December 2023 Parenta Early Years Magazine

Issue 109 

DECEMBER 2023 

Fixing recruitment 

challenges at 

Fledgelings 

COVER 

Festive gardening 

fun ideas to share 

with parents 

Exploring December’s 

multicultural festivals 

and celebrations 

+ lots more 

EYFS activities 

inside! 

This month… 

Expressive 

Arts & Design 

“Snow is falling” - snow 

painting in the early years 

How to skyrocket your occupancy levels with an affordable website 

Discover new opportunities for growth and success with 

a FREE diagnostic quiz!

6 

26 

18 

Hello 

Welcome to our family 

As the holiday season approaches, we are thrilled to present a special December issue that captures the enchantment of 

this magical time of year! At Parenta, we believe in celebrating not just the season, but the spirit of togetherness, family, and 

camaraderie and resilience that echoes through the corridors of the early years sector. 

In this edition, you can enjoy festive tips and exclusive features that showcase the incredible journey of early years educators, 

parents, and little ones alike. From Christmas Jumper Day and festive gardening to making gifts on a budget and celebrating 

the many different religious festivals around the world, this month’s issue resonates with the essence of the festive season. 

Join us as we share the joy of learning, and embrace the magic that December brings to our lives. Our beloved publication is 

a festive adventure waiting to be explored! All our content is lovingly created to help you with the smooth and efficient running 

of your setting and the development and well-being of the children in your care. 

Don’t forget to share the magic of our magazine with your friends, colleagues, and parents alike. They can receive their own 

copy in digital or printed format by signing up at www.parenta.com/magazine. 

Allan 

12 

Regulars 

10 Write for us 

36 EYFS Activities: Expressive Arts & Design 

News 

Advice 

22 

4 Congratulations to our Parenta Learners 

6 Enhancing early childhood education at Fledgelings 

with Parenta’s support 

8 Childcare news and views 

14 International Volunteer Day: celebrations and 

opportunities 

22 Affordable and thoughtful gift ideas: easy to 

make and buy 

26 Join in the festive fun on Christmas Jumper Day 

30 How furry friends transform early years 

34 Beyond Christmas: exploring December’s 

multicultural festivals and celebrations 

Industry Experts 

30 

12 I think they have sensory needs what can I do? 

Be curious 

18 Every setting needs an emotional well-being library 

20 Unmasking child anxiety: understanding, nurturing 

and recognising the signs 

28 Fostering community cohesion through a 

child’s perspective 

32 “Snow is falling” - snow painting in the early years 

38 Embrace storytelling - enchantment of mythical 

beings & magical kingdoms 

2 December 2023 | parenta.com 

parenta.com | December 2023 3

What do our customers 

say this month? 

“So far I feel really positive about the service I am 

receiving. I feel as if Kaye is very supportive and 

provides beneficial feedback and opportunities.” 

Leanne Watson 

“Couldn’t be happier with the support provided. 

Always checking in and so patient. I’m so looking 

forward to learning with Parenta and starting a new 

chapter. Thanks to a lovely lady Denise McGuire who 

has been so wonderful and on the phone if and when 

I needed help.” 

Natasha Leahy 

“I am writing this review to thank Yvonne Pickin 

(my extra support tutor for professional discussion) 

for her two sessions supporting the Professional 

discussion exam. After Yvonne’s two sessions, which 

was just one day away from the second professional 

discussion exam, I finally passed the exam. Yvonne 

has demonstrated a high-quality professional skill 

for supporting learners get ready for the professional 

discussion exam. Her encouragement has promoted 

my confidence which has helped me relax without 

being nervous during the exam. 

I felt like I am so lucky and so glad to have Yvonne 

support my study. If I can have the opportunity to 

recommend a tutor for learners, Yvonne would be the 

first highly recommendation tutor for them. I wish more 

and more learners benefit from her teaching support 

towards the professional discussion exam.” 

Deli He 

“Amazing, since getting Ayse she has been nothing but 

understanding. I have a sick family member, Ayse has 

been nothing but supportive and has helped me figure 

out how to be there for my family member while also 

getting my assignments in on time.” 

Kaira Gowers 

“Kaye has done a fantastic job taking me on as a 

student after I transferred from my previous tutor. She 

was able to pick up a lot of unique information about 

me as a learner, responded quickly to a lot of my 

questions and queries and got me right up to speed.” 

Andi Taylor 

“I can’t recommend enough my last tutor, Naomi 

Paternoster. Without her, I would not had the courage 

and confidence to finish the course and passed my 

exams. Many thanks for incredible support and your 

diligence and warmth.” 

Sebastiana Medina Santana 

“I think Kaye has done an amazing job of helping me 

get to where I am on the course especially as she only 

took over as my tutor a couple of months ago. She 

has always been there when I have needed to contact 

her about an assignment and is always very good at 

explaining things to me in a way that makes it easier 

for me to understand. We have regular reviews which 

helps me to see where I am on the course and where I 

can raise any concerns I may have.” 

“I had a really good professional discussion with my 

tutor Sarah O’Dwyer and I have moved from 28% to 

“Amazing! Kaye has been so supportive throughout 

52%, all thanks to my tutor who is the best.” 

my course, always offering me aids, keeping me up to 

Javine Phillips 

date, pushing my knowledge." 

Luanne Cridland 

“As always, Parenta support team are so helpful 

with any issues that I have. 

“Charlotte went into details and often paused to ask if 

we had any questions. The training was quick 

Thank you as always!" 

and thorough.” 

Nemos Nursery 

Alpha Nurseries, 

Middlecoat House 

Congratulations 

to all our Parenta learners! 

Massive CONGRATULATIONS to all our Parenta 

learners who have completed their apprenticeships 

and gained their qualifications! 


Faryal Malik 


Enhancing early childhood 

education at Fledgelings 

with Parenta’s support 

G O 

F 

V 

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E 

N 

R N M 

D 

D 

E 

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T 

Introduction 

Fledgelings Day Nurseries, with four 

settings across Essex, is dedicated to 

providing exceptional childcare and 

early years education for children in the 

community. The nurseries, located in 

Hornchurch, Romford, South Hornchurch, 

and Rainham, cater to a combined total 

of 260 children and employ 78 dedicated 

staff members. Nursery Owner, Salma 

Khodabaksh reports on how the Parenta 

solutions Fledgelings is using has 

transformed the way they work. 

The challenge: staffing woes 

Like many childcare providers, Fledgelings 

Day Nurseries faced challenges in the 

recruitment and retention of qualified staff. 

Hiring and training competent childcare 

professionals who could deliver topquality 

education and care were critical 

concerns for the owner of the settings, 

Salma Khodabaksh. The need to recruit 

and nurture apprentices to support the 

staff was paramount to maintaining the 

nursery’s high standards. 

Discovering Parenta 

The journey with Parenta began when 

Fledgelings Day Nurseries chose the 

early years education solutions provider 

to develop its website. It was through 

this engagement that they discovered 

Parenta’s full range of services 

and solutions, including childcare 

apprenticeship recruitment and training. 

Parenta’s contribution 

Parenta played a crucial role in addressing 

Fledgelings Day Nurseries’ staffing 

challenges and provided vital support to 

enhance its day-to-day operations: 

Website development: Parenta’s 

expert website team built and maintains 

a responsive, professional website, 

strengthening Fledgelings’ online 

presence, and making them more 

accessible to parents seeking childcare 

services. 

Apprenticeship support: Parenta’s 

involvement extended beyond web 

development. They provided essential 

support in the hiring and training of 

childcare apprentices, ensuring they could 

seamlessly integrate into the nursery’s 

workforce and created individual learning 

plans for apprentices to fit the setting’s 

business needs. 

The transformative impact 

Since partnering with Parenta, Fledgelings 

Day Nurseries have witnessed numerous 

positive changes: 

Operational improvement: The 

nursery’s day-to-day operations have 

improved significantly. With a focus on the 

hiring and training of apprentices, they 

have enhanced their staff’s capabilities 

and the quality of childcare provided. 

Better staffing: Parenta’s involvement 

has directly contributed to more efficient 

and effective hiring, enabling Fledgelings 

to maintain their reputation for excellence. 

