“Education is the most powerful weapon which you can use to change the world” Nelson Mandela Since the recent death of George Floyd in the U.S and the rise of the “Black Lives Matter” campaign, the topics of equality, inclusion and diversity have been thrust into the forefront of everyone’s awareness and the early years sector is no exception. In early years we understand that children learn by observing the people around them and develop their attitudes from their social e

New beginnings. It’s fair to say that the early years workforce has had a lot to contend with in recent months. Considering all the practical, logistical, physical and administrative changes you’ve had to make (literally over-night), I understand how physically exhausting and emotionally draining the last few months have been. Therefore, through this post, I’d just like to offer some reassurance and support for you all during these unsettling times and urge you to support eac

Outside space for outdoor education As we enter into the next phase of easing lock-down measures and the gradual re-opening of early years settings, it’s pretty obvious that although social distancing will not be fully possible with young children, we will be trying to limit transmission of Covid-19 by spending even more time outdoors where possible and in smaller groups. The Government Guidance that we have all become so familiar with during the last few weeks known as 'Coro

What is Sustained Shared Thinking? (And what does it look like?) The term ‘Sustained Shared Thinking’ can be intimidating for new or less experienced practitioners. In my experience as an early years lecturer and assessor, if I asked my students for an example of how they engage in Sustained Shared Thinking with children they’d often panic and not know how to answer. If, however, I asked them to give me an example of a memorable moment they’ve shared with a child they’d reel

Putting shoes on independently. (image credit: Metro) Parents, early years educators and reception teachers often express concerns over children who struggle to put their shoes on and off and fasten them independently. It goes without saying that shoes with Velcro fastenings are by far the most sensible option for young children. Once they have mastered tearing these open and closed with much delight it’s time to focus on the real issue of putting the shoes on and off indepen

As part of our 'School Readiness' series, today's post will look at 3 important self-care skills that early years practitioners can encourage once settings re-open and parents can encourage during lockdown and the summer holidays if applicable. These skills are bottom wiping, nose blowing and self-feeding. I’ve been fortunate enough in my work to see some fantastic activities for encouraging self-care and over the years I’ve collected hundreds of ideas from SENCOs, occupation

School readiness I'm an early years educator and childcare lecturer with my own little girl due to start Reception in September 2020. I completely understand parents’ concerns that our pre-schoolers are missing out on ‘mixing’ with other children and the associated opportunities for social development in preparation for Reception year. I’ve seen a wave of concern, particularly on social media, over how to prepare children for the transition into Reception year this September

Guest blog, written by Karen Mason: Early Years Educator and Loose Parts Play Aficionado (Image: Play Scotland) Loose Parts Play “Ooh, what is it? It’s weird, what does it do? Can I move it? What can I use it for? Will it stack on here? Will it fit in there? I’m not sure what to do”. And sometimes it even becomes something.... Children love to tinker with things, to move things, to explore things; they love to prod things, poke things, pull apart, link things, line things up;

Children in crisis Children may face a variety of difficulties in their lives and what may be devastating to one child, another may take in their stride. How we react to those situations may help children cope with a challenging situation, crisis or trauma. It is important to recognise that during a challenging situation, crisis or trauma, everyday life may change significantly. Even the basics such as meal times, a child’s home, their clothing and normal routines may change.

The Play Cycle Today’s post is going to take a look at ‘play’ within the EYFS, with a particular focus on the ‘play cycle’. There is no doubt that the EYFS promotes play and values the importance of play in children’s learning and development. The framework reminds us that ‘play is essential for children’s development’ and provides us with guidance on how to support children’s learning across all areas through ‘Playing and Exploring’ (one of the characteristics of effective l

What is Cultural Capital? The new Ofsted Early Years Inspection Framework (Sep 19) introduced the term “Cultural Capital”. The framework states: “Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education. As part of making a judgment about the quality of education, inspectors will consider how well leaders use the curriculum to enhance the experience and

Babies develop receptive language more quickly than they develop the skills to express themselves fully. This often means that babies and young children know exactly what they want but are unable to communicate their needs – leading to frustration and behavioural outbursts commonly known as tantrums. Babies and young children often love using their hands and we all know that children learn more quickly if they have a visual indicator. Signing builds on early communication ski