November 2024 Parenta Early Years Magazine

Issue 120 

NOVEMBER 2024 

Educating children on 

hidden disabilities 

Celebrating Diwali 

Putting on a festival 

play on a budget 

+ lots more 

EYFS activities 

inside! 

This month… 

Christmas 

UK Disability 

History Month 

Free laptop offer - limited stock left! See page 23 for details 

Why Off-the-job training is essential for apprentices

30 

12 

24 

16 

Hello 

Welcome to our family 

Welcome to the November edition of Parenta magazine! 

As the nights draw in and we gear up for the busy festive season next month, we wanted to closely examine inclusivity and 

celebrating diversity within our settings this month. With UK Disability History Month running from November 16 to December 

16, we’ve packed our pages with insights and helpful tips to help you support every child’s unique needs. 

You’ll find practical advice on adapting activities for children with disabilities, sensory engagement tips for all neurotypes, 

and tools to teach young children empathy and kindness towards others. We’re proud to include a range of articles from our 

amazing early years expert guest authors, covering so many topics! 

Regulars 

8 Write for us 

36 EYFS Activities: Christmas 

News 

Advice 

26 

4 What do our customers say this month? 

10 Childcare news and views 

22 Advanced Nursery Management Software from Parenta! 

Industry Experts 

12 Sensory: sight 

26 Musical medicine - How effective are parenting 

interventions? 

30 Coaching skills: Questioning 

32 Educating young children on hidden disabilities 

38 Space mission - Creative role-play for authentic 

learning in the early years 

38 

Just some of them include Joanna Grace exploring sensory and sight, Gina Bale taking us on a space mission, Frances 

Turnbull asking us how effective parenting interventions are, Pam McFarlane discussing coaching techniques, and Gina Smith 

highlighting the importance of teaching children about hidden disabilities. 

We hope these articles and insights make a difference in your day-to-day work and offer fresh ideas for nurturing inclusive, 

supportive spaces for children. Thanks for being part of our community, and we hope you enjoy this issue! 

Feel free to share our magazine with friends, colleagues, and parents! They can easily receive their digital copy by signing up 

at www.parenta.com/magazine. 

Happy reading, and here’s to building more inclusive early years communities! 

6 Supporting disabled staff in early years settings 

14 UK Disability History Month 

16 The use of AI in toys 

20 Putting on a festival play on a budget 

24 Childcare Apprenticeships: Essential off-the-job training information 

28 Helping children develop a sense of self 

34 Celebrating Diwali 

Allan 

2 November 2024 | parenta.com 

parenta.com | November 2024 3

What do our 

customers say 

in October? 

Michelle L 24/10/2024 

“I'm really happy with Parenta's 

services. The team members are 

really helpful, professional, and 

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records/Zoom calls. My tutor helps in 

any way she can and is always there 

to answer my queries quickly. 

She is understanding and can offer 

advice too.” 

Sully F 16/09/2024 

“My tutor has been supportive and 

available throughout my entire course, 

from start to finish. She was easy to talk 

to, available and very helpful. I would like 

to say a huge thank you to her for the help 

and support that was provided. I am also 

grateful to my Maths tutor, who was 

amazing at helping me remember math and 

was also available for support when 

needed. I am happy to say that I have 

completed my Level 3!” 

Jade K 25/10/24 

"Parenta is really supportive of 

their students, Our tutor is 

always on the ball with the 

students she has, she is 

responsive to any feedback and 

always contactable. She goes 

above and beyond for us as a 

setting and our learners." 

Kim C 18/10/24 

“We have been very happy. 

Consistent visits and reviews. 

Always very quick to answer 

emails. Courteous 

via email, video links and 

when visiting the setting. 

Tutor was also a good 

support throughout.” 

Lisa A 24/10/2024 

“I've been doing my 

course with Parenta for 

2 years now and I really 

enjoy it. The tutors are 

very passionate, 

professional and have 

been so lovely and 

supportive of me. 

Thank you.” 

Grace Z 17/10/2024 

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Maths tutor. She is very patient, 

supportive and the most professional 

teacher I have ever had.” 

Ellie C 13/10/2024 

“My tutor has been so very 

helpful! They have always 

provided me with the support I 

needed to get my apprenticeship 

and successfully complete my 

goals! I truly would have 

struggled without them! 

Thanks for all your help!” 

Marlene F 28/10/24 

“Absolutely amazing 

support from my tutor 

could not have asked for 

a better one. The layout 

of the course is easily 

accessible and the 

knowledge learnt is 

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Jillian C 27/10/2024 

“I did my Childcare Level 3, Early 

Years Educator with Parenta a 

while back, and I can honestly say 

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Supporting disabled 

staff in early 

years settings 

UK Disability History Month (UKDHM) 

2024, running from 14th November 

to 20th December, emphasises the 

theme of “Disability Livelihood and 

Employment.” This focus on workforce 

inclusion is particularly relevant for early 

years practitioners, as creating inclusive 

environments for disabled colleagues and 

children can significantly impact both the 

workforce and future generations. 

In this article, we explore key insights from 

this year’s theme and provide advice on 

supporting disabled staff and creating 

equitable practices in your early years 

setting. 

Historical context 

of disability and 

employment 

For many years, disability was often 

wrongly linked with unemployment. 

However, this overlooks the long history 

of disabled people working hard to be 

part of the workforce, whether through 

jobs, charity, or other means of survival. 

Over time, employment opportunities 

for disabled individuals have improved, 

thanks to changes in laws and evolving 

social attitudes, which have helped to 

challenge old misconceptions and create 

more inclusive workplaces. 

In the UK, the disability employment rate 

has seen positive growth since 2013, 

with an increase in disabled workers 

participating in the labour market. Despite 

challenges brought on by the COVID-19 

pandemic, the overall trend remains 

promising. For instance, in the second 

quarter of 2023, 5.1 million disabled 

people were employed, reflecting an 

increase of 320,000 from the previous 

year. Yet, significant gaps persist - 53.6% 

of disabled people are employed, 

compared to 82.5% of non-disabled 

individuals. 

Additionally, certain groups, such as those 

with mental health conditions, intellectual 

impairments, or autism, still face higher 

unemployment rates. 

For early years practitioners, knowing 

the history of disability and employment 

helps create a more inclusive workplace. 

By understanding the challenges disabled 

colleagues have faced - and may still face 

- practitioners can build a more supportive 

environment. This knowledge allows them 

to address barriers and provide better 

accommodations, fostering a positive and 

adaptable work culture for everyone. 

Legislation, trade 

unions, and workplace 

adaptations 

Over the past 30 years, legislation and 

trade union efforts have played a pivotal 

role in supporting disabled workers. 

Protection from discrimination in hiring, 

promotion, and dismissal, as well 

as obligations to provide reasonable 

adjustments, have improved working 

conditions for many disabled employees. 

For example, flexible work patterns, 

technological advancements, and 

increased opportunities for remote work 

have allowed more disabled individuals to 

enter or re-enter the workforce. 

In early years settings, reasonable 

adjustments might include providing 

assistive technology, modifying 

workspaces, or allowing for flexible 

schedules. For practitioners, the key to 

supporting disabled colleagues lies in 

open communication and collaboration. 

Engaging in discussions about necessary 

accommodations and creating a culture 

of inclusion can lead to practical solutions 

that benefit everyone. 

Practical advice 

for early years 

practitioners 

1. Foster an inclusive work 

environment 

Building an inclusive culture starts 

with raising awareness. Encourage 

open conversations about disability 

and provide staff with training on 

disability awareness. Early years 

settings should ensure their policies 

and practices promote equality 

and inclusion, offering reasonable 

accommodations to support disabled 

employees and recognise their 

valuable contributions. 

2. Understand reasonable 

adjustments 

Under the Equality Act 2010, 

employers must make reasonable 

adjustments to help disabled 

employees. These changes can 

include adjusting working hours, 

modifying job duties, or making the 

workspace more accessible. Early 

years practitioners should be aware 

of these legal obligations and take 

a proactive approach to spot any 

barriers that could prevent disabled 

staff from fully participating in their 

roles, ensuring a supportive and 

inclusive environment. 

3. Support career development 

Just as early years practitioners 

are dedicated to fostering the 

growth of the children in their care, 

they should also be committed to 

supporting the career development 

of their disabled colleagues. Ensure 

disabled employees have access to 

the same training and advancement 

opportunities as their non-disabled 

counterparts. This can help bridge the 

gap in recruitment and retention and 

create a more equitable workplace. 

4. Lead by example for children 

Early years practitioners play a crucial 

role in shaping children’s perceptions 

of the world. By promoting inclusion 

and diversity within the workforce, 

practitioners can set a powerful 

example for young children. When 

children see that people of all abilities 

can contribute meaningfully to society, 

it fosters a culture of acceptance and 

understanding from an early age. 

5. Utilise technology for accessibility 

Advancements in technology have 

made it easier for disabled workers 

to perform tasks that might have 

been challenging in the past. Early 

years settings should explore how 

technology can be used to support 

disabled employees. Whether 

it’s through assistive devices, 

communication tools, or flexible 

working platforms, integrating 

technology into daily operations can 

significantly improve accessibility and 

productivity. 

6. Recognise the importance of 

mental health 

Mental health conditions are among 

the most common disabilities that 

affect employment. For practitioners, 

it’s essential to recognise the 

impact of mental health on both 

staff and children. Providing mental 

health support, such as access to 

counselling services or promoting 

a work-life balance, can create a 

more supportive environment for all 

employees. 

Tackling stereotypes 

and prejudices 

Despite progress, stereotypes and 

misconceptions about disabled workers 

persist. For example, there is a tendency 

to assume that certain disabilities - 

especially invisible ones like mental health 

issues - make individuals less capable of 

performing certain jobs. As early years 

practitioners, it’s essential to challenge 

these misconceptions and promote a 

culture of inclusion. 

One way to do this is by educating staff 

about the wide range of disabilities 

and the varying ways they can affect 

individuals. By building awareness and 

empathy, practitioners can contribute to 

breaking down the barriers that prevent 

disabled workers from thriving in the 

workplace. 

Moving toward a more 

equitable future 

UK Disability History Month 2024 will shine 

a light on the historical and present-day 

factors influencing disabled people’s 

employment. For early years practitioners, 

this is an opportunity to reflect on the 

progress made, while also recognising 

the work that still needs to be done. By 

fostering an inclusive, supportive, and 

adaptive work environment, practitioners 

can play a crucial role in promoting 

disability equity in the workforce. 

In doing so, they not only support their 

disabled colleagues but also set a 

powerful example for the children in their 

care, helping to shape a future where 

inclusion is the norm, not the exception. 

