August 2024 Parenta Early Years Magazine

Issue 117
AUGUST 2024
Discussing
Separation Anxiety
Tech tools for
young learners
Helping children to
self-regulate
+ lots more
EYFS activities
inside!
This month…
Literacy
Fun and affordable
Summer Holiday activities
Starting the new academic year: 12 Top Tips for Parents
Addressing Cash Flow Issues in your Early Years Setting

30
12
24
Hello
Welcome to our family
Welcome to the August edition of Parenta magazine!
In August, our focus turns to the holidays …and beyond! We have selected our top fun and affordable summer activities (for
both rain and shine!), and we take a sensitive look at the effects of separation anxiety and how to support children if they
spend longer periods than usual with parents or grandparents during the summer break. Looking ahead, don’t miss Paloma
Forde’s must-read parents’ guide to starting the new academic year. Our sector experts, as always, have given us so much to
read. This month, guest authors include Dr Sarah Moseley who explores enhancing digital literacy with the use of technology,
music expert Frances Turnbull, who looks at supporting socio-emotional development, Gina Bale jumps into Fundamental
Movement Skills, and Priya Kanabar explores self-regulation and soothing.
We have a short webinar break during August, but please rejoin us on Tuesday 17th September, for “Safeguarding in the
Early Years” led by safeguarding expert Yvonne Sinclair. Yvonne will delve into the latest changes to safeguarding guidance
and the “Keeping Children Safe in Education” (KCSIE) document. This session is designed to keep you and your staff informed
and compliant with current safeguarding standards and will include essential strategies for creating a safe and supportive
environment for children.
Don’t forget to register at www.parenta.com/webinars - you will earn a CPD certificate if you attend! Make sure 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
16
Regulars
8 Write for us
36 EYFS Activities: Literacy
News
4 What do our customers say this month?
6 Cash flow issues in your early years setting
10 Childcare news and views
Advice
26
14 Discussing separation anxiety
20 Fun and affordable Summer activities
24 How staff well-being can help your business succeed
28 The importance of routines
30 Strategies for teaching social skills to children and adults
34 Resisting the effects of influencers
Industry Experts
38
12 Helping children to self-regulate
16 Tech tools for young learners -Enhancing digital skills
and inclusivity: part 1
22 Starting the new academic year - 12 top tips for
parents of young children
26 Musical medicine: Supporting socio-personal
development through musical relationships
32 Embracing change
38 Can’t play: The importance of fundamental
movement skills in the early years
2 August 2024 | parenta.com
parenta.com | August 2024 3

What do our
customers say
in July?
Lilly-May G-D 25/06/24
“I would like to say how wonderful and
easy to talk to my tutor it has been. We
have had two sessions together and I'm
already so happy that I have a kind tutor to
help me get through my early years course.
Both sessions she took her time with me
and helped me find my way around Onefile.
She was very open to me asking her
questions or if I needed her to explain the
same thing again, she was very patient with
me. Thank you!”
Melanie C 12/07/24
“Parenta were highly
professional and extremely
helpful when designing our
website, for Parkway
Preschool. We are delighted
with the final result!!”
Mariam D 16/07/24
“I had a great learning experience
with Parenta. The tutors were
incredibly helpful and supportive.
They were always available to
assist me with my questions and
provide help whenever I needed it.
I highly recommend other
students to choose Parenta for
their learning journey.”
Beccy B 16/07/24
“My tutor has been working with us
and our apprentices for years now.
She provides excellent service, and is
a good tutor who we know works hard
to help ensure all our apprentices
learn, develop their knowledge and
understanding of the sector, and
grow in confidence every day.”
Catherine H 09/07/24 Congratulations to
our Parenta Learners!
“Prompt to action
my problem and it
was resolved
quickly, excellent
communication.
Thank you!”
Tosan U 17/06/24
“I’m so thankful for the support
that I received from my tutor.
There were so many times where I
wanted to give up, and she was
always there to help with
whatever Maths topics I had
difficulties with. I could always
see the improvements after
having 1:1's with her.”
Anne O 02/07/24
“Excellent customer support,
professional and efficient in
dealing with my issues.”

Cash flow issues
in your early
years setting
Dr Allan Presland
“Revenue is vanity, profit is sanity. But cash
is king.”
The origin of this famous business quote
remains disputed, but its relevance has
never been greater, especially in running a
childcare business.
All businesses face a common challenge:
revenue rarely follows the same pattern
as costs. This discrepancy becomes
particularly pronounced at month-end
when payroll pressures often mount.
Ensuring that sufficient cash is available
during these times can often be a
significant challenge.
In childcare businesses, this issue is
magnified by the need to maintain high
standards of care and education, which
can lead to fluctuating expenses. Effective
cash flow management is crucial to be
able to navigate these financial pressures
and ensure the smooth operation of the
business.
Of course, a significant portion of your
income comes from your local authority
in the form of funding. However, you
now have the opportunity to charge a
“sustainability” fee to ensure the long-term
viability of your childcare services. It’s vitally
important that you invoice for these fees
regularly and, just as crucially, that the
revenue generated from them is collected
promptly.
It’s a controversial topic, but many
profitable settings charge for these extras
and the official government guidance is
clear:
“Government funding is intended to deliver
15 or 30 hours a week of free, high-quality,
flexible childcare. It is not intended to cover
the costs of meals, other consumables,
additional hours or additional services.”
“Local authorities should:
Ensure that providers are aware that they
can charge for meals and snacks as part
of a free entitlement place and that they
can also charge for consumables, such
as nappies or sun cream, and for services
such as trips and specialist tuition. Local
authorities should ensure that providers
are mindful of the impact of additional
charges on parents, especially the most
disadvantaged. Providers, who choose to
offer the free entitlements, are responsible
for setting their own policy on providing
parents with options for alternatives to
additional charges, including allowing
parents to supply their own meals or
nappies or waiving or reducing the cost of
meals and snacks.”
“Ensure that providers and parents are
aware that the Early Years Pupil Premium
(EYPP) provides additional funding to
providers to support eligible children
in early years settings and that the
Disability Access Funding (DAF) supports
eligible, disabled children’s access to
the entitlements. Subject to parliament
passing the relevant regulations, eligibility
for EYPP and for DAF will be extended to
all children accessing the free entitlements
from April 2024.”
With my other hat on, I am involved with
acquiring SME companies and reviewing
the accounts of many businesses. Almost
without exception, I am always amazed
at how much money is tied up in their
accounts receivable (debtors) ledgers. This
is money owed to them by their customers.
My first question is always the same: “Why
is your money sitting in your customer’s
bank account instead of yours?”
If you find yourself short of cash at the end
of the month, the first place to look is your
aged receivables report, sometimes called
an aged balance or aged debtor report,
from your nursery management software.
This report highlights who hasn’t paid,
allowing you to address the issue with
those parents.
The next step though is the most
important, and the one that is so
frequently missed by setting owners. You
need to ensure that these balances don’t
re-occur and you do that by making sure
that automatic payments are configured
within your nursery management
software, ideally using Direct Debit.
Our Parenta Pay service, which is included
in our Abacus Nursery Management
Software, provides both a Direct Debit
and a credit card fee collection system
providing an easy solution. Some of the
other nursery management software
companies provide something similar.
We’re currently offering a new laptop and
tablets for all new software customers
(conditions apply) so if you need new IT
equipment and want to ensure that “cash
is king” in your business, call us on 0800
002 9242 quoting this magazine, or use
the following link: www.parenta.com/allin-one-software-solution/
Dear Setting Owner/Manager,
Can you really afford to miss out on this amazing offer? Seize this opportunity now and claim
your voucher TODAY for a personal consultation with me. With over 20 years of experience in
the early years sector, I have helped thousands of customers transform their businesses. I look
forward to meeting you and helping you achieve your goals! But hurry, we only have a limited
number of spaces this month.
Richelle Sparks - Early Years Business Expert
PS: We’re celebrating 25 years of business and we’re committed
to helping you achieve this milestone too!
6 August 2024 | parenta.com

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/
Normally: £1100.00
Congratulations
to our guest author competition winner, Joanna Grace!
Transform your business with rapid reporting and speedy invoicing -
without breaking the bank, or breaking a sweat!
3 easy ways to claim:
Congratulations to Joanna Grace, our guest
author of the month! Her article, “Silence speaks:
enhancing language in learning environments”
discusses how to create the right language-rich
environments to support children’s development.
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:
Don’t wait too long, demos are disappearing FAST!
Need convincing? This is what our software customers say about us:
www.parenta.com/parentablog/guest-authors
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resolved quickly, excellent communication.
Thank you!”
“Excellent customer support,
professional and efficient in dealing
with my issues.”
“Thank you so much for making the
amendment so quickly.
Great customer service!”
Catherine H. - 09/07/2024 Anne O. - 02/07/2024
Katie D. - 02/07/2024
8 August 2024 | parenta.com