Enhanced childcare: The dedicated staff 

members, empowered by the support 

of Parenta, have excelled in providing 

high-quality childcare and early education, 

ensuring a nurturing environment for the 

children. 

Recommendation 

Fledgelings Day Nurseries’ experience with 

Parenta has been overwhelmingly positive. 

When asked if they would recommend 

Parenta’s services to other settings with 

similar challenges, their response was 

a resounding “yes.” The improvements 

in staffing, operational efficiency, and 

the quality of childcare delivered are 

a testament to the invaluable support 

provided by Parenta. 

For settings seeking solutions to their 

staffing concerns, Fledgelings Day 

Nurseries serves as a testament to 

the transformative impact of Parenta’s 

services. 

Courses available now with 

achievements of up to 96% 

EPA pass rate: 

Level 2 Childcare (EYP) 

Level 3 Childcare (EYE) 

Level 3 Team Leader 

Level 5 EYLP 

Did you know... 

An impressive 75% of employers consistently choose Parenta, reaffirming our 

unparalleled excellence in childcare training! 

Call 0800 002 9242 and quote ’Magazine’ 

6 December 2023 | parenta.com

Childcare news 

and views 

Retention and return: 

Delivering the expansion of 

early years entitlement in 

England 

Over three-quarters (77%) support 

the removal of the single-word Ofsted 

grading 

In the past year, around two-thirds 

(67%) suffered with anxiety, fatigue 

(65%) and loss of motivation (64%) 

A third (35%) are considering leaving 

the sector due to stress and mental 

health difficulties 

The Alliance is calling for a review of 

the Ofsted inspection process and 

administration demands on providers, 

alongside the consistent provision of clear, 

plain-English early years guidance for 

the sector, and resources to help support 

discussions around mental health and 

well-being – all underpinned by adequate 

funding and a comprehensive recruitment 

and retention strategy. 

You can read the report here: Minds Still 

Matter | early years alliance (eyalliance. 

org.uk) 

In the 2023 Spring Budget, the Chancellor 

announced a substantial increase in 

government-funded childcare support, 

aiming to provide 30 hours of ‘free’ 

childcare to specific eligible parents by 

2025. While the announcement primarily 

addressed the funding aspect of this 

expansion, there was limited discussion 

about the workforce responsible for its 

implementation. 

A round-up of some news stories that 

have caught our eye over the month 

A recent study conducted by the Early 

Education and Childcare Coalition, the 

University of Leeds, and the Women’s 

Budget Group integrates modelling 

focused on the anticipated additional 

demand resulting from the expansion. This 

modelling is coupled with an examination 

of the working conditions and experiences 

of both current and former employees in 

the sector. 

The objective of this new report is to gain a 

deeper understanding of the current early 

years workforce (including those in group 

settings and childminders), assess the 

implications of the extended entitlement, 

and identify the necessary measures 

to ensure the successful expansion of 

access while maintaining the high-quality 

provision that children deserve. 

number of professionals considering 

leaving our sector has to be a wake-up call 

for ministers. 

“Our research with the sector showed that 

75% of providers would need more staff 

to be able to increase their capacity but 

with high turnover, this research shows 

the scale of the mountain that needs to 

be overcome. It is disappointing that the 

Government has not taken forward the 

Education Committee’s recommendation 

for a workforce strategy which was echoed 

by experts in NDNA’s Blueprint this year. 

Early Years Alliance publishes 

new report on mental health 

and well-being pressures 

The Early Years Alliance has published a 

new report shining a light on the mental 

health and well-being of the early years 

workforce. 

Minds Still Matter provides a 

comprehensive analysis of the results 

of an Alliance survey of early educators, 

conducted earlier this year, which found 

that: 

More than eight in ten (81%) were 

regularly stressed about a workrelated 

issue during the month before 

the survey, with Ofsted inspections, 

sector-specific government policy 

and pay listed as the most common 

causes 

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! 

Purnima Tanuku OBE, Chief Executive of 

NDNA said: “NDNA has been warning of 

the growing workforce crisis for a number 

of years and we are now reaching a critical 

juncture as this research shows. If early 

education and care settings are to offer 

more funded places to children, it’s clear 

the workforce needs to grow, but at the 

moment, recruitment and retention remain 

the number one issue for providers. The 

“Investment in the workforce through 

better funding rates and more training are 

urgent requirements but without a clear 

workforce strategy there is no direction, no 

plan and the Government’s policy will be 

undeliverable.” 

You can read the report here: 

earlyeducationchildcare.org/early-yearsworkforce-report. 

PVI settings invited to take part 

in early language trial 

PVI and state-maintained nurseries are 

being invited to take part in a trial of the 

Nuffield Early Language Intervention 

(NELI) programme. 

www.nurseryworld.co.uk/news 

Ongoing early years staffing 

challenge highlighted in Ofsted’s 

annual report 

Ofsted’s latest annual report states that 

the ongoing recruitment & retention 

challenges in the sector are putting the 

quality of early years provision at risk. 

www.eyalliance.org.uk/news 

More than 1/2 of teachers 

worried about keeping up with 

household bills 

More than half of teachers are ‘very’ 

or ‘extremely’ worried about keeping 

up with household bills and finances, 

according to new findings. 

www.nurseryworld.co.uk/news 



Write for us! 

We continuously seek new 

authors who would like to 

provide thought-provoking 

articles for our monthly 

magazine. 

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: 

https://www.parenta.com/sponsored-content/ 

Congratulations 

to our guest author competition winner, Paloma Forde! 

Congratulations to Paloma Forde, our guest author 

of the month! Her article, “Early screening and 

intervention for dyslexic children: Breaking myths 

and ensuring success” explores the critical role 

of early dyslexia screening and early intervention 

while providing insights into how these practices 

can support dyslexic children in today’s schooling 

system. 

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 



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. 

The first three articles of this series 

focused on why sensory engagement 

is so powerful for supporting learning, 

engagement and mental health. The next 

three looked at the sensory landscapes 

that surround us in our settings, now it is 

time to think about particular children. 

When you work in early years settings, 

quite often you are the first people to 

notice that a child has a need that is 

slightly other than what is considered 

the norm. A child at home is just them, 

they are known for being themselves and 

accepted and loved as who they are and 

how they are. I have often heard parents 

use their child’s name in their explanation 

I think they have 

sensory needs 

what can I do? 

Be curious 

of a quirk in their behaviour that they had 

noticed but not questioned: “We always 

just thought that was Jake being Jake” or 

“We just took that as Amira being Amira”. 

There is something beautiful about these 

explanations. They say we saw the person 

and we accepted the person as they are. 

In this article, we are thinking about that 

child in your setting who appears to have 

quite different sensory needs from the 

other children and what you might seek to 

do about it. 

First off, be curious. It is likely something 

unusual that they are doing that has made 

you think about possible sensory needs. 

Are they moving a lot? Do they seem to 

need to bite down hard on things? Are 

they repeatedly moving things in front 

of their eyes? Do they vocalise oddly? 

Sometimes people’s first move is to try 

and stop whatever the odd behaviour is. 

Just telling them not to do it is essentially 

asking someone not to sense the world 

as they do. Imagine telling a blind child 

to stop bumping into objects they cannot 

see! It is ridiculous, but when what you 

are witnessing is a result of sensory 

differences, just demanding that it stop is 

akin to making this demand. 

Be curious and think sensory. What is 

it that they get out of that activity at a 

sensory level? Maybe explore a little with 

them: if they are making loud noises, do 

they like activities that involve making loud 

noises in other ways? If they are moving 

things about in front of their face, do 

they enjoy for example, brightly coloured 

spinners? Think about their behaviour and 

try to articulate it in a sensory way. View it 

as reasonable. 

It is worth chatting with their family about 

it, not raising it as an issue or a cause 

for concern. Just noticing it together. “He 

enjoys things that spin”, “She loves to 

make loud noises when we are all having 

our snack”. Do this so that parents know 

that you have seen these behaviours too 

and do it so the communication channel 

is open. Parents can be worried by their 

children behaving in ways that are viewed 

as unusual, there is always someone 

within a family willing to put their foot in it 

and address the anomaly in a less than 

tactful way: “Why does he always do that? 