For more resources on how to support 

disabled employees and create an 

inclusive early years setting, visit the UK 

Disability History Month website here: 

https://ukdhm.org/. 

Click here for 

more references 

& information. 



Write for us! 

We continuously seek new 

authors who would like to 

provide thought-provoking 

articles for our monthly 

magazine. 

If you have a subject you’re eager to explore 

in writing, why not submit an article to us for a 

chance to win? 

Every month, we’ll be awarding Amazon 

vouchers to our “Guest Author of the Month.” 

You can access all the information here: 

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

Congratulations 

to our guest author competition winner, Louise Mercieca! 

Congratulations to Louise Mercieca, our guest 

author of the month! Her article, “Food And 

Behaviour: How Diet Impacts Learning” explores 

the connection between a child’s diet and their 

overall health and development. Well done Louise! 

3 easy ways to get your free recruitment: 

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: 

4.7 

www.parenta.com/parentablog/guest-authors 

“I take this opportunity to sincerely thank 

my Early Years Training Consultant at 

Parenta for their consistent outstanding 

help and support. They are highly 

professional and have impeccable 

standards.” 

“We have been very happy. Consistent 

visits and reviews. Always very quick to 

answer emails. Courteous via email, video 

links and when visiting the setting. Tutor 

was also a good support throughout.” 

"Parenta is really supportive of their 

students, Our tutor is always on the ball 

with the students she has, she is responsive 

to any feedback and always contactable. 

She goes above and beyond for us as a 

setting and our learners." 


Ayesha M. 07/08/2024 

Kim C. 18/10/2024 Jade K. 25/10/2024

Childcare news 

and views 

Government protects education 

priorities 

News story from the official 

Government website 

Chancellor confirms steps to protect 

education and early years priorities as part 

of her first Budget. 

£1.4 billion allocated for school 

rebuilding, reaffirming the 

government’s commitment to improve 

the school estate 

Funding will form a packet of 

measures to break down barriers to 

opportunity, so every child has the 

chance to succeed in life 

Improving opportunities for our children 

and young people will be a key feature of 

the Chancellor’s first Budget, including £1.4 

billion to rebuild crumbling schools. 

The investment to rebuild school buildings, 

alongside funding for children’s social 

care, breakfast clubs and early years 

childcare reflects the government’s 

commitment to putting education back 

at the forefront of national life, breaking 

down the barriers to opportunity for all 

children. 

The decision to protect education priorities 

at the Budget comes at a crucial time for 

the sector with the government inheriting a 

£22 billion blackhole in the public finances 

and having to take tough decisions. 

The Chancellor has committed £1.4 billion 

to ensure the delivery of the existing School 

Rebuilding Programme, with 50 rebuilds 

a year delivering on promises made to 

parents, teachers and local communities 

that crumbling school buildings will be 

rebuilt. 

The confirmation of the funding for 

education follows a 5.5% pay increase 

for school teachers agreed earlier in the 

year as the government sets out to reset 

relationships with the sector. 

Chancellor of the Exchequer, Rachel Reeves 

said: 

“This Government’s first Budget will set 

out how we will fix the foundations of the 

country. It will mean tough decisions, but 

also the start of a new chapter for Britain, 

by growing our economy through investing 

in our future to rebuild our schools, 

hospitals and broken roads” 

“Protecting funding for education was one 

of the things I wanted to do first because 

our children are the future of this country. 

We might have inherited a mess, but they 

should not suffer for it.” 

Secretary of State for Education, Bridget 

Phillipson said: 

“This is a Budget about fixing the 

foundations of the country, so there can 

be no better place to start than the life 

chances of our children and young people. 

Our inheritance may be dire, but I will 

never accept that any child should learn in 

a crumbling classroom.“ 

“We are determined to break down those 

barriers to opportunity, whether it’s brilliant 

early years, free breakfast clubs or high 

and rising standards in our schools, this 

government is putting education back at 

the forefront of national life.” 

£1.8 billion has also been confirmed to 

support the expansion of governmentfunded 

childcare, helping deliver the 

roll-out through local authorities - with 

a further £15 million of capital funding 

allocated to expand school-based 

nurseries. Primary schools can now apply 

for up to £150,000 of the £15 million, with 

the first stage of the plan set to support up 

to 300 new or expanded nurseries across 

England creating much-needed places in 

areas most in demand. 

National Day Nurseries Association 

(NDNA)’s Chief Executive Purnima Tanuku 

OBE said: “Protecting investment in early 

education and childcare is vital if we want 

to give children the best start in life and 

support families into work. The fact that 

the protected funding will match increases 

in inflation and wage rises is welcome 

news. We cannot go back to seeing realterms 

cuts where funding rates do not 

keep pace with rising delivery costs. 

“We know that nurseries and other early 

years settings need to recruit another 

35,000 staff by next September to be able 

to offer the 30 hours of funded childcare 

promised by the Government. To do this 

we have to see a fully costed workforce 

strategy which will help attract and retain 

the brilliant people the sector needs.” 

“With providers still saying that funding 

rates do not cover their costs, especially 

for three and four-year olds, we still need 

to see more support for early years, 

especially around SEND funding, the early 

years pupil premium and releasing capital 

funds to help nurseries expand.” 

This news story can be read in full on the 

Government’s website here: Government 

protects education priorities in face of 

inherited £22 billion blackhole - GOV.UK 

“Early years education too 

important to be left to chance”: 

Ofsted 

Ofsted has emphasised the importance 

of a high-quality early years curriculum, 

noting that not all children start life on 

an equal footing. The third and final 

instalment of its Best Start in Life research, 

published on 8 October 2024, outlines 

what progress should look like for preschoolers 

in four key learning areas: 

literacy, mathematics, understanding the 

world, and expressive arts and design. 

This report highlights how “the four 

specific areas of learning give breadth and 

richness to the early years curriculum and 

show how early learning is connected.” 

Strong literacy and mathematics 

foundations, it states, provide lifelong 

advantages and are essential to future 

success. Early literacy development 

supports children’s language, vocabulary, 

and emotional understanding, while 

early mathematical learning and positive 

attitudes toward numbers “are crucial to 

children’s later achievement.” 

The expressive arts, meanwhile, 

encourage creativity and new skills, and 

understanding the world helps young 

children connect new ideas with their 

existing knowledge in familiar contexts. 

Ofsted concludes that to deliver a highquality 

curriculum, practitioners must 

understand child development to plan 

effective next steps. Teaching in these 

specific areas, they add, should also 

support the growth of executive function 

skills, a strong predictor of later success. 

Sir Martyn Oliver, His Majesty’s Chief 

Inspector, said: 

“A high-quality early education benefits all 

children, particularly the most vulnerable, 

and is far too important to be left to 

chance. Learning in the early years is 

fundamental to providing children with 

the tools they need to thrive throughout 

their education, and beyond. That is all 

the more important for children from 

disadvantaged backgrounds. If we 

get early education right for our most 

vulnerable children, we’ll get it right for all 

children.“ 

“Early years practitioners deserve our 

gratitude for their hard work in making 

sure that every child gets off to the best 

start in life. I hope that this research series 

helps them to consider what an excellent 

early years curriculum for all children might 

look like.” 

The final stage of research builds on the 

first two – Setting the scene and The 3 

prime areas of learning - and aims to help 

practitioners raise the quality of early years 

education. 

This story can be read in full from the Early 

Years Alliance here. 



Joanna Grace 

Sensory: sight 

I am a sensory engagement and inclusion 

specialist. In my work at The Sensory 

Projects, I focus on how inexpensive 

resources can be used as sensory tools for 

inclusion and explore how understanding 

sensory processing can help us to better 

support those in our care. I deliver training 

nationally and internationally and can 

often be heard saying that I wish there 

was an easy way to distinguish between 

sensory and SENSORY. People are 

generally aware that engaging the senses 

when learning is useful, but there’s a big 

difference between putting out a box load 

of toys that were all marked ‘sensory’ in 

the catalogue and creating a SENSORY 

banquet for exploration. 

In this series of articles, I’m going to talk 

about the difference between sensory and 

SENSORY across different sensory systems 

and the impact of sensory engagement 

work on people of all neurotypes, who 

experience both ability and disability. 

This article focuses on sight. It’s usually 

the first sensory system people think of 

and the one they fear losing the most. It 

takes up a third of our cerebral cortex and 

consumes a lot of the calories burnt by our 

brain in a day. (Do some good “looking” 

and get thin! – Not exactly, but sort of). 

Here’s how to do sight in a “little” letter 

sensory way: 

Sight: sensory 

Slap some pictures on the table and tell 

people to look at them. 

Why isn’t this capital letter sensory? Well, 

because those pictures are likely quite 

small, and in a big room, they’ll represent 

a few blobs of colour displayed in a onedimensional 

way. The light will bounce off 

them all in the same (heaven forbid they 

might also be shiny, and so the presence 

of light will actually obscure the image with 

reflections). They’ll overlap one another 

and be unclear. 

Imagine an eye walking into the room 

all by itself (not attached to a brain – I 

appreciate this isn’t what happens, but we 

are imagining here!) Why would it look at 

those splodges on the table? Isn’t it more 

likely to notice Sandra’s neon cycling jacket 

hanging on a peg in the corner? Isn’t it 

more likely to gaze at the bright light bulbs 

hanging overhead? Wouldn’t it be caught 

by the movement of someone running? 

The pictures scattered on the tabletop are 

not capital letter SENSORY. 

Imagine the same eye walking in, this time 

hand in hand with the brain. The brain 

would notice the images and understand 

that they contain information – there might 

be stories in them. Whilst the eye looks 

towards the neon, the light, the movement, 

the brain tugs it towards the pictures. 

The visual interest in photos is created by 

intellectual understanding, not sensory 

interest. 

Not everyone has intellectual capacity. 

Providing capital letter SENSORY 

experiences that convey meaning is a 

way of engaging people who do not have 

intellectual access. But more than that, 

everyone’s understanding begins from 

their senses. If you can capture sensory 

attention, you won’t have such a struggle 

gaining intellectual attention. Think of the 

brain and eye holding hands, with the eye 

pulling towards the jacket on the peg and 

the brain pulling towards the table. If you 

can capture sensory attention, they both 

rush in the same direction. Focus is better, 

concentration is easier, and learning is a 

happier experience. 

Sight: SENSORY 

Provide brightly coloured sunglasses with 

different coloured lenses for children to try 

on. 

