October 2023 Parenta magazine

Issue 107
OCTOBER 2023
Early screening &
intervention for
dyslexic children
Can vegan diets
support early years
development?
Creating a positive
leadership culture
+ lots more
EYFS activities
inside!
This month…
Communication
and language
Unlocking the power of
‘early years outdoors’
Transforming early years operations with Parenta - The Favours Day Nursery Story
Discover positive outcomes for your setting through investing in skilled staff

24
6
26
20
12
Hello
Welcome to our family
Welcome to the October issue of Parenta magazine!
We’re thrilled to present a content-packed issue this month, featuring a wide array of topics discussed by our esteemed early
years industry experts. From sensory-scaping to safeguarding, from nurturing a leadership culture to understanding dyslexia,
and from discovering your inner musician to achieving a harmonious work-life balance, we’ve covered it all!
This month, our focus turns to nutrition and how we can provide the children in our care with the best possible start in life
while offering parents valuable advice for making healthy choices. Turn to page 18, where Louise Mercieca explores the
question of whether vegan diets can support early childhood development. On page 24, we’re excited to introduce our new
guest author, Lee Connelly, the UK’s leading children’s gardening educator – he shares with us insights on unlocking the
potential of outdoor learning in early years education. Following Lee’s article, we delve into the critical issue of malnutrition
and its implications for children’s development.
Don’t miss out on our upcoming free webinar this month, where both Lee and Louise will delve into the topic of ‘Growing
Healthy Children & Cultivating Nutrition through Childhood Gardening.’ Register now at www.parenta.com/webinars!
Please spread the magazine magic with your friends, colleagues and parents. They can receive their own copy, either in
digital or now in printed format by signing up at www.parenta.com/magazine.
Allan
Regulars
10 Write for us
36 EYFS Activities: Communication and language
News
4 Congratulations to our Parenta Learners
6 Transforming early years operations with Parenta -
The Favours Day Nursery Story
8 Childcare news and views
Advice
14 Safeguarding and gambling awareness
22 National Work Life Week
26 Malnutrition Awareness Week
32 Helping parents manage screen time
Industry Experts
30
12 Sensory scaping to provide for a neurodiverse
community
18 Can vegan diets support early years development? -
Part One
20 Seven top tips for a nurturing childhood - What does
it mean to be a nurturing parent?
24 Unlocking the power of ‘early years outdoors’
28 Creating a positive leadership culture - Resisting
‘executive subculture’ in your nursery
30 Early screening & intervention for dyslexic children -
Breaking myths & ensuring success
34 “Thank you for the music” - Musical drawing in the
early years
38 Body talk!
2 October 2023 | parenta.com
parenta.com | October 2023 3

What do our customers
say this month?
“Having English as an additional language, I felt very
supported by my tutor, Laxmi. I’ve always had answers
to all my questions. I would recommend Parenta to
everyone!”
Justine Bonnier
“I would like to leave a testimonial for Sarah Odwyer,
who has been amazing at supporting me as a new
tutor! Sarah, although a new tutor herself, has a lot of
experience within assessing and has been absolutely
amazing whenever I have reached out for support!”
Kaye Newbury
“I have had a very good experience with Parenta so
far. I have been learning new things everyday which
“Denise is a great support to me during my training.
“The service was great. My tutor Mel was brilliant and
helped me throughout my course. The course suited
me as I could do it all in my own time online. The
teaching and learning lessons also helped, as this was
suited to when I was free and I gained more insight
into the modules. All tutors were kind and supportive
throughout. I recommend Parenta to everyone I know!”
“Emma Dury, my tutor, has been very helpful and
friendly throughout with good communication. I
found the course very informative and easy to upload
assignments with the OneFile system.”
Naomi Goode
Selsdon Baptist Church Preschool
will help me achieve my goal. At first when I started
my journey doing a Level 2 apprenticeship I found it
difficult, but my tutor Nicky Newport helped me every
step of the way. Without her support I don’t think I
could have achieved what I have done so far.”
Aliya Yusuf
Denise always checks in regularly with me, making
sure I am on track and to see if I need any additional
support or guidance. Denise has been so patient,
kind and helpful throughout my time with her as my
assessor. Thank you Denise!”
Daniella du Preez
Khadeejah Kaneez
The Northern Lights Preschool
“Lauren Daniels is an excellent tutor, and we are very
grateful as a setting that we have her. She is always
very supportive of all our apprentices and thoroughly
explains all the information, giving our practitioners
confidence to achieve good results. We know she is
always there for us and responds quickly to help when
needed. Thank you Lauren.”
Nicola Daniel
Johnson Garden Day Nursery Limited
“Shauna has been incredible and has supported me in
each session to ensure things run smoothly.
I have also had 2 sessions with Rosie and she has also
been incredible. ”
Little Robins
“I would just like to say a huge thank you to Karley,
who has supported me since day 1 with queries,
getting them sorted and boosting my confidence when
it’s needed (often).
Karley goes above and beyond to support, is always
friendly and helpful, and keeps me smiling
most days!”
Jayne Curtis
“Whilst only recently starting my studies with Parenta.
My tutor Emma was absolutely brilliant. Emma was
able to provide myself and others within my workplace
with an untold amount of support and was always
a phone call/email away. Emma is a flexible tutor,
with any problems or need of change regarding
lessons, she was always open, supporting and quickly
rescheduled me onto another lesson.
Thank you for being so supportive.”
Amy smith
Congratulations
to all our Parenta learners!
Massive CONGRATULATIONS to all our Parenta learners
who have completed their apprenticeships and gained
their qualifications!
A special shout-out this month goes to Ewa who
has successfully passed her Level 2
Childcare EYP – what a fantastic start to
a long and rewarding career in childcare!
4 October 2023 | parenta.com
parenta.com | October 2023 5

Transforming early years
operations with Parenta -
The Favours Day Nursery
Favours Day Nursery is a prominent childcare provider
with two nurseries located in Northamptonshire. The
first nursery has a daily capacity for 51 children, while
the second can accommodate up to 60 children. With a
commitment to delivering high-quality childcare, Favours
serves approximately 200 families and employs a
dedicated team of 35 staff members.
Measurable improvements and
outcomes
Since implementing Parenta’s
solutions, Favours Day Nursery has
experienced a range of tangible
benefits, including:

Childcare news
and views
A shocking rise in speech and
language challenges
A new report, published by Speech
and Language UK, has revealed
that children’s communication and
language skills are worse now than
they have ever been.
Key points from the survey show:
• Teachers now estimate that 1.9
million children are behind with
their talking and/or understanding
of words, the highest number ever
recorded. This equates to 1 in 5
children who are struggling with
talking and/or understanding of
words
a wide-ranging survey described by
the Children’s Commissioner as both
“ambitious and comprehensive”. The
survey is aimed at children and young
people aged six to 18, though parents
of children under six years old or with
additional needs are encouraged to
complete the survey on behalf of their
child to ensure the full spectrum of
children’s experiences is included.
The survey findings will be put to
policymakers to facilitate deeper
consideration of the needs of children
and young people, as well as of the
issues and concerns affecting them –
both now and in the future.
Commenting, Neil Leitch, CEO
of the Early Years Alliance, said:
“We welcome the Children’s
Commissioner’s efforts to ensure that
the views of children and young people
are captured ahead of the next general
election, and in particular, her efforts to
ensure that the views of young children
are included in this.
“While we know that the early years
of a child’s life are key for their future
development, when it comes to policy,
all too often their perspectives and
experiences are sidelined. Now, with
the election on the horizon, there has
never been a more important time
for the voices of children and young
people to be heard.
“We look forward to keeping up
to date with the progress of the
campaign and its findings.”
This article can be found on the EY
Alliance website at www.eyalliance.
org.uk/news
A round-up of some news stories that
have caught our eye over the month
Do you have an early years news story you’d like to see featured in the Parenta Magazine?
Send one in today to marketing@parenta.com to be featured in next month’s edition!
We can’t wait to read all about it!
• 80% of teachers surveyed think
children in their classroom are
behind with their talk and/or
understanding of words
• 73% of teachers surveyed think
that children’s speech and
language are not prioritised by the
Government
• An increasing number of teachers
believe they don’t have sufficient
training to support pupils’ speech
and language in the classroom,
at 53%
Purnima Tanuku OBE, Chief Executive
of the National Day Nurseries
Association (NDNA) said: “We know
that children’s development, and
particularly communication skills, have
been badly impacted by the COVID
pandemic restrictions, and this report
highlights these important concerns.
“Nurseries already do wonderful
work in supporting our children’s
early language and vocabulary.
Their practitioners are in an ideal
position to spot those children who
need additional support with their
communication skills.
“But due to the early years staffing
crisis, it’s becoming increasingly
difficult to give these children the extra
professional help that they need. Early
identification and support can make
all the difference to these children’s
lives and yet the local authority funding
doesn’t even cover the costs of early
education and childcare, let alone pay
for one-to-one sessions with skilled
staff.
“The Government must increase the
Early Years Pupil Premium to the same
level as that of schoolchildren. Support
given to children in their first few
years makes much more impact than
waiting until they start school.”
The full report can be found on the
Speech and Language UK website at
www.speechandlanguage.org.uk
New campaign launched to
amplify children’s voices
Dame Rachel de Souza, the Children’s
Commissioner for England, has
launched a new campaign which aims
to empower the voices of children and
young people in political arenas.
The Big Ambition hopes to capture
children and young people’s opinions
and questions for the Government
ahead of the next general election in
Charity’s 5 year strategy aims
to help all children with speech
& language challenges
A 5 year strategy has been launched
to place children’s speech & language
higher on the political agenda.
Read the full story on:
www.nurseryworld.co.uk/news
New nutritional support
programme developed for early
years settings
A new nutritional support programme
offering early years settings tailored
advice and support from dieticians...
Read the full story on:
www.nurseryworld.co.uk/news
Water safety charity develops
new initiative for schools
A new initiative for schools to help
children develop water safety skills for life
has been launched.
Read the full story on:
www.nurseryworld.co.uk/news
8 October 2023 | parenta.com
parenta.com | October 2023 9

We continuously seek new
authors who would like to
provide thought-provoking
articles for our monthly
magazine.
Write for us!
If you have a subject you’re eager to explore
in writing, why not submit an article to us for a
chance to win?
Every month, we’ll be awarding Amazon
vouchers to our “Guest Author of the Month.”
You can access all the information here:
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and your time frame. Never miss a
training session again.
Designed and delivered by experts:
Both in the field of child development and
practice. Understanding the challenges
you face and how to meet them.
Supporting you: Recognising the
foundational experiences children need
and celebrating the work you are doing to
offer them.
For more information and free samples of the course
go to: www.NurturingChildhoods.co.uk/parenta
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By week 6, I observed clear improvement in
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Congratulations
to our guest author competition winner, Joanna Grace!
Congratulations to Joanna Grace, our guest author
of the month! Her article, “Why engage your senses
for mental health?” explores how connecting with
your senses can be good for your mental health.
Well done, Joanna!
A massive thank you to all of our guest authors for
writing for us. You can find all of the past articles
from our guest authors on our website:
www.parenta.com/parentablog/guest-authors
10 October 2023 | parenta.com
parenta.com | October 2023 11

Joanna Grace
I’m Jo Grace: a Sensory Engagement and Inclusion Specialist and Founder of The Sensory Projects. In this series of 10 articles, I am going
to share some of my passion for understanding the sensory world with you.
In my last article, I talked about how
classroom and nursery environments
have gone through something of a
‘sensory 180’, beginning as barren,
boring environments and now potentially
sometimes being so stimulating as to be
overwhelming. In recognising that children
(and adults) experience the sensory world
in different ways, we recognise that there
is no one right environment. But you may
very well just have one room, so what
can you do? You want it to be right for
everyone, how can you achieve this?
First up, in the title of this article I
referred to our neurodiverse community,
sometimes this is taken as meaning
children and adults with neurodivergent
conditions such as autism and ADHD, and
whilst autistics and people with ADHD
certainly are a part of the neurodiverse
community, they are people with what
would be considered ‘typical’ brains.
Neurodiverse refers to the diversity of ways
the brain can be wired, in the same way
that biodiversity refers to the great array of
plants and animals there are. Sometimes
reflections of this kind are prompted by the
presence of a particular child in a setting
who just cannot cope with the sensory
landscape as it is, and so it can feel like
the changes are done for that child.
Recognising that these adaptations benefit
everyone can increase the motivation of
staff implementing them.
Sensory scaping
to provide for a
neurodiverse
community
You can think of that child as the tip of the
iceberg, they signal the needs of a great
many more children who go unnoticed
beneath the surface. And it is not just
the children, you want your space to be
somewhere the adults can feel at home at
a sensory level within too.
In this article, I am going to consider two
approaches to doing this, the ‘broadbrush,
best bet’ approach and ‘sensory
scaping’.
Broad-brush, best bet
If you want to go for a broad-brush, best
bet approach to the sensory landscape in
your space, my advice would be to design
along natural themes, use natural tone
colours like browns, beiges and greens
- create natural textures: the roughness
of bark and hessian, the softness of
earth and grass, and deploy natural
background tracks such as the lapping
of waves against the seashore or the
movement of grasses in the wind. Avoid
the loud primary colours. Choose toys
made of natural materials that will fit with
the design. Keep displays to particular
locations and avoid the urge to cover every
inch of space.
Instagram and social media, in general,
will give you oodles of inspiration for such
an approach. The best thing to Google if
looking for inspiration along these lines,
is the Danish concept of Hygge. If I had
charge of an early years setting and a
designer at my disposal, this is what I
would charge them with creating. This
would not be me imposing a preferred
personal aesthetic, it would be me
responding to what I know about the
sensory world and deploying a broadbrush,
best bet approach.
Often when I am talking to people about
the sensory responses of others, I am
talking about being a detective, about
recognising that not everyone’s sensory
perceptions are the same as our own, and
encouraging people to try and figure out
what sensation is like through that other
person’s eyes, ears, mouth, body etc. We
are wired differently, we are unique…
but… we also have things in common,
we are the same type of animal, we
come from a shared history, and whilst
some aspects of our experience are
exceptionally unique, there are things
deep wired in us that come from that
shared history.
As a species, we are used to living in
nature. Through our shared history, we
have dwelt outside, beneath the sky, in the
elements, sheltering in trees and caves.
Nature has been our home and in nature,
our senses will tell us we are at home. We
have, in terms of our history as an animal,
been living in these concrete boxes for
the blink of an eye. I noticed it especially
during the first lockdown of the pandemic
in 2020 - when people were given an hour
to leave their homes they went to nature,
they were feeling anxious, rightly so, and
they felt safer in nature.
Creating an environment that resonates
with natural experiences can support
children in feeling safe at a sensory level,
and children who feel safe can connect,
engage, and focus. (Children on alert
cannot do those things and will be flighty,
reactive, and volatile).
Sensory scaping
Some children need more stimulation,
feel disconnected and need a big jolt of
jumping off a box to realise where their
bodies are. Their vision craves stimulation,
bright colours, and flashing spinning
things, they are still learning to modulate
their voices and benefit from things being
loud and quiet, from crashing and “woowooing”.
Not every child benefits from the
peace of a Hygge-style environment.
If you are considering how best to provide
for a diverse range of sensory needs in
your setting and you have space to do so,
you might think about sensory scaping
different zones. Could you have one
zone that was Hygge style as described
above, could you keep all the bright loud
stimulating stuff in another zone? And
perhaps if you still had room, you could
have another space that had stimulation
for children’s subconscious senses of
proprioception and stipulation – this space
might have a hammock, or a chair swing
that wraps around a child, it might have
bungees that the children could pull and
ping, it could have a swathe of stretchy
cloth tied between two trees or two
firm pillars that the children could press
against. It could be resourced with body
socks and massage brushes and rollers,
vibrating pillows and weighted shoulder
wraps or lap blankets.
The added benefit of a zoned sensory
space like this is it gives children the ability
to not only meet their sensory needs, but
to communicate them to you through
their choice of where to spend time. I
mentioned in a previous article that little
children cannot always tell you what is
bothering them at a sensory level. This is
true if you are only able to listen to words,
but if you listen to movements, if you listen
by observing, by watching the children, if
you listen to their actions, noticing where
it is that they are still, where it is that their
bodies appear more agitated, then you
will find they communicate loud and clear
and respond wholeheartedly to the adults
who listen and understand.
This is article five of this series. The
first three articles were about how the
sensory world can be used to support
learning and mental health and how to go
about utilising its potential. The previous
article looked at how our environments
can sometimes be too stimulating, and
this one has considered how we can
modulate the stimulation we offer. In my
next article, I will explore the popular
topic of multisensory rooms and look at
whether you need one and how you can
provide the benefits of one on a shoestring
budget! Do feel free to connect with me on
social media to watch my current sensory
adventures unfold. All the connection
links can be found on my website www.
TheSensoryProjects.co.uk.
Scan here for
more resources
from Joanna:
12 October 2023 | parenta.com
parenta.com | October 2023 13

