Podcasts about eyfs

Artificial Intelligence (AI) has the potential to revolutionise various sectors, including early childhood education. This podcast episode and article explore how AI can positively impact nurseries, schools and wider early education.   Key discussion points include: ·       The role of AI in its current form and the future of AI. ·       AI guiding us and informing our practice, rather than doing all the work for us. ·       Both educators and children becoming more digitally attuned. ·       Understanding how AI can support our own human intelligence.   Read Richard's article here: https://thevoiceofearlychildhood.com/how-can-ai-positively-impact-education/   This episode is in partnership with Male Childcare and Teaching Jobs.   Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.   To find out more visit: https://malechildcareandteachingjobs.co.uk/   Listen to more: If you enjoyed this episode, you might also like: ·       Promoting STEAM in early years: It's easier than you think! – Paula Walshe https://thevoiceofearlychildhood.com/promoting-steam-in-early-years-its-easier-than-you-think/ ·       Infant sleep and the role of technology in parenting – Ryan White https://thevoiceofearlychildhood.com/infant-sleep-and-the-role-of-technology-in-parenting/ ·       Using artificial intelligence in early years – Joshua Barr https://thevoiceofearlychildhood.com/using-artificial-intelligence-in-early-years/   Plus hear and read more on men in early childhood: https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Topic introduction 02:30 – Who is Richard Waite? 06:20 – So what actually is AI? 08:00 – The fear factor in AI 10:20 – Using AI as a tool for admin 12:40 – Supporting children with specific needs 14:30 – Let AI guide you, not replace you 17:20 – Human intelligence and artificial intelligence 22:60 – AI hallucinating & human error 24:50 – Challenges around embracing AI 29:30 – Preparing children for the future 34:20 – How can AI help you? For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Stephen chats with Andrew Cartwright and Ben Carr who are the Co-Directors of the North East Coaching Company. They discuss the importance of children being engaged and enjoying physical activity as well as why teaching PE in primary schools can cause anxiety.

This episode is in partnership with Nursery Management Show: Nursery Management Show is the largest show dedicated to nursery management and leadership. Join us on the 27th June 2025 for one day of insightful content, discussion and networking for the early years sector, plus access to industry leaders, suppliers and providers.  Find out more here: https://nurserymanagementshow.co.uk/tickets?utm_campaign=56071396-Nursery%20Management%20Show%20Birmingham%202025&utm_source=voice-of-early-childhood  In this episode… Registered nutritionist Catherine Lippe and early years writer Charlotte Goddard look at what drives fussy eating, and give practical strategies on how to support children to try new foods without pressure. Read Charlotte's and Catherine's article here: https://thevoiceofearlychildhood.com/from-picky-eating-to-positive-mealtimes-supporting-varied-eating-habits/ Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/  Episode break down: 00:00 – Welcome! 02:00 – New nutrition guidance document 06:40 – Fussy eating and food refusal 09:45 – Eating is a highly sensory & emotive process 11:00 – Food neophobia 13:00 – Accepted and non-accepted foods 15:00 – Food refusal is not your fault 17:10 – Responsive feeding vs controlling feeding 22:20 – Rolling snack & self-serving 24:45 – So should we scrap set meal times? 29:50 – Responding to emotional cues and signals 32:00 – Allow children to self-regulate their appetite 33:20 – Supporting children to try new foods 36:00 – Getting parents involved 36:35 – Equipping children with vocabulary around food 39:40 – Treats, puddings, sweet after savoury… 43:20 – Using food as a reward 47:00 – Leave your feelings about food at the door 48:30 – Keep language around food factual rather than emotional 52:00 – More on nutrition at the Nursery Management Show 54:35 – Article on nutrition for young children For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

More school-based nursery provision has been initiated within schools as part of the UK Government's focus on early years. In this podcast episode we discuss concerns around school-based nurseries, mindful care, respectful sleep spaces, ethical pedagogy, Schoolification, knowledgeable adults, nurturing and collaborative approaches… We also ask the pertinent questions: -      Are schools ready for two-year-olds? -      How can we collaborate to best support two-year-olds in any setting? -      Are we aware of our own moral stances and consider ethical practices? -      Where IS the best place for two-year-olds?   Read Cassie's article here: https://thevoiceofearlychildhood.com/advocating-for-two-year-olds Download the free guides: ‘Ready for twos' and ‘All about twos' –  https://thevoiceofearlychildhood.com/advocating-for-two-year-olds-guides/ If you enjoyed this episode, you might also like: Early years curriculum: Provision for two-year-olds by Charlotte Norman: https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/  Get in touch and share your thoughts: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Welcome! 02:20 – Why is there currently a big focus on two-year-olds? 05:50 – The ‘schoolification' of early years 07:20 – Is it appropriate for two-year-olds to be in schools? 10:10 – How can schools be ready for two-year-olds? 16:00 – A nurturing and collaborative approach 20:30 – Risks of becoming a fragmented sector 21:30 – Local networks and Stronger Practice Hubs 26:00 – The importance of ‘thinking time' and slowing down 27:00 – Reaching out to local settings and arranging visits 36:00 – Ethical practice and political advocacy 38:45 – Episode summary 39:50 – Free downloadable guides on working with two-year-olds 40:50 – Provision for two-year-olds project: Further listening/reading For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Re-release: Originally aired on 6 May 2022. This week, Andy interviews Kerry Murphy, Early Years Lecturer and Consultant, about her new book A Guide to SEND in the Early Years. Andy and Kerry discuss and reflect on EYFS practice, how best to support children with SEND and also challenge some common misconceptions.Episode LinksOrder Kerry's book: A Guide to SEND in the Early YearsExplore our dedicated page all about SEND in the Early YearsShop our Sensory Learning Resource Collections

Reusing materials in early childhood education fosters creativity, problem-solving, and environmental awareness. This article and podcast episode explore the benefits of incorporating loose parts and open-ended materials into play, particularly in the construction corners of the classroom – highlighting real classroom experiences where children repurpose materials to build meaningful projects. Read Dylan's article here: https://thevoiceofearlychildhood.com/the-value-of-loose-parts-and-open-ended-materials/ This episode is in partnership with Male Childcare and Teaching Jobs.  Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.  To find out more visit: https://malechildcareandteachingjobs.co.uk/  Listen to more: If you enjoyed this episode, you might also like to hear more at https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/ Share your voice: Do you have a topic or guest you would like to hear on the podcast? Get in touch here! – https://thevoiceofearlychildhood.com/contact/  Episode break down: 00:00 – Welcome! 02:00 – Dylan's journey and background 05:20 – What are loose parts? 08:30 – An overfocus on academics vs creativity 11:00 – Loose parts facilitating choice and agency 12:30 – Changing the educators' perspectives 15:00 – Bringing secondary and early years together 17:00 – Brain activity and loose parts 18:00 – Technology for student-led enquiry 19:30 – Involving families in changing pedagogy 25:00 – Sustainability and loose parts 30:00 – How you can implement loose parts play in your practice For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com  

  This special episode addresses some deep topics, including the power of the decision maker, impartiality, belonging vs inclusion, the true opportunity for voice and representation, active participation and critical consumption of knowledge…as well as a Q&A from the early childhood community where Adam and Angelica unpick the show ‘Adolescence' and implications for safeguarding, including the new EYFS changes.  Get in touch with your thoughts, comments and topic/guest suggestions here: https://thevoiceofearlychildhood.com/contact/  Find all of the links we mention in the episode, including book recommendations here: https://thevoiceofearlychildhood.com/the-power-of-the-decision-maker/  Episode break down: 00:00 – Welcome! 01:00 – A special episode! 04:00 – Why was ‘voice' so important in this startup? 08:00 – The power of the decision maker 13:00 – Decisions on what type of content is shared and consumed 14:50 – Impartiality, balance and challenging views 22:00 – Are there really equal opportunities for all voices to be shared? 25:00 – High quality content and pitching at the right ‘levels' 27:50 – Are everyone's voices really represented? 29:00 – Does everyone even want to share their voice? 30:00 – One single voice can enable and represent so many voices 32:00 – Learnings from bringing the sector together through CPD 35:00 – Going against the norm to enable participation 38:00 – Creating a community 39:00 – Feeling belonging and not just feeling included 42:00 – The power of in-person events and collaborative communities 43:45 – Ofsted actively participating in the TVOEC community 46:00 – Making Ofsted feel like they belong! 48:00 – The divisive nature of the education sector 51:00 – Q&A: Questions sent in from TVOEC's community 51:30 – Q: What are your top early years book recommendations? 55:30 – Q: Does the sector want to be brought together? 59:00 – Q: What is AI's place in early years? 01:00:00 – Q: What are your thoughts on the show ‘Adolescence'? 01:04:00 – New EYFS safeguarding changes 01:07:45 – How safe are our nurseries? – Is this propaganda by the BBC? 01:14:00 – What topics or guests would YOU like to hear? How to get in touch… For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This episode is sponsored by Funding Loop: Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees. To find out more visit: https://www.fundingloop.co.uk/home In this episode: This podcast episode is for leaders in any industry, with valuable reflections to take away around your own and the leadership of others. In this episode we discuss accidental leadership from an educational perspective. You start as a talented practitioner; amazing with the children, knowledgeable and caring, and you build strong relationships with staff and families. Your potential does not go unnoticed and before you know it, you are promoted into a leadership role. A familiar, almost expected pathway, one that many have trodden before. This article and podcast episode explores the impact of ‘accidental leadership' in settings, and the need, now more than ever, to shift to intentional leadership.  Read Jenny's article and inquire regarding Jenny's work here: https://thevoiceofearlychildhood.com/accidental-leadership-in-early-years/  Share your voice: Do you have a topic or guest you would like to hear on the podcast? Get in touch here! – https://thevoiceofearlychildhood.com/contact/  Episode break down: 00:00 – Welcome! 02:00 – What is accidental leadership? 06:00 – How do you lead if you have never been prepared? 13:50 – Your identity as a leader 22:45 – First steps in preparing a leader 29:00 – Drawing on the talents of those around you 32:20 – The importance of delegation 37:30 – Figuring out priorities 41:00 – The process is where the learning happens 43:00 – Shared reflection and dialogue 44:45 –Intentional leadership book coming soon! 47:00 – Inquire on working with Jenny 48:00 – Further reading and listening on this topic For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