Childcare news
and views
Stephen Morgan appointed as
minister with responsibility for
early years
Stephen Morgan, the Labour MP for
Portsmouth South, has been appointed
as the minister with responsibility for
early years. Morgan, who has served
as the MP for Portsmouth South
since 2017 and was the first Labour
representative for that constituency,
has previously held the roles of
Shadow Minister for Education and
Schools and Shadow Minister for
Defence.
During his tenure as Shadow
Minister for Education and Schools,
Morgan was vocal in challenging the
Conservative government on various
early years education and childcare
issues. He raised concerns about the
costs for families, efforts to reduce
provider closures, maintaining or
increasing the availability of early
education places, and ensuring highquality
provision.
Announcing his new role on the social
media platform X, Morgan stated:
“Every child deserves to get the best
start in life. Honoured to be joining
@bphillipsonMP’s Ministerial team
@educationgovuk to deliver better
childcare and early education. I can’t
wait to get started.”
Commenting, Neil Leitch, CEO of
the Early Years Alliance, said: “We
welcome Stephen Morgan as minister
with responsibility for the early years.
“There’s no question that Mr Morgan
begins this role at a particularly
challenging time for the sector, with
providers continuing to face severe
staffing shortages and significant
underfunding in the run-up to the next
phase of the entitlement expansion.”
“As such, we look forward to working
closely with him to ensure that
the views, needs and concerns of
providers are represented at the
highest level, and that our sector finally
gets the respect, recognition and
support it both needs and deserves.”
Purnima Tanuku OBE, Chief Executive
of National Day Nurseries Association
(NDNA) said - “The early education
and care is an inspiring sector,
shaping the future of our youngest
children. Providers and practitioners
work tirelessly to support children in
their development, offering muchneeded
reassurance to parents. We
look forward to working with the new
Minister Stephen Morgan on giving
children the best start in life through
high-quality early education and care.”
“The Minister takes up his role at
a time when the sector is facing
a number of challenges ahead of
expansion. We want to work with him
and the team to offer constructive
solutions to some of the challenges
providers face on the frontline.”
“If we make the first five years count
we know that it improves outcomes for
children, shapes their lifelong learning
and boosts the economy.” Read the full
story here.
Latest Ofsted and annual
Government statistics
The latest Ofsted figures, published on
July 11th, reveal that although childcare
places have slightly increased,
providers have decreased, resulting in
fewer low-income families accessing
two-year-old places. Specifically, the
number of registered places rose by
1,370, which is less than a 1% increase.
In contrast, government data
indicates a record low in the number
of disadvantaged two-year-olds
accessing the 15-hour entitlement.
Key figures from Ofsted (March
2023 to March 2024) include:
A 2% decline in the number of
providers registered with Ofsted,
down by 1,440, mainly due to a
reduction in childminders
The number of registered
childminders decreased by 1,340
(5%) to 26,500, with a slower
decline compared to previous
years
Providers on the Early Years
Register offered 27 million
childcare places, an increase of
1,370 (less than 1%)
97% of childcare providers were
rated Good or Outstanding in their
latest inspection, a 1% increase
from the previous year
Additionally, an analysis by the Early
Years Alliance shows that nearly half
of all local council areas in England
have experienced a drop in available
places.
Neil Leitch, CEO of the Early Years
Alliance, said, “These Ofsted figures
once again paint an extremely
concerning picture of capacity in the
early years sector.”
“Despite a marginal increase in the
number of overall places nationally,
the continued fall in the number of
providers, alongside the fact that
just under half of individual local
authorities have actually seen a
decline in places – shows how urgently
key sector challenges – namely,
staffing and underfunding – need to be
addressed ahead of the next phase of
the expansion.“
“What’s more, given much of this
decline is once again down to falling
childminder numbers, it’s clear
that much more must be done to
encourage childminding professionals,
who are a vital source of quality,
flexible care and education, to join and
remain in the sector.”
The National Day Nurseries
Association highlighted that while
there had been a growth in out-ofschool
providers, there has been a loss
of provision on the Early Years Register.
Purnima Tanuku, chief executive of the
National Day Nurseries Association
(NDNA) said, “It is good news to
see that the proportion of good and
outstanding providers in the sector
is growing. This is a testament to the
amazing work happening day in,
day out across the country in very
challenging circumstances.”
“Once again we are still seeing
providers being lost in the early years
part of the childcare sector. The growth
in the number of school-aged childcare
settings masks the loss of another 161
nurseries and pre-schools in the last
financial year. This cannot continue at
a time when the government is offering
parents more funded places and we
should be seeing expansion.”
The latest annual government
statistics, also released on July 11th,
show a decline in the number of twoyear-olds
from low-income families
accessing the 15-hour entitlement.
Specifically, there has been a 7% drop
since last year, marking the lowest
recorded level. While a declining birth
rate may partly explain this trend, the
low uptake is also due to the freezing
of the income threshold and changes
to the benefits system, which have
reduced eligibility for many low-income
families.
In 2023, 115,900 disadvantaged twoyear-olds
were registered for the 15-
hour entitlement, down from 157,000
in 2015.
Leitch added, “With the sector now
in the midst of an early entitlement
expansion focused on working
families, it is absolutely crucial that
any future early years policies look
to narrow the disadvantage gap
before even more children lose out –
especially given that a recent National
Audit Office report into the expansion
raised concerns that it may only widen
it further.”
Tanuku added, “The figures around
children with SEND reflect the
increasing numbers of children with
growing needs that providers are
telling us about from the frontline,” she
said. “Since 2020 the proportion of
children with SEN has grown from 3.5
per cent of two-year-olds to 5 per cent
and from 6.6% of three- and four-yearolds
to almost 9%. This may only be
the tip of the iceberg as we know that
access to specialist services is delaying
the identification of issues and plans
being put in place.”
Education minister Stephen Morgan
said, “I know from personal experience
just how hard early educators work
– and this government is determined
to make early years our top priority,
reset our engagement with the sector
and set every child on the journey to
improved life chances.”
“It’s encouraging that uptake of
established offers and availability of
places look to be heading in the right
direction, but there is clearly much
more to do to make the plans work for
families across the country.”
“From creating tens of thousands
of new nursery places to investing
in breakfast clubs in every primary
school, over the coming weeks, we will
set out our plan to make sure every
child gets the best start in life.” Read
the full story here.
10 August 2024 | parenta.com
parenta.com | August 2024 11

Priya Kanabar
Helping children to
self-regulate
Children require support and
understanding from childcare practitioners
to manage their behaviour and feelings.
It’s a learning process that happens
gradually, piece by piece. In this article,
let us explore ways in which we can give
children the tools of self-sufficiency, to aid
this process.
We can observe children closely to identify
their preferences; for example, notice how
a child is instantly calmed when they put
their hand on their key worker’s arm. Some
just love the feel of skin and this sensory
experience makes them feel content;
it also creates a bonding experience,
familiarity, and a much more pleasant way
of tiring themselves out than crying.
During the time they are distressed,
they may not be focussed on what
soothes them; so reminding them can
be useful. For younger children, it may
be a case of placing a hand on the
arm as a distraction, which signals our
encouragement. This reassuring and
caring attitude is essential in making
children feel loved by knowing them so
well.
When children act impulsively, consider
how, even as adults, we struggle to hold
back, so it’s understandable that they may
not necessarily consider the ‘right’ thing to
do. Similarly, a child who is in the middle
of a conflict may hit instead of talking
about how they feel or using a pillow to
vent their frustration. This is why we must
provide objects like punch bags so they
can be free to express their frustration and
not bottle it all up until they become more
overwhelmed. They just need reassurance;
someone to understand ‘why’ as opposed
to simply implementing rules, which
disregards their right to feel. We all need to
learn appropriate ways to express intense
feelings and it starts in the early years;
being directed by positive role models
is so important. In this way, children can
develop positive habits.
What would you do if a child keeps calling
their friend, getting louder and louder;
giving them barely a few seconds to
respond in between? They need to learn
patience; they cannot get a response
straight away all the time, and this is a
realistic expectation to carry with them
throughout their lifetime. Until they learn
to distract themselves, leave the situation
and come back when their friend is ready
to answer, there will be this urge to fulfil
their wants as quickly as possible. In
this instance, a practitioner may need
to intervene before a conflict arises.
However, to let both children know it is
perfectly OK not to talk to someone until
you feel ready must be made clear. We
must not pressurise others, instead we
need to be respectful and understand that
everyone does things in their own time.
Nevertheless, jumping in to resolve the
conflicts constantly will result in children
relying on adults to intervene when things
get tough, never really talking to resolve
the matter (assuming that talking would
be their chosen method).
What becomes apparent from working
in the early years sector is that there
are two sides to self-regulation during
a conflict. One child is learning to be
patient, calm, and appropriate, whereas
assertiveness, individual rights and
implementing boundaries are the skills
another must learn. The practitioner’s role
consists of keeping a close eye (noticing
details) and implementing rules; the rest
can be child-led. Impulsive reactions that
happen towards others or during times
of wanting something right now, need
to be managed. The difference between
‘needing’ and ‘wanting’ is a huge learning
curve for toddlers.
Take a child who has severe anxiety but
is distracted very easily by humour; they
have a love of jokes which a practitioner
may have learnt through months of
following their interests. Once they have
had ample opportunity to express their
emotions as they choose to, intervention
may be needed in the form of a lighthearted
conversation, about the
practitioner’s experiences or a joke. As
exaggerated or animated as it may be,
teaching a child how to pull themselves
out of a hole is extremely important here;
particularly to avoid long-term anxiety
that could lead to depression, low selfesteem
and letting a worry take control,
manifesting itself into millions of little
worries.
Considering these points, no matter how
much we choose to help, they must find
their own ways to resolve problems as
they get older. What do they do on their
own accord, whilst playing, if struggling
to get their shoes on or when someone
pushes them? Instead of swooping in to
save them, figure out what they need to
work on and what is working for them.
This is the thinking time children need to
process things without external noise. The
way children react tells us a lot about their
ability to manage their own behaviour.
Once both the key worker and child have
learnt these, repetition is essential with
little help, to eventually none. Some need
quiet time away, a hug, or a laugh…
whatever makes them feel in control of
their emotions. We must encourage self-
regulation; this is a huge part of inclusive
practice. We have all been there when
we tried everything to stop a child from
crying, later realising the one thing that
would have turned the situation around
completely!
There is so much I could say about selfregulation
in the early years but the most
important is to help develop life skills
and to make children feel confident in
expressing their unique personalities with
self-love. With our guidance and direction,
they feel valued at the thought of being
known so well by us through our close
bonds.
Click here for
more resources
from Priya:
12 August 2024 | parenta.com
parenta.com | August 2024 13

