TTS Talking Early Years

Mark Loveday is joined again by Emma Jordan to discuss the understanding around social communication skills. Emma highlights the challenges that practitioners face and offers insights about actions to take.  Emma and Mark talk about the role of play in language development and practitioners can learn how to support support children in primary years. Emma also touches on pre-teaching language skills and resources to support practitioners.  

Mark Loveday is joined by Emma Jordan, a specialist speech and language therapist and co-service lead for the children's speech and language therapy service in Worcestershire.  In this episode, Emma explains the role of early intervention in education and identifying speech and language needs early. Emma also highlights the impact of communication on social and emotional health.  Practitioners can learn more about the tools for early identification of communication needs, being aware of children's hearing capabilities and creating effective learning environments.  

Mark Loveday is joined by Beccie Hawes for a final episode, to focus on building inclusive environments for children with autism. Beccie discusses how crucial it is to support children at the earliest opportunity and the role of “inclusive by design” in a classroom setting.  The episode highlights asking children what they really need, rather than making assumptions as adults, and finding out what are non-negotiables to make every learner comfortable in their learning. Practitioners will learn about different ways to equip a room and make sure that choice is available to help foster independence, offering a “buffet of sensory tools rather than a menu”.   Teachers will understand that the way they teach rather than what they teach is equally as important. Beccie gives a real-life example of a teacher being brave and changing up a lesson that was going wrong, and how they fixed it, as well as what small things might put autistic children off in a classroom. 

In this episode, host Mark Loveday is joined by Beccie Hawes to talk about the boundaries of social interaction in autistic children. They discuss the assumption that children must have friends where in fact that they may prefer being alone to self-regulate and be comfortable as observers.  Mark and Beccie discuss collaborate play based approaches so children can interact in their natural way whilst interacting in meaningful, real-life situations. Beccie gives an example of how she teaches “reading the room” and giving a child the space to step back and assess their environment via a more therapeutic approach.   Practitioners can learn how “wondering aloud makes the invisible visible” and “what do do if”, to help offer tailored approaches to autistic children, whilst finding ways to get them to engage with the world around them. 

Mark Loveday is joined again by Beccie Hawes to discuss communication challenges in young children with autism and how they might struggle with recognising social cues and fast paced environments.   Mark and Beccie discuss verbal and non-verbal children and highlight that they process and communicate in different ways, as well as providing meaningful communication attempts to different children.  Practitioners can learn more about providing structure and creating routines to foster effective communication, as well as the roles of Augmentative and alternative communication (AAC) devices. 

Mark Loveday is joined by Beccie Hawes to discuss what is autism, how does it manifest itself in children and how many forms of the condition there are.  In this episode, Beccie explains her role at CADMAS and their role in supporting SEN children, as well as giving real-life examples of how autism can show-up in everyday life situations.  Practitioners can learn more about thinking more broadly about neurodiversity and the importance of highlighting the needs of a child, rather than using a label as a one-size-fits-all approach. There is also advice for parents considering seeking diagnosis for their child and misconceptions. 

Mark Loveday is joined by Arran Smith for a final episode, to focus on inclusive environments for SPLD children. Mark talks about how he has rolled out support in his own educational setting and the role of upskilling staff to deliver an effective education to SPLD children.  The episode highlights Arran's view of inclusive environments and offers considerations as to whether a classroom is kitted out effectively and has the look and feel for SPLD children to feel comfortable in. Arran also touches on how less is more when it comes to creating an inclusive environment and not being afraid to ask questions to improve the overall provision.   Practitioners will learn about tools for supporting children, such as illuminated mark making writing boards and sensory tents, as well as the role of supportive agencies that could offer external support. 