Dim the lights in the room and ask 

Sandra to hang her neon jacket up 

outside. Create an improvised light 

box (or, if you have a real one, by 

all means, use that) and pop some 

transparent coloured geo-solids on it 

for exploring 

Hang sheets of coloured cellophane 

over the windows, create the outline 

of a stained-glass image with black 

sugar paper, and have people fill in 

the gaps with swatches of coloured 

cellophane 

Use sheets of card cut to size and 

attached with Velcro dots to black out 

the room. Provide people with torches 

for exploring, or pop a UV light bulb 

into a small lamp and offer resources 

that fluoresce under UV light 

Why are these SENSORY rather than 

sensory? Something is SENSORY if it draws 

the attention of the eye as it walks in 

on its own, which all of these would do. 

Something is SENSORY if it fills an entire 

sensory system. In the example with the 

photos on the table, the eye has a lot to 

look at, but with coloured lenses to look 

through, EVERYTHING the eye sees has 

changed colour. It is a massive sensory 

experience. 

Thinking about the distinction between 

sensory and SENSORY can help you to 

create more engaging invitations to learn 

and explore for the people you support. 

In my next article, we will look at how we 

can use these insights into sight to better 

support the people in our care, and in 

the article after that, we will look at the 

distinction between sensory and SENSORY 

for our sense of touch. 

At the end of this series, we will look 

more deeply into the value of sensory 

engagement work and the ways in 

which our understanding of the sensory 

landscapes we provide can influence how 

we support those in our care. 

So remember to pop back next month and 

collect some more insights. 

By the end of this series, you should have 

a whole sensory smorgasbord! 


more resources 

from Joanna: 



Educational activities 

Earlier this year, Paris hosted the 

Paralympic Games which attracted 4400 

athletes with disabilities competing in 549 

medal events. Thousands of volunteers 

signed up to help at the event and they 

all received disability awareness training 

and the Paris transport system was 

transformed to make it more accessible 

than ever before. And for the first time in 

the history of the Games, Paris 2024 also 

featured a single emblem, reflecting its 

desire to place the Paralympic Games and 

the Olympic Games at the same level. This 

is disability awareness and progress in 

action – led by sport, not politicians and 

it shows just how much can be achieved 

when people pull together towards a 

common goal. 

This month sees the start of UK Disability 

History Month (UKDHM), which is an event 

observed annually from 16 November to 16 

December, dedicated to raising awareness 

about the history, struggles, and 

achievements of disabled people in the 

UK. This month-long event also includes 

several other related dates such as HIV/ 

AIDS Day (1 December), International Day 

of People with Disabilities (3 December), 

and International Human Rights Day (10 

December), making it the perfect time to 

increase awareness and change attitudes 

through education. 

One of the many positive aspects of the 

Paralympics, is the recognition of the 

achievements and contributions that 

people with disabilities can make to 

society and this is one of the main aims of 

UKDHM, as well as encouraging a deeper 

understanding of the social, economic, 

and political barriers that disabled people 

encounter. As early years practitioners, 

you are in a prime position to positively 

influence attitudes towards disability so 

that everyone is accepted for who they 

are, and recognised for the unique gifts 

they bring to the world, regardless of any 

disability. 

UK Disability 

History Month 

Celebrating disability is crucial for several 

reasons because it can: 

? Promote inclusion and equality 

? Raise awareness of the barriers and 

discrimination that many people face 

? Highlight the contributions and 

changes that disabled people have 

made to society 

? Encourage empathy, tolerance and 

understanding 

? Inspire and empower disabled 

individuals 

? Drive social change through policies 

and political activism 

? Contribute to a rich and diverse 

culture 

This year’s theme 

The theme for UKDHM 2024 is “Disability 

Livelihood and Employment”. This theme 

focuses on the critical issues surrounding 

employment for disabled individuals, 

including accessibility, discrimination, 

and the need for supportive workplace 

environments. Do you have staff in your 

setting, for example, who are disabled 

or who have additional needs? Do you 

have a policy to actively encourage 

recruitment from this sector, and if not, 

could this be something you investigate? 

Despite advancements in disability rights, 

many disabled people still face significant 

barriers to employment, which impacts 

their economic independence and quality 

of life. 

How to get involved 

There are numerous ways to get involved 

in the celebrations this month, and 

you can find information on key events 

and activities including exhibitions, 

performances and discussions on the 

UKDHM website at: https://ukdhm.org/. 

There are also educational workshops and 

seminars on disability rights, employment 

laws and best practices for creating 

inclusive workplaces that could help you 

make changes in your setting which 

encourage a more inclusive space. 

Here are some other ways you can get 

involved: 

Storytime: Use books that feature 

disabled characters or are written by 

disabled authors. This helps children 

understand and appreciate diversity from 

a young age and also inspires people to 

think creatively about jobs they could do. 

You can access a list of suitable early years 

stories and resources at: https://ukdhm. 

org/early-years-ks1/. 

Interactive activities: Organise activities 

that focus on different abilities to help 

children empathise with the experiences 

of disabled individuals. For example, you 

could have a game where the children 

wear blindfolds and have to be led by 

a helper, or practice doing things with 

only one hand. Remember to encourage 

empathy here and be especially mindful 

of the activities you do if you have children 

with disabilities in your setting. You could 

talk to their parents and ask their advice 

about how to best help other children 

understand some of the issues involved. 

Inclusive play 

Adapted games: Incorporate games and 

activities that are accessible to all children, 

ensuring that those with disabilities can 

participate fully and make adaptations as 

necessary, which may include setting up 

different courses or using slightly different 

resources. The key here is to plan ahead 

so that everyone can be involved. 

Sensory play: Create sensory play 

areas that cater for children with different 

sensory needs, using materials like 

textured objects and fabrics, scented 

playdough, and sound-making toys. 

Inclusive and representative 

displays and resources 

Books and resources: Make sure your 

book corner includes books, games and 

resources that reflect a diverse range of 

abilities and experiences. 

Posters and artwork: Display posters 

of contemporary and historical disabled 

people who have made significant 

contributions to society, or encourage 

older children to create their own artwork 

celebrating diversity and inclusion. Focus 

on what people CAN do rather than the 

things they can’t. 

Involve your parents 

Workshops for parents: Host a 

workshop to inform parents about 

disability awareness and how they can 

support inclusion at home. 

Family events: You could organise your 

own events to either raise money for 

a disability charity or just learn about 

disability history and the importance of 

inclusion in the wider community. 

Staff professional 

development 

Training: Provide training sessions for 

staff on disability awareness and inclusive 

practices or set up CPD sessions so that all 

practitioners and admin staff are equipped 

to support all children effectively. Think 

about inviting a disabled speaker into the 

setting to tell their story too. 

Engage with your community 

Collaborate with local organisations 

in your area: People with disabilities live 

in all parts of the country and there will be 

organisations and charities local to your 

setting who you could contact to arrange 

visits, events and workshops. In the same 

way that intergenerational meetings 

benefit both age groups, the same can be 

true for wider community partners which 

cater for people with disabilities. 

Promote awareness campaigns: 

Participate in or create awareness 

campaigns within your community to 

highlight the importance of disability 

inclusion. This can be as simple as putting 

a logo or banner on your website, using 

a hashtag, or sending home some 

information about the month to parents, 

saying you are supporting it. 

By incorporating these ideas, early years 

settings can create a more inclusive 

environment that celebrates diversity and 

promotes understanding from a young 

age. This not only benefits disabled 

children/people but also fosters a culture 

of empathy and respect among all 

children and their families. 

References and resources 

? https://olympics.com/en/news/paris- 

2024-paralympic-games-key-figures 

? https://ukdhm.org/ 






The use of AI 

in toys 

In many science fiction books and films, 

talking to a computer, and having it 

respond intelligently is an integral part of 

the story. Indeed, this genre has given us 

some truly memorable characters such 

as Hal in “2001: a space odyssey”; R2D2 

and C3PO in “Star Wars” and Wall-E, 

Robocop and The Terminator. But what 

may have seemed like science fiction only 

20 years ago, is now science fact as more 

and more of us use artificial intelligence 

(AI) in our everyday lives. ChatGPT, Alexa, 

Siri and Google Assistant are used daily, 

but AI is also being used by media 

channels, banks, healthcare providers and 

transportation companies to make our 

lives easier, whether we are aware of it or 

not. 

Education is no exception and AI is used 

in more toys, games and educational 

programmes every day. So, what do early 

years practitioners need to know about 

the use of AI in toys, and what are the pros 

and cons of using them in our settings? 

How does AI work in toys? 

AI in toys works by using different 

technologies to create interactive play 

experiences for children which can be 

personalised for them and adaptive to 

create individual feedback and scenarios 

based on the initial interactions. There are 

three main components in these toys: 

1. Sensors and cameras - these are 

used to detect and capture data from 

the child’s environment. For example, 

cameras can recognise faces and 

emotions, while sensors can detect 

movement and touch. 

2. Microphones and speakers - these 

allow the toy to ‘listen to’ and respond 

to the child’s voice, enabling voice 

recognition and interaction. 

3. AI algorithms - these are the core 

of the toy’s intelligence as they 

process the data collected by 

sensors, cameras and microphones 

to understand and respond to the 

child’s actions and emotions. They 

are the blueprints telling the toy how 

to respond in certain situations. The 

difference between AI and other 

toys that ‘talk’ is that the AI toys 

are capable of learning from new 

information – for example, they might 

remember the child’s favourite game 

or how they like to play and adapt 

to make the experience more fun 

next time. In contrast, other toys only 

have a limited set of pre-recorded 

responses and will work the same 

way every time they are used. 

So, AI toys basically collect massive 

amounts of data, process it and then 

create adaptive responses each time. 

Some examples of AI toys 

Cognitoys Dino: Uses IBM Watson’s AI 

to engage children in conversations 

and adapt to the child’s learning pace 

Hello Barbie: Barbie can now use 

voice recognition to have personalised 

conversations with children 

Kumiita: An educational robot 

designed for very young children, 

starting from 7 months old. It 

introduces basic coding and 

programming concepts through 

interactive play 

Cozmo by Anki: Cozmo is a small 

AI robot that can play games, 

solve puzzles, and learn new skills 

over time. Cozmo is designed to 

help children develop problemsolving 

skills and understand basic 

programming 

LEGO Mindstorms: This kit allows 

children to build and program their 

own robots using LEGO bricks and an 

AI-powered control system 

Benefits and concerns 

As with all new innovations, there are 

benefits to reap and concerns to be wary 

of. There are many benefits to using AI in 

toys including helping with personalised 

learning, improving engagement with 

learning, and the early detection of 

developmental issues. Some toys are now 

able to identify behaviour patterns, but as 

with any data collection tool, collecting the 

data is one thing – the true benefit comes 

from acting on that data and putting in 

interventions that will benefit the child. 

Some quarters are raising concerns about 

the ethics of using AI generally, especially 

in relation to privacy and data security. 