Discussing
separation
anxiety
Separation anxiety is common in babies
and young children and is part of their
natural development as they develop
secure attachments with their primary
carers. From the age of around 6 months,
most children begin to prefer their main
primary carer over and above others as
they form strong bonds and relationships
with them. In time, usually from the age
of around 9 months, children begin
learning to trust a wider range of adults
and caregivers such as extended families
and other caregivers. All this is part of
the normal development processes
playing out in the children, but there are
times when this behaviour can seem
problematic if the child becomes unusually
distressed or is unable to be left with
anyone other than the primary carer.
Separation anxiety happens when children
begin to realise that they are dependent
on their caregivers for their needs, be
they physical needs such as being fed, or
emotional support when the child is scared
or feels insecure. If the main caregiver
or caregivers go away because of work,
social or other commitments, then the
child may experience separation anxiety.
This can result in the child becoming upset
or overwhelmed, clinging on to parents
and having tantrums when the caregiver
tries to leave. In most cases, this can be
managed by other caregivers whom the
child trusts and they usually grow out of
separation anxiety as they develop.
In a few cases, however, the child can
develop separation anxiety disorder if their
symptoms are much more than would be
expected for their developmental age, and
this can cause problems in later life too if
they become distressed or face problems
with their daily activities due to their
anxiety.
Recognising separation
anxiety
Symptoms of separation anxiety disorder
include:
❤ Repeated and intense distress when
thinking about being separated
from the main caregiver or loved
ones that is disproportionate to their
developmental age
❤ Constant and intense worry about
losing a parent/carer or loved one
(death, illness, disaster)
❤ Constant worry that something bad
will happen to them causing them to
be separated from their carer
❤ Refusing to leave the home due to
separation anxiety
❤ Not wanting to be home alone or
in another safe space without their
parent/carer even though they have
reached an age where this might be
expected (e.g. sleepovers, holidays)
❤ Repeated nightmares involving
separation
❤ Other health issues related to anxiety
such as headaches, stomach aches,
panic attacks
Triggers & risk factors
Some degree of separation anxiety is to be
expected in young children, however, there
are some risk factors and life events that
can contribute to a more severe reaction in
children. These can include things such as:
❤ Divorce or separation of parents
❤ Changing schools or moving to a new
area
❤ Death of a loved one which can
include a beloved pet or other
relatives
❤ Being removed from parents/carers
for a short time or taken into care
❤ Trauma, disasters, especially related
to loss
❤ Family history of anxiety
Some researchers have identified that
genetics may play a role in separation
anxiety becoming separation anxiety
disorder. Separation anxiety disorder
most often begins in childhood but it
may continue into the teenage years
and sometimes into adulthood if not
recognised and treated. Complications of
separation anxiety disorder include other
anxiety disorders such as generalised
anxiety disorder, panic attacks, phobias,
social anxiety disorder, agoraphobia,
obsessive-compulsive disorder and
depression.
How to help children
with separation anxiety
Like everything in early years practice, it
is important that practitioners understand
the situation behind children who display
separation anxiety and do not judge the
child as being ‘naughty’ or ‘difficult’ when
all the child is trying to do is express that
they are fearful, insecure or afraid of being
abandoned. These are massive emotions
for anyone, let alone a toddler.
Here are some tips to help:
❤ Stay calm and be patient with
children, never angry or impatient
❤ Try distracting the child with an
interesting object or activity
❤ Suggest a buddy/friend to meet at the
entrance who could help the child into
the setting by coming in with them
❤ Be careful what you say in these
situations and keep things positive –
try to avoid saying things like “Don’t
be shy” or “Stop being silly”
❤ Support the parents/carers to leave
the child by having the key person
meet and greet the child in the
morning, establishing a routine that
the child understands and can trust
❤ Allow children who have separation
anxiety to keep a trusted toy or object
such as a teddy or a comfort blanket
– this can ease their anxiety and they
are often reassured by these objects.
Over time, as the child becomes more
confident, you can encourage them to
reduce their reliance on the comfort
object
❤ Talk to the parents to see if there are
strategies that they are using at home
or other venues that are working
in those situations – remember to
be sensitive if parents/carers are
separated which can increase the risk
of children feeling separation anxiety
❤ Stay positive for the children and the
parents/carers and talk in reassuring
terms
❤ Use books and social stories to
explain to the children about different
situations where children may be
left safely (such as school/clubs),
emphasising that the parents/carers
come back
❤ Reinforce the positive aspects of
the day to the child when they are
collected so that it is something they
will look forward to tomorrow
❤ Ensure that your staff are well trained
and understand about attachment
and child development
Helping parents & carers
You can support parents and carers to
help their children with separation anxiety
in a few ways. Giving them information
about separation anxiety and normalising
the situation will help alleviate their own
worries and concerns. You can also
suggest that parents help their children by
practicing leaving their children for short
periods of time. Children need to learn that
parents/carers will return and then they
can trust them to come back so this can be
done in small steps.
Be aware that not all families live together
and there may be children who share
their time between parents/carers which
may increase their separation anxiety.
Be understanding and try to talk to both
parents/carers without taking sides.
If you are worried that children are
becoming overwhelmed on a regular
basis or the separation anxiety persists as
the children get older, then you can talk to
the parents and suggest they seek more
professional help such as a GP referral
to a paediatrician or other healthcare
professional.
More information
❤ Separation anxiety - NHS (www.nhs.
uk)
❤ Separation anxiety disorder -
Symptoms and causes - Mayo Clinic
❤ How to Help Children with Separation
Anxiety (firstdiscoverers.co.uk)
Click here for
more references
& information.
14 August 2024 | parenta.com
parenta.com | August 2024 15

Dr Sarah Moseley
Tech tools for
young learners
Enhancing digital skills and inclusivity: part 1
struggle, do not view the use of such
tools as an extra difference to their peers.
This has a huge impact on the stigma
often associated with the use of assistive
technologies in older learners.
Supporting language
acquisition with technology
When thinking about language acquisition
in the early years, we imagine all of the
activities which encourage listening and,
when developmentally appropriate,
speaking. Singing nursery rhymes,
discussions during play, practitioners
speaking to babies in arms during feeds,
encouraging early words and sentences
(asking for milk or a snack), describing
leaves and things we pick up on a walk,
practitioners speaking with each other and
modelling conversations, listening activities
with instruments and objects, putting
music on, asking questions, pointing at
objects while talking about them, reading
stories... ; the list goes on and on.
Exposure to language, especially with
good modelling, is central to so much
work in early years settings. There is
nothing which can replace the importance
of a caregiver who speaks to a child and
reacts when they start experimenting
with sounds and languages themselves.
However, as we know, one-on-one
interaction is not always possible, but
there are lots of creative ways we can
continue to offer this motivation and
encouragement.
Technology to support
language
Technology is a great support in providing
many different opportunities for linguistic
input - both for first language acquisition
as well as introducing new languages for
children who may have moved or have
a different home language. Recordable
items (talking pegs, talking tins, talking
postcards etc.) are excellent ways to blend
technology into the setting, and they
can be used in a variety of flexible ways
including role play areas, ways to record
what they find out, delivering messages,
displays and more!
Great role modelling of language is
fantastic, but children also thrive in an
environment where they feel they can
practice language with peers who are
at the same level of acquisition as they
are. Their initial conversations may be
monosyllabic, but it is wonderful to see
this grow and develop when they have
so many tools at their disposal - from
chatting about their day to booking
pretend shopping orders over the ‘phone’!
When children are getting used to using
technology to speak, they can also move
on to using it to record themselves talking
and singing, and then easily listen back.
This is great for giving them a safe way
to listen to their own speech and keep
improving, as well as build the foundations
for the essential role that speech-to-text
and text-to-speech will play in later years.
Enhancing minimally verbal
communication
Technology also plays a vital role
in enhancing communication for
minimally verbal children. Devices and
apps designed for augmentative and
alternative communication (AAC), such
as communication boards and speechgenerating
devices, provide children
with the means to express themselves
effectively. Introducing these tools in EYFS
allows children to explore different ways
of communicating, fostering their ability
to interact with peers and educators. As
they become more adept at using these
technologies, minimally verbal children
can participate more fully in classroom
activities and social interactions, promoting
inclusivity and boosting their confidence
from the start.
Don’t miss out! Make sure to subscribe to
the FREE Parenta magazine at
www.parenta.com/magazine to read
part two!
In today’s fast-paced digital world, it
is crucial to integrate technology into
early childhood education to cultivate a
generation of computer-literate individuals.
The Early Years Foundation Stage (EYFS)
framework offers a robust structure for
nurturing young minds. When paired with
assistive technology, it can significantly
enhance learning outcomes for all
children, particularly those with diverse
learning needs. This article delves into
the integration of assistive technology
within the EYFS framework, highlighting
strategies to support all learners and foster
a digitally-literate generation.
The importance of digital
literacy in early years
Digital literacy refers to the ability to
effectively and critically navigate, evaluate,
and create information using a range
of digital technologies. In the early
years, fostering digital literacy helps
children develop essential skills such as
communication, problem-solving, critical
thinking, and creativity. These skills are not
only vital for academic success but also for
future workforce readiness.
Integrating technology into early childhood
education also prepares children for
a world where digital competence is
increasingly necessary. By introducing
children to technology early on, we can
create a foundation that supports lifelong
learning and adaptability in a digital world.
The role of assistive
technology
Assistive technology includes any device,
software, or equipment that helps children
to learn and communicate effectively. This
can range from simple tools like pencil
grips to advanced software applications
and communication devices. For children
with special educational needs and
disabilities (SEND), assistive technology
can be a game-changer, enabling them
to participate fully in the learning process
and reach their potential.
Integrating assistive technology within the
EYFS framework can promote inclusivity
by providing personalised learning
experiences tailored to each child’s unique
needs. This approach ensures that all
children, regardless of their abilities,
can thrive in a supportive and engaging
learning environment. Something I have
experienced is the importance of providing
opportunities for children to become
confident with these tools early on. By
integrating assistive technology into your
universal offer, children who may later
Click here for
more information &
resources from Sarah:
16 August 2024 | parenta.com
parenta.com | August 2024 17