In this episode, host Mark Loveday is joined by Arran Smith to discuss how SPLD children view the world around them and how this should be championed as a strength. Arran talks about understanding an individual's differences and strengths and developing skills.  Mark and Arran discuss examinations and coursework, noting that the education system as it is, is not a one size fits all approach to pedagogy. They talk about fostering a culture for success in pupils and being mindful of being present as an educator and what impact this can have.  The conversation turns to the importance of making time to praise and reaffirming things that have gone well in the classroom to ensure the child understands their achievements. Arran gives a direct example from his own life of receiving praise and how this interaction stayed with him until today. 

Mark Loveday is joined again by Arran Smith to discuss the crucial role of assistive technology such as apps, software and tools to support children. They discuss technology enabling children to break down barriers and be part of a more inclusive environment.  Arran questions why assistive technology was rolled out to children during the pandemic to improve their learning but then rolled back following the end of lockdown. They also talk about free or low-cost resources that could be useful for teachers and parents to consider for their children.  Mark and Arran discuss how to repurpose technology for multiple uses to suit school budgets better, as well as valuing teachers with better resources. They also talk about why a skill like typing isn't taught, but writing is, highlighting the need to prepare children for adulthood in the modern world, where technology is so prevalent. 

Mark Loveday is joined by Arran Smith to discuss specific learning challenges (SPLDs) and the associated diagnostic labels, focussing on how to better support pupils.  In this episode, Arran explains how multi-sensory structured teaching supports processing information and aiding learning, as well as the importance of early diagnosis.  Practitioners can learn more about whole-brain learning and not just focussing about book work, but a broader learning delivery to support all pupils. Arran and Mark also talk about the Assess, Plan, Do, Review (APDR) cycle, as well as the importance of connecting broader ideas together to help deliver quality education in the classroom.  

Mark Loveday is joined by Dale Pickles for a final episode, to focus on understanding and supporting neurodiverse learners. The episode highlights the importance of emotional regulation and working memory, as well as multisensory learning and engagement.  Practitioners will learn top tips for supporting neurodiverse pupils, by being more aware of the importance of focus in pupils and supporting emotions. Dale also touches on the importance of teachers being explicit when communicating, so tasks can be interpreted clearly by pupils, as well as having a clutter-free environment to ensure there are fewer distractions.  Dale shares insights into XXX 

In this episode, host Mark Loveday is joined by Dale Pickles to help practitioners understand hyperactivity and impulsivity. Dale also discusses Inattention in ADHD and the classroom implications associated with this.  Mark and Dale discuss the co-occurrence of ADHD with other conditions, before rounding off the conversation on how to support pupils with ADHD in their learning setting. 

Mark Loveday is joined again by Dale Pickles to discuss executive functioning. Dale highlights the challenges with executive functioning in education and explains how practitioners can understand it better.  Dale and Mark talk about task management and planning, self-regulation and co-regulation, before concluding on Dale's own framework for supporting executive functioning. 

Mark Loveday is joined by Dale Pickles, Managing Director of B Squared – assessment software for pupil tracking, evidence of learning and SEND CPD training – and host of the SENDcast podcast.   In this episode, Dale explains the terminology and differences between ADD and ADHD, inattentiveness in the classroom, misdiagnosis and overlooked needs.  Practitioners can learn more about the impact of neurodiversity on learning experiences, as well as gender differences in ADHD and autism diagnosis. This episode ultimately encourages practitioners to discover the importance of early diagnosis and understanding neurodiversity in greater detail. 

Ruth Lue-Quee is joined for a final episode in this series by Professor David Daley, to discuss reinforcing positive behaviour in Early Years Settings. David talks about the importance of labelled praise and letting the child know exactly what they have done well, so this reenforces their behaviours in the future.  Ruth and David discuss “earshotting” - giving more praise to a child by communicating good behaviours to peers and other educators in front of the child. Reward charts and how best to implement them are discussed, as well as the evolution of this tool into everyday adult life.  Practitioners will learn that reinforcement techniques and rewards shouldn't be feared, and how neuroscience has shown that young people can become self-motivated to do more by themselves with the support of praise and reward. 