What if children's attention isn't a skill to train, but a response to their environment, emotions and engagement? Dr Gemma Goldenberg and Professor Sam Wass encourage us to think about attention in this newer, different way. In the article and podcast episode they discuss shifting our understanding of attention from a ‘mental muscle' to a holistic, responsive process—one that educators can meaningfully support through informed, inclusive and practical adjustments to practice. Read Gemma's and Sam's article here: https://thevoiceofearlychildhood.com/its-time-to-rethink-attention/ For more on this topic: Dr Gemma Goldenberg's previous research: The science of outdoor play series: https://thevoiceofearlychildhood.com/contributors/gemma-goldenberg/  Understanding neuroscience in early childhood, by Mandy Worsley: https://thevoiceofearlychildhood.com/understanding-neuroscience-in-early-childhood/  ‘It's not time out, it's time in' for both of us: Co- and self-regulation, by Julie Robinson and Charlotte Hannah: https://thevoiceofearlychildhood.com/its-not-time-out-its-time-in-for-both-of-us/  Self-regulation, co-regulation and mental health, by Dr Mine Conkbayir: https://thevoiceofearlychildhood.com/self-regulation-co-regulation-and-mental-health/  Should we punish and reward children's behaviour? By Samantha Dholakia: https://thevoiceofearlychildhood.com/should-we-punish-and-reward-childrens-behaviour/ This episode is sponsored by Funding Loop: Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees. To find out more visit: https://www.fundingloop.co.uk/home  Episode break down: 00:00 – Welcome! 02:50 – Concentration as a ‘gateway skills' 05:30 – Attention capture vs attention control 09:00 – Concentration training 10:30 – Visual clutter and distraction 13:00 – Visual field 14:30 – Background noise 17:40 – Music regulating stress 20:45 – Varied environments for varied needs 21:40 – ADHD, Autism and other neurodivergence 24:20 – Self-calibrating: Giving children control 25:45 – Fidgeting: Rhythmic and repetitive movements 28:50 – The Goldilocks Zone 31:00 – Predictability and repetition 33:45 – Neuroscience training and research  36:00 – Processing time and content input 37:15 – Screen time, fast paced content and stress 40:00 – Ai and targeted diffrentiation of progress 41:00 – Passive consumption of media vs active engagement 42:00 – Responding to simulated danger: Fight or flight 43:20 – From screen time to green time 44:15 – The effects of the outdoors on attention 46:30 –Stress contagion and mood states 47:30 – Practical tips in Gemma's and Sam's book 49:00 – Making micro-adjustments to classrooms For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Exploring how physical development, physical activity, physical education, and physical literacy contribute to a child's holistic development. This article and podcast episode highlight the importance of creating engaging, inclusive environments, empowering practitioners, and fostering a lifelong love of movement through early exposure and meaningful physical experiences. Read Josh Candy's article here: https://thevoiceofearlychildhood.com/fostering-a-love-of-movement-for-life/  This episode is in partnership with Male Childcare and Teaching Jobs. Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.  To find out more visit: https://malechildcareandteachingjobs.co.uk/  Listen to more: If you enjoyed this episode, you might also like to hear more at https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/  Episode break down: 00:00 – Welcome! 02:00 – Josh Candy's background 05:00 – Developmental milestones & checklists 11:00 – Increasing physical activity opportunities 14:00 – Don't let lack of space prevent physical activity 18:30 – Environment and risk 21:45 – Empowering adults to encourage movement 24:00 – Structured and unstructured play 30:00 – How can busy parents support physical activity? 33:00 – Fostering a positive experience of movement 37:45 – Key takeaways For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Trisha Lee joins us to explore the power of storytelling and poetry in early childhood education, the role of improvisation, and the importance of a rich story diet. Plus, she shares exciting news about her new program, Story Steps!Episode LinksDiscover Trisha Lee's Story Steps ProgrammeSupport Reading and Storytelling Skills at Home with the NEW Going Home Discovery BagsJoin our CPD Course on Strengthening Early Literacy in the EYFS

This episode is sponsored by Funding Loop: Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees. To find out more visit: https://www.fundingloop.co.uk/home   Incorporating STEAM into the provision of quality early childhood education is vitally important for today's 21st century children. Many educators worry that they may not have the skills or resources to incorporate STEAM into their early years environment. However, the podcast episode and article debunks this myth by highlighting how using simple everyday resources and skills educators already possess STEAM can be sparked in valuable and playful ways!   Read Paula's article here: https://thevoiceofearlychildhood.com/promoting-steam-in-early-years-its-easier-than-you-think/   In this episode… Education for sustainable development, encouraging more girls to study STEM subjects, normative gender roles, re-considering our view of technology as not just about screens and digitalisation, embedding an understanding and empathy for the world around them, connecting concepts and theories to practice, STEAM being culturally and historically relevant, making STEAM affordable and accessible for all, the role of AI in early childhood…these are just some of the things discussed in this podcast episode! Take a look at the episode break down below.   Episode break down: 00:00 – Welcome! 02:00 – So what is STEM and STEAM? 08:25 – A transdisciplinary approach to solve the world's biggest problems 10:00 – It's not just about preparing children for the future 13:00 – Representing the world children are currently living in 13:30 – Understanding the concept of money 17:00 – Children understand far more than we think! 18:50 – Being aware of STEAM day to day 21:00 – What classifies as a STEAM ‘activity'? 22:00 – Technology is not just about screens! 25:00 – Play-dough making is STEAM… 28:00 – The lack of girls in STEM/STEAM 29:45 – Education for sustainable development & STEAM 36:00 – Practically engaging in STEAM 38:00 – Is our classroom up to date? Do we audit our resources? 40:30 – STEAM is culturally and historically relevant 44:10 – STEAM doesn't need to be costly 49:00 – The role of AI in early childhood 58:45 – Aistear: The early childhood framework in Ireland 01:02:40 – The lack of STEAM in frameworks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