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Fun and affordable
Summer activities
Imaginative play
Encourage your children’s imagination with
role-playing and storytelling activities.
Homemade obstacle course: Create
an obstacle course in your garden using
household items like chairs, ropes, and
cardboard boxes. This activity promotes
physical fitness and problem-solving skills.
Counting and sorting games: Use
everyday items like buttons, coins, or pasta
to create counting and sorting games.
These activities help develop early maths
skills.
Alphabet and phonics games: Create
flashcards with letters and pictures and
play matching or memory games. This is a
great way to reinforce early literacy skills.
Keeping your early years children
entertained during the summer holidays
doesn’t have to be expensive. With a little
creativity and planning, you can provide
a variety of fun, educational, and budgetfriendly
activities that will create lasting
memories. Enjoy the summer with your
little ones!
More information and ideas
Dress-up and role play: Use old clothes,
hats, and accessories to create a dressup
box. Let your children’s imaginations
run wild as they pretend to be different
characters.
Community resources
Take advantage of local community
resources for budget-friendly activities.
? www.hungrylittleminds.campaign.
gov.uk/
? www.bbc.co.uk/tiny-happy-people
? www.busytoddler.com/50-awesomesummer-activities-for-toddlers/
? www.andnextcomesl.com/p/playideas-for-kids.html
? www.lotc.org.uk
? RSPB – lots of ideas for fun activities
from pond dipping to identifying
different birdsong
? www.dayoutwiththekids.co.uk/hub/
things-to-do/free-family-days-out
? www.kidsdaysout.co.uk/
Storytime: Read books together or make
up your own stories. Create a cosy reading
nook with pillows and blankets to make
storytime extra special.
Educational activities
Combine fun with learning through these
engaging educational activities.
DIY science experiments: Simple
experiments, like baking soda and vinegar
volcanoes or making slime, can be both
fun and educational. These activities
excitingly teach basic scientific concepts.
Library visits: Many libraries offer free
storytime sessions, craft activities, and
book lending services. It’s a great way to
encourage a love for reading.
Community events: Look out for free or
low-cost community events, such as fairs,
concerts, or outdoor film nights. These
events can provide a fun day out without
breaking the bank.
Local museums and galleries: Some
museums and galleries offer free
admission days or special activities for
children. Check out what’s available in
your area.
Summer holidays are a fantastic time for
children to explore, learn, and have fun.
However, finding activities that are both
engaging and budget-friendly can be
challenging. Here are some creative and
low-cost ideas to keep your early years
children entertained this summer, come
rain or shine.
Bug and bird watching: Equip your little
ones with a magnifying glass or a pair
of binoculars and explore your garden
or a nearby park. Teach them about the
different insects and birds they spot.
Arts and crafts at home
Let your children mould and shape their
creations.
Water fun
Keep cool and have a splash with these
water-based activities.
? www.attractionsnearme.co.uk/top-10/
family-days-out-on-a-budget/
? www.goodto.com/family/100-freethings-to-do-with-the-family-inlondon-111427
? www.beanstalkcharity.org.uk/
Outdoor adventures in
nature
Nature offers endless opportunities for fun
and learning, and it’s free!
Nature scavenger hunt: Create a list
of items for your children to find, such as
different types of leaves, rocks, flowers,
or insects. This activity can enhance their
observational skills and love for nature.
Picnics in the park: Pack a simple lunch
and head to a local park. Bring along a
blanket, some toys, and enjoy a relaxed
day outdoors.
Unleash your child’s creativity with some
DIY arts and crafts projects.
Recycled art projects: Use old
magazines, cardboard boxes, and other
recyclable materials to create art. From
making collages to building mini forts, the
possibilities are endless.
Nature crafts: Collect leaves, sticks, and
stones during your outdoor adventures
and use them to create art. Leaf rubbings,
rock painting, and stick sculptures are
great projects to try.
Homemade playdough: Make your own
playdough with simple ingredients like
flour, salt, water, and food colouring.
Garden water play: Set up a sprinkler, fill
up a paddling pool, or create a DIY water
table using a large container and some
plastic toys. These activities provide hours
of entertainment and help beat the heat.
Water balloon games: Fill up some
water balloons and play games like water
balloon toss or dodgeball. These games
are perfect for a hot summer day.
DIY slip ‘n slide: Use a large plastic sheet
and a garden hose to create your own slip
‘n slide. Add a little soap to make it extra
slippery and fun.
Click here for
more references
& information.
20 August 2024 | parenta.com
parenta.com | August 2024 21

As the summer draws to a close, the
anticipation of a new academic year
begins to build. For parents of young
children, this transition can be both
exciting and daunting. Whether your child
is entering pre-school for the first time
or returning for another year, thoughtful
preparation can ease the transition and
set the stage for a successful year ahead.
Here are some practical tips to help
parents and children get ready for the new
academic year.
1. Establish a routine early
Routine is crucial for young children. Start
implementing a school-year schedule
Paloma Forde
Starting the new
academic year
12 top tips for parents of young children
at least two weeks before the first day
of school. Gradually adjust bedtime and
wake-up times to align with the school
schedule. This helps your child adapt to the
new routine without the added pressure of
early school mornings. Consistent routines
also include mealtimes, playtimes, and
quiet times, which provide a sense of
security and predictability for your child.
2. Create a positive mindset
Talk to your child about the upcoming
school year positively and encouragingly.
Share your excitement and highlight the
fun aspects of school, such as making
new friends, engaging in interesting
activities, and learning new things.
Reading books about starting school can
also help children visualise what to expect
and reduce any anxiety they may have.
3. Organise school supplies
together
Involve your child in the process of
shopping for school supplies. Allow them
to pick out their backpack, lunch box,
and other necessary items. This not only
makes them feel involved but also builds
excitement for the new school year. Label
all supplies with your child’s name to
prevent loss and to help them identify their
belongings.
4. Visit the school
If possible, arrange a visit to the school
before the academic year starts.
Familiarising your child with their new
environment can significantly reduce firstday
jitters. Show them their classroom, the
playground, and other important areas. If
you can, introduce them to their teacher or
any staff they will interact with regularly.
5. Practice independence
skills
Encourage your child to practice skills
they will need at school. This includes
using the bathroom independently,
washing their hands, opening their
lunch box, and dressing themselves.
The more independent your child is, the
more confident they will feel at school.
Role-playing scenarios, such as asking
the teacher for help or interacting with
classmates, can also be beneficial.
6. Set up a homework station
Create a dedicated space at home for
your child to do homework or engage in
educational activities. This area should be
quiet, free from distractions, and stocked
with necessary supplies like crayons,
paper, and books. Having a designated
homework station reinforces the
importance of learning and helps establish
good study habits from an early age.
7. Plan healthy meals and
snacks
Good nutrition is vital for your child’s
energy and concentration. Plan and
prepare healthy meals and snacks that are
easy to pack and eat. Involve your child in
choosing and preparing their lunch; this
can make them more likely to eat it. Ensure
that meals are balanced and include a
variety of fruits, vegetables, proteins, and
whole grains.
8. Encourage social
connections
Arrange play dates with classmates before
the school year starts. Building friendships
outside of school can help ease social
anxieties and create a sense of belonging.
These connections can make the transition
to school smoother as your child will have
familiar faces around them.
9. Communicate with
teachers
Establish a good line of communication
with your child’s teacher from the
beginning. Attend any orientation sessions
and keep in touch regularly. Teachers
can provide valuable insights into your
child’s progress and behaviour, and a
collaborative relationship ensures that any
issues are addressed promptly.
10. Monitor and limit
screen time
With the start of the school year, it’s
important to monitor and limit your child’s
screen time. Excessive screen time can
interfere with sleep and reduce the time
spent on physical activities, reading,
and other beneficial pursuits. Set clear
boundaries and encourage alternative
activities like outdoor play, reading, or
family games.
11. Stay organised
Use calendars or planners to keep track
of important dates, such as school events,
parent-teacher meetings, and deadlines
for forms or projects. Staying organised
reduces stress and ensures that you and
your child are prepared for what’s ahead.
12. Foster a love of learning
Encourage your child’s curiosity and love of
learning through everyday activities. Read
together, explore nature, and engage in
educational games. Show enthusiasm
for learning and celebrate your child’s
achievements, no matter how small. This
positive reinforcement builds a lifelong love
of learning and academic success.
Preparing for the new academic year
involves more than just buying school
supplies. It’s about creating a supportive
and positive environment where your
child feels confident and excited to
learn. By establishing routines, fostering
independence, and staying organised,
you can help ensure a smooth transition
and a successful start to the school
year. Remember, your involvement and
enthusiasm set the tone for your child’s
attitude towards school. Here’s to a
fantastic academic year ahead!
Click here for
more resources
from Paloma:
22 August 2024 | parenta.com
parenta.com | August 2024 23