In this episode, host Ruth Lue-Quee is joined by Professor David Daley to discuss supporting a child's behaviour before escalation arises, and investing time to put processes in place that will support self-regulation.  The discussion can help practitioners understand how to best calm down a child whose behaviour may be escalating, and David emphasises the importance of being prepared and acting quickly. Calm down spots, designated calming kit trays and communication methods are mentioned as options to help support behaviour. 

Ruth Lue-Quee is joined again by Professor David Daley, to discuss proactive behaviour strategies in Early Years Settings.   David talks about the importance of creating predictable environments for learning and shares tips for how to help SEN children be comfortable with timings and their environment.  Practitioners will learn about individual strategies for supporting behaviour and supporting SEN children's need to move around to focus better, as well as how to give them permission to regulate their own concentration. 

Ruth Lue-Quee is joined by Professor David Daley, a trained psychologist and Head of Applied Psychological Practice at Nottingham Trent University, to discuss understanding different behaviours in learning.   In this first episode, David shares valuable insights for practitioners working with children with SEN, discussing how a child's behaviour can be affected by their surroundings – both visually and to touch.  This episode ultimately encourages practitioners to consider their learning environments and being curious to spot patterns that will help support children, citing the ABC model of behaviour to focus on antecedent, behaviour, and consequence. 

Ruth Lue-Quee is joined by Anna Speke for a final episode, to focus on how to overcome challenges when collaborating with others. The episode highlights common challenges faced when collaborating in the early years and how to navigate differences in professional opinions.  Anna and Ruth round of the episode - and this series – by highlighting the role of leadership in collaboration and managing disagreements among team members. Practitioners will learn tips that can help them communicate and collaborate better with others in early years SEN settings. 

In this episode, host Ruth Lue-Quee is joined by Anna Speke to discuss understanding and working with external agencies for SEN support. Ruth and Anna discuss the services available and what SEN children may require help with.  The discussion can help practitioners navigate the referral process and establish best practice with external agencies, to foster collaboration. Anna also explains how nasen, the charity she works for, can support educators and children. 

Ruth Lue-Quee is joined again by Anna Speke, to discuss building relationships with parents and carers to support SEN pupils. Anna introduces early years and inclusion, before explaining how to involve parents and carers, rather than just inform them.  Anna and Ruth then discuss strategies for effective communication, including forging good relationships at the point of meeting of meeting a parent or carer – an example is simply calling them by their preferred name in front of their child. Practitioners may also learn how to understand the parent or carers' own personal circumstances, to understand their home dynamic better. 

Ruth Lue-Quee is joined by Anna Speke, Early Years Education Officer at nasen, to discuss how to collaborate with different groups of people in order to support SEN pupils. In this first episode, Anna explains that everybody plays a role in supporting SEN children and she explains how to collaborate effectively for positive outcomes.  Anna shares valuable insights for practitioners working with children with SEN, discussing effective communication and boundaries in teams. This episode ultimately encourages practitioners to identify their own responsibilities in supporting SEN children and working with others to facilitate good outcomes in educational settings.  

Ruth Lue-Quee is joined by Shardi Vaziri for a final episode, to focus on a clutter-free and visually calming environment. The episode highlights the importance a tidy environment can have on children's behaviour, helping them not to become distracted by a messy workspace, or being overwhelmed by not knowing where equipment is.   Shardi shares insights into how to look at a classroom with fresh eyes and offering practitioners tips to making the small changes that could make a big difference to children who may struggle with overstimulation. By focussing on the look and feel of your classroom, you can ensure children know where to focus their attention and feel included when coming into class to learn. 