A warning for all viewers and listeners: This episode can be distressing as the topic is around domestic abuse.    This episode is sponsored by Funding Loop: Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees. To find out more visit: https://www.fundingloop.co.uk/home   Tina Pokuaah, safeguarding consultant at Kesis Consulting, reflects on the impact of domestic abuse on children: Domestic abuse has devastating effects on children, often beginning before birth. This article and episode explore the hidden impact of domestic abuse on young lives, from pregnancy to early childhood, and highlights the urgent need for greater awareness and specialised training. Taking a holistic approach, it emphasises the importance of recognising signs of abuse, being professionally curious, and developing cultural competence to provide appropriate support.   Read Tina Pokuaah's article here: https://thevoiceofearlychildhood.com/hurt-from-conception-reflecting-on-the-impact-of-domestic-abuse-on-children/   Episode break down: 00:00 – The role of a safeguarding consultant 03:15 – Statistics around domestic abuse 04:20 – Men as victims of domestic abuse 06:00 – Allowing people to speak up 08:00 – Disclosure is often a journey 08:45 – Creating a safety plan 10:00 – Barriers preventing someone leaving an abusive relationships 11:40 – Recognising specific sings of domestic abuse 14:50 – Being professionally curious 15:50 – Taking a holistic approach 17:10 – When a friend or neighbour is experiencing domestic abuse 20:30 – Perpetrator programmes 21:45 – Barriers to speaking up 25:20 – Cultural barriers and cultural competence 27:15 – The need for more in depth training 30:00 – Educating young people and children around healthy relationships 32:00 – Support services for those in need For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This episode is sponsored by Funding Loop: Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees. To find out more visit: https://www.fundingloop.co.uk/home   Rachael Webster problematises the English Government's campaign for early childhood professionals, namely the advert: Do something big, work with small children…Rachael highlights the complexity, impact and importance of the early childhood profession, discussing ways in which we can shift perspectives and recognise the vital role of educators. Read Rachael's article here: https://thevoiceofearlychildhood.com/do-something-big-changing-the-narrative-around-working-with-small-children/ Episode break down: 00:00 – Government advert: Setting the scene 04:00 – The intent is right, but the delivery is questionable… 07:00 – How society sees the early childhood sector 10:00 – Parents' view of the early childhood sector 13:00 – Education vs early childhood provision 16:00 – Highly feminised job roles 20:00 – Consumer based economy 21:20 – What can we do to change these narratives? 23:00 – Advocacy and lobbying government 25:00 – A desperation for staff 27:00 – What would be the alternative to this advert? 33:40 – The challenges of advertising to women 37:00 – The need for aspirational advertising campaigns 39:00 – The view of educators as glorified babysitters For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Let's discuss the challenges around speech, language and communication, and how these can be overcome. Julie Kent and Dr Tanya Richardson discuss their professional and academic insights, including aspects explored in their new book. They unpick why language development is currently considered a public health problem and suggest approaches educators and parents/carers can take to reduce this concern. To read Julie's and Tanya's article and find a link to their new book visit: https://thevoiceofearlychildhood.com/communication-and-language-in-early-childhood-today/ Episode break down: 00:00 – A public health concern… 04:30 – Supporting communication and language of ALL children 07:00 – What is a ‘language rich environment'? 10:00 – Feeling comfortable to communicate 13:00 – Conversing back and forth 14:00 – Being genuinely curious with children 17:00 – Communication impacting wellbeing 19:00 – Child sensitive communication approaches 21:00 – Communicating pre-birth 22:30 – Communicating through day to day routines 24:30 – The environment as the third teacher 26:00 – Provocations, awe and wonder 28:00 – Empowering educators 30:00 – Free training and CPD 33:00 – Being critical consumers of content 34:00 – Tiny Happy People 35:00 – Julie's and Tanya's new book 37:00 – Free copy prize draw and book signing For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This week we're joined by Dr. Jools Page as we explore her highly important research on professional love within EYFS settings.Episode LinksWatch the Video "Professional Love: The Dance of Reciprocity."Read the Blog "What is Professional Love?"Explore EYFS CPD Training

To celebrate 100 episodes of The Voice of Early Childhood podcast we have a very special guest with us...the pioneering Professor Alison Clark. Best known for advocating for the voice of the child through her pioneering research with Professor Peter Moss on the Mosaic Approach: A participatory, multimethod approach of listening to young children's voices within qualitative research. Professor Alison Clark shares with us decades of important work and research that has resulted in the pioneering practice of slow pedagogy within early childhood. Throughout the episode we unpick the concept of ‘slow', from slow pedagogy and slow knowledge, to temporal and spatial thinking, the child's voice, gathering children's stories and collective memories, and much more.   To read more and download the free Froebel Trust slow pedagogy pamphlet visit: https://thevoiceofearlychildhood.com/what-can-we-learn-from-slow-pedagogy/   Episode break down: 00:00 – Professor Alison Clark's work 03:00 – Children's views in family services 06:00 – Experts in their own lives 07:30 – Links between listening and slowing down 08:45 – Moving from ‘technique' to ‘language' 09:05 – Preparing for 21st century skills 12:00 – Time – an overlooked resource 15:30 – The slow movement from the 1980's 16:30 – The 1 minute story… 17:00 – Is re-reading the same story a waste of time? 20:00 – A sense of belonging through the outdoors 22:20 – How children ‘story a space into a place' 24:00 – Gathering children's stories and collective memories 25:00 – An inclusive sense of belonging 28:00 – Freedom with guidance 29:30 – Wellbeing and slowing down 32:30 – What is ‘slow knowledge' 35:30 – Making time to return to past thinking 38:00 – Keeping a ‘slow journal' 43:00 – Going from slow to deep knowledge and pedagogy 44:00 – Re-visiting project work 46:00 – Ergonomics and slowing down 47:00 – What does slow look like indoors? 50:00 – Free Froebel Trust pamphlet For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This week, Sara Adams returns to give us an update on her time as an Early Career Teacher working in Nursery. As part of the episode, we discuss the diverse needs of the children, reflective practice and the wonder of mathematics in the EYFS.Episode LinksJoin our Free ECT Webinar Listen to Sara's first ECT EpisodeNew to the EYFS? Join This Key Online Training PackageHave you Booked your Place at One of our Inspiring Leaders Conference Events Yet?

This episode is sponsored by Mini Minds Matter. Find out more here: https://www.minimindsmatter.org.uk/  In recent years, there has been a shift in how we approach children's emotional development, moving away from measures such as "time out" towards a more holistic, supportive approach that helps children navigate and manage their emotions. This podcast episode and article explores the importance of emotional intelligence for both children and adults, emphasising the roles of self-regulation and co-regulation in fostering emotional growth. It highlights the need for both parents and practitioners to develop emotional awareness and regulation strategies, in order to create a stable and supportive environment for children's emotional development. Read Julie's and Charlotte's article here: https://thevoiceofearlychildhood.com/its-not-time-out-its-time-in-for-both-of-us/ If you enjoyed this episode you might also want to listen to and read: Self-regulation, co-regulation and mental health, by Dr Mine Conkbayir: https://thevoiceofearlychildhood.com/self-regulation-co-regulation-and-mental-health/ Episode break down: 00:00 – Why is “time out” not healthy? 07:00 – Connect rather than reject 08:00 – An adult's self-regulation 11:00 – Creating acceptance 11:50 – What does ‘time in'/co-regulation mean? 19:30 – Tips for regulating anger 22:00 – Mini Minds Matter: What is it? 30:00 – Why we shouldn't say ‘be a big boy' 32:40 – No emotion is negative or positive 34:30 – Equipping children with tools for self-regulation 39:30 – Don't be furious, be curious 41:00 – Self-regulation for the adult For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This episode is sponsored by The Little Coach House and Jane Todd Nursery Business Support. Find out more here: The Little Coach House: http://www.littlecoachhouse.co.uk/ Jane Todd Nursery Business Support: http://www.janetodd.co.uk/  Working in early years is incredibly rewarding, but is it always viable? Jane Todd, an experienced early years business owner has had 5 early years related businesses; early years music classes, two nurseries, training & consultancy and an early years resources company. But how easy is it to get established in the early years sector? Speak to Dr Jane Todd at The Voice of Early Childhood Conference on 8th February 2025: https://thevoiceofearlychildhood.com/early-years-conference-2025/  Read Jane's article here: https://thevoiceofearlychildhood.com/navigating-the-realities-of-business-ownership-in-the-early-year-sector/ If you enjoyed this episode you might also want to listen to and read: Business growth in early childhood by Jordan Tully: https://thevoiceofearlychildhood.com/sustainable-business-growth-in-early-childhood/  Episode break down: 00:00 – The journey from education into business 04:00 – What is the Kodály approach 06:00 – Is there a ‘right time' to open a business? 09:50 – Keeping going when it's tough 13:00 – Why did you sell your nursery? 18:00 – Making a difference from a distance 19:00 – Don't undersell yourself! 23:00 – You have a responsibility of making money… 26:30 – The Voice of Early Childhood Conference 2025 28:30 – Marketing yourself and your business 34:00 – Buying a closed down business 38:00 – Investing into educational resources 40:00 – Meet Dr Jane Todd in person… For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Anna Wells joins us this week as we explore inspirational practice from a senior leader's perspective. We discuss observation and monitoring and the key markers in terms of effective EYFS practice.Episode LinksBook your place on the Inspiring Leaders ConferenceExplore Training for Senior Leaders