Why don’t you tell him to shut up?” 

Carry on being curious, after you’ve 

thought about what they are getting out 

of the experience (is it visual stimulation, 

auditory stimulation, is it the blocking 

out of other stimulation?) Think about 

the where and the when of what they 

are doing. Is it something they do all the 

time? Or are there specific times of the 

day when they seem to do it more? What 

is different about those times of day, is it 

when they are hungry, is it when everyone 

is together, is it when another child does 

a particular thing? Where do they do it? 

Are they only doing it when they’re inside 

and stop when they’re outside, do they 

take themselves to a particular place in the 

room to do it? 

These curiosities can lead you to new 

understandings: Amira seems more 

agitated when waiting for food, when 

other children make noise, or when the 

chairs are pulled in and out she begins to 

shout random words. Jake loves to twiddle 

things in front of his eyes and seems to 

get lost doing that, he does it inside and 

outside but will stop if there is another 

activity he is interested in like storytime or 

snack time. 

Carry on chatting to their families about 

your curiosities: “Jake was enjoying 

twiddling the sparkly string we got him 

today but he stopped when we were 

telling our story about the frog.” (Make 

sure not to celebrate the stopping, 

your aim is not to block the child from 

addressing their sensory needs or to 

indicate that their withholding from 

activities that serve to comfort or orientate 

them in the world is good, it is just 

interesting to notice when that comfort is 

needed and when it is not). “I think Amira 

gets agitated when everyone brings their 

chairs over for a snack, she shouts quite 

a bit. I’ve asked the other staff if tomorrow 

the adults can lift the chairs for the children 

so they’re not dragging over the floor, we 

are going to see how she is with that.” 

If the families seem at ease with the 

conversation, extend your curiosity into the 

time the child spends outside your setting. 

“Does she shout much at home?” “Has 

Jake got things he likes to spin at home?” 

You are not there to diagnose these 

children, but if your recognition of their 

sensory needs makes you think that 

they might be neurodivergent, it is worth 

mentioning this to their families. Not as 

a cause for concern, just as a provider 

of information: “Lots of children who are 

autistic like to twiddle things”, “Sometimes 

children with neurodivergent conditions 

process sensory information in different 

ways to neurotypical children and this can 

mean they do things that seem different.” 

You are not telling them they need to get 

their children diagnosed, it is not your 

role to decide that, you are sharing the 

information you have. If you do this in a 

non-judgemental and open way, you will 

be a wonderfully steadying presence for 

that family. 

Parenting in the early years is a 

bewildering and sleep-deprived 

adventure. When your child is other than 

how you expected them to be, it can be all 

the more disorientating. Being supported 

by staff who recognise your child’s 

differences but aren’t flustered by them 

can be deeply reassuring. Better still if 

those staff have ideas about how to begin 

to support your child even before things 

like formal diagnosis or assessments 

and the like... which leads me to my next 

article. 

In my next article we will look at ways 

you can support a child you think might 

have particular sensory needs. Until 

then, do feel free to connect with me on 

social media to watch my current sensory 

adventures unfurl. All the connection links 

can be found on my website 

www.TheSensoryProjects.co.uk 

Scan here for 

more resources 

from Joanna: 



International Volunteer 

Day: 

celebrations and 

International Volunteer Day, observed 

on December 5th each year, is a global 

celebration that provides an opportunity 

for governments, non-governmental 

organisations, community groups, 

and various organisations relying on 

volunteers to recognise and commemorate 

the invaluable contributions made by 

volunteers worldwide. 

Many countries and organisations 

globally rely on volunteers to bolster their 

workforce, and many could not exist 

without the service and support of these 

dedicated people. 

Some of these include:

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Call 0800 002 9242 and quote ’Magazine’

Stacey Kelly 

Throughout my parenting and teaching 

journey, I have used storybooks as a tool 

to teach and guide children. However, over 

the years, I’ve come to realise just how 

powerful they are and how much they can 

enhance children’s development and most 

importantly, support their emotional wellbeing. 

Here are the 2 main reasons why I 

think storybooks are the best resource we 

have in early years: 

Every setting 

needs an 

emotional 

well-being 

library 

They can instil values 

As a parent and teacher, I have always 

placed importance on nurturing emotional 

well-being and tried to instil important 

values and life lessons that will give my 

children, and others, an internal blueprint 

that is programmed for success and 

happiness. I’m a big believer in leading by 

example and have always demonstrated 

the behaviour and attitude that I want 

to see in them, but no matter how much 

I do this, I find that sometimes, children 

still need extra reinforcement with these 

concepts. 

Seeing how much my own children doted 

on characters in everyday storybooks 

and how much they held them in high 

regard, gave me the idea to create a 

range of storybooks about characters 

who personify and teach a key life lesson 

or value. I had witnessed how much my 

children absorbed the storyline in their 

favourite books and how they would bring 

the imaginary characters and narrative 

into their own reality whilst playing - and 

this made me wonder if the same would 

happen with fun characters who taught 

important concepts and values. I started 

creating storybooks teaching the main 

values I wanted to instil in my children like:

Unmasking 

Managed well, this can positively impact 

their growth, confidence and resilience 

with effects that will last a lifetime, building 

the foundations upon which our children 

shape their identities and navigate the 

world. 

Dr. Kathryn Peckham 

Childhood, often synonymous with 

innocence and carefree exploration, is 

increasingly marred by anxiety - a mental 

health condition that profoundly affects 

a child’s well-being. With an alarming 

number of children today grappling with 

anxiety at levels that can significantly 

impact their overall well-being, we must 

look to unravel the factors contributing 

to child anxiety and provide insights and 

guidance for all the adults in their lives. 

So where does anxiety come 

from in young children? 

Children’s mental health is a multifaceted 

issue influenced by a combination of 

genetic, environmental, and social factors. 

However, when we are mindful of these 

factors, we can create a supportive and 

nurturing environment for our children. 

A family history can make a child more 

susceptible to anxiety if they have 

experience of it, with heightened sensitivity 

child anxiety 

Understanding, nurturing and 

recognising the signs 

and a greater vulnerability to stress. The 

environment in which a child grows up 

also plays a significant role in emotional 

well-being. A chaotic home life, family 

conflict, neglect, abuse or exposure 

to violence can all contribute to the 

development of anxiety. 

But so too can excessive pressure to 

perform well, even when this may be 

intended as encouragement and drive. 

Overprotective styles of care, excessive 

control or a lack of autonomy can also 

hinder their ability to develop coping 

skills and manage stress. Conversely, 

consistently ignoring a child’s emotional 

needs can also lead to feelings of 

insecurity and anxiety. 

Experiencing traumatic events, such as 

accidents, natural disasters or witnessing 

a violent act can also put children at 

higher risk of developing anxiety disorders. 

Disrupting their sense of safety and 

security can lead to persistent feelings 

of fear, helplessness, and anxiety. Don’t 

forget, what might not seem that traumatic 

to you may have been a frightening 

experience and persistent worry for a 

child. 

In a world of constant exposure to 

technology, children are being exposed 

to unrealistic expectations and negative 

images from increasingly younger ages, 

impacting their self-esteem, and fostering 

anxiety and self-doubt. No matter how 

much we think we monitor what our 

children see and get pulled into, as soon 

as you give a child access to a device, 

these images will often find a way. 

Why is a child’s self-esteem 

so important? 

Supporting early years, we play a 

vital role in nurturing children’s selfesteem, 

shaping their self-perception 

and cultivating their overall well-being. 

Self-esteem also provides our children 

with a cushion of resilience that helps 

them bounce back from the setbacks 

and challenges that are an inevitable 

part of life. When children believe in their 

abilities and self-worth, they develop 

a growth mindset, viewing obstacles 

as opportunities for growth rather than 

insurmountable barriers. They are more 

likely to persevere, problem-solve and 

learn from their mistakes, as this too 

fosters resilience and adaptability within 

them. They are more likely to approach 

challenges with confidence, believing 

in their abilities and embracing new 

opportunities. 

A child with a healthy level of self-esteem 

is more likely to form positive relationships 

and communicate and express their needs 

effectively, as they surround themselves 

with stronger and healthier relationships. 