In this episode, host Ruth Lue-Quee is joined by Shardi Vaziri to discuss building strategies to create an inclusive outdoor environment. Shardi discusses the difference between indoor and outdoor learning, citing the need to consider the skills that need to be developed in each setting.  Ruth and Shardi discuss the development of gross motor skills within an outdoor setting, as well as considering the area like a classroom with defined areas and equipment. The conversation touches on the change in environment, which will affect a child's learning, and the need for children to get outside and learn new skills. This episode offers practical strategies and insights for early years practitioners who are looking to learn more about outdoor environments, with a view of making small tweaks to benefit their young learners.  

Ruth Lue-Quee is joined again by Shardi Vaziri, to discuss building strategies to create an inclusive indoor environment. Shardi highlights how designing an accessible classroom helps with children's independence and supports their overall learning journey. The conversation highlights the need for practitioners to be mindful of how children approach and interact with as space, citing the need for clear labelling of classroom equipment, so the essentials are easy to find independent of an adult.  Shardi shares practical strategies for promoting an inclusive indoor environment in early years settings, such as the inclusion of steps to help children access equipment, or allowing space for children with additional needs, so they have opportunities to reach what they need to learn too. By stepping back and observing the classroom from a child's perspective, changes can be easily made. This episode offers valuable takeaways for educators, encouraging them to be enablers of inclusive indoor environments, which are essential for children's overall well-being and development. 

Ruth Lue-Quee is joined by Shardi Vaziri, an Early Years specialist, writer, and consultant, to discuss the importance of creating inclusive environments within the Early Years. Shardi explains the different types of Early Years settings and how to create inclusive spaces to support children in their learning and development, particularly those who may not yet be at age related expectations.  Shardi shares valuable insights for practitioners working with children with SEN, discussing how important a well-thought-out environment can be for young learners. By creating a holistic environment, practitioners can plan to support a range of needs both in and out the classroom. This episode ultimately encourages practitioners to deepen their understanding of learning spaces and put new ideas into their practice to help children thrive. 

Ruth Lue-Quee is joined by Helen Battelley for a final episode, to explore the concept of the "third teacher" and its impact on children's development. The episode highlights how the environment, often considered the "third teacher", plays an important role in fostering physical, emotional, and cognitive development in young children. Helen shares insights into how educators can create rich, inclusive, and play-based environments that allow children to develop confidence, physical skills, and creativity.  The conversation touches on various types of play, and stresses the importance of facilitating these experiences without adult over-intervention. Helen encourages early years practitioners to view their settings through a child's eyes and make small adjustments to ensure all children, including those with SEN, can access and benefit from these environments. The episode is a reminder to educators to slow down, allow children to explore at their own pace, and create opportunities for play for lifelong learning and development. 

In this episode, host Ruth Lue-Quee is joined by Helen Battelley to discuss the eight senses. Expanding beyond the traditional five senses - Helen introduces the vestibular, proprioceptive, and interoceptive systems, and their crucial roles in children's physical, social, and emotional development.   Practitioners are encouraged to incorporate a variety of movement activities into their settings to hone the three additional senses, helping children to develop body awareness, spatial navigation, and recognise internal bodily signals. This episode offers practical strategies and insights for early years practitioners dedicated to supporting the holistic development of children in their care. Be sure to tune in for valuable guidance and inspiration! 

Ruth Lue-Quee is joined again by Helen Battelley, to discuss the key role practitioners play in supporting children's movement and growth. Helen highlights how educators' behaviours and attitudes can directly influence children's development, as young children tend to mirror the adults around them. She emphasises the need for practitioners to be mindful of their actions and language, ensuring they create positive and encouraging environments for children to thrive physically and emotionally.  Helen shares practical strategies for promoting movement in early years settings, such as removing unnecessary chairs, encouraging play, and creating physical activity policies. By making small adjustments, practitioners can create environments that encourage children to explore, take positive risks, and develop both gross and fine motor skills. This episode offers valuable takeaways for educators, encouraging them to be enablers of movement and physical activity, which are essential for children's overall well-being and development. 