With a new school term comes a new season of the SEND Network Podcast! In our first episode of 2025, Izzy Felton is joined by Simon Airey. Izzy and Simon discuss neurodivergent play, covering:Open-ended play Allowing children to play their way And using observations to plan play opportunitiesSimon also answers questions submitted by our SEND Network members! Listen to the end to hear what he has to say. If you would like to ask future guests questions, register for the SEND Network today.About SimonSimon currently works with children with SEND (whether that is diagnosed or undiagnosed), focusing on neurodivergent play in EYFS.  Contact SimonEmail: simonairey4578@gmail.comLinkedin: Simon Airey Academy 21This episode is sponsored by Academy21, the UK's leading online, DfE-accredited, alternative provision experts. Working with schools, local authorities and multi-academy trusts, they help students, through live teaching to build confidence, re-engage and progress in their education.Academy21 works in partnership with schools and other institutions to support students who are struggling with attendance for whatever reason, providing a bridge towards reintegration. Find out more about Academy21 by heading to their website, academy21.co.uk The SEND NetworkFor more information and resources, access the Podcast Discussion Room here: https://send-network.co.uk/rooms/the-send-network-podcastNew to the network? Register here: SEND Network | An online community for SEND professionals (send-network.co.uk)

As more children need some form of augmentative and alternative communication, the use of Makaton is increasing. Rachel Makepeace, a Makaton tutor and Special Educational Needs (SEN) teacher, shares her experience of using Makaton to support children with speech, language and communication needs, as well as how Makaton has the potential to aid language development for all children.   Read Rachel's article here: https://thevoiceofearlychildhood.com/what-is-makaton/   If you enjoyed this episode, you might also like: Why is my child not speaking yet? By Gillian Craig: https://thevoiceofearlychildhood.com/why-is-my-child-not-speaking-yet/   Supporting behaviour: Reaction vs response by Cheryl Warren: https://thevoiceofearlychildhood.com/supporting-behaviour-reaction-vs-response/   The power of play in the absence of language: Bridging language barriers for EAL children by Marlis Juerging-Coles: https://thevoiceofearlychildhood.com/bridging-language-barriers-for-eal-children/   Episode break down: 00:00 – What is Makaton? 02:45 – Inclusivity and accessibility 03:45 – Rachel's journey to her current role 06:00 – Additional processing time 08:00 – Working with communities and service providers 08:50 – Augmentative and alternative communication (AAC) 10:40 – How early can children learn Makaton? 14:00 – Is Makaton difficult to learn? 15:55 – Is Makaton the same as sign language? 17:50 – Varied Makaton training 20:00 – Training for parents and carers 22:00 – What age group is Makaton most suitable for? 24:00 – Makaton taster sessions For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com  

In this episode and article, Olivia Corbin-Phillip encourages us to see all conversations as stories, as we are all storytellers…Olivia explains that giving children the gift of becoming storytellers is incredibly valuable; from exploring emotions in the safe space of stories, to giving children agency, choice and voice through, there is so much incredible value in building a lifelong love of stories.  Read Olivia's article here: https://thevoiceofearlychildhood.com/the-value-of-storytelling/ Attend Olivia's workshop: Olivia will be speaking at The Voice of Early Childhood Conference on 8th February 2025, on the topic of: Using stories to build confidence & improve oracy.  To find out more visit: https://thevoiceofearlychildhood.com/early-years-conference-2025/  Episode break down: 00:00 – What does a professional storyteller do? 03:00 – An unusual career journey!...How do you embark on a storytelling role? 03:00 – Leading with your passion 08:40 – The difference between books and storytelling 10:30 – Giving children the gift of becoming storytellers 12:20 – Visualisation in storytelling 17:20 – The ‘as is' and ‘as if' world 18:30 – Exploring emotions through storytelling 26:00 – Developing important life skills through stories 28:38 – Fostering a lifelong love of stories and books 30:00 – What if the adult is not confident in telling stories? 34:00 – Building on what children already know For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Mattie talks about transitioning from one career to another and the challenges of working in both a male dominated as well as a female dominated workplace. The ups and downs are discussed, including prejudices and stereotypes, as well as making a positive impact through valuing differences, and Mattie's current work around supporting his setting in becoming a centre of excellence. Read Mattie's article here: https://thevoiceofearlychildhood.com/exploring-career-challenges-for-male-educators-in-early-childhood/     Support for men: To support men in early childhood further, we have partnered with Male Childcare & Teaching Jobs as part of this episode and ongoing podcast series on 'men in early childhood'. Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools. To find out more visit: https://malechildcareandteachingjobs.co.uk/   Listen to more: If you enjoyed this episode, you might also like: The emotional toll of gender stereotypes on male educators – Simon Airey – https://thevoiceofearlychildhood.com/the-emotional-toll-of-gender-stereotypes-on-male-educators What is it like being a man in early childhood – Kevin Nelson – https://thevoiceofearlychildhood.com/what-is-it-like-being-a-man-in-early-childhood/ Men in early childhood home page: https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/   Episode break down: 00:00 – From flipping burgers to leading a pre-school class 04:00 – Drastic gender imbalances in both hospitality and early childhood 09:00 – Feeling accepted and welcomed in early childhood 11:00 – Becoming a centre of excellence and re-writing the curriculum 23:50 – The value of self-reflection for personal and professional growth 26:00 – Job satisfaction and similarities between hospitality and early childhood 30:00 – Working in partnership with parents by taking a step back 35:00 – A generally positive experience of working with parents as a man 38:00 – Questions around sexuality from parents 40:00 – Role modelling differences as a positive 47:00 – Finding your own path in the early childhood profession 49:00 – Working in a service industry and making a difference to people's lives For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Dr Mona Sakr shares insight into ongoing research around baby room provision, aiming to bring together evidence on what quality provision looks like for 0-2-year-olds. The article introduces a small-scale study which sparked the current wider research, and the podcast episode expands on the current research.  Read Mona's article here: https://thevoiceofearlychildhood.com/experiences-of-baby-room-leaders/ Mona and her team are presenting further insight into their research at The Voice of Early Childhood 2025 Conference – find out more here: https://thevoiceofearlychildhood.com/early-years-conference-2025/ Episode break down: 00:00 – Why is more baby room research needed? 06:20 – Babies in the context of their family 07:40 – A dialogue with the sector 14:00 – Should you have a curriculum in the baby room? 16:30 – A baby is always learning 18:20 – Does learning ever end? 21:00 – Deeper interactions, questioning and noticing 24:55– Baby rooms as stressful environments 28:00 – Baby rooms as sleepy and subdued spaces 29:45 – Following a baby's natural curiosity 32:45 – What is mind-mindedness? 39:10 – Conference workshop 39:50 – Influencing policy through research 43:07 – Working at the local level 45:30 – Shifting our language as a sector For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

When creating their own curriculum Rosemary Lane Nursery School identified the need to highly focus on co- and self-regulation. Headteacher Jill Jones and Deputy Head Rebecca Martin discuss the need to constantly refine what they offer their children, planning for what they know, termly reviewing the curriculum and keeping it flexible. As such they are adapting their curriculum constantly. They share their main focus of identifying what they want children to achieve by the end of their time in the setting and how they can be best supported to reach those goals. Read Jill's and Rebecca's article here: https://thevoiceofearlychildhood.com/supporting-regulation-in-the-early-years-a-progressive-approach/  This episode stems from the Education Durham Early Years Curriculum Project, which involved 26 schools focusing on strengthening purposeful curriculum design and implementation, and empowering leaders and educators in creating meaningful contexts for progressive teaching and learning.  Find out more about the Education Durham Early Years Curriculum Project: https://thevoiceofearlychildhood.com/projects/education-durham-project/ Listen to more: If you enjoyed this episode, you might also like the episode from Jan Dubiel and Anne Brass introducing the Education Durham early years curriculum project: https://thevoiceofearlychildhood.com/early-years-curriculum-project-part-1-the-voice-of-the-project-co-ordinator/ You might also like to read: Building sequences of learning – by Paige Hutchinson https://thevoiceofearlychildhood.com/early-years-curriculum-building-sequences-of-learning/  Curriculum and provision for 2-year-olds – by Charlotte Norman https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/ Episode break down: 00:00 – The context of the nursery school and project 03:00 – Factors to consider when building a curriculum 04:00 – Termly revisiting the curriculum 07:00 – Adapting the curriculum constantly 09:00 – What do we want children to achieve? 13:40 – Characteristics of effective learning and ‘learning behaviours' 15:55 – Co- and self-regulation in the curriculum 16:55– Resources to support self-regulation 20:25 – Active mindfulness techniques for children 22:25 – Reducing the discomfort around staff mental health 27:55 – Making links to the behaviour policy 29:25 – Advice and resources for parents and families 30:55 – Are colours helpful for identifying emotions? 35:55 – Impacts beyond the curriculum in the setting 38:15 – Continuing work of the Durham curriculum project For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