How staff well-being
can help your
business succeed
strategy with staff, and regularly review
and adapt it. Remember, communication
and conversations with staff are crucial for
success.
Ways to promote
well-being
Our changing world
There are hundreds of ways to promote
well-being in your setting, and the options
you choose will depend on your budget,
preferences and staff. For example, there’s
no point in setting up a running club to
promote fitness if everyone would rather
go swimming!
Businesses are evolving beyond just
focusing on profits; they are increasingly
aware of their impact on the planet
and their employees. Sustainability now
includes not only environmental practices
but also the personal well-being of staff.
A sustainable business should also
prioritise the personal well-being of its
employees. For years, Fairtrade has
promoted fair practices, and now many
businesses are seeking ways to enhance
the well-being of their staff and customers.
This shift is positive, especially considering
that research shows 58% of the world’s
population spends one-third of their lives
at work. That’s a significant amount of time
to spend in an environment that doesn’t
contribute to your well-being. Employees
are increasingly aware of this and now
expect more from their employers than
just being paid. To remain competitive,
employers must stay attuned to their
employees’ concerns. This is especially
crucial in the early years industry, where
recruiting and retaining qualified, highquality
staff can be challenging.
A happy workforce is a more productive
workforce, so read on for some tips and
strategies to keep your business in the
know.
Understanding
“well-being”
The term “well-being” is used widely
across all walks of life. But what does
actually mean? Well-being is influenced
by various factors, including personal
circumstances, mental and physical health,
relationships, family situation, career, and
finances. As an employer, you can’t fix all
these challenges, but you can positively
impact work-related aspects such as
relationships, workload, morale, team
dynamics, environment, and schedules.
The WHO defines well-being in the
following terms:
“Well-being is a positive state experienced
by individuals and societies. Similar to
health, it is a resource for daily life and
is determined by social, economic and
environmental conditions. Well-being
encompasses quality of life and the ability
of people and societies to contribute to
the world with a sense of meaning and
purpose. Focusing on well-being supports
the tracking of the equitable distribution
of resources, overall thriving and
sustainability. A society’s well-being can
be determined by the extent to which it is
resilient, builds capacity for action, and is
prepared to transcend challenges.” (WHO
Glossary of Terms 2021).
Benefits of promoting
well-being
Companies that prioritise employee wellbeing
see significant benefits, including
reduced absenteeism and presenteeism
(working while unwell). Poor mental health
is believed to cost between £1,205 and
£1,560 per employee per year. Mentally
healthy workplaces lead to increased
motivation and productivity, higher profit
margins, and improved staff recruitment
and retention. Effective health and wellbeing
programs can show a 230% return
on investment (ROI), while employee
assistance programs can offer up to 500%
ROI.
Planning for change
Improving employee well-being starts with
a commitment to change. Assess your
current situation, outline your development
plans, cost them, and get management
buy-in if applicable. Develop resourced
and time-driven plans, launch your
Relationships - good relationships are
key to a happy workplace. Encourage a
culture of two-way communication and
responsibility for well-being. Employee
assistance programs (EAPs) provide
confidential counselling for workplace
or personal problems. Develop good
employee-manager relationships and
listen to employees’ concerns.
Work/life balance - promote policies that
encourage a healthy work/life balance.
Consider flexibility in work schedules,
adequate staffing levels, provision for
emergencies, and opportunities for unpaid
leave or volunteering.
Career development - recognise
and reward good work, support
career development, and have regular
conversations about personal goals.
Consider training, mentoring, volunteering
schemes, and planning for retirement.
Social interactions - foster social
interactions through regular social time,
buddy systems, social committees, wellbeing
challenges, and after-work sports
clubs. Encourage activities that help staff
build strong relationships.
Workplace environment - create a
comfortable workspace with room for
breaks, green spaces, healthy snack
options, and clean facilities. Offer
amenities like exercise classes, and
wellness programs.
Mental health - protect good mental
health by promoting stress-reducing
activities. Offer an understanding and
supportive approach for staff struggling
with mental health issues. Promote
mental health awareness, open culture,
mentoring programs, and time off for
medical appointments.
Physical health and fitness - encourage
physical activity through subsidised fitness
schemes, cycle-to-work days, charity runs,
and health check-ups. Be mindful not to
dictate personal lives and get staff buy-in
for health initiatives.
Benefits packages, apps, and paid-for
options - offer popular perks such as
discounted gym memberships, healthcare,
meditation apps, and retail vouchers. Use
reward cards to let employees choose their
rewards.
Resources
? Employee well-being: 43 Ways
to Create a Happier Workplace
(positivepsychology.com)
? Health and well-being Resources for
Small Businesses | FSB
? Healthy Working Wales - Public Health
Wales (nhs.wales)
? samh.org.uk/get-involved/workplace/
looking-after-my-wellbeing-at-work
? Staff Health and well-being |
nibusinessinfo.co.uk
? Global Employee Benefits and
Rewards Platform | Perkbox
? 7 Strategies to Improve Your
Employees’ Health and Well-Being
(hbr.org)
? Mind Guide for Small Businesses
? Mental Health for Small Workplaces -
Mental Health at Work
References
? “You will spend 90,000 hours of
your lifetime at work” (https://
kassandravaughn.medium.com/
you-will-spend-90-000-hours-of-
your-lifetime-at-work-are-you-happy-
5a2b5b0120ff)
? “Promoting well-being” (https://who.
int)
? “ROI for workplace health” (https://
wayahead.org.au)
? “Workplace learning & development
report 2018 | LinkedIn learning”
(https://linkedin.com)
Click here for
more references
& information.
24 August 2024 | parenta.com
parenta.com | August 2024 25

Frances Turnbull
Musical medicine
Supporting socio-personal development
through musical relationships
This beautiful Welsh lullaby was written by
Edward Jones in 1784, the official harpist
of the Prince of Wales. It is often sung in
Welsh, and the beautiful tune has been
used for a number of hymns, particularly
at Christmas time. Recorded by a number
of singers and male voice choirs, it has
even been recorded by Peter, Paul and
Mary, and even in Monty Python. With six
or more verses, we have only included
the first three, all with vivid, comforting
imagery, and the traditional rocking motif.
Little boy blue
Relationships are a fundamental part
of life, AKA (also known as) social and
personal development. Our ability to
understand others gives us the additional
skills of being able to learn, to shop, to
travel, and even to earn. These skills
develop from very early on. Whether we
learn through nature (we are born with
the knowledge) or nurture (we learn by
example) is still debated, but we do know
that we get better at interactions the more
we practice. Musical games are a great
way to introduce socially complex ideas.
Turn-taking, smiling and having our needs
met are the foundations to concepts
including rule of law, charitable work and
even healthcare.
The Ages & Stages Questionnaire
provides clear examples of the average
development of children from 2 months
old. For example, babies are born with a
sucking reflex, but the continued ability
to suck, even at 2 months, even when
not feeding, demonstrates the start of
their desire to communicate. Even crying
when hungry, wet, tired or wanting to be
held is a form of communication, with a
direct relationship to the development of
personal value and self-esteem. Babies
will smile, watch their own hands, and
also anticipate being fed.
As they get older, babies will try to hold
their bottles, smile at mirrors, and act
differently with strangers. This shows their
growing confidence in their familiar adults
and their ability to recognise patterns of
familiarity. Reaching out for toys at 6-8
months and drinking out of cups with help
show their interest in interacting with their
environment, while actions like moving
their arms through sleeves shows their
desire to work with their important adults.
At 12 months, babies will often hug toys,
displaying affection. They will also try to
get your attention through touch, and
will help to undress themselves, showing
their understanding of daily activities. By
18 months, they will begin to ask for help
and begin to imitate adult behaviours like
wiping, sweeping or combing.
Children are inherently aware of their
vulnerabilities and recognise that the more
they become like their important adults,
the sooner they will become independent.
Copying actions and activities shows that
children understand their environment and
how to anticipate what will happen next.
All through the night
Sleep my child and peace attend thee,
All through the night
Guardian angels God will send thee,
All through the night
Soft the drowsy hours are creeping,
Hill and dale in slumber sleeping
I my loved ones’ watch am keeping,
All through the night
Angels watching, e’er around thee,
All through the night
Midnight slumber close surround thee,
All through the night
Soft the drowsy hours are creeping,
Hill and dale in slumber sleeping
I my loved ones’ watch am keeping,
All through the night
While the moon her watch is keeping
All through the night
While the weary world is sleeping
All through the night
O’er thy spirit gently stealing
Visions of delight revealing
Breathes a pure and holy feeling
All through the night
Little boy blue,
Come blow your horn.
The sheep’s in the meadow,
The cow’s in the corn.
Where is the boy,
Who looks after the sheep?
He’s under the haystack,
Fast asleep.
Will you wake him?
No, not I,
For if I do,
He’s sure to cry
This ancient rhyme was first printed in
Tommy Thumb’s Little Song Book around
1744. From the description, Little Boy
Blue was a “hayward”, a parish officer
employed to keep the livestock off the
village crops. It may have been inspired by
Shakespeare’s King Lear (first performed
in 1606), or even earlier, in George
Homans book “English Villagers of the
13th Century”, where he states: “Little Boy
Blue was a hayward.” The rocking and
repetitive motif of the rhythm of the song
gives it its characteristic lullaby lilt, with an
unhurried feeling of going back and forth,
back and forth. The imagery of farmstock
in meadows, although problematic to a
village crops, instead has the feeling of a
warm summer’s afternoon, warm enough
to even send the hayward/guard to sleep.
Danny boy
Oh, Danny boy, the pipes, the pipes are
calling
From glen to glen, and down the mountain
side.
The summer’s gone, and all the roses
falling,
It’s you, it’s you must go and I must bide.
But come ye back when summer’s in the
meadow,
Or when the valley’s hushed and white
with snow,
It’s I’ll be there in sunshine or in shadow -
Oh, Danny boy, Oh Danny boy, I love you
so!
But when ye come, and all the flowers are
dying,
If I am dead, as dead I well may be,
Ye’ll come and find the place where I am
lying,
And kneel and say an Avé there for me.
And I shall hear, though soft you tread
above me,
And all my grave will warmer, sweeter be,
For you will bend and tell me that you love
me,
And I shall sleep in peace until you come
to me!
This modern lullaby has been adopted
by Ireland. It was written by an English
solicitor in 1910, to an Irish folk tune.
Despite the fiddler being unnamed in
the original transcription, the tune was
named Londonderry Air, and evokes
strong emotions felt by everybody, of loss,
departure and death. Even more than this,
it creates feeling of hope and meaning, of
reuniting and togetherness. It is this reason
that makes it such a powerful contender
for modern lullabies.
Social and personal development is very
much a learning experience. Through
repeated interactions, we learn to hope,
trust, dream, and to love. And what better
way to share love than through soothing
lullabies.
References
? www.classicfm.com/discover-music/
danny-boy-lyrics-history-traditionalirish-song/
? www.bestkc.com/wp-content/
uploads/2017/05/3-year-ASQ-
ENGLISH.pdf
? Songs about socio-personal
development
? Songs about problem-solving
Click here for
more resources
from Frances:
26 August 2024 | parenta.com
parenta.com | August 2024 27