A healthy self-esteem empowers children 

to step out of their comfort zones, embrace 

new experiences and pursue their dreams 

with determination and enthusiasm. While 

it is not the only ingredient, imagine trying 

to do these things with a self-esteem that 

is hurting. 

Lastly, fostering healthy self-esteem can 

also promote a positive self-image. By 

cultivating an environment of acceptance 

and appreciation for their uniqueness, 

we can help our children develop a 

strong sense of self-worth. This can 

protect them from the negative impact of 

media influences and promote a healthy 

relationship with their bodies, which sadly, 

is lacking in many of our children in today’s 

media-rich world. 

Identifying the signs of 

anxiety 

We all feel anxious about things from time 

to time, this is simply a natural system 

within the body letting us know that there 

is something we need to be aware of. 

However, feeling anxious in ways that 

impact our day or feeling this way a lot 

of the time is detrimental to our health. 

At this stage, it is becoming anxiety and 

something we need to be aware of in 

our children of all ages. It can manifest 

in various physical symptoms such as 

frequent stomach aches, fatigue, muscle 

tension, restlessness, difficulty sleeping, 

changes in appetite or unexplained 

physical complaints. 

Children may try to avoid situations or 

activities that trigger anxious feelings or 

express strong desires to stay within their 

comfort zones. They may become easily 

overwhelmed, irritable or have frequent 

emotional outbursts. All these symptoms 

may indicate an underlying anxiety 

that they may not have the words or 

understanding to express to you. 

Early years anxiety can also manifest as 

perfectionism or a strong fear of making 

mistakes. They may display an intense 

desire to please others, or they may look 

to set excessively high standards for 

themselves and be overly self-critical. So 

pay close attention, especially if this has 

come on suddenly or they are looking to 

avoid things that they used to enjoy. 

Witnessing any child experiencing anxiety 

can leave you feeling concerned and 

desperate to help but by recognising 

the signs early on, you can provide 

the necessary support. Through open 

communication, empathy and a supportive 

environment, you can nurture children’s 

mental health in the early years as you 

develop healthy coping strategies. 

Remember, if you observe signs of anxiety 

that interfere with a child’s daily life, 

consult with a healthcare professional or 

mental health provider. Early identification 

and intervention are vital tools in helping 

our future generations navigate anxiety. 

Together, we can forge a world where 

children grow up with a sense of security, 

resilience and mental well-being. 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 


from Kathryn: 



Affordable and 

thoughtful gift ideas: 

easy to make and buy 

As the holiday season approaches, our 

focus naturally shifts towards sharing 

heartfelt gifts with our loved ones. 

Considering the persistent cost-of-living 

challenges, we’ve curated a selection 

of simple yet delightful DIY gift ideas for 

young children. Explore a handful of our 

favourite suggestions from the wealth of 

inspiration available online. 

Christmas wreaths 

We all know the traditional Christmas 

wreath made of pine leaves, holly, and ivy, 

but how about extending your creativity 

this year and making your wreaths and 

decorations from less traditional materials? 

Here are some ideas for you:

Lee Connelly 

As we get into the colder months, let’s dive 

into the wondrous world of gardening with 

toddlers. Who says the garden is only for 

summer? Let’s debunk that myth and start 

creating festive memories and connections 

right in your garden. 

Before we get into the nitty-gritty, let’s 

talk about setting the stage for our 

winter gardening adventure. Picture this, 

your garden transformed into a winter 

wonderland, adorned with twinkling 

lights, festive decorations, and a sprinkle 

of holiday magic. Creating a festive 

ambience not only sets the mood but also 

enhances the overall experience for both 

you and your little ones. We often think 

about decorating the front of our homes, 

but this year how about looking out back 

Festive gardening 

fun ideas to share 

with parents 

too? By creating a winter wonderland, 

it sets up a space where incredible 

memories can be made. 

Once you have a garden ready for 

magic, we are ready to kick off our 

festive gardening extravaganza with 

some hands-on DIY Christmas planters. 

Gather pots, soil, and a variety of winterloving 

plants like holly, ivy, or miniature 

evergreens. Involve the children in the 

process of arranging these plants in the 

pots. It’s a fantastic sensory activity that 

stimulates their creativity and connects 

them with nature. I often get my daughter 

to paint or decorate the pots first, then 

together we explore our outdoor space 

to gather the materials needed. We also 

head to the garden centre to see what we 

can find, which makes for a great day out 

together. As you plant, share some facts 

about the chosen plants, their resilience in 

winter, and what they bring to the garden. 

These little moments of learning and 

exploration lay the foundation for creating 

memories together and bring a closer 

connection to nature for you all. 

To bring some education into the garden, 

let’s talk about mulching. It may not 

sound like the most glamorous gardening 

activity, but trust me, it’s a game-changer, 

especially during winter. Get the children 

geared up with their mini gardening tools, 

and let’s take the first step to the magic of 

mulching. Mulch is like a protective layer 

that we put around plants in the garden. It 

can be made of different things like wood 

chips, straw, or even leaves. 

When we spread this cosy mulch around 

plants, it helps them in a few amazing 

ways! Explain the importance of mulch 

in protecting plants from the winter chill. 

As you work together to spread that cosy 

blanket of mulch around the plants, you 

are teaching the importance of caring for 

plants even in the colder months. 

Now, let’s add a dash of excitement with a 

festive scavenger hunt. 

Create a list of Christmas-themed items 

hidden around the garden, such as 

candy canes, mini baubles, or even tiny, 

wrapped presents. Equip the children with 

a little basket and watch their eyes light 

up as they discover each hidden treasure. 

This activity not only brings a sense of 

adventure to the garden but also helps 

develop essential skills like observation 

and problem-solving. I love this idea as it’s 

an excellent way to reinforce the idea that 

the garden is a magical place, brimming 

with surprises, no matter the season. 

Christmas is a time of giving, and what 

better way to instil this value than by 

hosting a bird feeding party in the back 

garden? Craft simple bird feeders using 

pinecones, lard, and bird seed. Let your 

toddler take charge of spreading the lard 

and rolling the pinecones in the seeds. 

It’s a messy make, but a really fun one 

to create in the warm. You can pop this 

in the fridge overnight and then hang 

these festive bird feeders in strategic spots 

around the garden, creating a feast for our 

feathered friends. Place them somewhere 

in the garden that toddlers can see from 

the warmth of the home and then sit back 

and watch the party happen. 

As it gets dark and the garden transforms 

into a glittering wonderland with fairy 

lights, gather your cosy blankets and 

snuggle up for a storytime under the stars. 

Choose a garden-themed or Christmas 

storybook and let the magic of storytelling 

unfold amidst the enchanting outdoor 

setting. We are lucky enough to have a 

trampoline that we do this on when it’s dry 

outside. With the stars above us, it makes 

for an incredible experience, although with 

the cold temperatures, not a long one. 

This simple yet profound activity reinforces 

the idea that the garden isn’t just a place 

for physical activities but also a haven for 

imagination and bonding. 

The Skinny Jean 

Gardener’s top tips 

for winter gardening 

success 

1. Choose winter-hardy plants, look 

for plants that thrive in colder 

temperatures, such as winter pansies, 

heather, or ornamental cabbages. 

These additions ensure your garden 

remains vibrant even in the chilliest 

months 

2. Invest in child-sized tools, make 

gardening accessible and enjoyable 

for your toddler by providing 

them with their own set of pintsized 

gardening tools. This not 

only enhances their sense of 

independence but also makes the 

activities more manageable and 

safer. Look out for tools that look just 

like adult-sized ones, so that toddlers 

feel part of the gardening action, and 

that it’s not just another toy 

3. Celebrate small achievements, 

whether it’s successfully planting 

a bulb or spotting a robin in the 

garden, celebrate these small 

achievements with the children. 

Positive reinforcement teaches and 

encourages continued engagement 

4. Embrace messiness, gardening is 

a hands-on activity, and it’s okay to 

get a little messy. Embrace the dirt 

and the joy it brings to the children’s 

exploration. After all, a dirty hand is a 

happy hand in the garden! 