There are still too many uninspiring classrooms, staffrooms and learning spaces, with little thought around user experience. The Rocket Approach challenges this by seeking to truly redefine early years education through creativity, innovation, and design. Winsy Flores shares Rocket Production's mission of nurturing tomorrow's creators and thinkers, and how this is brought to life.  Read Winsy's article here: https://thevoiceofearlychildhood.com/classroom-design-how-can-we-create-awe-and-wonder/ Listen to more: If you enjoyed this episode, you might also like: Life skills over academic achievement – Zanna Clarke and Carmela Garcia Manas – https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/ Enquiry led learning: A curious classroom – Stuart Cloke – https://thevoiceofearlychildhood.com/enquiry-led-learning-a-curious-classroom/ Aligning learning environments with the needs of the brain – Dr Kathryn Murray – https://thevoiceofearlychildhood.com/aligning-learning-environments-with-the-needs-of-the-brain/  Astrea Academy Trust Brain-SET Project – https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project Episode break down: 00:00 – How did the Rocket mission begin? 03:00 – Uninspiring classrooms and staffrooms 04:20 – Bringing the joy back to teaching 05:15 – Trusting children's natural curiosities 06:30 – Fostering awe and wonder through the environment 10:45 – User experience: A vital part of designing education spaces 11:50 – Creating a story around a physical space 15:00 – Creating a curious environment 16:45 – Taking inspiration from adventure playgrounds 19:00 – The era of cinema 20:10 – Affective design 21:00 – Fostering collaboration 26:30 – A competitive and academic context: How do we navigate this? 36:50 – Co-construction and international influences 40:30 – Training, CPD and time for reflection 44:00 – Trusting your team 45:50 – Themed learning 49:40 – Over-stimulation in learning environments 57:25 – Budget and being resourceful and sustainable For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com      

Leanne Galloway gives us insight into working in international schools, including challenges and opportunities, accountability measures in Dubai, Bangkok and England and cultural impacts on pedagogy, as well as her previous experience as an Ofsted inspector.  Read Leanne's article here: https://thevoiceofearlychildhood.com/what-is-it-like-to-work-in-international-schools Listen to more: If you enjoyed this episode, you might also like: The case for systemic change in Ofsted's approach – Lucy Lewin – https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/ Ofsted: ‘Sole arbiter of quality'– Dr Sue Allingham – https://thevoiceofearlychildhood.com/ofsted-sole-arbiter-of-quality/   Episode break down: 00:00 – From a UK primary school to a Dubai international school 03:00 – Challenges and opportunities of an international school 08:00 – Creating ‘working parties' and leading democratically 10:00 – Delegating, upskilling and empowering 11:00 – Leader vs manager/boss 15:00 – Not overloading your team with too much change 20:20 – 101 different nationalities in one school 24:00 – Instilling a longevity mindset 27:00 – High level of mobility of families 29:00 – Challenges around planning for learning 30:30 – Cultural sensitivity and climate challenges 36:50 – Working with high fee paying families 42:00 – Embarking on international work 45:40 – Challenges around cultural sensitivity 50:15 – Regulatory bodies and accountability 54:00 – Does Ofsted have an improvement focus? 01:02:45 – Collaboration is key 01:04:45 – Bringing parents into the early childhood community 01:06:30 – Opening challenging conversations For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This podcast episode and article take a critical look at independence in Montessori practice, discussing Montessori materials, the dichotomy between work and play, an asset-based approach, the role of the adult and more. Sole Scuderi shares his experience of working in Montessori settings and explains that blended practice is considered best practice – merging different approaches and pedagogies with Montessori principles. Read Sole's article here:  https://thevoiceofearlychildhood.com/fostering-independence-in-montessori-settings Listen to more: If you enjoyed this episode, you might also like: Montessori for sustainability – Sarah Cummins -  https://thevoiceofearlychildhood.com/montessori-for-sustainability/ Montessori in practice today – Sarah Thorpe –  https://thevoiceofearlychildhood.com/montessori-in-practice-today/ Learned helplessness: Are we setting children up for failure? – Dr Sue Allingham – https://thevoiceofearlychildhood.com/learned-helplessness/   Episode break down: 00:00 – Sharing international pedagogies 04:00 – How is independence a Montessori value? 08:28 – Self-correcting materials 11:00 – Activities for everyday living/practical life 13:00 – The adult's role as a guide 14:30 – Calm and order in Montessori classrooms 15:10 – Cultural area of learning – the map game 18:00 – Unlocking the child's potential through independence 19:30 – The ‘horme' concept in Montessori 20:00 – Adult as a guide vs co-constructor 21:30 – Sensorial area in Montessori classrooms   25:30 – Is there role play in Montessori classrooms? 31:00 – ‘Mainstream provision' blending with Montessori provision 33:00 – Modern Montessori practice 33:39 – The concept of ‘work' in Montessori classrooms 34:45 – Is ‘work' contradictory to ‘play'? 38:00 – Learned helplessness can happen in Montessori classrooms 39:30 – Curriculum provision in Montessori 43:30 – Unlocking a child's potential   48:00 – Montessori classroom myth 49:00 – Cycles of activities and tidying up 56:00 – Group presentations and activities 59:00 – In the moment planning 01:01:30 – The nature table – a strong Montessori influence 01:03:40 – Taking a critical lens but equally celebrating Montessori practice For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Knowing when to step back, good quality conversations, space for both talking and listening, interacting with the environment around you…Gillian Craig shares her expertise as a language teacher and consultant, as well as a parent herself. We problematise when is the right time to stop babbling back to a child, how much choice we give to children, should we use ‘big' words with children, whether watching TV is useful for learning language, creating a need to communicate, and much more… Read Gillian's article here: https://thevoiceofearlychildhood.com/why-is-my-child-not-speaking-yet Listen to more: If you enjoyed this episode, you might also like: My child can't write yet – Helen Battelley https://thevoiceofearlychildhood.com/my-child-cant-write-yet-the-foundations-of-early-writing/ My child can't read yet – Stacy Benge https://thevoiceofearlychildhood.com/my-child-cant-read-yet/ Episodes mentioned in this recording:  Proactively promoting positive mental health – Matt Bawler https://thevoiceofearlychildhood.com/proactively-promoting-positive-mental-health/ The power of play in the absence of language – Marlis Juerging-Coles https://thevoiceofearlychildhood.com/bridging-language-barriers-for-eal-children/  Episode break down: 00:00 – My own concerns as a parent 04:30 – The intersections of parent and educator 06:00 – More input is not always better! 09:00 – Language learning through everyday routines 13:45 – Treating your child like they DO understand language 14:15 – Serve and return interactions 16:00 – You ARE doing the right things! 19:00 – If a child is not ready, don't force them! 21:50 – Don't always fill gaps of silence! 24:00 – Reading stories is SO valuable 26:40 – Giving children a NEED to communicate 28:50 – Is babbling back to babies ok? 36:55 – Don't be scared of using ‘big' words 41:30 – Labelling feelings to support self-regulation 42:30 – How watching TV can support language 52:00 – Top tips for parents and educators in Gillian's article For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This episode is in partnership with the Nursery Management Show Innovate, Educate, Elevate: Leading nursery management into tomorrow Experience an event that can help you, your business, and your career flourish. Located at ExCeL, London, it includes two days of insightful content, CPD training, networking, plus industry leaders and 150+ exhibitors. Register for your free ticket here: https://eu1.hubs.ly/H0cRmXs0 Adopting an enquiry led approach to learning – this is something Stuart Cloke and his team are carrying out. Stuart shares with us his journey so far, discussing key points such as the importance of ensuring the approaches you are looking at adopting actually fit in with your ethos, values and your setting. We also discuss high quality continuous provision, the challenges involved in enquiry led learning, being critical of new trends and adopting a reflective mindset.  Read Stuart's article here: https://thevoiceofearlychildhood.com/enquiry-led-learning-a-curious-classroom Listen to more: If you enjoyed this episode, you might also like: Jan Dubiel & Ruth Swailes – What is an early years curriculum - https://thevoiceofearlychildhood.com/what-is-an-early-years-curriculum/ Di Chilvers – Observing and documenting children's interests - https://www.youtube.com/watch?v=k6iplox8_54   Tricia Mohamed – The skill of observation - https://thevoiceofearlychildhood.com/the-skill-of-observation/ Durham Early Years Curriculum Project - https://thevoiceofearlychildhood.com/projects/education-durham-project/   Episode break down: 00:00 – Partnership message 01:25 – What is enquiry led learning? 02:40 – What made you look into enquiry led learning? 04:00 – Being mindful of trends and shifting your mindset 07:25 – What changes are you making in your planning? 09:45 – An open approach with more freedom 11:00 – Fluidity of the curriculum 14:15 – High quality continuous provision 19:00 – Challenges of enquiry led learning 22:00 – Informal training around enquiry led learning 24:00 – Neuro-affirming practice 25:00 – What about the more formal learning? 30:30 – Documentation and floor books 35:30 – Taking inspiration from other settings 38:45 – Next steps for Stuart's team For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Dawn Jones' and team's research unexpectedly unveiled the use of scrapbooks as a new methodological approach to action research within practice as well as research studies. Dawn proposes that scrapbooks could provide a rich collection of documented evidence to support both the inspection framework and the EYFS outcomes.   Read Dawn's article here: https://thevoiceofearlychildhood.com/scrapbooks-as-a-methodological-and-practice-based-tool/   Listen to more: If you enjoyed this episode, you might also like to take a listen to and read Dawn's previous episodes and articles:   What do children have to say about their environment? -      https://thevoiceofearlychildhood.com/what-do-children-have-to-say-about-their-environment/   Problematising behaviour management systems -      https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/   Episode break down: 00:00 – Research context 09:00 – Scrapbooks as a listening tool 11:00 – Slowing down as a researcher and educator 14:00 – A collaborative tool for practice 21:00 – Empowering students to make an impact 25:00 – Scrapbooks as an analytical tool 30:00 – Scrapbooks for aiding inspection processes 32:30 – Collaborative tool and aiding joint observations 35:00 – Developmentally appropriate documentation 40:00 – Not having complete control as educator 44:00 – Slowing down, pondering and wallowing 46:30 – Accessibility of research   For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