Many things in life can be viewed as a
double-edged sword. They can bring us
pleasure and pain, and gambling and
gaming are two such things that are
emerging as increasing problems in the
21st century.
According to Wikipedia:
“Gambling dates back at least to the
Palaeolithic period, before written history.
In Mesopotamia the earliest six-sided
dice date to about 3000 BCE. However,
they were based on astragali dating back
thousands of years earlier.”
Gambling and gaming have been
common entertainment in the UK for many
centuries: Queen Elizabeth I commissioned
the first national lottery drawn in 1569 to
raise money for shipbuilding - but it’s time
to raise awareness of the problems they
can sometimes cause.
Definition of gambling
Under the Gambling Act 2005, betting is
defined as:
Making or accepting a bet on:

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Louise Mercieca
There has been a rise in the number of
families switching to a vegan diet.
There are certainly plenty of reasons
why this seems a good idea for both the
environment and our health but, what
impact does a restrictive diet have on
very young children? When making any
decision about a diet or lifestyle choice it
must be entered into with all the facts and
considerations. Choosing a vegan diet
isn’t a decision to take lightly, especially if
making that decision on behalf of a child.
Louise Mercieca’s two-part article delves
into the world of veganism and answers
this question.
Can vegan
diets support
early years
development?
Firstly, what foods are
removed from a vegan diet?

Seven top tips
for a nurturing
childhood
needs. Only then can we look to offer
a nurturing childhood that fosters their
physical, emotional and social well-being.
But at times, that can seem easier said
than done. You can of course turn to the
Nurturing Childhoods Academy for lots of
courses, guidance and advice, but let us
begin with seven top tips for a nurturing
childhood that you can share with your
families.
Dr. Kathryn Peckham
Working with the very young, we are
continuously aware of the nurturing
impact we have on our children’s lives
through every environment we facilitate,
every experience we offer and every
interaction we share. But these effects
are just as profound in the home where
understanding is perhaps more limited.
But what does it mean to be a nurturing
parent, (regardless of whatever the actual
relationship may be) and how do we
support our families when questionable
advice and guidance may be all too readily
available?
Parenting is a remarkable journey
that comes with joys, challenges and
immense responsibility, though its nature
is dependent on a million decisions and
actions taken in the moment, every day.
So how can you begin supporting parents
with this when you are not around, when
What does it mean to be a
nurturing parent?
they may be struggling with some difficult
conditions or when their deeply influential
experiences of childhood are not what we
would like to offer to this generation?
Regardless of who you are, where you
live or the childhood influencing you, we
know that what really matters to a child
– and the adult they become – are the
experiences you are offering and how
you engage. You don’t need the latest toy,
but you do need to play. You don’t need
to plan lavish outings, but you do need to
share experiences. And you don’t need
any money to share every book... just a
library card!
But for some, these simple foundations of
a nurturing childhood can be monumental.
In my experience, change is always
most impactful when the person making
it understands why it is necessary. Not
because someone else has told them
to, but because they know what these
changes mean and the difference they
are having on their child’s growth and
development.
Nurturing parenting is then an approach
that recognises the crucial role of positive
and supportive parenting in a child’s
development. It focuses on offering
knowledge and understanding along with
practical strategies that are accessible to
all families. It looks to nurture development
during these pivotal years while helping to
cultivate a strong parent-child bond.
We know that children thrive when
they are provided with care, warmth,
understanding and guidance. As
parents, carers and educators, it is then
so important that we work together,
sharing this understanding, both of
best practice and each child’s individual
Seven top tips for a
nurturing childhood
Nurture secure attachments: At the root
of any nurtured childhood are the secure
bonds surrounding a child and all their
primary caregivers. Help your families to
see the importance of these bonds and
how they lay the foundations for healthy
emotional development, self-esteem and
the ability to form positive relationships
later in life.
Nurture emotional well-being: When
children receive consistent love and
support, they develop a strong sense of
self-worth, emotional resilience and the
ability to regulate their emotions effectively.
Every time they are responded to with
kindness and understanding, their wellbeing
flourishes, even when we may be
feeling exhausted.
Show unconditional love: Express your
love for your children regularly. Offer a
warm smile and affectionate physical
touch, praise their efforts and show
appreciation for their unique qualities. Let
them know that your love is not based on
achievements but on their inherent worth
as individuals.
Nurture communication and trust:
Open and respectful communication
is central to nurturing parenting. When
children feel heard, understood and
valued, they develop trust and feel
comfortable sharing their thoughts,
concerns and experiences with their
parents. So start now and have a far
easier time when you reach the teenage
years!
Practice active listening: Take the
time to truly listen to your child and show
genuine interest without judgment or
interruption. This begins when all they
can do is babble. Show empathy with
their emotions, validate their feelings and
respond in a supportive manner. This
fosters trust, builds their self-esteem and
strengthens your parent-child bond.
Create a nurturing environment:
Provide a safe and stimulating physical
environment that encourages your child
to explore, create and engage. Ensure
that your home and the places your child
spends time are filled with love, warmth
and positive energy. And spend quality
time together, engaging in activities that
they enjoy as you create lasting memories
and strengthen your connection.
Foster independence: Encourage your
child to develop independence by allowing
them to make age-appropriate decisions,
take on responsibilities and solve problems
on their own. Even if this simply means
reaching for the toy that is slightly out of
their grasp. If we can help our little ones
face their little challenges, our big ones will
be more than ready to navigate the bigger
challenges that will come their way.
Nurturing parenting is an invaluable
approach that lays the foundation for a
child’s healthy development. By providing
love, support, guidance and a nurturing
environment, you can foster emotional
well-being, positive self-esteem and strong
relationships. But it is a continuous journey
that requires patience, understanding
and a commitment to learning and
growing together. And even as adults that
is not always easy. If we are to create a
nurturing environment for our children, we
also need to create one for ourselves.
So ask yourself, where are your secure
attachments? Who is looking after your
emotional well-being? Do you feel listened
to within an environment that allows you to
flourish? Don’t forget, there is a reason
they tell you to get your life jacket on
before helping others with theirs!
So whether you are a parent,
practitioner or family worker, join me
at the Nurturing Childhoods Academy
where you can listen to talks and
access lots more tips and suggestions.
There are also materials for you to
print out and keep handy, giving you
all the key bits of learning at your
fingertips.
If you become a member of the Nurturing
Childhoods Community, you can come
and talk with other parents and carers
about the experiences you are having. You
might like to swap a funny story or ask
for some advice. You can also read all the
new blogs or have a go with a Childhood
Challenge!
Scan here for
more resources
from Kathryn:
20 October 2023 | parenta.com
parenta.com | October 2023 21