Life is full of routines, from our daily
commute to our mealtimes and bedtime
rituals, many of us thrive on the comfort
we get from knowing what we are doing
and what is expected of us. We often have
our own little quirks, for example, the order
we eat our food, the way we like to do the
dishes, or the route we take around the
supermarket. This is because we humans
value the routines we have. They make us
feel secure and in control, and this reduces
our stress levels and means we can
operate more efficiently.
Children also like routines – in fact they
thrive on them. They feel much more
confident and safe when they have
predictable and familiar routines. That
is not to say that everything must be
regimented and there is no room for
change or surprise; these things are
important too. However, there should be
some degree of daily, weekly and annual
scheduling, with routines that allow
both children and adults in the setting to
understand what will happen so they can
feel comfortable, secure, and can access
the learning that you provide.
What are routines?
There are many things that we can think of
as routine in our daily lives. They include:
⏰ Waking up times
⏰ Getting washed and dressed
⏰ Mealtimes
⏰ Daily commute or journey to the
setting
⏰ How personal belongings are stored
and kept safe
⏰ Approach to a ‘to do’ list
⏰ Getting out and putting away toys or
craft items
The importance
of routines
⏰ Playtime schedules and breaks
⏰ Collection and end-of-day routines
⏰ Housework or chores
⏰ Bath times and bedtimes
When everyone knows and understands
the routines, things tend to go more
smoothly because people know what is
expected of them, how they fit into the
bigger picture, and what other people are
expected to do as well. It doesn’t matter if
one family’s or setting’s routine is different
from the people next door, as long as
everyone involved understands their own
routines.
In addition, there are routines that play
out over longer periods. For example,
there are routine cycles for term times and
holidays, or summer and winter sporting
events, as well as annual cultural routines,
for example religious celebrations like
Diwali or Christmas.
When it comes to establishing routines in
your setting, you will have several things to
consider including:
⏰ The reason for setting up the routine
⏰ The skills and qualifications of your
staff
⏰ The number of people/children
involved
⏰ Who will do what?
⏰ Safeguarding and health and safety
requirements
⏰ Timing and logistical elements such
as whether things need to be done by
a certain time
⏰ Any special needs that people/
children have
Why routines are important
When babies are born, their routines are
usually dictated by physical needs - eating,
pooping and sleeping, and these things
are usually child-led but managed by the
primary caregiver. As children grow older,
they develop the ability to think more
independently and can follow familiar
activities and routines themselves. This
helps to give them a sense of belonging,
independence and self-confidence.
They also begin to learn the ‘rules’ of
socialisation and start to understand how
they fit in with other people, learning to
work together and achieve common goals.
Having established and familiar routines
helps children:
⏰ Feel safe and secure
⏰ Feel in control of their environment
⏰ Understand what is happening and
what will happen next
⏰ Remember to do important things e.g.
clean teeth
⏰ Engage fully in play and learning
experiences
⏰ Transition more easily from one
activity to another
⏰ Manage their emotions better
⏰ Create good habits
You may have noticed how unsettling
it can be for children if there is an
emergency, or a change of routine due
to an unforeseen circumstance. Some
children with special needs such as autism
in particular, may be extremely distressed
if their routines change. Some children
can display challenging behaviours if they
feel dysregulated due to sudden changes
in routine. Consistent routines can also
help children’s physical well-being too
since they can support the body’s natural
rhythms around sleeping, eating and
waking, synchronising with the body’s
need to be active or calm at different
times.
How to create effective
routines in your setting
Remember that a routine and a schedule
are different things. A schedule shows the
main events that will happen in the day,
such as drop off, playtime, lunchtime and
collection. A routine will set out the steps
needed in each part of the schedule,
such as how children will be greeted,
put their coats away and where they will
go immediately afterwards. Consistent
schedules and routines are needed for the
setting to run smoothly.
When creating routines, it’s important to:
⏰ Create routines that have a purpose
and are clearly laid out and recorded
in writing
⏰ Consider the setting’s layout and try
to make this as intuitive as possible so
that it works with the routines you are
trying to set. For example, place the
coat hangers near the door or in the
classrooms so that children are not
expected to travel large distances to
hang up their coat
⏰ Make roles and responsibilities clear
⏰ Review routines regularly and adjust
as necessary
⏰ Give children (and adults) positive
feedback when they attempt the
routines. Remember that the children
will be learning so they may not get
everything perfect the first few times
but nonetheless, remember to praise
their efforts over the outcome.
⏰ Create visual clues to help children,
such as hand-washing posters, clear
direction signs or visual timetables
⏰ Offer rewards and incentives
⏰ Ensure staff are modelling appropriate
behaviour and responses
⏰ Teach the routines you want them
to understand, and re-establish
your expectations especially after
weekends, holidays or long breaks
⏰ Involve parents and communicate
any problems or challenges to
them – for example trying to prevent
unsafe parking, or making sure that
the setting knows if there is to be a
change of person collecting the child
⏰ Inform everyone if there are necessary
changes to established routines or
one-off emergencies. Remember to
factor in the child’s ability to manage
their own stress and emotions, and
see things from their perspective
⏰ Be patient
And finally… be flexible!
“Rules are meant to be broken” as the
saying goes, and no one likes to feel
so regimented that there is no room
to manoeuvre, so make sure that you
are also flexible and adaptable in your
routines too. Spontaneity and creativity
are skills to develop so allow these in your
setting too. If a fox, rare bird or deer graces
your outdoor space one morning, you
could allow the children time to wonder at
the nature that came to visit and to put the
toys away in ten minutes!
Click here for
more references
& information.
28 August 2024 | parenta.com
parenta.com | August 2024 29

Strategies for teaching
social skills to children
Communication skills: Active listening,
speaking, appropriate language use
Self-awareness skills: Understanding
one’s own emotions and asking for
support
General awareness skills: Reading
body language, developing empathy
Speaking: Encourage conversations,
give topics for short talks, and use
pair and share sessions
Eye Contact: Gradually introduce eye
contact through games and mirror
activities
Self-awareness skills
Enhancing social skills in adults
Many adults can also benefit from
improving their social skills. Strategies for
adults include:
Self-help books
Online courses and videos
“Social skills”. A phrase which is widely
used, but what does it really mean? Simply
put, it’s the ability to interact effectively
with others. From expressing our feelings
to fostering relationships, these skills are
essential for navigating the world. While
some children may struggle to master
social skills, many adults also find social
interactions challenging. In this article, we
will look at strategies for teaching these
vital skills to children and offer advice for
adults looking to enhance their own social
abilities.
Why teach social skills?
Developing social skills is an experiential
process, not a natural ability. We learn
through observations, experiences,
and interactions. The many responses
available to us, to a simple question like
“Hello, how are you?” depend on factors
such as:
Personal awareness
The other person’s feelings
Context of the situation
Language proficiency
Ability to read body language and
facial expressions
Understanding humour, mockery, and
sarcasm
Tone of voice
Since there’s no single correct way to
respond in social situations, teaching
social skills involves navigating a multitude
of socially acceptable behaviours, which
vary across cultures and personal
preferences.
and adults
Children need help developing their skills
over time and in increasingly complex
situations. They need to observe, practice,
and receive feedback to master these
skills.
Benefits of developing
good social skills
Research shows that children with strong
social skills have several advantages over
their peers with less developed skills.
Long-term benefits include:
Better relationships and stronger
friendships
Greater success in life
Reduced stress and anxiety
Decreased reliance on social
assistance
Lower risk of substance misuse
For young children, specific advantages
include:
Improved social and emotional
vocabulary
Ability to share and take turns
Enhanced empathy
Better management of complex
emotions
Resilient friendships
Calmness in challenging moments
Conversely, poor social skills can lead to
difficulties such as:
Avoidance of eye contact
Struggles with meaningful
connections
Inability to express desires
Challenges with small talk and
interpreting social cues
Feelings of isolation and
awkwardness
The good news is that social skills can
be taught and learned at any age,
making early years settings ideal for this
instruction.
What social skills can
be taught?
Social skills span a wide range of abilities,
often categorised into groups such as:
Friendship/relationship skills:
Making, developing, and maintaining
friendships
Social knowledge skills: Knowing
what to do in different situations
Confidence skills: Assertiveness, selfconfidence,
and independence
Teaching social skills
to children
General principles
1. Focus on one skill at a time: Start
small and build up, creating a
learning ladder to guide children
through their progress.
2. Model and actively teach the skill:
Children learn by observing adults
and peers. Use proactive lessons and
resources like social stories, drama,
and role-play.
3. Practice the skill: Provide opportunities
for children to practice with others,
building confidence through repeated
efforts.
4. Give constructive feedback: Offer
specific feedback on behaviours and
link it to desired values. Remember to
praise effort rather than outcomes.
5. Use opportunistic situations: Reinforce
lessons during daily interactions and
activities.
Games, lessons, & ideas
Communication skills
Listening: Use different sounds, read
stories with comprehension checks,
and play memory games like the
shopping game
Use emotion cards, The Blob Tree, and
consistent labelling of feelings to build
emotional vocabulary
Help children recognise emotions in
others with activities like identifying
feelings from emojis and discussing
characters in stories
Friendship/relationship skills
Teach teamwork through games and
activities
Encourage friendship-building
with buddy systems and group
categorisation games
Read books about friendships and
role-play scenarios
Social knowledge skills
Explain social situations using social
stories and role-play
Teach skills like sharing, table
manners, and personal space
through practical activities
Confidence skills
Build self-esteem by allowing children
to try things independently and learn
from mistakes
Use drama and role-play to practice
confidence, independence, and
assertiveness
Special needs education
Children with special educational needs
may struggle more with social skills. In
these cases, work closely with parents and
seek specialist advice if necessary. Tools
like the Zones of Regulation and Blob Tree
can be especially helpful.
Specialist services (e.g., speech and
language therapy)
Individual training and coaching
Group or team training events
Social skills are essential throughout life,
and it’s never too late or too early to start
learning or enhancing these skills.
Teaching and learning social skills are a
continuous process that benefit individuals
at any stage of life. Whether working with
young children in early years settings or
helping adults improve their interactions,
the principles and strategies outlined in
this article provide a foundation for forging
strong social skills that contribute to overall
well-being and success.
References and further
information
NCSE guide on developing social skills
Teaching toddlers social skills
Social-emotional activities for toddlers
Speech and language kids
Emotions toolkit for kids
The Blob Tree
Social communication skills
Click here for
more references
& information.
30 August 2024 | parenta.com
parenta.com | August 2024 31