Wider concerns focus on the safety aspect 

especially if the toys are connected to the 

internet as we know that the internet can 

be a source of great good, but also it has 

many dangers. After all, parents want to 

know that they are getting a ‘Wall-E’ rather 

than a ‘Terminator’ if they buy an AI toy! 

Other concerns focus on what some 

see as an excessive dependency on 

technology which might lead to an overreliance 

on this for entertainment and 

learning, potentially negatively impacting 

children’s creativity and social skills. 

Cost is another barrier currently in many 

circles because AI toys are more expensive 

than traditional toys due to their advanced 

capabilities. However, as with personal 

computers and smartphones, the cost is 

predicted to decrease in future years. 

It is important for practitioners and parents 

to weigh these potential drawbacks 

against the benefits and make informed 

decisions about incorporating AI toys into 

their children’s playtime. 

How can AI toys be used in 

early years? 

As we’ve seen, AI toys can be a valuable 

tool for early years practitioners to 

enhance children’s learning and 

development. Here are some ways you 

could use them in your setting: 

Promote investigation - choose 

toys that encourage children to ask 

questions, explore, and engage in 

problem-solving activities 

Support social and emotional 

development – use toys that help 

children develop their social and 

emotional competencies, such as 

conversational toys which provide 

an interactive response. These can 

be particularly beneficial for children 

with diverse needs, offering tailored 

support through play. Make sure that 

there is plenty of personal interaction 

with real practitioners and people too 

Enhancing language skills – use 

toys that can “hear” and respond to 

children and/or can help improve 

their language and communication 

skills such as engaging children in 

conversations, asking questions, and 

providing feedback. This can help EAL 

children especially 

Help with literacy and numeracy – 

many AI toys and games are already 

being used to help learners in these 

areas 

Encourage STEM/STEAM learning – AI 

toys can introduce young children to 

basic concepts in science, technology, 

engineering and maths, and making 

them fun and interactive at a very 

early age 

Personalise learning – depending on 

the needs of the child, personalised 

learning can help them overcome 

individual barriers that might 

otherwise hold them back 

By incorporating AI toys into early years 

practice, you can create a more dynamic 

and engaging learning environment for 

children provided you keep an oversight 

of what you want to teach and what is 

being learned. Many of us have grown up 

in the “Toy Story” era, empathising with 

Woody as the newer, more advanced 

Buzz Lightyear appeared to replace his 

traditional values. Truth is, toys have now 

moved on, and now, Woody’s response 

of “There’s a snake in my boot” could be 

made in response to a real-time problem! 

References and more 

https://www.media.mit.edu/posts/kidsai-devices/ 

https://www.toynetwork.com/insights/ 

v0hrvftow3hvilwe84if1eym7slkol-h8be9 

https://topapps.ai/blog/best-ai-toys/ 

https://www.moflin.com/ 






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Call 0800 002 9242 and quote ’Magazine’

Putting on a festival 

play on a budget 

✨ Think about adding music and songs 

that you can practice with a backing 

track from the internet 

One ‘trick’ here to help the children 

remember lines if you are adapting a story 

is to describe their actions and dialogue 

first in narration, and then let the children 

create the dialogue. For example, your 

script could say: 

Are you planning how to celebrate the 

cultural and religious festivals that are 

coming up at this time of year? If so, have 

you ever considered putting on a play but 

have shied away from the idea thinking it 

will cost too much time and money? Read 

on to see how you can put on a fantastic 

festival play without breaking the bank! 

The benefits of putting on 

a play 

Putting on a play in an early years setting 

can be a transformative experience 

for young children. It offers a range of 

benefits that can contribute to their overall 

development. Being involved in a play can: 

✨ Enhance cognitive development 

✨ Boost social skills 

✨ Support emotional development 

✨ Encourage physical development 

✨ Stimulate imagination and creativity 

✨ Build language and literacy skills 

✨ Provide a sense of community 

✨ Develop teamwork 

With all these advantages, here are some 

tips to help you produce a successful and 

memorable performance: 

1. Assemble the right people 

Ask for volunteers and make use of 

existing talents. You may find that you 

already have a pianist or budding 

director in your mix or a local amateur 

drama enthusiast who can add valuable 

experience to your project. Make sure 

you allocate time for planning as well as 

rehearsals to keep things efficient. 

2. Choose the right script/story 

There are several festivals around this time 

of year that you can use for inspiration for 

your festival play. Nativities are traditional 

around Christmas, but there are also 

other festivals/ideas to use as inspiration 

such as books and poems, Diwali and 

Hanukkah, or even the Winter Solstice or 

New Year. 

When it comes to a script, you have several 

choices including: 

✨ Ask a creative member of staff to 

adapt a story to suit your setting 

✨ Use poems and books such as “’Twas 

the night before Christmas” or “A 

Christmas Carol” 

✨ Devise and create your own original 

story 

✨ Use a ready-made script – there are 

several companies who specialise in 

early years/primary performances 

adapted for small or large casts. See 

the list at the end of this article 

✨ Put on a showcase with a series of 

smaller scenes rather than one longer 

play 

NARRATOR: The two gentlemen saw 

Scrooge and asked him for a contribution 

to their charity. 

TWO GENTLEMEN: Morning Scrooge – 

can we have a donation from you for our 

charity to help the poor? 

NARRATOR: Scrooge was annoyed and 

replied brusquely, telling them to go away. 

SCROOGE: Bah! Humbug! I hate 

Christmas and I hate charity workers. Go 

away and leave me alone! 

In this example, the narrator can read the 

script, prompting the actors in the process. 

3. Performance venue 

You may not have a theatre at your 

disposal, but think about the spaces you 

do have. Theatrical people say that ‘all 

you need is an actor, and you can put 

on a play’ so as long as you have some 

willing cast members, don’t let anything 

hold you back. You can use a room and 

put all the chairs around in a U-shape or 

circle, or a dining hall to have an endon 

performance. Consider your local 

community venues as well such as church 

halls, church buildings or even a local 

park, weather permitting! 

4. Minimal set design and lighting 

Once you have your performance space, 

you can dress it for the occasion quite 

simply. Hang colourful curtains on an 

old curtain rail/pole and fix it to the back 

wall to create a simple backdrop, or use 

a projector to project images onto a plain 

wall. You can create lots of free images 

using AI, from a barn to a spaceship, so 

use your imagination and create and 

download your perfect backdrop. 

When it comes to a set, be creative: use 

sturdy plastic boxes for tables and chairs, 

to give height and different levels (check 

for safety); cover a large clothes rail on 

wheels with a curtain to separate spaces 

or create a backdrop; Use tree branches 

to represent a forest, or give the children 

‘token’ items to represent things, for 

example, a sign saying “The Inn”. 

When it comes to lighting on a budget, 

use what you have. Many halls have 

sectioned lighting so turn the lights off on 

the audience and keep them on the stage 

area to help focus attention. Small disco 

lights can add colour or some special 

effects for magic or party scenes. 

5. Creative costumes and props 

Keep costumes and props simple by using 

your dressing up box and clothes that the 

children already have. Theme them, for 

example, all in blue, or multicoloured tops 

and plain trousers/leggings, and make 

your own masks and headdresses during 

craft sessions or use key items to suggest 

a character such as a headscarf, hat or 

some glasses. 

Think about: 

✨ Asking for donations from parents 

✨ Local charity shops and jumble sales 

✨ Making ears and noses for animals 

✨ Approaching a local dance/ 

performing arts school to borrow/hire 

specialist costumes 

✨ Making your own musical instruments 

such as shakers, drums and rattles 

out of household items 

6. Smart marketing 

Use your social media network and 

website to promote your play to your 

parents. Design some posters and flyers 

in house (you can use AI to do a lot of 

this) and put them up in your setting or 

local area, depending on your desired 

audience. 

7. Fundraising and sponsorship 

Ask for sponsorship from local businesses 

in return for an advert in your programme, 

or try a crowdfunding campaign. Hold 

events such as bake sales, auctions or 

second-hand clothes/books sales to add 

extra funds. 

8. Efficient time and resource 

planning 

Be efficient with your time planning. Plan 

your rehearsals so that everyone knows 

when they are, and make use of shared 

spaces and flexible scheduling to ensure 

that you have the right people at the 

right time. One useful tip is to delegate 

individual classes to practice different 

scenes so that they can practice on their 

own, needing fewer rehearsals that involve 

the entire cast. 

By being resourceful and tapping into the 

talent and things you already have, you 

can put on a fantastic play without a hefty 

budget. ‘Break a leg!’ 

Companies creating plays 

suitable for early years 

✨ https://easypeasyplays.co.uk/ 

✨ https://www.outoftheark.co.uk/ 

✨ https://www.yellow-door.net/ 

✨ https://www. 

theschoolmusicalscompany.com/ 






Advanced Nursery 

Management Software 

from Parenta! 

Running a setting is demanding but 

managing it doesn’t need to be. 

Parenta’s cutting-edge nursery 

management software is designed to save 

you time and headaches, so you can focus 

on what truly matters - nurturing the future 

astronauts, teachers, accountants, and 

doctors in your care. 

With over 100 detailed reports, including 

the crucial ‘Funding Summary Report,’ 

you can easily track the difference 

between government funding and your 

actual costs, helping to safeguard your 

financial sustainability. The software 

offers key insights to support informed 

decision-making, tailored to whether you 

operate term-time or year-round. Flexible 

payment options such as termly, weekly, 

or fortnightly can be easily managed, 

and the system is fully customisable to 

your specific needs, from room names to 

invoicing periods. 

Simplifying funding is essential for efficient 

management and parent satisfaction, but 

it often presents challenges. Parenta’s 

nursery management software handles 

multiple funding types effortlessly, 

automating future funding processes 

as children progress through different 

rooms or reach milestones like turning 

3. This ensures accurate billing, reliable 

funding management, and transparency 

for parents, with all relevant details easily 

accessible in each child’s profile. 

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Funding regulations are constantly 

evolving, and staying compliant can be a 

challenge for nurseries. Recognising this, 

Parenta’s nursery management software 

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changes, ensuring your setting remains 

fully compliant while keeping parents 

informed and reassured. 

For instance, the system has already 

integrated the latest 9-month funding 

option, allowing nurseries to manage this 

transition smoothly and with confidence. 

This forward-thinking approach helps early 

years settings navigate funding updates 

without disruption. 

Consumables 

With Parenta’s software, consumables - 

like nappies, food, and supplies - can be 

easily added to the system and included 

on parents’ invoices with just a click. 

This feature also provides valuable insights 

into how consumables are being used, 

allowing you to reduce waste and make 

the most of your budget. 

