And so I wondered, it just made me think, have, uh, as part of the research, had you, did you notice a difference in terms of relationships between adults and children depending on the roles of the adults?

Yes, um, indeed.

And I think that what you've just described is really fascinating, and what I saw in my research that I carried out in 2015, um, whereby to an extent if, um, an individual doesn't have perhaps some of the constraints of, you know, curriculum and policy and procedures and all of those things that, you know, obviously as leaders and managers and, um, and experts that, that one has in those roles, um, can feel a little bit sort of daunting because it takes you away from the children in ways that perhaps you don't intend to, but actually you have to do other things as well.

Um, when, when those things are not there, it's kind of like sort of shaking the shackles off sort of thing and being able to be your authentic self, and I think that being your authentic self is really important, and I think children are so clever.

They know when we're being our authentic selves, and they know who they feel comfortable with.

Now, of course, we work with, um, you know, the, in the context of the key person approach, and I think when, um, when the key person approach works well, um, and I'm, I'm well aware of the constraints of, um, of early years settings and, um, you know, the long days that, um, uh, staff have to work.

But when they have a buddy system or something that works really well, then there is an opportunity for, um, the staff to get close, to get up and pers- close and personal.

Does that make sense?