5. Create a year-round calendar, 

plan seasonal gardening activities 

throughout the year. From spring 

planting to summer harvesting, 

autumn leaf collections, and winter 

preparations, having a year-round 

calendar keeps the excitement alive 

and the garden relevant in every 

season 

In the world of children’s gardening, the 

garden is not just a summer affair; it’s 

a year-round haven of discovery and 

connection. By embracing the magic of 

Christmas and infusing your garden with 

festive spirit, you’re creating a space where 

memories blossom alongside the flowers. 

So, wrap up warm, don your favourite 

festive sweater, and step into the winter 

wonderland that is your garden. With 

a little creativity and a lot of love, you’ll 

discover that the garden is not just 

for summer, it’s a canvas for endless 

possibilities, even in the heart of winter. 

Happy gardening, everyone! 

Want a great Christmas gift to 

continue the gardening journey? 

Me and my daughter have put all 

our ideas into the “How to Get Kids 

Gardening” book. Over the years 

we have created memories by 

making and growing with upcycled 

and recycled ideas. It’s available 

this Christmas for just £10 (RRP £12.99) 

signed and ready for Christmas at 

skinnyjeangardener.co.uk/shop/ 

how-to-get-kids-gardening-book or 

with the QR code below. 

Scan here for 


from Lee: 



Join in the festive fun on 

Christmas Jumper Day 

Are you ready to embrace the holiday 

spirit and bring a touch of festive magic 

into your early years setting? As the days 

grow shorter and the world is illuminated 

by twinkling lights, it’s time to embark 

on a jolly journey with your little ones to 

celebrate Christmas Jumper Day in style! 

This heartwarming tradition is not just 

about wearing cosy and quirky sweaters; 

it’s about creating an enchanting 

experience for children while making a 

positive impact on the world. So, gather 

your elves, dust off those Christmas 

jumpers, and let’s make the season bright! 

The origins of Christmas 

Jumper Day 

Back in 2012, Save the Children had a 

brilliant idea: what if we could make 

the world better, one sweater at a time? 

That’s how Christmas Jumper Day was 

born. It’s not just a day to showcase 

your most outlandish holiday attire; it’s 

a day to draw attention to the millions of 

children worldwide who face poverty and 

hardship. This heartwarming initiative 

uses the slogan “Make the World Better 

with a Sweater,” and over the years, it 

has garnered support from countless 

celebrities and generous souls. Together, 

over £35 million has been raised to help 

children in the UK and across the globe. 

Who can join the festive 

frenzy? 

The beauty of Christmas Jumper Day 

is that anyone can join in the fun! Even 

four-legged friends can get in on the 

action. Last year, around 15,000 schools 

and four million people participated in this 

heartwarming event. So, whether you’re 

an early years educator, a parent, or a pet 

lover (or all three!), you can play a part in 

spreading joy and making a difference. 

Why Save the Children? 

We all know that Christmas is a time 

of joy, togetherness, and celebration. 

However, for many children, this season 

can be anything but magical. It may bring 

feelings of loneliness, fear, and isolation. 

Some families struggle to make ends 

meet, especially when the pressure to 

buy presents adds to their burdens. The 

current cost-of-living crisis has made these 

difficulties even more pronounced. 

This is where Save the Children steps in. 

The money raised on Christmas Jumper 

Day goes toward helping children living in 

poverty. The charity provides emergency 

food, shelter, and education, offering hope 

for a brighter future. It ensures children 

have access to medical services they 

may otherwise go without. In 2022, £5 

million was raised for children, including 

£2 million of match funding from the UK 

government and over 2 million school 

children and 24,000 workplaces took part 

in Christmas Jumper Day last year. 

How to make a difference 

Participating in Christmas Jumper Day is 

as easy as decking the halls with boughs 

of holly. 

Here’s how you can get involved: 

1. Wear a Christmas jumper: 

Christmas Jumper Day is on Thursday 

7 December 2023 - but you can take 

part any day you want! Remember, 

you don’t need to break the bank for 

an expensive one. Get creative and 

upcycle an old sweater into a festive 

masterpiece 

2. Make a donation: While wearing 

your Christmas jumper, consider 

making a donation to Save the 

Children. A suggested contribution 

is £2 for adults and £1 for school 

children, but any amount is 

appreciated 

3. Craft your own Christmas 

jumper: Get the children involved 

in the festivities by creating their 

own Christmas jumpers. There are 

plenty of resources available online, 

including upcycling ideas to turn 

ordinary jumpers into extraordinary 

ones. 

Fun ideas for decorating 

Christmas jumpers 

Boost the holiday cheer by crafting your 

own unique Christmas jumpers. Here are 

some simple ideas to get you started: 

1. Tinsel magic: Add tinsel to the neck 

and cuffs of an old sweater and 

attach tree decorations (ensure they 

are child-safe) 

2. Felt festivities: Cut festive shapes 

like snowflakes, Christmas trees, 

reindeer, and presents from felt and 

pin them onto a jumper 

3. Christmas pudding chic: Turn 

a brown jumper into a Christmas 

pudding by cutting out a jagged white 

collar 

4. Santa’s helper: Transform a red 

sweater into a Santa costume with 

large black buttons, white faux fur 

cuffs, a black belt, and a cushion for 

extra ‘Santa volume’ 

5. Stocking surprise: Sew an old 

Christmas stocking to the front of a 

jumper and add a soft toy inside for 

an authentic touch 

6. Gifted jumper: Tie a large ribbon 

around your waist in a bow and 

create a large label to wear like a 

necklace, turning yourself into a giant 

Christmas present 

Spreading festive joy in 

your early years setting 

Getting everyone in your early years 

setting involved in Christmas Jumper Day 

is a fantastic way to teach children about 

empathy, giving, and the joy of helping 

others. Here are some engaging and 

budget-friendly ideas to infuse the spirit of 

Christmas Jumper Day into your setting: 

1. Design your own jumpers: 

Download or draw a plain jumper 

template and encourage children and 

staff to design their own Christmasthemed 

jumpers. It’s a creative and 

collaborative activity that’s sure to 

spread joy 

2. Jumper mobiles: Use a scaled-down 

jumper template and coat hangers to 

create a festive mobile. Hang these 

adorable decorations around your 

setting for a touch of holiday magic 

3. Fashion show extravaganza: Host 

a Christmas jumper fashion show or 

competition. Invite parents to join in 

the fun and add music, face paint, fun 

wigs, and commentary to create an 

unforgettable experience 

4. Bake sale bonanza: Organise a 

bake sale in your setting to raise 

money for Save the Children. It’s a 

delicious way to make a difference 

5. Bring and buy sale: Encourage 

families to donate goods for a 

Christmas bring and buy sale. This 

event not only raises funds but also 

promotes a sense of community and 

sharing 

Remember, every little effort counts, 

and together, we can light up the 

lives of children in need. Share your 

festive endeavours and heartwarming 

moments with us at hello@parenta. 

com. Let’s make this Christmas truly 

magical for all, one jumper at a time! 

Scan here for 

more references 

& information: 



Mona Sakr 

Children are at the heart of community 

cohesion. In this article, I explore what 

community cohesion means from the 

child’s perspective and how children’s 

everyday interactions contribute to our 

sense of local connectedness, belonging 

and pride. 

I am lucky enough to lead an amazing 

research team of psychologists, 

sociologists, network analysts and 

historians on a project called Beyond 

School Gates: Children’s Contribution to 

Community Integration, which is funded 

by the Nuffield Foundation and the British 

Academy. Through our research, we 

want to rewrite the narrative around 

community cohesion by helping people 

see just how important children’s everyday 

lives are to the cohesion experienced in 

neighbourhoods, towns and cities. Our 

founding belief is that children’s day-today 

interactions and friendships are a 

launchpad for adults to connect across 

diversity. 

Fostering community 

cohesion through a 

child’s perspective 

What is community 

cohesion? 

Community cohesion revolves around 

connection. For communities to be 

cohesive, individuals need to feel that they 

can connect with others and that these 

connections happen across diversity. 

Community cohesion is strong when 

people feel able to comfortably interact 

with others who have a different ethnicity, 

language or religion to them. 

As researchers, we can measure 

community cohesion by plotting the 

connections that people make on a dayto-day 

basis. For example, we could ask 

you to reflect on the day you’ve had so 

far and to plot the social connections you 

have had up until this point and who these 

connections have been with.