Pam McFarlane
Embracing change
change management. There are a number of models from which to choose but two of the
easiest to understand are Lewin’s Change Management Model and Kubler-Ross Change
Management Framework.
Lewin’s Change Management Model
Kurt Lewin developed his model in the 1950’s, dividing the process of change into 3 steps:
ebb and flow and the difficult times will
pass.
Creating a supportive culture is central
to managing change. One of the most
effective forms of support is coaching. This
requires active listening, really hearing and
acknowledging people’s thoughts and
fears. This is followed by exploring options
and encouraging them to find their own
solutions to managing change. Support
is further entrenched by checking in with
people, reviewing how they are coping
and celebrating the wins as they happen.
If there is one thing we, as early years
professionals share, it is the experience of
change.
Every day is different.
Firstly, we work with children. A child can
surprise you in a nano second! Their ability
to shift focus and swiftly dive into their next
adventure is uncanny. Your plans have to
go out of the window, your expectations
have to adjust and you have to follow their
lead into a wonderland of activity that you
had no idea existed.
Then, we work with people. It’s easy to
work with most of our colleagues, whilst
others present more of a challenge.
However we learn how to respect each
other as co-workers and we mosey and
muddle through difficult times and rejoice
together at times of celebration. But, just
as we get to the point of understanding
and appreciating each other’s strengths
and weaknesses and the team shows
signs of growth, somebody leaves! Then
another! New people are hired and we
start the process all over again, affecting
us on an individual as well as on a team
level.
The way technology is developing at
such a rapid rate brings ever-increasing
change to the way we manage nurseries,
record observations, plan activities, assess
learning, study, share knowledge and
communicate. This techno-race affects
everyone who works within a setting, from
apprentices to owners.
A massive change that is happening
more and more often, is the acquisition
of smaller, private nurseries by nursery
chains. Staff members are often
overwhelmed by the seismic shift they
encounter as they let go of the known
and start embracing the new. A similar
effect is felt when there is a change of
management within a setting – the future
is unknown and the present is unsettling.
For the new manager, their concern is
finding out what needs to be changed
followed by deciding when and how to
effect those changes.
And how can we forget Ofsted? Changes
in ratio, in the way inspections are done,
EYFS changes, new legislation... the list
goes on. Receiving an “Inadequate” or
“Requires improvement” grading from
Ofsted shatters a team’s morale. Changes
on numerous levels must be made - and
quickly!
When we at EnRich coach and train
managers and leaders, we spend a
significant amount of time studying
change, specifically change management.
Change is inevitable.
Managing change well is crucial.
Socrates notes that “The secret of change
is to focus all of your energy not on fighting
the old, but on building the new”. That is
great advice but just how do we do that?
Managing change is a concept that
encompasses both business and personal
areas of life. In terms of business, Rachel
Breitbach, the Change Management and
Agility Practice Lead at Farwell, describes
it as such; “Change management helps
you look at the impacts to people – how
they’re going to react to the barriers to
adopting that change – and help them,
ultimately, to be able to adapt and move
forward.”
So, to do just that, it’s a good idea to
familiarise ourselves with models of
Unfreeze, change and
refreeze
Unfreeze: this is the preparation phase;
a time for analysis of how things are
working now and what needs to change. It
is also the time for managers and leaders
to communicate the changes (and the
reasons for these) to their staff members.
Change: this is the time when the
changes are put into practice; clear
communication is vital as is support for
every person affected by the change.
Refreeze: this is time to check in with staff,
embed new strategies, ensuring these
are being followed and results achieved.
Reviewing processes and reflecting on
progress is key to lasting effective change.
“Recognising these stages helps us realise
that we pass through this process, we
do not stay forever in the painful, often
confusing, melting puddle of change – a
new shape is emerging!”
Elisabeth Kubler-Ross
Change Management
Framework
Elisabeth Kubler-Ross explains change
management in a different way. Her
original model was used to describe the
experience and stages of grief. However,
this model is also used to describe how
we manage change. Her 5 stages are:
Denial, Anger, Bargaining, Depression and
Acceptance.
Denial: people do not want to hear
about change, it can be threatening and
uncomfortable.
Anger: when change is forced upon
people, feelings of anger arise.
Bargaining: compromises are suggested
to avoid as much change as possible.
Depression: people can feel powerless,
upset, hopeless and even depressed.
Acceptance: when change is inevitable,
and there are no more options to avoid
change, a point of acceptance is reached.
This model gives off rollercoaster vibes! It
shows that change is not a static process,
rather it moves and undulates and takes
us in a new direction even through the
valleys. We understand that change has
Importantly, when the framework of
our setting is secure and in place,
change is easier to navigate. Knowing,
understanding and living out our setting’s
ethos, values and culture will make us feel
stable even as we ride the rollercoaster
of change or wade through puddles of
uncertainty.
Alan Watts, an English philosopher, writer
and speaker, said this about change,
“The only way to make sense out of
change is to plunge into it, move with it,
and join the dance.”
However you manage change, whether
it’s by paddling through puddles, riding a
rollercoaster or by joining the dance, do it
with all the power you have. A new thing is
coming. Embrace the change!
Click here for
more resources
from Pam:
32 August 2024 | parenta.com
parenta.com | August 2024 33

Resisting the effects of
Have you ever bought something you
didn’t need, would never wear/use or that
didn’t suit you just because you couldn’t
resist? We all do it, from a chocolate bar at
the checkout to the latest trendy gadget,
we have all bought things we don’t need
and fallen prey to the lure of influencers
and clever marketing. When times are
tough though, we need to be more
mindful of our purchases and make sure
that we can afford, and only buy the things
we really need.
We don’t need everything – many of us
have more than we really need, and our
houses are creaking under the strain
of excessive clutter, creating a stressful
environment. It’s time to take stock and
review the pull that influencers and other
marketing strategies have on us, be that
on our business or personal life. Taking
back control of your spending will make a
positive difference overall.
influencers
FOMO
Many of us suffer from ‘FOMO’ or the ‘Fear
Of Missing Out.’ It is driven by a need to
fit in, a desire to have what others have,
and the social pressure to conform and do
the same things as our friends, family and
other people we admire. It can cause real
anxiety and lead people to do many things
that seem ‘out of character’ to others that
know them well.
Psychologists refer to the “Locus of control,”
which is how much control a person
feels they have in their own behaviour.
It is defined as being either internal or
external, and as with most things, exists
on a spectrum with most people sitting
somewhere in between the extremes.
Those with a high internal locus of control
are usually:
? Aware of themselves as being in
control
? Confident in their own opinions
? Less concerned with the opinions of
others
? Less likely to be influenced by external
factors
? More likely to resist social media
pressures
People with high external locus of control
often:
? Think that they have little control over
situations
? Are less confident in their own views
and opinions
? Are more susceptible to outside
influence
However, since this is a spectrum, there
are ways to affect this and gain back your
own control. Here, we’ve listed our top 10
tips to help you with this:
1. Reduce time on social media
and advertising
This is a simple one – reduce the
amount of time you spend looking
at social media and advertising. Set
limits on your phone or computer and
pause the television when the adverts
come on. You can skip through them
on fast forward after 3 minutes.
2. Use the controls you do have
All online devices have an off button!
However, if you are struggling to limit
your time online, then at least reduce
the amount of adverts and influences
that you are exposed to. Don’t
subscribe to advertisers’ channels and
unsubscribe, unfollow, or block people
or things that feel bad. You can also
turn off notifications on a laptop or put
it into focus mode to stop you being
interrupted.
3. Know what you really want
It is important to understand yourself
well and have good self-awareness
if you want to de-emphasise the
importance of other people’s
opinions. Take the time to work out
what you like and what you don’t,
which style of clothes/make-up suits
you and remember that these can
change over time. Your style aged
50 is unlikely to be the same as
when you were a teenager! Learn to
trust your own judgement and your
instincts.
4. Get your priorities right
When it comes to money, it is
important to have a budget and stick
to it. Prioritising your important bills
such as rent/mortgage, utility bills
and transport costs will help you keep
your finances on track and reduce the
chance of overspending. When you go
shopping, create a shopping list and
only buy the things on your list. If you
always buy yourself a treat, then add
it to the list but put a money limit next
to it, so you know what you can afford.
If shopping with children, get them to
hold the list so they are engaged in
that, rather than sneaking additional
things into the trolley!
5. Do your research
When you know that you want to buy
something, be proactive rather than
reactive. Actively search out reviews
online and look for diverse opinions
and trusted reviews and test sites
from companies such as “Which?” or
Trustpilot. Review all the evidence and
ask others for their opinions. It doesn’t
mean you have to take their opinion,
but at least you will have heard all the
evidence and can make up your own
mind based on research.
6. Learn from your mistakes
Don’t repeat the same errors over
again. If you still have items of clothing
in your wardrobe that have never
been worn and still have the tags
on them, take a picture and put it in
your purse. That way, you will remind
yourself of past errors when you are
tempted in a shop. And remember
that deals that seem too good to be
true, usually are!
7. Don’t buy in haste
Take time over your purchases.
When you are interested in buying
something, stop and think:
- Do I NEED it?
- Do I LOVE it?
- Do I have somewhere to put it?
If the answer to any of the above
questions is ‘no’, don’t buy it. Another
tip is to have a picture of something
you really want and are saving up for
in your purse so that when you are
tempted to buy something else, you
can be reminded of the holiday/car/
pet you really want.
8. Understand the marketing
Marketeers are clever and they use
different techniques to entice you.
These include time-limited offers,
multi-pack discounts and sales. These
can be genuine and lead you to a
bargain, but use the tips above to
plan your purchases so that you can
take advantage of genuine offers on
the things you really want, rather than
have the companies take advantage
of you.
9. Understand the truth
Remember that many influencers
present an unrealistic or overly
optimistic image of themselves and
the products they endorse. Learn
to see behind the image to the
marketing strategies that are being
used and be more discerning about
what is real and unreal.
10. Enlist help if needed
Get a friend to go shopping with you
if you feel out of control. You can even
give them your purse if you trust them
enough!
Click here for
more references
& information.
34 August 2024 | parenta.com
parenta.com | August 2024 35