Ruth Lue-Quee is joined by Helen Battelley, expert in early childhood physical development, to discuss the critical role of reflexes and their impact on development. Helen explains the difference between primitive and postural reflexes, and how delays can affect children's physical and emotional development. They highlight how early years practitioners can identify these delays and support children through targeted activities like tactile play and gross motor exercises.  Helen also shares valuable insights for practitioners working with children with SEN, discussing how challenges with reflexes can manifest in behaviours like anxiety or sensitivity to sounds. By recognising these signs, practitioners can implement movement-based strategies to support development. This episode ultimately encourages practitioners to deepen their understanding of reflexes and incorporate purposeful activities into their practice to help children thrive.   

In this episode, Ruth Lue-Quee and Andre Imich discuss whether the Early Years sector is adequately equipped to support children with SEN. They highlight that the volume of children needing attention often surpasses the available support, particularly in areas like speech and language therapy. While there is strong ambition to improve, the sector still faces challenges with providing the right level of support and ensuring consistency, especially with the increasing use of agency staff.  Ruth and Andre outline key areas for improvement, including having a robust Early Years curriculum, sufficient staffing, effective communication with parents, and strong liaison with specialists. Despite these challenges, they also discuss the positives and the potential for a flexible, supportive future for SEN in the Early Years sector.  

In this episode, Ruth Lue-Quee and Andre Imich delve into the complexities of supporting children with multiple types of SEN in the early years. They explain that most children with SEN have more than one need, such as a child with hearing impairment also facing speech and language challenges. Understanding these co-occurring needs is essential, as conditions like autism can involve a range of issues that require specific interventions.  Ruth and Andre offer practical strategies for practitioners, noting that many approaches benefit all children, not just those with SEN. They suggest creating orderly, predictable environments and providing consistent responses to support learning. They also emphasise the importance of keeping thorough records, using multi-sensory teaching methods, and adapting to different learning styles. Their key takeaway is to focus on play and utilise basic strategies like repetition and varied learning opportunities to aid all children's development. 

Host Ruth Lue-Quee is joined again by SEN expert Andre Imich as they discuss identifying SEN needs in Early Years. In this episode, they explore how to balance developmental expectations with a child's individual needs, and the benefits of adapting the curriculum to support them better.   Ruth and Andre share practical tips for identifying SEN, such as paying attention to how children communicate non-verbally, how they play, and their behaviour. They stress the importance of working closely with parents and using a clear process to address concerns. They also encourage practitioners to seek help from specialists when needed, and keep communication open with parents and support services.  

Ruth Lue-Quee kicks off this new series with expert guest André Imich, as they dive into the complexities of Special Education Needs in the Early Years. With over a decade of experience as the SEN and Disability Professional Adviser for the DfE, Andre brings a wealth of knowledge on identifying and supporting children with SEN.  Ruth and Andre discuss what SEN truly means in an Early Years context, address common misconceptions, and the challenges settings face with the rise in SEN needs over the past few years. They also explore the resources available to practitioners, and whether a formal diagnosis is needed to access help.

In this episode, Alistair Bryce-Clegg is joined by Ruth Swailes, award-winning Early Years specialist, to discuss the transition from Early Years education. They emphasise the importance of maintaining familiarity for children, suggesting that Year 1 should retain elements of the foundation stage, such as having an art area for children who enjoyed art in foundation.    Ruth and Alistair advocate for viewing transitions as a process rather than a one-time event, recognising that abrupt changes can affect children differently. They stress the need to make transitions as seamless as possible and encourage educators to continually ask, "What is it like to be a child in this transition process?"   

In this episode, Alistair Bryce-Clegg is joined again by Ruth Swailes, award-winning Early Years specialist, to discuss school readiness and its implications in Early Years education. They shift the focus from children being ready for school to schools being ready for children, emphasising the unique needs of each child.   Ruth and Alistair challenge the conventional notion of readiness, which often ties it to compliance and discipline rather than effective learning, especially for neurodiverse children. They highlight that behaviours like 'good listening' vary among children and discuss the critical role of physical development in acquiring skills such as reading and writing.   