How furry friends 

transform early years 

Britain, renowned for its love of animals, 

showers nearly £10 million a year on 

our beloved pets, a testament to our 

nation’s deep affinity for furry (and not 

furry!) companions. A staggering 57% of 

households in the UK welcome creatures 

as pets into their homes, adding up to a 

whopping 38 million pets nationwide. The 

joy and happiness they bring resonate in 

the hearts of children and families across 

the country. 

The wonders of having pets extend far 

beyond companionship, with numerous 

documented benefits. Imagine the 

possibilities for the children in your care 

as you advocate for the magic of pet 

ownership. Whether you encourage your 

little ones’ families and friends to embrace 

the joy of pets or contemplate bringing 

some into your setting, you’re not just 

fostering relationships with animals – 

you’re unlocking a world of transformation 

for the early years. 

The benefits 

Some of the benefits for children include: 

Immune systems and educational 

attendance 

Studies suggest that children who keep 

pets at home have stronger immune 

systems and show higher attendance 

rates at school. In some studies, children 

who have pets at home were less likely to 

develop allergies and asthma. 

Comfort and support 

Pets can give physical and emotional 

support when we are feeling at our lowest 

– many people believe they intrinsically 

know when we are going through a 

bad time and can recognise this. They 

can help children develop empathy 

and understanding about non-verbal 

communication, and children can learn to 

self-regulate their own emotions by caring 

for pets. 

Loyalty and friendship 

Pets can make the most loyal friends; they 

never judge you and will listen to your 

problems for hours on end. 

Reduced anxiety and improved 

mental health 

Pet ownership has been shown to reduce 

anxiety and depression in children, reduce 

stress and improve symptoms of PTSD. 

Some charities use animals such as horses 

and dogs as therapy to help improve 

mental health in children. 

Life lessons 

Pets can help teach people about the life 

cycle and how to care for other sentient 

beings. They can also be the first occasion 

that children experience loss and grief but 

if this is the case, children will need careful 

support to guide them through the loss of 

a beloved pet. 

Links to natural science 

Animals can help teach about the natural 

world, different environments, and 

habitats, and be an introduction to the 

natural sciences. 

Teaching children how to nurture 

Learning how to care for a pet helps 

children understand responsibility, the 

needs of others, and the role we all have 

in creating a compassionate world where 

everyone can thrive. 

Self-discipline and the value of 

routine 

Looking after a pet can also help children 

learn about self-discipline because they 

may have to feed the pet or clean its cage 

at various times. This will depend on the 

age of the children involved as adults will 

need to teach and oversee the processes 

to ensure the safety of the pets and the 

children. 

Cognitive development 

Research from Proresky et al made 

an association between the bond that 

children have with their pets and improved 

cognitive development. It has also been 

suggested that owning a pet can help 

facilitate language acquisition and 

enhance children’s verbal skills. 

How to introduce pets 

into your setting 

If you want to introduce a pet or pets 

into your setting, then it must be done 

properly because it is not without risk. 

However, with careful planning, governor/ 

staff and parent buy-in, and robust risk 

assessments, the benefits will far outweigh 

any potential disadvantages. 

Some of the things that you might need to 

consider include:

Frances Turnbull 

A Finnish study, (Lehikoinen, 2023) 

considered 6 different ways to explore 

early years creative activity for 1- and 

2-year-olds. The focus was on successful 

engagement as this age is known to be 

tricky, with limited ideas for under 3s in the 

arts. To achieve this, 6 early years activities 

were devised, specifically for this age 

group: 

❄ Dance-painting – paint feet, move to 

song 

❄ Magic dough – create playdough 

objects from songs 

❄ Digital drawing – taking pictures or 

creating pictures using technology 

❄ Musical drawing – drawing or 

painting while listening to music 

❄ Balloon painting – painting using 

balloons, and paint-filled balloons 

❄ Snow painting – painting using snow! 

This month, we are focusing on snow 

painting. 

Snow painting is literally that – painting 

on snow! It looks great and is easy to do 

“Snow 

is falling” 

Snow painting 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. 

– and if it’s too cold to stay outside for too 

long, bring it in on trays or tubs, and keep 

going! 

For this early years painting idea, it is 

useful to use: 

❄ Liquid watercolours in pots/tubs – 

diluted in cold water (so that the ice 

doesn’t melt) 

❄ Small containers/trays (bring snow 

inside if children get cold) 

❄ Different size paintbrushes 

❄ Pipettes/droppers 

Make sure the colours are bright enough, 

and be aware that colours will run into 

each other as the snow melts. Then drip 

colour or paint it onto the snow and watch 

a picture appear! Bonus tip: make snow 

creatures to add to your snow picture! 

It is this simple and needs no further 

explanation, so as a painting activity for 

children, it is perfect for this age group! 

Weather can be so magical, and the songs 

this month celebrate it. This is also a great 

creative way to develop awareness of how 

the weather changes through the seasons. 

Frosty weather 

Frosty weather 

Snowy weather 

When the wind blows we 

All stick together 

This song can be used as a circle dance 

or a free movement song, depending on 

the confidence of the children in the group. 

1) As a circle song, children hold hands, 

walking around in a circle as they sing the 

first three lines, “Frosty weather, snowy 

weather when the wind blows, we ...” As 

they start the next line, children run to the 

middle of the circle to “stick together”. 

As a free dance, use words to create the 

imagery of soft, gentle leaves, blowing 

where the wind takes them, as children 

move freely to the first three lines of the 

song. In both situations, the last line 

could become chaotic, so it will help to 

emphasise beforehand that leaves blow 

together gently, they don’t bump and bash 

each other, but gently touch and move 

away. 

Rain Rain 

Rain, rain go away 

Come again another day 

Rain, rain go away 

All the children want to play 

This is a lovely song for a few reasons. 

Songs that involve chanting to rhythm are 

wonderful ways to get new or unfamiliar 

groups working and singing together. This 

song only uses two notes, so it is a great 

way to get children to hear the difference 

between high and low notes – this is a 

lovely way to develop their ability to sing in 

tune. Finally, once children can hear and 

copy the high and low notes accurately, 

they will be able to play the tune on 

simple tuned percussion instruments – 

xylophones or glockenspiels, chime bars, 

and even ukuleles (the two middle strings). 

Twinkle Twinkle 

Twinkle twinkle 

Christmas Star 

How I wonder 

What you are 

Up above the 

World so high 

Like a diamond 

In the sky 

Twinkle twinkle 

Christmas Star 

How I wonder 

What you are 

Singing along to this Christmas variation of 

“Twinkle Twinkle” is a magical way to get 

children exploring the paint and ice/snow 

while keeping them focussed on different 

ways to think of stars: multiple pinpricks in 

the sky, bright guiding lights, ornate and 

fancy shapes, or a burning streak of light 

shooting across the sky! Creating a few 

different examples for children to imitate 

often leads to some children creating their 

fanciful ideas of stars, while it gives other 

children a starting point to copy and begin 

to develop their imagination. 

Snow is falling 

Snow is falling 

All around me 

Children playing 

Having fun 

It’s the season 

Of love and understanding 

Merry Christmas 

Everyone! 

The first verse of this popular Christmas 

song is perfect for this time of year, 

celebrating snowfall! Dance around and 

sing if you are lucky enough to be together 

in snowfall or use indoor ways to explore 

playing in the snow. If you are “being” 

snowflakes, it is helpful to remind children 

that snowflakes never crash into each 

other, never knock each other, but gently 

blow up into each other and away. Play 

scarves are fantastic reusable items that 

can gently float if you’re indoors. 

Alternatively, a box of white tissues or 

sheets of kitchen roll could be used, giving 

children the opportunity to develop their 

hand-eye coordination as well as fine 

motor control. This is as they practise 

keeping tissues uncreased and level 

so that they can gently float to the floor. 

Clean-up tip: once the floor is covered with 

white tissue, announce a “snowball fight”, 

gathering up tissue to throw, first gently at 

each other – and then in the bin! 

Snow is such a magical experience 

for children, turning the world into a 

completely different environment. Not only 

the appearance but the sounds and the 

smells, change everything, making the 

whole world different when it snows. Enjoy 

this musical exploration! 