EYFS activities:
Literacy
Literacy plays a crucial role in shaping children’s curiosity, love for learning, and ability to build connections and
flourish. Early exposure to literacy helps children expand their vocabulary, express themselves, and comprehend
what they read, equipping them with essential skills for success in reading and in life. Reading is a fundamental
skill that not only brings comfort and enhances concentration but also empowers children with the knowledge
to engage with and understand the world. Through reading, children are introduced to new words, experiences,
emotions, and viewpoints, enabling them to broaden their perspectives and cultivate a lifelong passion for reading
and continuous learning.
We have picked our favourite step-by-step literacy activities!
Morning routine:
1. Self-registration:
O
O
O
Create a welcoming and engaging selfregistration
area where each child has
their own personalised name card
Make a space with two sections:
“Absent” and “Present” where children
can move their name card from the
“Absent” list to the “Present” list when
they arrive each morning
Use visual cues such as fun stickers
or drawings to make the process
appealing and encourage children to
actively participate in tracking their
attendance.
2. Name places:
O
O
O
Create a sense of ownership and
belonging by providing individual name
places for each child on tables or mats.
Personalise these name places with
colours, patterns, or images that
match with each child’s interests or
preferences
Encourage children to recognise and
interact with their name places during
group activities or mealtimes, which will
give them a sense of identity and pride
in their space
36 August 2024 | parenta.com
3. Naming paintings:
O
O
O
Create a culture of creativity and selfexpression
by prompting children to
label their artwork with their names or
descriptive words
Provide a dedicated display area
where children can showcase their
labelled paintings, giving them a sense
of accomplishment and pride in their
creations!
Encourage children to share the stories
behind their paintings, promoting
communication skills and building
confidence in expressing their thoughts
and ideas
Reading and writing for pleasure:
1. Story time:
O
O
O
Incorporate regular story time into the
daily routine, setting aside dedicated
moments for reading stories, poems,
and rhymes, and singing songs with the
children
Select a diverse range of books that
cater to children’s interests, including
a mix of fiction, non-fiction, and
culturally diverse stories to captivate
their imagination and broaden their
understanding of the world
Engage children actively by asking
open-ended questions and encouraging
them to predict the story’s outcome,
share their thoughts, and make
connections to their own experiences
2. Book corner:
O
O
Create an inviting and cosy book corner,
using comfortable seating, cushions,
rugs, and shelves to display a variety of
books at children’s eye level
Organise books in a visually appealing
and accessible way, with different
categories or themes clearly labelled to
encourage children to explore different
Creative activities
1. Model descriptions:
O
O
O
When making their models, encourage
children to describe their models or
creations using descriptive words and
phrases
Provide writing materials for children
to independently write or draw
descriptions
During group time, have children read
their descriptions aloud, to encourage
language development and confidence
in public speaking
O Display the creations alongside
the descriptions, creating a visual
representation of the children’s ideas
and allowing others to appreciate their
work and understanding
2. Cooking activity:
O
O
O
O
Incorporate cooking activities into the
curriculum by finding suitable recipes
online
Read the recipe aloud to the children,
highlighting key ingredients and steps.
Involve children in the cooking process,
referencing the recipe to promote
reading skills and the ability to follow
instructions
Encourage children to discuss and share
O
genres and topics
Rotate and update the book selection
regularly to maintain children’s interest
and introduce them to new stories,
authors, and illustrators
3. Display labels
O
O
O
Integrate literacy into the classroom
by labelling pegs for children to hang
their belongings, display areas, and toy
storage
Include both written words and
corresponding pictures to support
language development and make it
easier for children to identify and locate
their personal belongings
Involve children in the process of
creating and updating the labels,
promoting their involvement and sense
of responsibility within the learning
environment
their observations and experiences
during the cooking activity, further
enhancing their language development
and understanding of sequencing
3. Providing resources:
O
O
O
O
Ensure that a variety of resources such
as books, pencils, paper, computers,
and tablets are easily accessible to
children for self-directed activities
Organise a reading area with a range
of books at different reading levels and
genres to cater to individual preferences
and interests
Place writing materials in accessible
areas, encouraging children to
creatively express themselves through
drawing and writing
Integrate technology by incorporating
child-friendly interactive learning
apps or digital books on tablets or
computers, promoting digital literacy
alongside traditional literacy skills
By following these step-by-step activities, you
can create a literacy-rich environment that
fosters a love for reading and writing while
integrating language and literacy skills into
everyday routines and activities. We hope you
enjoy them! Find out more here.

Gina Bale
Can’t play
The importance of fundamental
When assessing your little ones, ask
yourself whether they have the physical
strength and balance to develop their
Fundamental movement skills. Are they
ready? Do they have any gaps in their
development?
To balance and develop their skills, they
need core muscle strength for balance.
This is the stable base for the rest of the
body, the “inside out”.
There are 40+ Fundamental Movement
Skills (FMS) that children need to master by
the time they leave primary school. FMS
are divided into three areas: Locomotor
skills; Manipulative skills; and Nonlocomotor
skills.
Current issues in primary
schools
movement skills in the early years
In Primary Schools, research by the
University of South Wales has shown
that those typically teaching PE and FMS
are not trained movement specialists.
They lack confidence and don’t see the
importance compared to other essential
curriculum areas. We must do all we can
to help our little ones develop their FMS in
the early years.
Imagine reaching primary school and
discovering you can’t play! If you can’t run,
catch or throw, you can’t join in activities
that require the FMS to participate.
The role of early years
educators
From birth, the myelination process
begins. The first 5 years are the most
important. Every experience the child has,
from sensory to physical, will trigger the
myelination process in the brain. The more
access your little ones have to physical
experiences, and repeated muscle
movements, the more myelin forms
around the neurons.
Techniques for developing FMS
Once this concept is understood, it
becomes easier to help children develop
their Fundamental Movement Skills
through the “chunk it up,” “slow it down,”
and “repeat” system. This gives you the
outcome of what is also known as “muscle
memory,” or “automaticity”. It is in fact, the
myelination of the neurons in the brain.
Movements from walking to picking up
an object happen without having to use
conscious thoughts.
Encourage them to repeat activities by
being creative, so they enjoy it. When they
enjoy activities, their brain rewards them
with positive feelings. When their brain has
had enough, it will want to do something
else.
As early years educators, it is our role to
work with and cooperate with their brains,
by finding and creating playful ways for
them to enjoy the activity again, and
again, and again!
Challenges and considerations
An important note... try not to repeat
yourself and let it become boring and
they stop engaging in the activity. Your
ability to be creative and imaginative is so
important.
If they struggle with a movement, even
when you have “chunked it up”, and
“slowed it down”, remember that the brain
can only take a couple of corrections at a
time and your little ones’ memory skills are
related to their ages.
Their memory skills impact their
Fundamental Movement Skills. These skills
develop from the brain, into the larger
muscle groups, and into their fine motor
skills. This is a “top-down” process, which
also includes the vestibular system.
When you see your little ones wobbling or
plopping, their brain is discovering balance
along with the core muscles engaging
and helping them to develop strength.
Propping them up doesn’t help them.
It can slow their natural development
process.
Falling and wobbling is a great lesson for
the brain. It starts to identify what muscles
are needed to balance and where upright
is. This is the “top-down” to go with the
“inside out”.
Practical activities
While we facilitate fun, and engaging,
activities to develop their fundamental
movement skills, it is vital that we
model (demonstrate), and verbalise the
movements correctly.
This is important for many reasons as your
little learners could be visual, auditory,
or kinaesthetic learners. There is the
school of thought that all children start
as kinaesthetic learners which shows
how important it is for them to see the
movement, to copy you and then explore
what it feels like.
Questions to ask yourself
✨ Are they struggling with specific
movement skills?
✨ Are there gaps in their development
process?
✨ What activity will help them build
competency in that movement skill?
✨ Are you modelling movements
correctly for the little ones?
✨ Are you being creative and
imaginative with as many physical
activities as possible?
Activity ideas:
✨ Join the Littlemagictrain and take
a journey to the Amazon and the
children can take turns wearing the
train driver’s hat
o Go through tunnels (crawling),
and travel across bridges
(tiptoeing). Go off the tracks
(rolling) down a hill. And anything
else that you encounter on the
way
✨ Join the frogs as they hop across the
pond on rocks to find yummy frog
snacks
o
Develop from all 4s (hands and
feet) to 2 legs
✨ Stepping over and under the spider’s
web. Don’t wake the spider up!
o Develop from crawling
underneath to stepping over
the web. They could also tiptoe
across the web (rope or gym
bench) and jump off at the end
✨ Find a way to get past a sleeping
jaguar blocking the path out of the
Amazon
o Tiptoeing, running, jumping
over him. You can develop their
jumping from 2-to-2 feet, 2-to-1
foot, and 1-to1- foot as they leap
In conclusion, the development of
Fundamental Movement Skills in the early
years is critical for ALL children’s overall
growth and ability to participate in various
physical activities from playing with friends
to PE in primary school.
All early years educators play a vital role
in fostering these skills through creative,
repetitive, and enjoyable activities that help
them develop these core developmental
skills. This not only prepares them for
primary school but, contributes to their
well-being, and physical health.
By understanding the importance
of incorporating playful, engaging
methods, you can ensure that your little
ones develop the necessary physical
competencies (physical literacy). Adapt
your approach to ensure all your little ones
are engaged as you encourage a lifelong
love for being active. Don’t forget you are
their role model!
Click here for
more resources
from Gina:
38 August 2024 | parenta.com
parenta.com | August 2024 39

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