Invoicing 

The built-in invoicing feature within 

Parenta’s nursery management software 

offers a fast, flexible solution that 

caters to the diverse invoicing needs of 

early years settings. Whether parents 

require a straightforward summary 

or a detailed breakdown of charges, 

the system allows for easy tracking 

of every cost, including consumables, 

while enabling customisation to suit the 

unique requirements of each nursery. 

Regardless of how parents choose to 

pay, the software smoothly adapts to 

accommodate their preferences. To date, it 

has supported settings in invoicing over £7 

billion in childcare fees, demonstrating its 

robust and reliable capabilities. 

Avoid Bad Debt 

Running a nursery is about delivering 

quality care and providing a vital service to 

the community, but it’s also a business that 

requires careful financial management. 

Parenta’s ‘Aged Balance Report’ offers 

clear insights into your financial health, 

helping you track missed payments and 

manage cash flow. 

With just a few clicks, the report enables 

you to identify parents with overdue 

payments, track how long payments have 

been outstanding, see the total amount 

of unpaid fees and monitor each parent’s 

current balance. 

This tool helps settings stay on top of 

unpaid fees, maintain steady cash flow, 

and reduce the risk of bad debt. More 

than just financial data, it offers valuable 

insights for making informed decisions 

that benefit both your business and your 

parents. 

Staff Rotas & Room 

Management 

Scheduling staff and managing rotas can 

be a complex and time-consuming task 

for many nursery managers. This software 

includes an intelligent rota feature that 

simplifies staff scheduling while ensuring 

room capacity is always optimised. 

The system allows you to easily identify 

when you are overstaffed or understaffed, 

helping you stay compliant with 

regulations and manage your setting costeffectively. 

Additionally, it automates room 

transitions based on age, moving children 

to the appropriate room seamlessly. If a 

child’s developmental needs require them 

to remain in their current room longer, the 

system offers the flexibility to override the 

automation, ensuring their progress is 

always prioritised. 

Maintaining correct child-to-staff ratios is 

essential for compliance in any early years 

setting. Parenta’s nursery management 

software automatically tracks ratios in 

real time, ensuring you always meet the 

required staffing levels without falling short 

or exceeding them. This reassures you 

that your setting remains compliant with 

regulations. 

Additionally, the ‘Occupancy Opportunities’ 

report offers insights into your ratios, 

helping you identify where extra children 

can be added to optimise occupancy and 

increase profitability. 

Profitability also hinges on attracting new 

parents. Parenta’s software helps you 

stay on top of new parent enquiries with 

user-friendly reports that ensure no lead 

is missed. These reports allow you to 

monitor cash flow from new enrolments, 

track the effectiveness of your website and 

other marketing efforts, work toward 100% 

occupancy and even manage a waiting 

list, ensuring strong financial health for 

your setting 

22 November 2024 | parenta.com

Childcare 

apprenticeships 

Essential off-the-job training information 

We know that in our world of early years 

education, apprenticeships provide a 

crucial pathway for developing skilled, 

knowledgeable childcare professionals. 

The wonderful thing about apprenticeships 

is that they blend hands-on experience 

with structured learning, ensuring that 

our learners not only excel in practical 

tasks but also understand the theoretical 

foundations that drive best practices in the 

sector. 

A key element of this balanced approach 

is Off-The-Job Training (OTJT). This legally 

required component of apprenticeships 

gives childcare trainees the opportunity 

to step back from their daily routines and 

dedicate time to focused, purposeful 

learning. For nursery managers, 

understanding the importance and 

benefits of OTJT can help in shaping a 

successful apprenticeship experience that 

benefits both the apprentice and 

the setting. 

Why off-the-job training 

is essential 

OTJT is more than just a formal and legal 

requirement; it’s an essential part of an 

apprentice’s journey towards becoming 

a well-rounded early years professional. 

By setting aside time for learning away 

from everyday tasks, apprentices can 

deepen their understanding of key areas 

like child development, safeguarding, 

and health and safety - topics that are 

critical to providing high-quality care. For 

nursery managers, ensuring apprentices 

get this dedicated learning time means 

fostering their development in a way that 

contributes directly to the quality of your 

setting. Apprentices gain new perspectives 

and insights, which can be applied to 

improve practices, better manage complex 

situations, and ultimately enhance the care 

and education provided to children. 

Key benefits of off-the-job training for 

nursery managers 

1. Broadening knowledge and 

skillsets 

OTJT offers apprentices the chance to 

explore areas they may not encounter 

in their day-to-day roles. Whether 

it’s learning about child psychology, 

safeguarding, or inclusion, this 

structured learning helps apprentices 

become more adaptable and better 

equipped to meet the diverse needs 

of children. 

For managers, this means having 

team members who bring 

fresh knowledge and a deeper 

understanding of the industry, 

contributing to improved practice and 

more holistic approaches to childcare. 

2. Encouraging personal growth 

Off-the-job training is not just about 

technical skills; it also promotes 

personal development. Apprentices 

have the opportunity to work on 

research projects, participate in 

workshops, and engage with industry 

professionals. This boosts their 

leadership, communication, and 

problem-solving skills - qualities that 

are invaluable as they progress in 

their careers. 

By supporting this aspect of their 

training, you’re investing in the future 

leaders of your setting. 

3. Improving practical application 

Through simulations and reflection 

simulated learning environments, 

such as role-playing exercises or 

job shadowing, OTJT can allow 

apprentices to practice handling 

complex scenarios in a safe setting. 

This gives them the confidence to 

manage real-life challenges such as 

health and safety emergencies or 

conflict resolution. Apprentices also 

engage in reflective activities, which 

help them evaluate and improve their 

approaches to childcare. 

Managers benefit from having apprentices 

who are better prepared and more 

confident in handling their responsibilities. 

Off-the-job training 

activities to encourage 

To maximise the benefits of OTJT, nursery 

managers should encourage apprentices 

to participate in a variety of structured 

learning activities, including: 

Online courses: Parenta offers 

unlimited and free CPD training on 

the Noodle Now platform, offering 

flexible courses on safeguarding, child 

psychology, and other relevant topics 

Networking with professionals: 

Engaging with other childcare 

professionals through online 

communities or conferences can 

provide fresh insights and broaden 

apprentices’ perspectives 

Job shadowing and mentorship: 

Apprentices learn valuable skills by 

observing experienced professionals 

and receiving guidance from mentors 

Role-playing and simulations: 

Practicing real-world scenarios, such 

as managing safety protocols or 

handling parent interactions, equips 

apprentices with the confidence to 

deal with these challenges in their 

daily roles 

Supporting the future of 

childcare 

Off-the-job training is an essential 

investment in the future of your staff 

and your nursery. By giving apprentices 

the time and resources they need to 

develop beyond their daily duties, nursery 

managers are ensuring they are shaping 

skilled, confident professionals who will 

contribute to the ongoing success of the 

early years sector. 

Train your staff with Parenta on a 

government funded apprenticeship 

- click here to get fully qualified 

staff! Special offers this month 

include FREE Noodle Now CPD 

training! 






Frances Turnbull 

Musical medicine 

How effective are parenting interventions? 

We all know anecdotally that music makes 

us feel better. Throughout history, it has 

been helping young children relax and 

fall asleep, helping us unite and celebrate 

as we get older, while soothing older 

people during times of uncertainty. Since 

COVID-19/lockdown, there has been even 

more research conducted on the effects 

of music on different health conditions. 

But what were the findings on the use 

of music, specifically within hospital 

environments? 

Research has shown that music therapy 

for children involves recognising, 

acknowledging, and respecting children, 

personalising each child’s individual 

experience, and ensuring that each 

is bespoke and unique. As the music 

therapist works with the child’s affective, 

emotional, or physical state, music works 

to integrate the patient with the procedure, 

as opposed to distracting them. This 

minimises the risk of the child developing 

a future aversion to invasive procedures 

or, even worse, avoidance of all future 

medical interventions. 

Not only does music therapy help children 

to develop a positive mindset in difficult 

circumstances, it also helps to regulate 

breathing and oxygen saturation, regulate 

heart rate and cortisol/stress levels, 

and lower blood pressure. Mentally, 

music interventions have been shown 

to decrease pain perception, fear, and 

anxiety, as well as actively building 

resilience in medical situations, making 

them more pleasant for both the child and 

parent. 

A Swedish study (Silberstein, A. et al., 

2024) showed that a single session of 

music therapy helped children’s emotional 

regulation during invasive medical 

procedures, helped children to find 

adaptive coping strategies, and improved 

children’s ability to cope independently, 

needing less adult support. This is because 

children, in their own words, felt calmer, 

comforted, empowered, and as though 

tension had been released. 

Parents felt they weren’t needed as much, 

that they would not be missed if they left 

at some points, and even felt that the 

music therapy helped their child’s recovery 

by making the child calmer and more 

approachable afterwards. Children felt 

safe listening to familiar (nursery) music, 

giving parents more ideas for supporting 

their child. Instead of distracting from the 

procedure, parents felt that children were 

able to be more present, absorbing the 

music and not being blocked off by fear 

and discomfort. 

While so much more could be said about 

the difference it makes and why, it may be 

more helpful to focus on what was done, 

what was used, and what we could do 

or learn when we are in difficult everyday 

situations. 

Music therapists brought along resources 

such as songbooks and a range of 

musical instruments, from piano, drums, 

and other instruments to tap and shake. 

While medical staff prepared, the music 

therapist asked about the child’s musical 

preferences, favourite songs, and invited 

the family to join in with musical play, 

which continued beyond the end of the 

medical procedure. The therapist used the 

child’s responses to decide whether they 

needed to relax or be more active. Most 

importantly, the parent, child, and therapist 

were creating music together, sometimes 

familiar, sometimes new music, with 

each session lasting between 10 and 30 

minutes each. 

Thankfully, most of us will never need this 

level of intervention, but some potentially 

unpleasant situations would benefit 

from this creative and positive approach. 

Bedtime, for example, can be challenging, 

and here are a few songs to add to your 

options. 

You are my sunshine 

You are my sunshine 

My only sunshine 

You make me happy 

When skies are grey 

You’ll never know, dear 

How much I love you 

Please don’t take 

My sunshine away 

This well-known war song seems to have 

originated in America around 1939/1940, 

with the author disputed – but all seem to 

claim that they had received a long letter 

from a girl saying that he (the writer) was 

her “sunshine”. With such a lovely feeling 

of hope, commitment, appreciation, and 

even desperation, this song has been used 

in various situations all over the world. 

From families to lovers, and friends to new 

parents, these words can hold meaning in 

so many situations, making it a lovely way 

to rock little ones off to dreamland. 