Scan here for 


from Frances: 



December, in the Western world, has long 

been synonymous with the enchanting 

spirit of Christmas. Yet, amidst the 

shimmering lights and festive carols, this 

month also hosts a tapestry of diverse 

religious celebrations, each weaving its 

own unique tale of faith and festivity. 

Saint Nicholas Day (6th) 

Beyond Christmas: 

exploring December’s 

multicultural festivals 

This day remembers the birth of Saint 

Nicholas, the inspiration behind the 

concept of Santa Claus or, as we know him 

in the UK, Father Christmas. Saint Nicholas 

is believed to have secretly given gifts to 

the poor and children in some European 

countries leave a shoe outside their 

bedrooms on the eve of St Nicholas Day. 

Legend has it, that if they have been good, 

Saint Nicholas will leave them a treat, and 

if not, they can look forward to receiving a 

lump of coal or a stick! 

and celebrations 

You can celebrate Saint Nicholas Day in 

your setting by getting the children to 

put out a shoe or sock on the night of 

December 5th and have them come in on 

the 6th to find a treat… hopefully! 

Bodhi Day (8th) 

This is the day that is observed in 

many Buddhist communities across the 

world marking the day that Siddhartha 

Gautama, a wandering religious teacher, 

and the founder of Buddhism, (the 

Buddha), finally attained enlightenment 

and the state of nirvana. He described 

reaching this state in three stages: 

the realisation of his past lives; the 

knowledge of the laws of karma; and the 

understanding of the laws of, and true 

nature of the universe. The day is also 

celebrated as Rōhatsu in Japan, and Laba 

in China. 

Why not celebrate Bodhi Day in your 

setting by having a meditation/relaxation 

session, listening to some calming music 

and asking the children to notice how their 

body feels in the moment? They could 

also draw pictures about what makes 

them happy to represent the states of bliss 

obtained in nirvana. 

Our Lady of Guadalupe Feast 

Day (12th) 

The 12th of December is the Feast Day of 

Mary, the mother of Jesus, and the Patron 

Saint of Mexico. According to tradition, 

in 1534, Mary appeared several times 

to a Mexican peasant called Juan Diego 

and once to his uncle, Juan Bernardino. 

Mary asked them to build a chapel on 

the site where she appeared. Juan told 

the archbishop of Mexico City who was 

initially sceptical, but when a miraculous 

image of Mary appeared on Juan’s cloak, 

the archbishop agreed, and a chapel was 

erected, now known as the Basilica of 

Our Lady of Guadalupe, the most visited 

Catholic shrine in the world. 

You could celebrate this day with an 

art project to either draw the Lady of 

Guadalupe (you can find images online) 

or you could do a craft making red 

roses, which were also said to appear 

miraculously. 

Hanukkah (7th - 15th) 

Hanukkah is an eight-day Jewish holiday, 

the Jewish Festival of Lights. Many Jewish 

households celebrate by lighting a special 

candlestick (a menorah). Traditionally, this 

represents how a small group of Jewish 

people were able to survive in a temple 

during a siege after their dwindling supply 

of lamp oil lasted 8 days instead of just 

one. After this time, the group emerged 

from hiding victorious in their war with a 

powerful Greek/Syrian army. 

People celebrate by lighting one candle a 

day and you could mark Hanukkah in your 

setting by creating a battery-operated tea 

light display in one corner of your room to 

mark this time. 

Yule (21st) 

Yule is also known as Midwinter’s Day and 

has the shortest amount of daylight and 

the longest period of darkness. Wiccan 

and Pagan people have celebrated 

this time for centuries, with feasts and 

celebrations to mark the time of the year 

when the days begin to grow longer 

again. One tradition is to burn the Yule log 

to remind people that the sun will return. 

Yule is one of the oldest winter festivals 

and is commonly celebrated by Germanic 

and Scandinavian people wherever they 

are in the world. 

In your setting, you could collect sticks, 

leaves, pinecones, and other natural 

elements to make a display showing our 

connection to the natural world. You could 

also make a sun/ moon/stars mobile and 

hang them around the setting to remind 

you of the cyclical nature of day and night, 

as well as the seasons. 

Christmas Eve, Christmas Day 

and Boxing Day (24th - 26th) 

In the Christian tradition, Christmas Eve 

marks the night on which Jesus was born 

in Bethlehem to Mary and Joseph. The 

Christmas story tells of how the Romans 

ordered all the Jews to return to their 

home village for a census. Joseph and his 

heavily pregnant wife, Mary, journeyed 

to Bethlehem where they could find no 

place to stay since the city was full of other 

travellers. 

An innkeeper took pity on them and 

offered them his stable for the night. 

Mary gave birth to Jesus during the 

night and tradition tells of multitudes 

of angels appearing to shepherds in 

nearby fields, proclaiming the birth of the 

son of God. Christians around the world 

celebrate this time with feasts and by 

exchanging presents. Some cultures such 

as Germany, Scandinavian countries and 

Spain celebrate Christmas Eve more than 

Christmas Day, gathering to sing carols 

and dance around a Christmas tree. 

Boxing Day is a British tradition sometimes 

attributed to Queen Victoria and the British 

gentry who gave their servants a rare day 

off after the toils of Christmas Day. Others 

believe that the term derives from early 

churches opening their charity boxes to 

distribute to the poor on the day after 

Christmas. 

You can celebrate the run-up to Christmas 

by creating Christmas cards, baking 

Christmas cookies, offering a ‘secret Santa’ 

or making Christmas decorations and 

putting up a Christmas tree. 

Zarathosht Diso (26th/27th) 

Zoroastrianism is one of the world’s oldest 

monotheistic religions and was founded 

by the Prophet Zoroaster in Iran more 

than 3,000 years ago. Zarathosht Diso 

falls around the 26th or 27th of December 

depending on the Iranian calendar and is 

when Zoroastrians mark the death of their 

prophet, Zarathustra. The day is marked 

across the global Zoroastrian community 

by reflecting on the prophet’s life, praying 

at the temple, or studying religious texts. 

You could celebrate this day by talking 

about the different beliefs that people have 

and showing the children a map of the 

world, explaining that different countries 

have different beliefs. You could make a 

display showing the origins of some of 

the world’s religions, marking Iran as the 

origin of Zoroastrianism. 

Scan here for 

more references 

& information: 

34 November 2023 | parenta.com 


EYFS activities: 

Bubble wrap painting – a sensory sensation! 

Expressive Arts & 

Design 

Expressive Arts and Design activities are a crucial aspect of the EYFS curriculum and encompass a range of creative 

and imaginative experiences, including art, music, dance, and drama. These activities contribute to the holistic 

development of children, nurturing their physical, emotional, social, and cognitive aspects, including: 

• Creativity and Imagination 

• Communication and Language Skills 

• Cultural Awareness 

• Fine and Gross Motor Skills 

• Self-Confidence and Self-Esteem 

• Problem-Solving Skills 

• Preparation for Later Learning 

You will need: 

• Plastic sandwich bag – one that has been 

used and washed 

• Bubble wrap 

• Paint 

Preparation: 

• Cut a small square of bubble wrap and 

slide it into the sandwich bag, laying it flat 

Adding the Paint: 

• Add a squirt of paint onto the bubble wrap 

inside the sealed bag 

Exploration: 

• Let the children push and squeeze the bag, 

causing the bubbles to pop and the paint to 

splatter 

Sensory Experience: 

• Enjoy the sensory experience of exploring 

the texture of the bubble wrap and the 

colours mixing 

More on this activity and others can be found 

here: theottoolbox.com/mess-free-bubblewrap-painting 

Shaving foam marbling - great for messy play! 


• Shaving foam 

• Liquid food colouring 

• Watercolour paper 

• Tray 

• Ruler 

• Stick or pencil 

Getting ready: 

• Cover the tray in shaving foam, ensuring 

there are no gaps 

• Add drops of different food colouring over 

the shaving foam in a random pattern 

Creating patterns: 

• Use a stick or pencil to swirl the food 

colouring around in the shaving foam, 

creating patterns and effects 

Paper placement: 

• Place a piece of watercolour paper on top 

of the colourful shaving foam and press 

lightly to cover it 

Reveal the Image! 