In this episode, Alistair Bryce-Clegg is joined once again by Ruth Swailes, award-winning Early Years specialist, to discuss building skills in the Early Years curriculum. They emphasise that skill development stems from quality continuous provision and offer tips for crafting a curriculum tailored to specific school settings.     Ruth and Alistair delve into the essential areas for practitioners to consider when building curriculum, from questions about your individual staff and children, to the impact of furniture and timetables. They stress that everything done in the classroom should benefit the children and highlight the role of adults as facilitators of learning rather than rigid enforcers of curriculum. The conversation also underscores the importance of child-led learning in fostering development.    

In this episode, Alistair Bryce-Clegg is joined by Ruth Swailes, award-winning Early Years specialist, to discuss the current landscape of the Early Years curriculum. They explore what an Early Years curriculum entails, a term that often intimidates practitioners.   Ruth and Alistair address the pressures of top-down mandates and emphasise the importance of creating curriculums tailored to the individual needs of children. They highlight the flexibility required to adapt to various settings and advocate for challenging the idea that a more formal curriculum is superior. The discussion finally underscores the value of play and where the best learning experiences truly happen.   

In this episode, Alistair Bryce-Clegg and Ben Kingston-Hughes discuss the transformative power of play for vulnerable children. They highlight how play genuinely changes lives, and is essential for children's growth and development into resilient adults.   They focus on strategies for engaging vulnerable children in play, suggesting providing half-built play materials to spark creativity and help children feel more comfortable and supported. The role of adults is emphasised in giving children the freedom to explore, and how dedicating extra time to play can enhance the mental health of an entire family. This episode offers valuable insights and advice for practitioners on how to incorporate play, and creating an environment that benefits everyone involved.  

In this episode, Alistair Bryce-Clegg and Ben Kingston-Hughes dive into the importance of humour in play and its vital social function. They discuss how humour requires a lot of imagination and creativity, making it a powerful tool for engaging children and enhancing learning.   Alistair and Ben highlight how humour in play encourages pro-social behaviour, even if what children find funny seems silly to adults. With a more creative and relaxed environment created by humour, children's wellbeing and openness to learning is boosted. This episode offers valuable insights and practical advice on incorporating humour into play, helping children become creative and socially adept.   

Alistair Bryce-Clegg is joined once again by Ben Kingston-Hughes to explore the essential role of physical play in children's development. Outdoor play is highlighted for its unique benefits, including fostering independence and allowing for safe risk-taking. Additionally, they discuss how physical play can actually benefit children's mental health into adulthood.   Alistair and Ben delve further into the crucial skills children develop through physical play, such as spatial awareness and improved social interactions. They emphasise that when children enjoy the experience of learning through play, they are more likely to absorb and retain information. This episode offers valuable insights and practical advice for practitioners on encouraging physical play.   

Alistair Bryce-Clegg is joined by Ben Kingston-Hughes, international keynote speaker, author and multi award-winning trainer. In this episode, they discuss the transformative power of imaginative play, and its role in building confidence, fostering creativity and shaping future problem-solvers.   They highlight how encouraging children to use items unconventionally becomes a critical part of children's development. They also stress the role of adults in facilitating rather than directing play, allowing children to experiment and create freely. This episode offers practical advice for practitioners on nurturing creativity and encouraging imaginative play, ensuring children grow up to be innovative and adaptable thinkers.  

Alistair Bryce-Clegg, Julie Pearson & Richard Knight return for a final episode to summarise their discussion so far on transitions. This time they bring it all together with the topic of emotional intelligence.   They emphasise the idea that parents also struggle with transitions, for example moving to a new school after building trust at another. Strategies for supporting parents through these transitions are discussed, such as a ‘drip feed' approach, slowly building a relationship with parents, and ensuring everyone is on the same page about what ‘transitions' are.   The importance of getting communication right is also considered, especially when it comes to more challenging conversations with parents, and opening up a non-judgemental dialogue around emotional intelligence and empathy for children.  