A need for a culture shift and systemic change within Ofsted – this is what setting owner Lucy Lewin is advocating for after her recent Ofsted inspection. Lucy believes that Ofsted is too focused on protecting its system's integrity, rather than focusing on improvement and raising quality.  Read Lucy's article here: https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/  Listen to more: If you enjoyed this episode, you might also like: Dr Sue Allingham's article and episode critiquing Ofsted being the sole arbiter of quality – -       https://thevoiceofearlychildhood.com/ofsted-sole-arbiter-of-quality/ Adam Marycz discussing the toxic and divisive rhetoric between Ofsted and the DfE and the early years sector, and how we can make a change by working together – -       https://thevoiceofearlychildhood.com/collaboration-between-us-the-dfe-and-ofsted-is-the-only-way-forward/ -       https://thevoiceofearlychildhood.com/ofsteds-and-the-dfes-voices-must-be-heard-whether-we-like-them-or-not/ Eva Kyriacou Anastasi providing an honest and raw reflection of the realistic wellbeing struggles that educators face across the teaching profession – -       https://thevoiceofearlychildhood.com/teacher-burnout/ Episode break down: 00:00 – What has made you lose your trust in Ofsted? 05:37 – Inspection day 08:28 – The word ‘inadequate' 10:57 – Addressing wellbeing 11:55 – Is Ofsted's remit improvement? 13:00 – The complaints process 16:05 – The need for a culture change 18:30 – Addressing inspectors' own bias's 24:00 – Changing the inspection framework 25:00 – How can things change? 28:00 – The ecosystem around the child 29:00 – Transactional to transformational 31:00 – Top down inspection process 32:00 – Making Ofsted a force for good 34:00 – Where do you go as a leader? 38:45 – Freedom of information 48:00 – From ‘inadequate' to ‘good' – but nothing changed 53:00 – The removal of one word judgements 54:50 – What would I like to see change? 01:00:45 – A message for policy makers 01:04:02 – What is the system we need? 01:05:00 – Is Ofsted upholding British values? 01:07:00 – Educator and parent voice during inspections 01:21:24 – Ofsted needs to listen to the sector For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Being attuned to children's needs, loco parentis, co-regulation and professional boundaries. These are just some of the things Tamsin Grimmer and Aaron Bradbury discuss on the topic of love and nurture in early childhood settings and beyond. Read Aaron and Tamsin's  article here: https://thevoiceofearlychildhood.com/love-and-nurture-in-the-early-years/ Listen to more: If you enjoyed this episode, you might also like: Tamsin Grimmer's article and podcast episode on: Tuning into children's love languages - https://thevoiceofearlychildhood.com/tuning-into-childrens-love-languages/ Aaron Bradbury's podcast episode on: Bringing the joy back to early childhood - https://www.youtube.com/watch?v=WcqXUI4G6sg Episode break down: 00:00 – Why are we talking about love and nurture? 04:10 – ‘The child in the now‘ 10:50 – What does ‘nurture' look like in practice? 11:55 – Being attuned to children's needs 12:50 – Professional boundaries and policies 13:40 – We can't live without touch 14:48 – A no touch policy is verging on neglect 15:45 – Loco parentis 18:15 – Home-based settings 21:00 – Top-down decision making 23:00 – Validating children's emotions 26:10 – Behaviour as information vs communication 27:25 – Allowing children the time and space for emotions 28:05 – Self-regulation grows out of co-regulation 31:00 – Are we neglecting emotions over academics? 31:55 – Does nurturing apply to adults too? 35:15 – The 5 s' of belonging and feeling seen 36:10 – Do we feel seen by Ofsted? 39:00 – A focus on PSED vs outcomes 40:37 – A new rating scale for auditing practice 44:45 – Softening the catch up rhetoric For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

A focus on meaningful contexts, sequenced learning, school leadership involvement and provision for 2-year-olds. The progress from the Durham Early Yeats Curriculum Project is shared here through the journeys of two Early Years Leaders; Paige Hutchinson and Charlotte Norman.  Read Paige Hutchinson's article here on: Building sequences of learning https://thevoiceofearlychildhood.com/early-years-curriculum-building-sequences-of-learning/  Read Charlotte Norman's article here on: Provision for 2-year-olds https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/  This project involves 26 schools focusing on strengthening purposeful curriculum design and implementation, and empowering leaders and educators in creating meaningful contexts for progressive teaching and learning.  Find out more about the Education Durham Early Years Curriculum Project: https://thevoiceofearlychildhood.com/projects/education-durham-project/  Listen to more: If you enjoyed this episode, you might also like the episode from Jan Dubiel and Anne Brass introducing the Education Durham early years curriculum project: https://thevoiceofearlychildhood.com/early-years-curriculum-project-part-1-the-voice-of-the-project-co-ordinator/  Episode break down: 00:00 – Project background 03:30 – Raising the profile of early years 6:00 – Curriculum progression for 2-year-olds 10:00 – Starting at our values 12:00 – Creating a bespoke curriculum 13:00 – Separating early years from primary 19:00 – Working closely with senior and subject leaders 23:00 – Upskilling your teams 27:00 – Networking with other educators and leaders 32:00 – Remaining values-driven For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com  

Too often we have a reactive over a proactive approach to mental health, focusing on mental ill health rather than on thriving. Matt Bawler shares his work around this, including establishing strong foundations and providing children with the tools and agency to be able to thrive in life. Read Matt's article here: https://thevoiceofearlychildhood.com/proactively-promoting-positive-mental-health/ Listen to more: If you enjoyed this episode, you might also like:  Matt's previous episode and article around Growth mindset in early childhood - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/ Dawn Jone's episode and article on Problematising behaviour management systems - https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/  Dr Mine Conkbayir's episode and article on Self-regulation, co-regulation and mental health - https://thevoiceofearlychildhood.com/self-regulation-co-regulation-and-mental-health/ Maureen Hunt's episode and article on Self-efficacy in young children - https://thevoiceofearlychildhood.com/self-efficacy-in-young-children/ Episode break down: 00:00 – What do we mean by proactive mental health? 05:00 – Reverse engineering and going ‘upstream' 07:00 – Maslow's hierarchy of needs 08:00 – A deep belief of not being lovable 10:00 – Falling over to get back up again 12:00 – What is behind the behaviour? 17:00 – Watching the language you use 23:30 – ‘I am, I can and I will' framework 27:30 – What's wrong with affirmations? 31:00 – High self-esteem vs positive self-esteem 34:00 – Growth over happiness & reclaiming resilience 37:00 – Threat vs challenge 41:00 – ‘What's right with you' vs ‘what's wrong with you' 41:20 – 24 character strengths 42:00 – ‘Use your tools' 43:00 – Moving away from sticker culture 44:00 – Moving away from ‘othering' 48:20 – Using stories to explore challenges 50:45 – Embodied agency 53:00 – Matt's current projects 57:00 – Book recommendations For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