Are you struggling with your recruitment
like many early years settings and other
businesses?
Would you love to know how to recruit
more and better-trained employees into
your business?
Did you know…
National Work Life
Week
⚙ 8 in 10 parents would apply for a job
with flexible working options listed
in the advert but only 3 in 10 parents
would apply if the job did NOT have
flexible working options?
⚙ 30% of working parents in the UK are
working in jobs below their skill level
simply because they offer greater job
flexibility?
⚙ About National Work Life Week?
National Work Life Week (NWLW) is an
annual campaign set up by Working
Families, a national UK charity for working
parents and carers. Their mission is
to “remove the barriers that people
with caring responsibilities face in the
workplace”, and they aim to “achieve a
society in which everyone can fully meet
their work and caring responsibilities,
where all parents and carers have an
equal opportunity to find and progress in
secure, paid work.”
The organisers understand what being
a working parent really means and
some of the barriers that people face
when returning to work after having a
family, and are working actively with UK
employers to bring about change. The
event is run in partnership with another
work and family charity called Bright
Horizons which is sponsoring the week.
They say that this year’s campaign is
designed “to help your employees to
combine work and family better. It’s
good for people and good for business.
Everybody wins.”
Our changing working
lives
Our working patterns underwent a
massive transformation during the recent
COVID-19 pandemic. People were in
lockdown, unable to go to work by order
of the Government, and yet, we needed
our economy and business sector to keep
working in whatever way it could. People
began working from home, and offices
that were once filled with employees stood
empty, but the businesses continued
under a new model. Most of us remember
learning how to use Zoom for the first time
to talk to colleagues and family members
across the country, and indeed the world.
Since the end of the pandemic, working in
Britain has far from returned to ‘normal’.
Many companies chose to stop paying
high rents and have set-up remote offices.
More of us work from home permanently,
and those companies who have insisted
their employees return to the office have
struggled with recruitment and retention.
A study in 2022 showed how working
parents are rethinking their work-life
balance after the pandemic. Working in
an organisation that has access to flexible
working can help retain staff according to
the survey, as 55% of those questioned
said they would likely consider leaving
their job if they found another one that
offered more flexible options. Change has
already happened, and UK employers
need to catch up.
For all UK parents, flexibility (66%) was
second only to pay (73%) in terms of
priorities when people were looking for a
new job. However, for mothers, flexibility
and pay are tied as the top priority.
What are the issues
families face?
Some of the issues that families face when
seeking or deciding whether to stay in
work include:
⚙ Opportunities for flexible hours
⚙ Childcare issues such as drop-off and
pick-up times
⚙ High cost for childcare compared to
the high cost-of-living
⚙ Time off to accompany children to
medical or other appointments
⚙ Trying to manage work with other
caring responsibilities (e.g. parents/
family members)
⚙ Stress caused by trying to maintain a
work/life balance
What is flexible
working?
According to the Gov.uk website, flexible
working is “a way of working that suits an
employee’s needs, for example having
flexible start and finish times, or working
from home.”
Flexible working practices may include:
⚙ Job sharing: two or more people fill
the full-time role by each working
part-time hours
⚙ Part-time working
⚙ Term-time working: a worker remains
on a permanent contract but takes
leave during school holidays
⚙ Flexitime: this is where employees can
choose, within reasonable set limits,
when to begin and end their working
day but need to fulfil an agreed
number of hours per week
⚙ Working from home/remote working
⚙ Compressed hours: where people
work full-time hours but over fewer
days, e.g. 35 hours/week over 4 days
⚙ Annual hours: employees are
contracted to work a set number
of hours over the year but this can
be split out differently to allow for
variation in the business
⚙ Career breaks: extended periods of
leave which can be paid or unpaid of
up to five years or more
⚙ Staggered hours: where employees
may have different start/end times to
cover shifts/opening hours
What is the legal
position?
All employees in most parts of the UK have
the legal right to request flexible working -
not just parents and carers. Rules differ in
Northern Ireland. This is known as “making
a statutory application” - however,
employees must have worked for the
same employer for at least 26 weeks to be
eligible.
If an employee requests flexible working,
the employers must deal with requests in
a ‘reasonable manner’ which includes:
⚙ Assessing the advantages and
disadvantages of the application
⚙ Holding a meeting to discuss the
request with the employee
⚙ Offering an appeal process
If the employee feels their request has
not been handled reasonably, they can
request an employment tribunal. However,
an employer can refuse an application
if they have a good business reason for
doing so.
Things to do in your
setting to mark the
NWLW
⚙ Have open discussions with your
team about flexible working if you
have not got this as a policy already
⚙ Visit the NWLW website and check
out their resources and ideas which
include a free toolkit, webinars and
training
⚙ Sign up for regular updates by email
⚙ Drop in on their ‘Lunch and Learn’
session
⚙ Use the ‘Happy to Talk Flexible
Working’ logo and strapline on job
vacancies
⚙ Run a questionnaire among your staff
to canvas their opinions
⚙ Introduce a pilot scheme to see what
the take up would be in your setting
for offering more flexible working
⚙ Review and reconsider your policies
affecting training and recruitment as
well as parental leave
More information
⚙ workingfamilies.org.uk/
nationalworklifeweek
⚙ www.gov.uk/flexible-working
⚙ solutions.brighthorizons.co.uk
Scan here for
more references
& information:
22 October 2023 | parenta.com
parenta.com | October 2023 23