In this episode of the TTS Talking Early Years podcast, Alistair Bryce-Clegg continues the conversation around transitions with Richard Knight and Julie Pearson.   They delve into how to approach difficult transitions and bigger life events with children. Whether it's answering questions about death, or simply acknowledging the fact that it's okay to feel sad. They also explore the importance of letting educators and key people know when a big transition has happened, accounting for a child's change in behaviour and mood.  

Alistair Bryce-Clegg is joined once again by Julie Pearson and Richard Knight from the Early Years Alliance. In this episode, they cover some of the bigger changes children tend to experience, and what practitioners can do to support them through these.   They emphasise the importance of making transitions exciting, whether that's through using the right language, or making a new space as unthreatening and attractive as you can. They discuss using transitional objects to help too, such as a cuddly toy, and using digital recordings and visuals so a child knows what to expect.  

Alistair Bryce-Clegg is joined by Julie Pearson and Richard Knight from the Early Years Alliance. In this episode, they discuss the topic of supporting children through everyday changes.   The conversation covers examples of smaller, horizontal transitions that happen throughout a child's day. Whether it's transitioning in and out of play, or something as simple as being picked up and carried somewhere different – effective smaller transitions work as a blueprint for bigger transitions later on in life.   Tips are given on ways to manage these changes, and the importance of every adult being on the same page about doing this.  

Alistair Bryce-Clegg and Dr Steph Ainsworth return for a final episode covering their discussion so far on teacher resilience and work/life balance.   Alistair and Steph look at the broader policy context of what we can do to help teacher resilience. They discuss the idea of a more flexible curriculum, where teachers have more autonomy within their role. Adopting a child-centered approach is also broached.  They wrap up the topic by emphasising the importance of a culture of resilience, and reinforcing how to build resilience on an individual level through self-compassion and having access to the right resources.  

In this episode of the TTS Talking Early Years podcast, Alistair Bryce-Clegg continues the conversation around teacher resilience in the Early Years with Dr Steph Ainsworth, an education researcher and teacher educator.  Steph and Alistair delve into ways resilience can be boosted by working on solutions collaboratively as a team. Whether it's leadership giving recognition to staff, conducting regular staff check-in meetings, or honing emotional intelligence within a team – working together is a vital part of building resilience.  

Alistair Bryce-Clegg is joined once again by Dr Steph Ainsworth, an education researcher and teacher educator. In this episode, Alistair and Steph cover some of the ways Early Years Educators can build resilience.   They emphasise the importance of a resilient environment, and how being resilient is actually a proactive process. Steph provides insights into using the ‘ACT' model, having a higher awareness of your feelings and thoughts, and trying alternatives.   They also delve into practical ways you can reduce workload, instead, focusing on doing things that impact children the most.  

Alistair Bryce-Clegg is joined by Dr Steph Ainsworth, an education researcher and teacher educator. In this episode, they delve into the topic of what it means to be a resilient teacher.   The conversation underscores the idea that it's normal for people to have ups and downs, it's all about giving them the skills to handle it. Whether it's helping with prioritisation of tasks, removing unnecessary work, or setting clear boundaries – resilience is all about putting these various strategies into place.  

Alistair Bryce-Clegg and Neil Leitch return for a final episode to summarise their discussion so far on funding in Early Years, and how we can improve the language and communication gap in the sector.   Neil and Alistair emphasise how children are not developing the social skills they need due to a variety of factors, including not having time to develop a 1-2-1 relationship with educators. They also discuss how language is developed through engaging and sharing, which was impacted by the pandemic, and how the parental role is changing through no fault of parents themselves.