owing to the fact that she
placed an emphasis on the profits of childcare provision, in their continuous struggle against
poverty. Failure to effectively implement the changes proposed by McMillian would have
resulted in a poor education system.