Unlocking the
power of ‘early
years outdoors’
Lee Connelly
In recent years, the importance of
early childhood education has gained
widespread recognition. As educators and
parents alike seek to provide the best start
in life for young children, one approach
that has gained significant traction (and
that I believe wholeheartedly in) is the
incorporation of outdoor experiences into
early years learning. This approach has
proven to be far more than just a fun way
to spend time; it’s a holistic strategy that
nurtures physical, emotional, social, and
cognitive development. Being the UK’s
Leading Gardening Educator, I wanted to
look at the many benefits of early years
outdoors, exploring why it’s not just
beneficial, but essential.
For me, one of the most apparent
advantages of outdoor play is the
promotion of physical fitness. When
children engage in outdoor activities, they
naturally develop their gross and fine
motor skills. Running, jumping, climbing,
and playing with natural materials all
contribute to improved coordination,
balance, and strength. Furthermore,
exposure to natural elements like sunshine
and fresh air is crucial for healthy physical
development, helping to prevent childhood
obesity and teaching an appreciation for
an active lifestyle from an early age.
Outdoor play provides an ideal setting
for cognitive development; nature is a
boundless source of sensory stimuli
and children can explore various
textures, shapes, colours, and sounds,
stimulating their sensory perception.
Additionally, the natural world sparks
curiosity and encourages exploration. As
children observe and interact with their
environment, young minds are engaged
in problem-solving, critical thinking, and
creativity, which are all foundational skills
for future academic success.
Even from my own experience as a child,
the outdoors also offers opportunities for
children to develop essential social skills.
Group activities, whether it’s growing
vegetables with friends or working
together on a nature-inspired project,
promote cooperation, communication, and
teamwork. Outdoor play often teaches
empathy and emotional intelligence
as children learn to understand and
respect the needs and feelings of their
peers. These early experiences lay the
groundwork for healthy relationships
throughout life.
Encouraging children to grow their own
vegetables is, in my opinion, the top
strategy for promoting healthy eating
habits. Witnessing the growth process
instils confidence in children and makes
them more inclined to incorporate these
vegetables onto their plates. It’s a handson
approach that not only teaches them
about the origins of their food but also
empowers them to make healthier
choices.
Nature has a remarkable calming effect
on children. It’s a sanctuary where they
can relax, unwind, and manage stress.
Nature’s beauty and tranquillity inspire
a sense of wonder and awe, nurturing
emotional well-being. Moreover, outdoor
play allows children to take measured
risks, building their self-esteem and
resilience as they overcome challenges
and learn from mistakes. With this early
exposure to the outdoors, children learn
and have a lifelong connection to nature.
When children are immersed in natural
settings, they develop an appreciation for
the environment and an understanding
of the importance of conservation. This
connection to nature can lead to a
more environmentally-conscious and
responsible generation.
An easy and effective approach to
encourage outdoor exploration among
children in early years settings involves
playing a game in which they collect
various items to populate a bug hotel.
By prompting them to search for specific
items, such as “something bumpy” like a
stick or “something small” like a pebble,
you can stimulate their curiosity and
engage them in hands-on interactions
with the natural environment in your
garden space.
The outdoor environment stimulates
language development. Children engage
in conversations about what they see,
hear, and do. They describe the world
around them, expanding their vocabulary
and language skills. Additionally,
storytelling and imaginative play often take
centre stage in outdoor scenarios, further
enhancing language and communication
abilities.
This outdoor play, in turn, encourages
independence as children learn to
explore, make choices, and take risks
on their own. As they master new skills,
their self-confidence grows. This sense of
competence is invaluable for their future
endeavours.
Perhaps one of the most significant
advantages of early years outdoors is
its ability to facilitate holistic learning. It
seamlessly integrates various aspects
of development, creating well-rounded
individuals. This well-roundedness extends
beyond childhood and serves as a solid
foundation for lifelong learning and
personal growth.
Overall, as we look at the strengths of
just learning outdoors, early years is not
merely an optional extra; it’s an essential
component of early childhood education.
It enriches physical, emotional, social,
and cognitive development, teaching
well-rounded individuals with a lifelong
love for nature and learning. Parents and
educators should embrace the outdoors as
a valuable classroom that offers limitless
opportunities for growth and discovery.
By doing so, we nurture a generation of
children who are not only academically
prepared but also emotionally resilient,
socially adept, and deeply connected to
the natural world.
Scan here for
more resources
from Lee:
24 October 2023 | parenta.com
parenta.com | October 2023 25

Malnutrition
Awareness
Week
We need food to live, and eating a
nutritious diet that is varied and balanced;
including the major food groups as well
as vitamins and minerals in appropriate
proportions is important for our health and
well-being. Even in the womb, we must
have access to the correct nutrients from
our mothers if we are to develop optimally.
There are points in life where we may
become malnourished either through
illness, mental health issues, age, infirmity,
reliance on others to provide adequate
nutrition or our own actions. At these
times, it is important to seek help and
advice so that the problem does not
become a longer-term one, with all the
associated secondary challenges that
could result.
Definitions, facts and
figures
According to the World Health
Organisation (WHO), malnutrition includes:

Dr. Mona Sakr
Nursery leaders typically have wonderful
intentions when it comes to creating a
positive team culture. Some pitfalls must
be avoided to make this a reality. One
such pitfall is the ‘executive subculture’
when leaders’ behaviours stand in the
way of a positive team culture. In this
article, we’ll talk about what the executive
subculture is, how it negatively affects a
positive team culture in organisations and
how to avoid it.
What is the ‘executive
subculture’?
Edgar Schein, the leading researcher in
organisational culture and leadership,
came up with the term ‘executive
Creating a positive
leadership culture
Resisting ‘executive subculture’
subculture’ to explain how leaders in
organisations can sometimes end up
trapped in a set of beliefs and behaviours
that get in the way of a positive workplace.
In this kind of executive subculture, leaders
tend to do these four things:
1. Over-emphasise the financial situation
of the organisation. In a nursery
context, this might be an owner or
manager who focuses almost entirely
on whether the nursery is profitable
and financially sustainable, rather
than concerning themselves with
the pedagogical work of the nursery
and the day-to-day interactions that
matter for children, families and
educators.
in your nursery
2. Believe and act as if the organisation
is operating in a hostile environment.
A nursery manager with this belief
might see other nurseries in the local
area only as competition, rather than
seeing the potential to partner up and
learn from one another.
3. Behave as though they alone want
the organisation to succeed. Nursery
owners and/or managers can start
to (wrongly) think that only they are
invested in the success of the nursery.
In their mind, they start to feel like
‘the lone hero’ rather than seeing
themselves as part of a team. They
underestimate the contribution that
other staff make.
4. Create and strengthen hierarchies
in the organisation. A nursery with a
strong executive subculture is likely
to have a rigid hierarchy in place and
this hierarchy will affect the day-today
conversations and interactions
that happen in the nursery. A baby
room educator might not feel that
they can offer suggestions to the preschool
room leader. The pre-school
room leader will feel that they cannot
disagree with the deputy manager.
The deputy manager will refrain from
challenging the manager or owner,
and so on. When relationships are
hierarchical in this way, it is hard to
have honest conversations about
what needs to change.
Why is the executive
subculture negative for
the team culture across
the whole organisation?
A strong executive subculture has negative
implications for the overall workplace
culture. It degrades the positive team ethos
and ultimately gets in the way of a thriving
nursery.
When there’s a strong executive
subculture, employees in the nursery feel
a lot of distrust for the owner or manager
of the nursery. An owner or manager who
seems overly competitive, hierarchical,
and focused on making money won’t be
someone that employees trust and feel
that they can talk to openly. Therefore,
the leader ends up feeling cut off from
their staff and they are relying only on
their perceptions and information to make
decisions. These decisions are less likely
to be good for the organisation because
they are not based on full knowledge
and understanding – they are based on
hearing only what others think you want
to hear.
How can you avoid
executive subculture as
a leader?
Understanding the characteristics of an
executive subculture translates into a
useful guide for knowing how best to
avoid creating one. As a leader, you can:
1. Recognise that leadership in nurseries
is about far more than finances.
The financial backdrop of nursery
education is far from easy, and it is
easy for a leader to become bogged
down in making ends meet. While
this is still a necessary part of the
job, owners and managers must
also always think about the nursery
first and foremost as an educational
institution and a support system
for children and families. Leaders
need to have a full presence in the
pedagogical dialogues that take
place in the nursery; these can’t be
delegated to others.
2. Make partnership and collaboration
the priority and avoid thinking in terms
of competition. Look around the local
neighbourhood and think about the
different nurseries close to where you
are. How do you think and talk about
these settings? How do you speak
to staff about these settings? Do you
promote a competitive way of thinking
or do you look for opportunities
to partner with local settings? The
answers to these questions are
radically different across settings.
Some nurseries proactively seek
conversations with nearby settings
so that they can share resources and
work together on local issues. Other
nurseries are worried that nearby
settings will steal ideas or staff,
and this is a barrier to any kind of
collaboration. By choosing competition
over collaboration, you are not just
preventing partnership working
but also feeding into an executive
subculture that can negatively impact
your team in the long run.
3. Always speak in the language of the
team. Catch yourself when you start
to think about yourself as ‘the lone
hero’ having to do everything yourself
and alone. Replace your ‘I’ thoughts
with ‘we’ thoughts. If you find yourself
thinking something like “I must sort
out this staffing crisis”, challenge
yourself to shift the narrative: “We are
struggling with staffing at the moment
and it’s a problem we need to solve
together”.
4. Dismantle rather than reinforce
hierarchies. Put an explicit emphasis
on honesty and productive challenge,
encouraging everyone – regardless
of roles or qualifications – to speak
their mind and share what they think.
You can make this way of working
part of the induction and training in
your nursery, but you also need to
walk the walk every day. When honest
feedback is given, avoid closing it
down or becoming defensive: lean
into the feedback and open it up for
further discussion.
Scan here for
more resources
from Mona:
28 October 2023 | parenta.com
parenta.com | October 2023 29

Early screening &
intervention for
Paloma Forde
dyslexic children
Breaking myths & ensuring
success
Dyslexia, a specific learning difficulty,
impacts around 10% of the population,
according to the British Dyslexia
Association. While many associate
dyslexia solely with difficulties in reading,
writing, and spelling, it extends to
affect other areas such as organisation,
memory, and processing. Consider this:
statistically, approximately three children
in every classroom will have some form
of specific learning difficulty. With over
25 years of experience in the education
sector across all key stages, I’ve witnessed
significant progress in education. However,
one challenge that persists is the early
screening process for dyslexia. In this
article, I emphasise the critical role of early
screening and early intervention, debunk
myths surrounding the screening process,
and provide insights into how these
practices can support children in today’s
schooling system.
Parents often hear the discouraging myth
that dyslexia can only be identified when
a child reaches Year 3 or turns 8 years old.
This is simply not true. Children who are
showing signs of dyslexia can be detected
as early as nursery age. You just need
to know what to look out for. Early signs
vary from child to child, but there are a
few signs that will continually show up
with younger students such as; difficulty in
remembering nursery rhymes, showing
a preference for pictures in books over
letters and words and reversing words.
(e.g., “flutterby” instead of “butterfly”).
Many reading this article will be thinking
“But surely many children show these
signs in the early years?” This is correct,
however, the key difference is for how long
these children continue to show these
signs. Keeping a very close eye on these
difficulties and keeping a record is vital
in the journey of early detection. Also,
ensuring that conversations are being
held closely with the child’s parents, for
example, finding out if dyslexia runs in the
family. A child is 50% more likely to have
dyslexia if either parent has it.
Once these initial concerns begin to grow,
the next step is simple. This is the time to
screen a child for dyslexia. Again, there’s
a prevalent misconception that dyslexia
screenings can only take place when a
child is 8 years old. This confusion often
arises from the distinction between a full
diagnostic assessment and a screening.
A full diagnostic assessment, which is
administered by qualified assessors
or educational psychologists, relies on
standardised scores and is typically offered
around age 8. This is due to the tests
being given where there is a supposed
expectation that the child has already
been exposed to reading, writing and
spelling skills in schools. Therefore, many
of the standardised scores are measured
against 8-year-olds. Dyslexia screenings
can be given by SENCOs, teachers, or
even parents in just 30-45 minutes with
immediate results being offered showing
a child’s strengths, weaknesses and
whether there is a likelihood of dyslexia.
Following a dyslexia screening and of
course, the outcome of the profile if
a child is showing ‘at risk’ signs, then
it is imperative for schools to provide
appropriate interventions and adjustments
to the learning environment. Interventions
are tailored programmes designed
to address the child’s specific needs,
recognising that they require additional
support to catch up with their peers.
Consistency is paramount in the success
of these interventions, with most students
showing progress within just 10 weeks.
One highly effective type of intervention
is multi-sensory learning, rooted in the
systematic and structured learning
system. This approach incorporates
visual aids, auditory elements, and
tactile or kinaesthetic activities, creating
a more engaging and interactive
learning experience. Many interventions
are computerised and adapted to the
student’s needs through algorithms. Noncomputerised
programmes offer clear
instructions for practitioners and parents
to follow.
Alongside an intervention, schools
need to adhere to providing reasonable
adjustments, where teaching staff
are expected to look at the learning
environment and make changes to
help support learning, e.g., providing
photocopiable sheets, reading rulers,
coloured overlays, word banks and writing
frames. This list is endless.
To illustrate the profound impact of
consistent intervention, consider the case
of child R, a child in Year 4, who I taught
several years ago. He arrived at my school
with a diagnosis of severe dyslexia. When
we tested his reading age using the Burt
Reading Test, he had a standard score
of 70, significantly below the average
range of 90-115. We provided child R
with a regular multi-sensory intervention,
aiming for around 15 minutes per day. We
consulted with the parents and worked
out a timetable to be able to offer the
intervention. Within just six months of
regular intervention, we noticed that child
R was making very good and steady
progress. When re-tested, he had indeed
raised his standard score from 70 to 90,
thus just heading into the average range.
All involved were delighted with the
achievements! But why was this possible?
In a world abundant with resources and
tools, anything is possible.
The key is to ensure that we offer the
right interventions and, most importantly,
commit to supporting the children who
require our help. With early screening and
intervention, dyslexic children can conquer
challenges and achieve their full potential
not only in school but also in all aspects
of life. By dispelling myths surrounding
dyslexia detection and recognising the
value of early interventions, we can ensure
that every child receives the support they
need to succeed in their educational
journey. Dyslexia doesn’t define a child’s
abilities but rather highlights their unique
strengths and potential. As parents,
educators, and advocates, it’s our
responsibility to nurture these abilities and
empower dyslexic children to flourish.
Scan here to
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about Paloma:
30 October 2023 | parenta.com
parenta.com | October 2023 31