How does Montessori practice embed sustainability? Montessori Consultant Sarah Cummins explains that social development sits alongside academic learning, children are supported in building a sense of ownership of their community and environmental stewardship is embedded early on. We also discuss some misconceptions around Montessori practice as well as how we can support higher education students in becoming passionate educators and sustainably minded advocates for the planet. Read Sarah's article: Montessori for sustainability – https://thevoiceofearlychildhood.com/Montessori-for-sustainability/   Listen to more: If you enjoyed this episode you might also like:  Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/  Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -   https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/  Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/  Episode break down: 00:00 – Why are we talking about sustainability?   01:40 – Sustainability starts from early childhood 04:00 – The Montessori lens – focusing on community 06:45 – Peaceful conflict resolution – restorative practice 07:45 – The classroom is the child's, not the adult's 08:20 – Cultural awareness – global perspectives 12:00 – Equipping children with self-expression 14:25 – Trusting the child's interest 16:22 – Freedom within limits 17:45 – Mixed-age environments  22:00 – Preparing children for the future or focusing on this moment? 24:45 – Protecting children's individuality For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Reward charts, certificates and golden time – how do such behaviour management systems affect children's self-perception and the perception of their peers? Dawn Jones discusses her research, opening up conversations around adult and child power imbalances, listening to children, classroom design and much more. This episode is sponsored by ‘My Mood Stars'. My Mood Stars are resources that have been created to support emotional development; with the aim of encouraging children to talk about their feelings and emotions. To find out more about My Mood Stars visit: https://www.wendywoo.uk/mymoodstars/  Read Dawn's article: Problematising behaviour management systems – https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/    Listen to more: If you enjoyed this episode you might also like:  Learned helplessness: Are we setting children up for failure? with Dr Sue Allingham - https://thevoiceofearlychildhood.com/learned-helplessness  Growth mindset in early childhood with Matt Bawler - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/  Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -   https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/  Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/  Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/  Episode break down: 00:00 – Background into the research 04:50 – Why is ‘Golden time' problematic? 08:50 – ‘I have things to say & nobody listens' 15:10 – Creating a sense of helplessness 16:50 – Public shaming & negative perceptions of self & peers 22:35 – The power behind the teacher 23:20 – ‘The blue mat' – Developmentally inappropriate practices 27:50 – Old fashioned behaviour management systems 29:50 – Children spend so much time either ‘waiting' or ‘hurrying' 32:50 – Reward certificates – Some children will never get one… 34:50 – Judging children by standardised expectations 37:05 – Celebrating children for their unique selves 38:15 – Do we want critical thinkers or robots? 40:50 – Challenging standardised practice is a form of advocacy For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Feeling helpless and lacking control in your own learning and wider life seems to be a common attribute being noticed in children and young people currently. It is important to begin unpicking this from early childhood…Dr Sue Allingham reflects on how the EYFS Characteristics of effective teaching and learning are supporting children to be resilient and build a growth mindset…yet what goes wrong the minute they step into a school? Read Sue's article: Learned helplessness: Are we setting children up for failure? –  https://thevoiceofearlychildhood.com/learned-helplessness/   Listen to more: If you enjoyed this episode you might also like: Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -   https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/ Growth mindset in early childhood with Matt Bawler - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/ Self-efficacy in young children with Maureen Hunt - https://thevoiceofearlychildhood.com/self-efficacy-in-young-children/ Starting from the child? With Professor Julie Fisher - https://thevoiceofearlychildhood.com/starting-from-the-child/ Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/ It's not really about dinosaurs with Jan Dubiel - https://thevoiceofearlychildhood.com/early-years-curriculum/ Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/  Episode break down: 00:00 – What is ‘learned helplessness?' 05:45 – Characteristics of effective teaching and learning 06:45 – What goes wrong the minute they step into a school? 07:20 – Preconceived curricula 08:40 – Sustained shared thinking 09:15 – Are we setting children up for failure? 09:35 – The opposite of learned helplessness 11:50 – A societal slide towards learned helplessness 12:10 – What is this like in university? – Is it a ‘Covid thing?' 17:35 – The impact of mental health 20:15 – Equipping children with skills to deal with emotions 24:10 – Maths and learned helplessness 27:00 – Are we limiting children's capabilities? 29:00 – Age related expectations 31:30 – Developing life skills 33:20 – Pushing children to progress without breaking them! 40:45 – Development before progress… 42:25 – Is it easier to follow a scheme than set your own planning? 48:10 – Problematising learned helplessness further 51:20 – Admitting that we as adults are wrong 55:45 – Skills for school or skills for life? 57:55 – Developmentally appropriate vs informed practice 59:35 – Further listening and reading linked to this topic 01:02:20 – A space for shared reflection… For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

What is the ‘right time' to start encouraging reading? What if my child is not showing any interest at all? These are some of the questions addressed in the episode and article by Stacy Benge. You will also gain insight into vestibular and proprioceptive systems, crossing the midline, using print in meaningful contexts, attributing meaning to marks, learning to tune into and distinguish between sounds, developing phonological awareness and visual perception, discriminating between marks and following the child's cues. Read Stacy's article: My child can't read yet –  https://thevoiceofearlychildhood.com/my-child-cant-read-yet/ Listen to more: If you enjoyed this episode you might also like: Supporting families in understanding phonics through music with Tasha Bretten –   https://thevoiceofearlychildhood.com/supporting-families-in-understanding-phonics-through-music/ My child can't write yet with Helen Battelley – https://thevoiceofearlychildhood.com/my-child-cant-write-yet-the-foundations-of-early-writing/ Episode break down: 00:00 – Why are we addressing this topic? 04:09 – The ‘earlier is better' myth 07:00 – Seeing literacy as development rather than teaching 07:34 – Connections between physical development & literacy 10:44 – Practical tips for parents 13:28 – Don't risk squashing the love for learning 14:20 – When do we know when it's ‘the right time' to start reading? 19:15 – Encourage children to tune into sounds around them 21:00 – Making sure your child is present and taking in their surroundings 22:00 – Does technology diminish opportunities for literacy learning? 25:03 – Consistency is key – Working with your child's nursery/school 28:58 – Does your child understand what they are learning? 30:27 – Stepping back and allowing for ‘development to happen' 31:26 – Input from the adult vs child-led learning 33:45 – What if my child shows no interest in literacy? 37:02 – Trusting your child 38:00 – Biggest takeaways… For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Are we child carers or teachers?  A question which is so deep and heavily steeped in wider systems and society. Carlie Powell and Jackie Warren, from Growing Places, have been reflecting on this with their teams for a while, and want to spark a wider movement of advocacy, change and reinvention within early childhood in England by taking inspiration and insight from an international perspective. Read Carlie and Jackie's article: Are we child carers or teachers? https://thevoiceofearlychildhood.com/are-we-child-carers-or-teachers/ Listen to more: If you enjoyed this episode you might also like: - Telling hopeful stories of advocacy, agency and rights in ECEC –  https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/ - What is professional confidence? And how do we find the confidence to speak out – https://thevoiceofearlychildhood.com/professional-confidence-finding-the-confidence-to-speak-out/  Episode break down: 00:00 – Early years is known as the poor relation 02:50 – Early years is valued differently outside of England 04:40 – The language we use to describe ourselves 09:55 – Disparity between how teachers and nursery staff are viewed 11:40 – Can we call ourselves teachers? Do we want to be called teachers? 16:30 – We don't have high enough quality training 17:55 – The educator role is blending into a parent/carer role 22:00 – We need to re-invent the role of the educator 24:50 – Do we ‘dumb ourselves down'? 27:30 – Articulating ourselves and shouting about the importance of our work 31:48 – Re-searchful practice… 36:20 – Early years is so much more than sending parents to work 38:00 – Assessing educators' competence in different ways 40:30 – Let's collectively be advocates for early years For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com       

Are you considering bringing in animals to your school, nursery or other education setting? Perhaps you already work with animals…Dr Helen Lewis shares her work around animal assisted education, explaining the importance of moving towards the view of animals as members of the classroom, rather than simply using animals to serve us. Helen shares the vast benefits for children when involving dogs as partners in learning, from self-regulation to understanding sustainable citizenship. Read Helen's article: Animals in education settings -  https://thevoiceofearlychildhood.com/animals-in-education-settings/ Listen to more: If you enjoyed this episode you might also like: Impacts of outdoors on children's behaviour and attention: The science behind outdoor play series with Gemma Goldenberg -   https://thevoiceofearlychildhood.com/articles/outdoor-learning/ Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/articles/sustainability/ Episode break down: 00:00 – A holistic view of animals in education 02:24 – Social skills, wellbeing and citizenship 06:00 – Animals supporting self-regulation 09:40 – Therapy dogs vs ‘animal assisted education' 13:00 – Training and regulations 14:30 – Differences between breeds of dogs 16:00 – Thinking about the dog's best interests 15:35 – A practical view of dogs in settings 20:40 – Matching dogs with children 23:40 – Involving dogs in the learning process rather than ‘using dogs' 25:25 – The safety of dogs in settings 29:00 – Understanding consent and emotions 31:00 – Playful learning is powerful in animal assisted education For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