Frère Jacques 

Frère Jacques, Frère Jacques 

Dormez-vous? Dormez-vous? 

Sonnez les matines! Sonnez les matines! 

Din, din, don; din, din, don. 

This traditional French song has been 

translated as: 

“Brother John, Brother John 

Are you sleeping? Are you sleeping? 

Morning bells are ringing, morning bells 

are ringing 

Ding, dang dong; ding, dang, dong” 

The original French words use the song 

to remind Frère Jacques to wake up to 

ring the bells for midnight/early morning 

prayers, while the English translation 

suggests that the bells woke Brother John! 

Musically, this song is often sung in a 

round, where a second group starts the 

song again after the first line is sung. This 

gives the song an unending quality, with 

just enough variance to be interesting, but 

also just enough predictability to relax and 

drift off to sleep. 

Kumbaya 

Kumbaya, my Lord, kumbaya 



Oh, Lord, kumbaya 

Someone’s laughing, Lord, kumbaya 




Someone’s sleeping, Lord, kumbaya 




Although this traditional campfire song 

seems to have African roots, it appears 

to be more accurately African American, 

originating from the southern states and 

the prevalent slavery system. The words 

were written phonetically, but originally 

were intended as “come by here”, a plea 

for divine help for people ill or needing 

help. The repetition in the words makes it 

an easy song for groups to join in without 

needing to learn lyrics, an easy song for 

non-readers as well as children to learn 

and sing. The lilting 6/8 timing makes 

it perfect for gently rocking little ones to 

sleep. 

While music is often used medically for 

its ability to distract the mind from the 

present, possibly unpleasant situation, 

it has been shown to have more farreaching 

effects. With its ability to bring 

back long-forgotten memories, feelings, 

and even smells, it makes one wonder 

how much easier so many medical 

procedures may be – or may have been – 

if only for music. 

Reference 

Silberstein, A. K., Ligård, E., Edlund, S. 

M., & Ullsten, A. (2024). “Family-centred 

Music Therapy as Procedural Support in 

the Paediatric Outpatient Unit: A Mixed 

Methods Pilot Study”. Music & Science, 7, 

20592043231225734. 



from Frances: 



Developing a sense of self is a crucial 

part of early childhood development. 

It helps children understand who they 

are, build confidence in themselves and 

their abilities, and helps them develop 

and form healthy relationships. Early 

years practitioners have a vital role to 

play in nurturing and supporting this 

development. But what does having a 

sense of self really mean, and how do you 

set about helping children develop one? 

What is a sense of self and 

why is it important? 

A person’s sense of self begins to form 

from birth and continues to evolve as they 

mature, and can be adapted and changed 

even into adulthood. It develops as we 

learn to understand our own authentic 

self, as someone who is separate 

and different from others, with unique 

abilities, preferences and characteristics. 

Helping children 

develop a sense of self 

If children feel valued, loved and listened 

to, it is easier for them to see those traits 

within themselves. If children do not feel 

understood or heard, it can affect their 

trust and relationships later in life. 

A strong sense of self is not about thinking 

of yourself as better than other people, 

but about understanding your right to 

your own ideas, beliefs and preferences, 

and appreciating your own special gifts 

and talents and the contribution you can 

make to the wider world. And hopefully, 

appreciating and allowing everyone else’s 

unique values and contributions in a 

diverse and tolerant world too. 

People with a strong sense of self tend to 

be less influenced by others and can often 

make confident decisions based on what 

is right for them. A sense of self is closely 

tied to self-esteem and people with a 

strong, positive sense of self usually have 

good self-esteem too. 

Conversely, people who struggle to 

understand their own values or have 

difficulty in asserting them, often have 

poorer self-esteem and look to others for 

guidance and validation more often. 

What the EYFS framework 

says 

The EYFS encourages the development of 

strong, warm and supportive relationships 

between children and adults, enabling 

children to learn how to understand their 

own feelings and those of others. Early 

years practitioners should support children 

to manage their emotions and develop a 

positive sense of self and there are several 

ways to do this in any early years setting. 

The government has published some 

advice for practitioners about developing a 

sense of self that you can access at: Help 

for early years providers : Sense of self 

(education.gov.uk). 

We’ve listed some things that you can do 

as settings and practitioners: 

1. Create a safe and nurturing 

environment 

Ensure that all children in your 

setting feel safe and secure in their 

surroundings. A stable environment 

encourages them to explore and 

express themselves freely because 

they are not scared of experimenting 

or repercussions. 

2. Build strong and supportive 

relationships 

This is crucial because it is the 

foundation on which most of 

children’s learning is based. Strong, 

supportive relationships show 

children that that they are valued and 

understood. Make the time to connect 

with each child, ask about how they 

feel, check in with them regularly and 

show an interest in the things they are 

doing. Actively listen to what they say 

and really take the time to understand 

what they are trying to communicate. 

3. Encourage self-expression 

Being able to articulate feelings is vital 

but remember that for early years 

children, they often do not have the 

vocabulary or physical and verbal 

skills to express this like an adult or 

older child might. This does not mean 

that they don’t feel their emotions, 

however, because they do. They just 

have different ways of expressing 

them as they learn what emotions 

are and how to express them safely. 

Provide children with a variety of ways 

to express their thoughts and feelings. 

This could be through mark-making, 

drawing, building or creating things, 

art, drama, singing and dance. Roleplay 

and stories are also useful ways 

to help children in this area. Listen 

carefully to what they say, validate 

their emotions and make sure you 

don’t dismiss things as ‘silly’ or not 

important. Remember to always try to 

see the world through the child’s eyes 

so that you can better understand 

their view of the world as they learn 

more about it. This helps children feel 

listened to and respected and that 

what they think and feel matters. 

4. Promote independence and 

decision-making 

Allow children chances to choose 

their own ideas and preferences. This 

could be as simple as choosing which 

book to read, to giving them a choice 

over a snack or drink, but it teaches 

them that what they want is important 

and they have the right and ability to 

choose those things. Give them tasks 

which encourage experimentation 

and allow decision-making such as 

building towers, creating obstacle 

courses or playing with different 

objects in water. This teaches them 

that there are consequences to some 

decisions which can be positive and 

achieve their outcome, or less so if 

they do not achieve their goal with 

their first idea. 

5. Celebrate individuality 

This should be a joyous part of each 

setting’s ethos – to recognise and 

celebrate each child’s unique qualities 

and achievements. Everyone has 

something to contribute, and these 

values should be positively reinforced 

and celebrated routinely. You can do 

this by celebrating different religious 

festivals, acknowledging different 

languages and cultures, and cooking 

foods from different regions around 

the world. Encourage and celebrate 

children’s achievements outside 

of the setting, whether that’s in a 

dance class, Judo class or helping 

in the environment in a litter pick. 

Make sure that all children feel that 

they are accepted for who they are, 

and actively promote inclusion and 

diversity in your setting. 

6. Model positive behaviours 

Children learn by observing and 

copying, so make sure that you and 

other practitioners are modelling the 

behaviours and attitudes you want to 

encourage. If staff feel that they do not 

have a voice, then it will be difficult to 

teach the children that their own voice 

matters. Encourage open discussions 

within your setting so that staff can 

express their own individuality and 

ideas too. Make sure that all your 

interactions with children show 

empathy and understanding, listening 

to and validating the children’s ideas. 

Helping children develop a sense of self 

is a rewarding and essential part of early 

childhood education. Remember that every 

interaction you have is an opportunity to 

reinforce their sense of self and help them 

become confident, self-aware individuals. 

References and more 

information 

? https://help-for-early-years-providers. 

education.gov.uk/personal-socialand-emotional-development/senseof-self 

? https://www.healthline.com/health/ 

sense-of-self 






Before we start the second part of this 

coaching series, it is useful to remind 

ourselves what coaching is. Using the 

same quote by The Coaching Academy 

as mentioned in the article about active 

listening, we can see that ‘insightful 

questioning’ is the tool to achieve positive 

outcomes. 

“It is about setting and achieving goals… 

a coach uses insightful questioning to 

help their clients identify the goals they 

want to achieve, recognise their current 

circumstances, consider all the options 

open to them, and choose which actions 

they will take within a defined time frame.” 

There are various models of coaching, 

including The Grow Model, the Clear 

Model, and the OSKAR Model. Each model 

differs slightly in approach; however, all 

models are reliant on active listening and 

‘insightful questioning’. 

Pam McFarlane 

Coaching skills: 

What is it about questioning 

that is so important? 

Good questions help people to: 

o 

o 

o 

o 

o 

o 

o 

Questioning 

Feel valued/build trust 

Clarify expectations 

Facilitate change 

Learn and grow 

Raise self-awareness 

Challenge assumptions 

Generate new perspectives 

There are many kinds of questions that we 

use, including open-ended and closed. 

Open-ended questions are those that 

provide respondents with a question 

prompt and give them space in which to 

construct their own response. 

Closed-ended questions, on the other 

hand, provide a question prompt and 

ask respondents to choose from a list of 

possible responses, e.g. ‘yes’ or ‘no.’ 

Both kinds are valid and suitable for 

different purposes. In terms of coaching 

individuals, open-ended questions 

cause the coachee to think, to ponder, to 

deliberate, and to find their own answers. 

Open-ended questions are keys with 

which potential can be unlocked and 

options explored. They provide a space 

for a person to discover new avenues and 

a space to validate their current thoughts 

and ideas. 

Closed questions are useful when tying 

a concept or an action down. One such 

question could be, “So do you confirm 

that this task will be completed by 3 

December?” A ‘yes’ answer will confirm 

the preceding discussion. A ‘no’ answer 

will probably generate further open-ended 

questions! 

Other kinds of questions we can use are: 

Reflective questions 

These help our team members look back, 

review, and make sense of things they, 

and others, may have said or done. These 

are used to help raise awareness, help 

them learn and do better next time. 

Evaluative questions 

These help our team members understand 

themselves, their thought processes, 

values, knowledge, experiences, and 

beliefs. Sometimes we can use scaling to 

assess understanding, for example, “On 

a scale of 1-10, where 1 is poor and 10 is 

excellent, where would you rate yourself in 

terms of your knowledge about…?” 

The 5 Ws (plus an H) questions 

These start with Who, What, How, Where, 

When, and Why? and they help people 

to focus their thoughts and formulate 

considered responses. 

Hypothetical questions 

These help get people past their own 

limiting beliefs. Starting a question with 

“What if ___?” is a great way to expand 

thinking and for them to look at unexplored 

possibilities! 

Provocative questions 

These are anything that challenge your 

team members, including their limiting 

beliefs, excuses, judgements, and 

prejudices. These questions probe their 

assumptions and make them look at their 

inner drivers afresh. 