Helping children learn to become
independent is an important role for any
parent. We all want our children to grow
up healthy and happy and not be slaves to
their electronic devices. Yet the pull of the
latest game or social media chat between
friends can sometimes be too much for
any young person and before you know it,
they are spending what parents consider
to be too much time online or on devices.
So, how do you manage screen time as
a parent? And what can be done to help
manage screen time, especially if there
are either older or younger siblings?
Top tips for managing
screen time
Set a good example -
children need to be dealt
with fairly
If you want your children to grow up to
respect the rules that you have made,
and not resent them, then it is important
Helping parents
manage screen time
that your rules are fair and that children
can see that they are. Most children have
a very good sense of fairness and justice
and will kick off if you set a rule that says
that there should be no devices at the
dinner table, then proceed to use your
mobile phone throughout dinner!
It is not just children whom we should be
concerned with when it comes to screen
time, we should also look at our behaviour
too. Are you annoyed at your children for
what you believe to be too much time on
a device, only to find you are addicted to
your device?
Negotiate for the best
results
Depending on the age of the child,
you would do well to negotiate screen
time instead of imposing blanket rules.
Negotiation is not the same as having
no boundaries, but a negotiation about
screen time will help children take
ownership of the decisions, feel part of the
solution and appreciate that they have a
voice. No one wants to grow up under an
authoritarian dictator and if you want them
to comply, then it will be better if they feel
that they have had a hand in making the
rules.
When negotiating with children, you may
find some of the following questions
useful:

Frances Turnbull
“Thank you
for the music”
Musical drawing in the
early years
This current 6-part series of early years music articles features a new activity each month from a number of arts activities trialled for 1-
and 2-year-old children, along with musical suggestions, with recordings on YouTube.
medical conditions. So, if it helps people
with chronic conditions, it must have a
powerful effect on everyone else, too.
Current research suggests that the brain
considers the act of creating as a positive
event, which helps to refocus the mind
positively. As music has been shown to
access all parts of the brain, this type of
active musical experience is a perfect
warm-up activity before more mentally
demanding exercises, particularly
theoretical subjects like numbers (maths)
or nature (science). The following songs
include musical activities for children to
draw to music – whether patterns or
existing objects.
No one in the house
No one in the house but Dinah, Dinah
No one in the house but me I know
No one in the house but Dinah, Dinah
Strumming on the old banjo
This old American song is a lovely example
of pentatonic music. Pentatonic music uses
only 5 notes that are quite close together.
This makes it easy for new singers to sing
successfully so they sound good, singing
in tune without it feeling like hard work.
The repeated name call “Dinah, Dinah”
adds a fun, siren effect at the end of the
lines. Drawing along to this is sure to be
energising and produce some colourful
pictures!
Oranges and lemons
My Bonnie
My Bonnie lies over the ocean
My Bonnie lies over the sea
My Bonnie lies over the ocean
Oh, bring back my Bonnie to me
Bring back, oh bring back
Oh, bring back my Bonnie to me, to me
Bring back, oh bring back
Oh, bring back my Bonnie to me, to me
Oh blow ye waves over the ocean
Oh blow ye waves over the sea
Oh blow ye waves over the ocean
And bring back my Bonnie to me
This traditional sea shanty is also written
in 6/8 “lullaby” timing, and much like
“Rock A Bye Baby”, has a calming and
relaxing effect. The repetition in the verses
and chorus makes it easy to learn and
sing along to, and the imagery of a boat
sailing across the ocean provides many
inspirational ideas that can be used to
draw or paint.
Thank you for the music
I’m nothing special, in fact, I’m a bit of a
bore
If I tell a joke, you’ve probably heard it
before
But I have a talent, a wonderful thing
‘Cause everyone listens when I start to sing
I’m so grateful and proud
All I want is to sing it out loud
These types of songs are wonderful as
listening pieces with the option to sing
along – recognising that not everyone
will be able to sing it successfully to start.
Increasing opportunities to learn different
styles of music, different types of songs,
and different note combinations, is a gift
that opens the mind to new experiences,
building confidence and resilience in
tackling new situations.
Early years music ideas like drawing to
music can be a rewarding experience
for both adults and children alike. It can
provide a respite from demanding or
challenging situations, while also freeing
the mind to be in the moment, not
anticipating the next steps.
We would love to know how your group
uses this activity! Send in your stories and
photos to marketing@parenta.com!
Oranges and lemons say the bells of St
Clements
I owe you two farthing, say the bells of St
Martins
When will you pay me? Say the bells of Old
Bailey
When I grow rich, say the bells of
Shoreditch
When will that be? Say the bells of Stepney
I do not know, says the Great Bell of Bow
So I say, thank you for the music
The songs I’m singing
Thanks for all the joy they’re bringing
Who can live without it?
I ask in all honesty
What would life be?
Without a song, or a dance
What are we?
So I say, thank you for the music
For giving it to me
Scan here for
more resources
from Frances:
A Finnish study, (Lehikoinen, 2023)
considered 6 different ways to explore
creativity with 1- and 2-year-olds with a
focus on successful engagement. This
age is known to be tricky, as there is often
limited pedagogical content for under 3s
in the arts. Like many countries, visual and
musical arts in Finnish nurseries were not
usually accessed daily, with most settings
bringing in specialists once a month
or less. So, 6 activities were devised,
specifically for this age group to increase
daily engagement in the arts:

EYFS activities:
Communication
& language
Effective communication and language development plays a pivotal role in the EYFS. Both form the cornerstone
of a child’s ability to engage with the world around them. By nurturing strong communication and language
skills, early years educators empower children to express themselves, understand others, and make sense of
their experiences. These skills are not only essential for building meaningful relationships but also for future
academic success. Language development is a key indicator of a child’s overall cognitive development and serves
as a foundation for literacy and numeracy skills. Moreover, effective communication and language proficiency
boost children’s self-esteem, self-confidence, and social competence. Therefore, as early years educators, your
dedication to fostering rich communication environments will have a lasting impact on the holistic development of
the children in your care, setting them on a path toward a lifetime of learning and effective communication.
What’s missing?
Guess the object
Children love simple guessing games - here
is a quick and easy one for you to play in your
setting.
• You will need some tin foil and a few
objects (familiar to the child and unique in
shape)
• Try to mould the tin foil to really emphasise
the shape of each object
• Then encourage the children to guess what
each item is
• This simple activity provides toddlers with
a lesson in recognising 3D shapes and
objects, based on their prior knowledge of
an object (a ball is round). They don’t have
to physically see the ball with its colours
and markings, but use what they already
know and have an understanding that its
shape is round and therefore it’s most likely
a ball
• Another option is to present the objects
and then ask the children a question, for
example - “Which object do you think is the
pear?”
• Once the children have guessed the item,
let them check their answers by tearing
off the tin foil and revealing the object
Regardless of whether they guessed it
correctly, the children will learn from the
activity.
More on this activity and others can be found
here: laughingkidslearn.com/guess-theobjects-covered-in-tin-foil/
A simple yet fun game that everyone enjoys!
• Gather a few objects, such as toys, blocks,
and some numbers - anything you have to
hand will do
• Lay the objects out on the floor, or on a
table and talk through each object with the
children, so they know what is there
• Encourage the children to cover their eyes
or turn around, whilst you remove one of
the objects. Now ask them to guess which
item is missing
• For an extra fun twist, take turns in the
game, so the child takes away one of the
objects and you try to guess which one they
took
• To make it more challenging, try moving the
objects around when they cover their eyes
or take away two in one go
• This fun game is a great way to get the
children thinking and communicating!
More on this activity and others can be found
here: handsonaswegrow.com/whats-missingmemory-activity-kids/
Puppet time
Playing with puppets is a great way to
encourage language development, as children
love to have conversations with them, and can
even let the puppet be their voice.
• Encourage the children to tell one of their
favourite stories, or free play and use the
puppets to create their own world
• If you want to create your own puppets
rather than purchase them, you can easily
put together sock puppets, glove puppets or
even string puppets
• Playing with puppets also helps with
children’s social development, listening
skills, motor skills and creativity!
More on this activity and others can be
found here: empoweredparents.co/playingwith-puppets/
36 October 2023 | parenta.com
parenta.com | October 2023 37

Gina Bale
Ever wondered how much your body says,
without uttering a word? Brace yourself,
because here’s a jaw-dropping fact:
your body is a chatterbox, broadcasting
messages to the world around you, even
when you’re not aware of it. Prepare to be
shocked - studies suggest that 80-90% of
our communication is non-verbal! That’s
right, your body really TALKS!
Let’s dive into the world of our body
language and go back in time (this is not
a new science) and discover ‘the 3Cs’,
also known as the ‘Communication Rule
Theory’, created by Professor Mehrabian
and Morton Wiener in 1967. This theory
helps us to understand how our body
talks!
Communication Rule
Theory 7-38-55:
Did you know that “Research even
suggests that we make judgements about
people’s intelligence based upon their
faces and expressions?”
Source: www.verywellmind.com
Do take a peek at their “Understand body
language and facial expressions” section,
as they even have a game you can play to
help you understand the importance of it.
Diving into the
world of non-verbal
communication!
Eyes that connect: The gateway to
genuine connections lies in the eyes.
Picture this… a balanced dose of eye
contact can forge profound bonds.
But here’s the kicker - too much direct
Spoken word
7%
Body talk!
eye contact might send shockwaves
of intensity, and discomfort to your
colleagues, and also to the little ones. Sit
side by side when engaging with children.
This helps to create a comfortable and
non-threatening atmosphere helping them
feel at ease with you.
Power of your posture: Are you
broadcasting interest with your body?
Crossed arms and legs, build a “keep out”
force field and suggest you are just not
interested. Create a posture of openness
that shows everyone that you are “all
ears”. Your posture sets the stage and
tone of the conversation.
Express yourself (facially!): Your face is
a canvas of emotions. From a mega-watt
smile to a split-second micro-expression,
every twitch communicates volumes. We
all need a superpower. Flash a contagious
grin as it is infectious and promotes wellbeing.
Tone titan: Your voice isn’t just a collection
of words; it’s an orchestra of emotions.
Tune into your tone. Lowering it a notch
can help add an instant infusion of warmth
and interest.
practice, you will find that practising
confident body language can help you
feel more confident in social situations.”
Newman R, Furnham A, Weis L, et al.
Non-verbal presence: How changing your
behaviour can increase your ratings for
persuasion, leadership and confidence.
Psych. 2016;07(04):488-499. doi:10.4236/
psych.2016.74050
Just add a dash of
empathy!
We’ve dived into the magical realm of
‘body talk’, but there’s an extra sprinkling
of magic we mustn’t miss – empathy,
the ultimate ‘secret sauce’ for truly
understanding our little ones and fellow
grown-ups.
In my search for the best way of explaining
the ‘secret sauce’ I came across this
explanation… “Empathy refers to the
ability to understand the feelings the
client is trying to express and the ability
to communicate this understanding to the
client. The therapist must adopt the client’s
frame of reference and must strive to see
the problems as the client sees them.”
“Introduction to Psychology”, Atkinson,
Atkinson, Smith, and Ben. Chapter 17,
Methods of Therapy, page 687.
Don’t forget that when working with
children and adults, being genuine and
understanding their situation is the key to
success. Remember, children are genuine
detectives, even better than Sherlock
Holmes, as nothing gets past them!
Empathy unleashed (literally!): Imagine
this: a chorus of babies in a nursery, all
wailing in sync. Why? It’s like emotional
telepathy as they sense each other’s
feelings but can’t tell the difference
between their own emotions and those of
others. Babies, still tuning their emotional
radio, can’t help but join the symphony.
That’s empathy, a superpower that lets
you tap into others’ feelings.
Unlocking their little hearts: When your
little ones are keeping their cards close,
not mingling with the gang, or simply
having a tough day, it’s time to put your
empathy superhero cape on. The key?
Cracking the code of their feelings, both
spoken and silent. To ace this game, you
need to hop into their world and see it
through their eyes and feelings.
More than just words: When you are
in someone’s shoes it’s like a Vulcan
mind-meld from “Star Trek”. When you
communicate, you are not just using “I
understand” statements, you are painting
with their emotions.
Empathic language: To master this, you
need to see their view and translate their
feelings into words they would use. This
is not a chat, it’s a tapestry of connections
between you and your little ones and
grown-ups.
Following on from the “Star Trek”
reference… (Yes, I am a fan!)
It’s all about catching feelings from your
little ones or those in the ‘grown-up
galaxy’. Flip on that empathy switch (or
Vulcan mind-meld), raise the emotion
antennae and get ready to enter a whole
world of understanding!
Remember, forging connections with
your colleagues and little ones goes way
beyond words. Navigating non-verbal
communication is not easy and it’s a skill
that needs to be constantly nurtured. Forge
connections that go beyond words, so the
next time someone asks how well you
communicate, you can confidently say: “My
body does the talking!”.
Scan here for
more resources
from Gina:
Body
language
55%
Tone of
voice
38%
Move like you mean it: Put your hands
up if you’ve ever spoken without words.
We all do it, and it’s a goldmine of
unspoken feelings. Tune into these hand
gestures, because decoding them will
unveil a treasure trove of emotions in
children and your fellow grown-ups.
Remember, even if you don’t feel confident,
or you have difficulty interacting with others
due to social anxiety disorder (SAD) or
other reasons, did you know you can…
“Practice these gestures and movements
to project an air of confidence? As you
38 October 2023 | parenta.com
parenta.com | October 2023 39

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