June O'Sullivan shares her work around supporting families experiencing imprisonment, and takes us through her and her team's journey around a prison. June discusses what this journey is like from the perspective of a young child, and the fact that the child is often forgotten about in these circumstances… We as educators need to be better equipped to support children and families who are affected by prisons, and there are many ways of doing this which June shares on this episode, and importantly, through collaboration with various organisations on the prison pack, which can be accessed here: https://thevoiceofearlychildhood.com/what-has-prison-got-to-do-with-early-years/ Read June's article: What has prison got to do with early years? - https://thevoiceofearlychildhood.com/what-has-prison-got-to-do-with-early-years/ Listen to more: If you enjoyed this episode you might also like: Starting from the child with Professor Julie Fisher - https://thevoiceofearlychildhood.com/starting-from-the-child/ Why children need joy with Ben Kingston-Hughes - https://thevoiceofearlychildhood.com/podcast/  Episode break down: 00:00 – Why are we talking about prisons? 02:40 – Early years is highly political 04:20 – There is nothing out there to support children and families in this context 07:00 – 6 out of 10 boys are likely to follow their dads into prison… 11:10 – A day in a prison… 18:00 – When a parent goes into prison poverty increases in the family 20:00 – Connecting with the whole family 23:50 – Supporting staff as well as children and families 25:40 – Most people don't get the complexity of working with small children… 29:00 – Changing the world 1 child at a time… 32:00 – Building a stronger voice for early years For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

In this episode Lauren Middleton and Melissa Wilson from Hartley Brook Primary School, Astrea Academy Trust, talk about how their practice and understanding has changed since embarking on the Brain-SET project. The year-long project focused on enabling children to feel emotionally secure and ready for learning, by looking at classroom design in terms of lighting, noise, the use of colour, furniture layout and more. The overall aim was to really bring calm into children's lives, which is particularly important for areas of disadvantage which Astrea Academy Trust schools work within.  To find out more about the project, see videos and photos of the environments and hear practitioner interviews, visit: https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project Episode break down: 00:00 – Introduction to the project 01:30 – The school context 02:45 – Developing the learning environments 03:30 – Understanding the theory behind the practice 04:25 – From bright colours to calming tones 06:00 – Opportunity to focus on more time with the children 11:19 – Changing the environment according to children's needs 14:00 – Educator professional development 16:10 – Understanding new children's needs 19:00 – Taking a step back to notice the changes 21:54 – Aligning practice with wider values and ethos 22:50 – Aligning with the senior leadership team For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Stephanie Warrender brings a new Scandi approach to her school. After using the method in her class, Stephanie has set up her own company providing the Songdrawing Method as part of Laulau Learning UK. In this episode you will get to learn what Songdrawing is, the developmental benefits of engaging children in singing, the relation between phonics and music, active music listening vs passive music listening and how a teacher can set up their own business doing something they love and continuing with their career. Read Stephanie's article: Singing as a support for cross-curricular learning - https://thevoiceofearlychildhood.com/singing-as-a-support-for-cross-curricular-learning/ Listen to more: If you enjoyed this episode you might also like: Supporting families in understanding phonics through music with Tasha Bretten - https://thevoiceofearlychildhood.com/supporting-families-in-understanding-phonics-through-music/ Episode break down: 00:00 – What is Songdrawing? 04:25 – An international approach 10:00 – The therapeutic nature of Songdrawing 12:30 – An inclusive approach 15:30 – Enriching children's language 18:10 – Holistic learning through music 20:55 – Reading and music: The neuroscience of music 25:40 – Adults' confidence in singing and music making 26:00 – Active music vs passive music listening 26:55 – MYTH: Exposing babies to classical music 28:55 – ‘Parentese' / ‘motherese' impact on child development 31:45 – Be your children's own personal rockstars! 36:38 – Being a teacher and business owner 45:00 – Future plans for Songdrawing and Laulau Learning UK For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com         

In this episode Sarah Mason from The Hill Primary School, Astrea Academy Trust, shares with us the journey she and her team have been on in developing their learning environment in line with understanding the way children's brain develops. This was part of the Brain-SET Learning Environments project which Astrea Academy Trust embarked on, looking at classroom design through the lens of children's brain development. This year-long project focused on enabling children to feel emotionally secure and ready for learning, by looking at classroom design in terms of lighting, noise, the use of colour, furniture layout and more. The overall aim was to really bring calm into children's lives, which is particularly important for areas of disadvantage which Astrea Academy Trust schools work within.  To find out more about the project, see videos and photos of the environments and hear practitioner interviews, visit: https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project Episode break down: 00:00 – Understanding the Brain-SET project 03:50 – The effect of lighting on the children 05:05 – Being in tune with the environment 06:20 – Aligning the environment with the needs of the brain 10:30 – Understanding the ‘why' behind your practice 14:20 – Are we providing enough calming zones outdoors? 18:10 – What is ‘way-finding' 21:00 – Sustained focused play 24:00 – Intrinsic vs extrinsic motivation 26:00 – The impact of the project on educators For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

In this episode Dawn Jones shares findings on a project closely working with children in gaining their reflections on spaces and places within shared worlds. In this 1st episode and article, in the 3-part series, Dawn shares how the findings relate to sustainable development goals, and poses some of the following reflections and questions: Co-collaboration on learning can lead to so many more avenues around sustainability beyond the ‘3 R's'. Children value quiet spaces and time to think... We have too much of a harsh approach of rushing our children… Are we brave enough to listen to children? Children can be far more engaged through an open and flexible approach Read Dawn's article: What do children have to say about their environment? - https://thevoiceofearlychildhood.com/what-do-children-have-to-say-about-their-environment/  Listen to more: If you enjoyed this episode you might also like: Education for social sustainability through sociodramatic play with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/contributors/carmela-garcia-manas/ The therapeutic nature of the outdoors with Jenny Smillie - https://thevoiceofearlychildhood.com/the-therapeutic-nature-of-outdoor-play/ Episode break down: 00:00 – Listening to the voices of Reception aged children 02:00 – Top level findings of the research 04:30 – Recognising and following the child's knowledge 06:00 – Children's understanding of complex issues around sustainability 08:20 – The same findings across different schools 10:00 – A less ‘hurried space' was a recurring theme 12:00 – We make children do too much waiting 12:45 – Slow pedagogy and children as co-researchers 18:00 – Are we brave enough to step back and not intervene? 22:00 – Being an innovative and open-minded educator 23:00 – Harness children's curiosity, awe and wonder and embed this into the curriculum 24:30 – Consider the language you use – is it helpful? 27:30 – Experiences vs activities 29:15 – Linking research to practice 32:30 – ‘Fanning the sparks of wonderful practice' 34:00 – Upcoming episodes – behaviour charts and methodological tools 35:00 – Summary of the episode For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Astrea Academy Trust embarked on the Brain-SET project looking at classroom design through the lens of children's brain development. This year-long project focused on enabling children to feel emotionally secure and ready for learning, by looking at classroom design in terms of lighting, noise, the use of colour, furniture layout and more. The overall aim was to really bring calm into children's lives, which is particularly important for areas of disadvantage which Astrea Academy Trust schools work within.  In this second episode of the project series Dr Sue Allingham (Early Childhood Consultant, Author and Trainer) and Nicky Turner (National Lead for EY for Astrea Academy Trust) share with us the way the project is running, the training carried out and the reflections and impact so far. To find out more about the project and listen to more episodes visit: https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project Episode break down: 00:00 – What is Brain-SET? 02:30 – Being available for learning 05:50 – The project's impact on educators' thinking and practice 06:55 – Natural lighting, reduced noise and increased learning 12:30 – Classroom flow: Eye-lines and way-finding 16:50 – Familiar and homely spaces and resources 22:00 – Developmental rather than judgemental   26:30 – An ongoing long-term project 29:50 – Re-creating empty and purposeless spaces   28:00 – Working with developing brains: Researching and trying things out 35:00 – Giving educators permission to make good decisions 38:00 – Designing ‘thinking spaces' 41:00 – Classrooms developing with the needs of children 44:45 – Brain-SET for adults as well as children 52:00 – Having permission to step back and think 54:00 – Re-calibration spaces  57:00 – Educators sharing their work and journeys For more episodes visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com 

Matt Bawler is the Head of Early Years alongside being a Children's Mental Health and Growth Mindset Specialist. Sophie and Matt explore mental health in those early days, the barriers we face as practitioners as we try to develop skills in this area and discuss how we can overcome them.