Silence 

The Coaching Tool Company suggests 

that silence can be a coaching question. 

After our team member has said 

something interesting, instead of asking 

the next coaching question, we can “offer 

a generous and welcoming silence.” This 

allows respondents to go deeper, say more, 

or even ask themselves the next question! 

Coaching questions should be used in 

early years practice both informally and 

formally. During walk-arounds, chats in 

the staff room, or just during everyday 

tasks and activities on the floor, coaching 

questions help people develop and grow 

their own abilities as well as boost their 

self-confidence. 

Informally 

It is so easy for a manager or leader to 

become the ‘parent’. Team members can 

quickly rely on others to solve problems 

when, in fact, they are perfectly capable of 

figuring things out for themselves! Asking 

them what they think could be done to 

solve an issue causes them to develop 

ownership and responsibility for their own 

practice. Being the fount of all wisdom as 

a leader can lead to spoon-feeding team 

members, which inhibits personal growth 

and development. 

This dynamic can be described using the 

example of a child learning to feed himself. 

At first, the parent feeds the baby with a 

spoon, and if all goes well, the food goes 

into his mouth and is enjoyed. Then, as the 

baby grows, he discovers that he’d quite 

like to feed himself, thank you very much. 

So he arms himself with a spoon (or just 

uses his hands) and aims the food in the 

general direction of his face. Sometimes 

this technique works. At other times, 

this activity resembles a Jackson Pollock 

painting and very little food actually lands 

where it should. The parent may have to 

spoon-feed a bit of mashed pumpkin into 

this burgeoning modern artist so that the 

job can be done. 

The more the baby feeds himself, the 

more successful the result. He learns 

techniques that will help him manage his 

meals and soon enough, his artistic gifting 

will move away from experimental foodie 

expressionism onto drawing on the walls 

with permanent marker. 

It is the same for leaders and team 

members. Asking them coaching 

questions that stretch their thinking and 

make them grow, instead of spoonfeeding 

answers, is the way to develop 

their skills. Coaching is an empowerment 

tool and asking good questions is a basic 

component skill, alongside active listening. 

By using open-ended questions and 

phrases, we can also encourage their 

individuality and their ideas. We can ask 

questions such as: 

o 

o 

o 

“This looks interesting...can you tell 

me more about your ideas?” 

“I am intrigued...can you explain what 

the next steps are for the children to 

reach the desired outcome?” 

“What could we do to refocus the 

children’s attention?” 

Formally 

Coaching questions can be used during 

formal reviews such as supervisions, 

appraisals, and professional discussions. 

Effective questions lead to team members 

being given the opportunity to help set 

their own goals at a pace that suits them. 

They are able to take ownership of their 

progress. 

Open-ended, reflective, evaluative, and 5 

W(+H) questions elevate a formal review 

into a dynamic experience – there will be 

movement, there will be change, there will 

be growth! 

W. Edwards Deming, an American theorist 

known for his management theories, says, 

“Without questions there is no learning.” 

Take time to self-reflect 

o 

o 

o 

What kind of questions are you 

asking? 

How effectively are you using closed 

questions and open-ended ones? 

To what degree are you spoonfeeding 

your team members rather 

than growing them through coaching? 

The final article in this short series will 

be all about setting actions. Coaching is 

action-oriented, and once we have actively 

listened and asked good questions, we 

can, together with our team members, 

set appropriate action points that reap 

rewarding results. 



from Pam: 



Gina Smith 

Educating young 

children on hidden 

disabilities 

In today’s ever-changing world, it is more 

important than ever to teach children 

about acceptance and understanding 

of those around us. We need to teach 

them about how we are all different. 

Part of this includes teaching children 

about disabilities, and in particular, about 

hidden disabilities – the very nature of 

these means that children might not be 

so aware of them because they are not 

immediately visible. By educating children 

about hidden disabilities, we can promote 

inclusivity and foster a culture of kindness 

and understanding from an early age. 

Children are naturally curious and 

open-minded. They are quick to notice 

differences in others but often lack the 

context to understand these differences. 

Teaching children about hidden disabilities 

from a young age helps them develop 

empathy and reduces the likelihood of 

misunderstandings or unkind behaviour. 

When understanding is lacking, they may 

unknowingly judge or exclude a classmate 

because they do not understand their 

behaviour. By educating children about 

hidden disabilities such as ADHD and 

autism, we help them understand that 

everyone’s brain works differently, and 

that patience and kindness are important 

when someone is struggling. 

One of the key benefits of teaching 

children about hidden disabilities is the 

development of empathy. Empathy allows 

children to put themselves in someone 

else’s shoes and understand that the 

world can be experienced differently 

by different people. For children, this 

might mean realising that while they can 

complete tasks independently, another 

child might need more time and support. 

By fostering this understanding, we reduce 

the likelihood of teasing or exclusion and 

instead create an environment where 

children feel supported and accepted. 

Reducing stigma around disabilities 

is another important outcome of early 

education. Hidden disabilities are often 

surrounded by misconceptions. A child 

with anxiety might be seen as shy or overly 

sensitive, and a child with autism might be 

viewed as socially awkward or uninterested 

in making friends. When children are taught 

that these behaviours are related to a 

disability, they are more likely to respond 

with understanding rather than judgement. 

Ways to teach children 

about hidden disabilities 

✏ Learning through play: Educating 

young children about hidden 

disabilities can be incorporated into 

everyday play. By having access 

to books and toys that celebrate 

and represent diversity, acceptance 

becomes part of everyday life for the 

children that use them 

✏ Encourage questions: Children are 

naturally curious, and it’s important 

to create a space where they feel 

comfortable asking questions. 

When they see someone acting in 

a way they don’t understand, they 

should know that it’s okay to ask 

questions respectfully rather than 

making assumptions. Answering their 

questions honestly and sensitively 

can help demystify hidden disabilities. 

In this situation, it’s important to use 

simple language to explain hidden 

disabilities. For example, you might 

explain that “some people’s brains 

work differently, and that’s okay” 

✏ Model inclusive behaviour: Children 

learn by observing the adults around 

them. Parents and teachers can 

model inclusive behaviour by treating 

all individuals with respect and 

kindness, regardless of their abilities. 

When children see their role models 

acting with compassion, they are 

more likely to do the same 

✏ Encourage children to support one 

another: Children can be encouraged 

to help their peers in supportive ways. 

This could mean helping a friend put 

their shoes on or sitting with a friend 

who feels anxious on arriving at your 

setting. Teaching children to look 

out for one another builds a strong 

sense of community and fosters 

relationships based on empathy and 

support 

✏ Use circle time: Circle time is a great 

opportunity to come together and 

chat about topics such as kindness, 

acceptance, and understanding. You 

could use this time to share nonfiction 

books about how we are all 

different or stories that help children 

to recognise what life is like from 

somebody else’s point of view. You 

then have the opportunity to discuss 

how this relates to everyday life in 

your setting and at home 

The long-term impact of 

disability education 

Educating young children about hidden 

disabilities not only improves how they 

treat others during childhood, but also 

has long-lasting effects on how they 

view the world. Children who grow up 

understanding hidden disabilities are more 

likely to become adults who value diversity 

and inclusion. 

Teaching children about hidden 

disabilities is essential for building a more 

inclusive and understanding society. By 

promoting empathy, reducing stigma, and 

encouraging supportive behaviour, we 

empower children to create environments 

where everyone can thrive, regardless of 

their abilities. Early education on hidden 

disabilities lays the foundation for a more 

compassionate future. 



from Gina: 



Celebrating Diwali 

Festival of lights in your nursery setting 

Diwali and the Early 

Learning Goals 

To make the Diwali celebration more 

educational and meaningful, here are 

some ideas aligned with the Early Learning 

Goals: 

Diwali, also known as Deepavali, is the 

Hindu Festival of Lights, symbolising 

the triumph of light over darkness and 

knowledge over ignorance. This vibrant 

festival, celebrated by Hindus, Jains, Sikhs, 

and some Buddhists across the world, is 

filled with joy, colourful decorations, and 

spiritual significance. In 2024, Diwali will 

be celebrated from 31st October to 4th 

November. 

For early years practitioners, Diwali offers 

an exciting opportunity to introduce 

children to different cultures and traditions, 

helping them learn through a range of 

engaging activities that tie into the Early 

Learning Goals. 

The significance of 

Diwali 

Diwali is celebrated for five days, with 

each day having its own unique rituals 

and traditions. It’s a time for families to 

clean their homes, light oil lamps (diyas), 

create beautiful rangoli patterns, and 

share food with loved ones. The festival 

honours the goddess Lakshmi, who brings 

prosperity and good fortune. It also marks 

the beginning of the Hindu New Year for 

many. For nursery settings, celebrating 

Diwali helps children appreciate different 

cultures, values, and practices in a fun and 

educational way. 

How to celebrate Diwali 

in your setting 

Day 1: Preparing for Diwali 

People clean and declutter their homes, 

symbolising a fresh start. In your setting, 

you could have a “clean and tidy day” 

where children help tidy up, learning the 

value of responsibility and preparation. 

Day 2: Rangoli and decorations 

This day is all about decorating homes 

with diyas and rangoli, vibrant floor 

patterns made with coloured powders or 

flowers. Encourage the children to create 

their own rangoli using coloured chalk or 

paper shapes, fostering creativity and fine 

motor skills. 

Day 3: Main Diwali festival 

On this day, families visit temples to 

honour Lakshmi and enjoy feasts and 

fireworks. In your setting, you could share 

stories about Lakshmi or explore how light 

represents hope and goodness. Decorate 

the space with paper lanterns and pretend 

fireworks. 

Day 4: Hindu New Year 

and gift giving 

This day celebrates the start of the new 

year for many Hindus. Children can make 

handmade cards or small gifts to share 

with friends, promoting the values of 

kindness and generosity. 

Day 5: Family and sibling celebrations 

The final day is a celebration of family, 

particularly sibling relationships. 

Encourage children to talk about their 

families and create opportunities for them 

to express gratitude and love, perhaps 

through circle time or shared snacks. 

Communication and 

Language 

Introduce new vocabulary related to 

Diwali. Here are some simple Hindi words 

to teach children: 

⭐ Namaste – Hello (नमस्ते) 

⭐ Diya – Oil lamp (दिया) 

⭐ Rangoli – Colourful patterns (रंगोली) 

You could also practice greetings or simple 

phrases, helping to expand their cultural 

awareness and language development. 

Physical Development 

Teach basic movements from Indian 

dance forms like Bharatnatyam or try 

Bollywood-style dancing. These dances 

involve coordination, balance, and rhythm, 

all of which support children’s physical 

development. Check out BBC’s Newsround 

for simple steps you can follow! 