• Gently peel the paper off the shaving foam 

and place it to the side 

• Scrape off the shaving foam using a ruler to 

reveal the transferred image 

Drying: 

• Allow the artwork to dry 


here: rainydaymum.co.uk/shaving-foammarbling-fun-art-activity-for-toddlers-andpreschoolers/ 

Magic paper towels – a favourite with the children! 


• A dye 

• Markers (permanent and washable) 

• White paper towels/kitchen roll 

• Water in a small tray 

• Child-friendly scissors 

Preparing the paper towels: 

• Take a square of paper towel and fold it 

in half 

• Cut the paper towel to have a small square 

with another small square behind it 

Designing pictures: 

• Use a marker pen to draw an image on the 

top layer of the folded paper towel 

Colouring and bleeding: 

• Lift the top layer to reveal the outline on the 

layer below 

• Colour in the outline or add more details 

using washable markers that bleed in water 

Magic reveal! 

• Place the paper towel into the water and 

watch as the colours from the bottom layer 

appear through the top layer, creating a 

magical effect 


here: messylittlemonster.com/2020/04/magicpaper-towel-art-science.html 


Gina Bale 

Embark on a captivating journey into the 

historical origins of fairy and folk Tales, 

discovering their timeless influence on 

storytelling and sparking early years 

imagination. From the inception of the UK’s 

first printed fairy tale, “Tom Thumb”, to the 

ancient “The Smith and the Devil” these 

tales have left an indelible mark across 

diverse cultures. Are you ready to explore 

the educational significance of these 

enchanting narratives and understand 

their pivotal role as powerful tools for 

fostering creativity and imagination in 

children? Dive into the magic now! 

Fairy tale vs folk tale 

The term ‘fairy tale’ grew out of ‘folk 

tales’ which were an oral tradition across 

all cultures. Folk tales are filled with 

characters that are generally animals that 

can talk and have human characteristics. 

The tales are rooted in human scenarios, 

Embrace 

storytelling 

Enchantment of mythical 

beings & magical kingdoms 

not magic, to relay a moral and are not 

credited to an author. 

Fairy tales are written folk tales that include 

mythical creatures and magical kingdoms. 

Fairy tales unlike folk tales are rooted in 

magic and accredited to an author. 

There is so much evidence now that some 

fairy tales accredited to authors such as 

Johnson, Perrault and the Brothers Grimm 

go further back than classical mythology 

and have been told before English, French 

and Italian languages even existed. 

The earliest surviving printed fairy tale 

in the UK “Tom Thumb” was published 

by Richard Johnson in London in 1621. 

This makes it, according to Nottingham 

University, the first printed fairy tale native 

to the UK. 

History of our fairy and 

folk tales 

Research by anthropologist Dr Jamshid 

Tehrani and the New University of Lisbon 

social scientist, Sara Graça da Silva, 

has determined that “The Smith and the 

Devil” is the world’s oldest fairy tale. They 

believe that this tale spread throughout 

the Indo-European-speaking world from 

India to Scandinavia. They believe it was 

possibly first told 6,000 years ago during 

the Bronze Age. 

“Jack and the Beanstalk” also evolved from 

a group of stories and can be traced back 

to when the Eastern and Western Indo- 

European languages split, making this a 

tale from over 5,000 years ago. “Beauty 

and the Beast” and “Rumpelstiltskin” are 

thought to be about 4,000 years old. 

Dr Tehrani in his research also found that 

the tale “The Wolf and the Kids” originated 

in the 1st Century AD and “Little Red Riding 

Hood” appeared 1,000 years later. The 

best-known version of “Little Red Riding 

Hood” was published by the Brothers 

Grimm 200 years ago, based on the 17thcentury 

story by Perrault. This story has 

two endings and fortunately, the version 

with the huntsman saving Red Riding 

Hood is the most popular. There are times 

when a happy ending is needed. 

“Little Red Riding Hood” teaches children 

not to trust strangers (even elderly wolves), 

give out personal information, learn that 

appearances can be deceiving (someone 

or something is not what it appears to be), 

and of course, care for the elderly. There is 

a subtle message in the fairy tale as well 

for parents - don’t let your child go into the 

deep dark woods as you never know who 

or what could be lurking! 

A variant of this “The Wolf and the Kids” 

is a story about a wolf impersonating a 

nanny goat and eating her kids, and is 

also popular in Europe, the Middle East, 

Africa, and Asia. When Perrault was 

writing about “Little Red Riding Hood” 

the Chinese poet Huang Zhing (1644- 

1912) was writing another variant “Tiger 

Grandmother” which is popular in China, 

Korea and Japan. 

The benefits of fairy 

and folk tales 

All these stories and beliefs help to lay 

the foundations for creative thinking and 

problem-solving. The stories show them 

the differences between good and evil, 

right and wrong, punishment and reward, 

moral and immoral, male and female, and 

birth and death. Folk tales and fairy Tales 

are valuable for cross-cultural comparison 

and human behaviour. 

Our use of mythical and indigenous 

fairy and folk Tales can be a powerful 

tool that enables children to explore 

the world around them. The belief in 

mythical creatures and magical worlds 

provides children with so much exciting 

and engaging context for imaginative 

play, ranging from small world play to 

adventures in Forest School. 

These tales spark a curiosity that can offer 

strong moral lessons through the mistakes 

of the characters they are introduced 

to including modelling behaviour. For 

example, a ‘wicked witch’ probably doesn’t 

have many friends but the character that 

is kind and thinks of others has many. This 

helps to provide children with a context to 

evaluate their own and other’s behaviour 

and decision-making and facilitate 

emotional and social development. When 

children immerse themselves in a magical 

world, they take on different roles and 

experiment with emotions. This helps them 

to understand their feelings and those of 

others better. 

When children are encouraged to imagine, 

they engage in processes that involve 

memory, problem-solving and abstract 

thinking. Their belief in mythical beings, 

and magical worlds opens a world of 

possibilities. This encourages them to 

ask questions, explore and create their 

narratives, which in turn helps to develop 

critical thinking skills and intellectual 

curiosity. 

The use of these tales creates a languagerich 

environment, enhancing their 

vocabulary and communication skills. 

Storytelling, no matter the genre, is a vital 

part of language development but fairy 

tales allow children to enter a magical 

world of possibilities that help them to 

express themselves and communicate 

with their peers and adults. 

Belief in fairies, mythical creatures, and 

magical kingdoms can instil a sense of 

wonder and curiosity in children. When 

they believe in their existence, they see the 

beauty and mystery of the world around 

them. This sense of wonder and curiosity 

will extend into other areas of learning 

and can help them think outside the box, 

developing their skills for innovation - 

a vital skill set for all our children in the 21st 

century. 

As educators in early childhood settings, 

it is so important that you nurture creative 

thinking and imagination. Let fairy and 

folk tales be part of your creative toolkit 

and remember they don’t all have Happy 

Endings! 

Just think of all the fun the children can 

have by creating a magical small world. 

Making gooey messy magical potions 

together or ‘chilling out’ by forest bathing 

with mythical fantastical creatures and 

fairies? 

In conclusion, imagination and the belief in 

mythical creatures and magical kingdoms 

are invaluable tools in early years teaching 

and they have been part of our culture and 

oral history since the Bronze Age. Their use 

in education provides a way for children to 

express themselves within the confines of 

the story and resolve conflicting emotions. 

What is your favourite fairy or folk tale and 

how do you incorporate the story when 

parenting or teaching? Do let me know. 

References: 

✨ “The phylogeny of Little Red Riding” 

Hood, Tehrani, J., PLOS ONE, 

November 2013, Volume 8 Issue 11. 

✨ ancientpages.com/2017/08/30/ 

worlds-oldest-fairy-tale-smith-devilsurvived-several-millennia/ 

✨ nbcnews.com/sciencemain/suchdeep-roots-you-have-how-little-redriding-hoods-2d11591047 

✨ debeysklenar.wordpress.com/tag/ 

the-tiger-grandma/ 

Scan here for 


from Gina: 



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December 2023 Parenta Early Years Magazine

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