Personal, Social, and 

Emotional Development 

Use Diwali’s theme of light defeating 

darkness to talk about kindness and 

positivity. Create a “Kindness Challenge” 

where children try to do one kind act for 

someone else, such as sharing a toy or 

helping a friend. This fosters emotional 

intelligence and empathy. 

Literacy 

Read books about Diwali, such as: 

⭐ “Dipal’s Diwali” by Twinkl 

⭐ “Let’s Celebrate 5 Days of Diwali!” by 

Ajanta Chakraborty 

⭐ “The Diwali Gift” by Shweta Chopra 

These stories introduce children to the 

significance of the festival while improving 

their listening and comprehension skills. 

Mathematics 

Incorporate counting and shape 

recognition into your activities. For 

example, create rangoli designs using 

cut-out shapes and let the children 

explore patterns and symmetry. You can 

also engage them in counting diyas or 

handprint art using numbers 1 to 5. 

Understanding the 

World 

Use this opportunity to explore India’s rich 

culture. Show the children where India is 

on a map, discuss the climate, or explore 

Indian clothing, food, and music. This helps 

children appreciate cultural diversity and 

understand different lifestyles around the 

world. 

cooking day where children help make 

simple Indian treats, like coconut ladoos, 

while learning about traditional Diwali 

sweets. 

Celebrate and share! 

Diwali is all about joy, light, and 

togetherness. Celebrating this festival 

in your nursery setting not only helps 

children learn about a different culture 

but also fosters inclusivity and mutual 

respect. Engage in creative activities, 

explore new stories, and create a warm, 

welcoming environment filled with light 

and happiness. 

Feel free to share your Diwali activities with 

us at hello@parenta.com. Let us know how 

your children enjoyed learning about and 

celebrating this vibrant festival! 

Happy Diwali 2024! 

Expressive Arts and 

Design 

Encourage creativity through arts and 

crafts. Children can make their own diyas 

from clay, paint fireworks pictures, or 

decorate your setting with colourful rangoli 

patterns outside. You could also have a 






EYFS activities: 

Christmas 

As the festive season approaches, what a great time to look ahead and bring Christmas magic into your 

setting with these fun and creative activities for children to share with their parents! From crafting 

Cardboard Tube Gingerbread Men and Festive Button Christmas Trees to designing unique DIY Christmas 

Baubles, these engaging activities encourage little ones to explore their creativity while developing fine 

motor skills. Each craft promotes sustainability and will make wonderful keepsakes for families to treasure. 

These festive projects will fill your setting with joy and create special moments for children to take 

home and share during the holidays! 

Cardboard Tube Gingerbread Man 

Turn recycling into a festive craft with this easy Cardboard Tube Gingerbread Man activity! 

Using simple materials like cardboard tubes and brown paper, children can create adorable 

gingerbread characters while you are promoting sustainability and creativity. Perfect for 

holiday fun! 

You will need: 

Cardboard tube (toilet roll or similar) 

Brown paper (to cover the tube) 

Scissors 

PVA Glue 

Pen/Markers 

Optional decorations (buttons, 

stickers, etc.) 

Method: 

Wrap a piece of brown paper around the cardboard tube and secure it with PVA glue to form 

the gingerbread man's body. Cut out arms (rectangles or ovals) and a head (circle) from the 

remaining brown paper. Use markers to draw a happy face on the head and decorate the 

body with buttons, zigzags, and other details. PVA glue the arms to the sides and the head on 

top. Optionally, cut and glue legs to the bottom. Add decorations like stickers or bows. 

Let everything dry before handling. 


Button Christmas Tree 

Create your own festive Button Christmas Tree with this fun and easy craft! Using foam, 

buttons, and a few decorations, children can design their own tree while boosting creativity 

and fine motor skills. 


Green foam (for the tree) 

Brown foam (for the trunk) 

PVA Glue 

Buttons 

Scissors 

Optional decorations (sequins, stickers, etc.) 

Method: 

Use scissors to cut a Christmas tree shape from the green foam. From the brown foam, cut a 

small rectangle to serve as the tree trunk. Use PVA glue to attach the green tree to the brown 

trunk. Let it dry for a few minutes. Apply PVA glue to the back of each button and stick them 

onto the tree as "ornaments." Arrange them however you like! Get creative by adding sequins, 

or any other decorative elements to make your tree extra festive. Allow the glue to fully dry 

before handling. 

DIY Christmas Baubles 

Get into the holiday spirit with this fun DIY project to create colourful Christmas baubles! Using 

simple materials like cardboard and dry elbow macaroni, children can unleash their creativity 

while crafting unique decorations for the tree. 


Cardboard 

Dry elbow macaroni 

Glass (for tracing circles) 

Pens and markers 

Child friendly paint (assorted colours) 

Single-hole punch 

Twine or ribbon 

Scissors 

PVA Glue 

Method: 

Trace circles onto the cardboard using the rim of a glass, then cut them out. Punch a hole at 

the top of each circle for hanging. Paint the circles in your chosen colours and let them dry. If 

using multiple colours, outline the edges with a black marker for definition. Glue dry elbow 

macaroni onto the circles in your desired pattern and let the glue dry completely. Finally, tie a 

piece of twine or ribbon through the punched hole to create a hanging loop.

Space - a vast, mysterious expanse that 

may seem far beyond the reach of young 

children. But through creative role-play, 

children can embark on thrilling space 

missions while developing critical thinking, 

teamwork, and an early love for science 

and exploration. 

So… how does space-themed role-play 

help nurture authentic learning in early 

childhood education? 

Making good choices - 

packing for the space 

mission 

One of the key learning experiences in a 

space mission role-play is the opportunity 

for children to practise decision-making 

and responsibility. Before embarking on a 

space journey, children can be tasked with 

packing essential items for their rocket 

ship. This activity offers opportunities to 

discuss: 

? 

What do astronauts need to take on 

their journey to stay safe and well? 

? 

? 

What will help them communicate 

and navigate? 

How do we ensure we have 

everything we need for survival and 

exploration? 

Some items to pack: 

? 

? 

? 

? 

Gina Bale 

Space mission 

Creative role-play for authentic learning 

in the early years 

Special food: Reconstitute food 

together, like powdered milk, jelly 

crystals, or mashed potatoes - discuss 

why astronauts need special meals 

(no beans or fizzy drinks) in space 

Walkie-talkies: Teach children the 

importance of communication during 

missions 

Space maps: Explore the concept of 

navigation and planetary exploration 

Torches and binoculars: Discuss the 

need for light and vision in space 

exploration 

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Cameras: Introduce the idea of 

documenting discoveries and 

important milestones during the 

mission 

Not only does this activity spark creativity, 

but it also gives children handson 

experience in decision-making, 

responsibility, and problem-solving. 

Space transport - exploring 

rockets and rovers 

A space mission offers a perfect entry 

point for learning about transport. Children 

can learn about all the different types of 

rockets and spacecraft that get astronauts 

to their destinations. It is a natural 

opportunity to dive into conversations 

about engineering and design. 

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? 

How do rockets work? Children can 

explore how spacecraft travel to 

space and how astronauts get from 

Earth to the Moon and beyond 

What is a rover? Discuss the rovers 

used for exploration on the Moon and 

Mars 

By encouraging your children to create 

and build rockets and rovers, you are 

linking their learning to early engineering 

skills, sparking an interest in STEM, as the 

children get to design, construct, and test 

their space vehicles. 

Healthy eating in space - 

fuel for astronauts 

In space, astronauts follow a carefully 

planned diet to maintain their health 

and well-being. This aspect of space 

exploration opens opportunities to discuss 

and encourage healthy eating. 

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? 

What foods do astronauts need to 

stay healthy in space? Introduce 

concepts of nutrition, including the 

importance of hydration 

What food is not suitable for space? 

Did you know astronauts avoid beans 

and carbonated drinks because they 

can cause issues? Farts and wet 

burps in a confined space capsule 

or suit would not be a pleasant 

experience 

By discussing the diet of astronauts, 

children can learn, and have a few 

giggles, about the importance of healthy 

eating and how certain foods are better 

suited to different environments. 

Well-being 

Another fascinating aspect of space 

missions is the well-being of astronauts. 

To perform their duties and keep fit for 

spacewalks and experiments, astronauts 

need to maintain a rigorous fitness routine. 

Did you know astronauts use treadmills on 

the International Space Station (ISS) to stay 

fit in space? 

? 

? 

How do astronauts keep fit in space? 

Have fun learning about the physical 

activities astronauts have had to 

adapt to stay healthy in space 

What other health and well-being 

measures do astronauts need to take? 

Discuss how astronauts sleep, eat, 

and go to the toilet in space 

Through these discussions, children gain 

an understanding of physical health, 

fitness, and well-being. 

Solar system - 

understanding day, night, 

and seasons 

The Solar System offers a rich backdrop for 

early learning about the natural world. A 

space mission provides the perfect context 

for explaining concepts such as day and 

night, seasons, and different planets in our 

solar system. 

? 

? 

Why do we have day and night? 

Teach children about the Earth’s 

rotation and the Sun’s role in providing 

light and warmth. 

How do astronauts experience time 

in space? On the ISS, astronauts 

experience 16 sunrises and sunsets 

every 24 hours! 

Understanding the solar system and 

celestial bodies helps children grasp the 

fundamental concepts behind weather, 

seasons, and Earth’s position in the 

universe. 

The power of role-play 

- building knowledge 

through imagination 

Incorporating space role-play into early 

years education is an engaging way to 

bring abstract concepts to life. Even though 

children may never experience space 

travel first-hand, the creative role-play of 

astronauts, mission control, and space 

explorers fosters rich learning experiences 

in: 

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? 

? 

? 

Problem-solving 

Collaboration and teamwork 

Critical thinking 

Scientific inquiry 

Role-play also encourages the 

development of social skills as children 

engage in imaginative play with peers, 

building stories and scenarios together. 

It is a wonderful way to foster creativity, 

curiosity, and a love for learning. 

Conclusion - authentic 

learning through space 

exploration 

Creative role-play, even in environments 

far beyond their reach, offers young 

learners a chance to explore the world 

(and beyond) in a fun and educational 

way. 

A space mission provides a dynamic 

platform for discussing everything from 

communication and transport to healthy 

living, engineering, and the wonders of 

the universe. Through imaginative roleplay, 

young children develop important 

cognitive, physical, and social skills and a 

sense of wonder and curiosity about the 

world around them. 

Ready to launch your little astronauts on 

an out-of-this-world learning adventure? 

The possibilities are endless when you 

bring the wonders of space exploration to 

your little ones. 



from Gina:

November 2024 Parenta Early Years Magazine

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