December 2024 Parenta Early Years Magazine

Issue 121

DECEMBER 2024

Reflecting on the year

in early years

A month of

modern lullabies

Preparing for a new

year – top ten tips

+ lots more

EYFS activities

inside!

This month…

Festive

Season

December Celebrations

Around the World

Exploring Reflective vs. Reflexive Practice

Free Training for Staff - see page 18 for details

30

12

Hello

Welcome to our family

Welcome to the December edition of Parenta magazine!

As the festive season approaches, we’re thrilled to bring you a December edition filled with warmth, inspiration, and plenty

of practical advice. This special issue celebrates the magic of the season while reflecting the diversity and joy that make the

early years so extraordinary.

Inside, you’ll find a fascinating look at how different countries and cultures celebrate this special time of year, alongside an

insightful feature on embracing cultural diversity and multilingualism in your settings. For those looking to enjoy a healthier

holiday, turn to page 20 - nutrition expert Louise Mercieca shares tips on having a merry Christmas without the sugar

overload! December is also a perfect time to reflect on the past year and look ahead. To help you prepare for the new year,

we’ve included our top ten tips for getting everything in order for a fresh start to 2025.

This month’s fantastic features from our early years experts include Joanna Grace’s advice on supporting neurodiverse

children, Frances Turnbull’s modern lullabies, Stacey Kelly’s insights on emotional safety, Gina Bale’s exploration of creative

expression in children, Paloma Forde’s guidance on supporting those with ADHD, and Priya Kanabar’s advice on embracing

a calmer pace.

As always, we invite you to share this issue with colleagues, parents, and friends who can sign up for their own digital copy

at www.parenta.com/magazine.

We wish you a peaceful and joyful festive season. Happy reading!

Allan

16 24

Regulars

8 Write for us

36 EYFS Activities: Festive Season

News

4 What do our customers say this month?

6 Congratulations 2024 Parenta Learners!

10 Childcare news and views

Advice

14 Cultural diversity and multilingualism

16 Preparing for a new year – top ten tips

22 Reflecting on the year in early years

26 Exploring reflective vs reflexive practices

32 December celebrations around the world

26

Industry Experts

38

12 Supporting through sight

20 Have a merry Christmas without the sugar overload

24 A month of modern lullabies

28 The importance of emotional safety

30 Embracing a calmer pace in early years

34 How to support children with ADHD (and those who

might have it)

38 Understanding connections between movement and

emotional expression AKA letting the inside out!

2 December 2024 | parenta.com

parenta.com | December 2024 3

Sasha H 22/11/2024

“I had an amazing experience with

Parenta. My tutor was amazing she

was always there to help me, she

was very patient and helped me get

extra support with my learning

disabilities. She was always checking

up on me and supporting me when

needed. I would recommend her to

anyone doing their level 3 childcare.”

Hayley D 07/11/2024

“I feel my tutor has been

amazing in getting me to this

point of my level 5. I’m not quite

there yet but very nearly and in

the short space of time she has

had, she has been amazing

support for me and I appreciate

it very much.”

What do our

customers say

in November?

Rani R 04/11/2024

“So far it's been

really good, I have

learnt to use my

laptop more. I am

enjoying the tasks

with the help of

my tutor.”

Nicola C 18/11/2024

“My tutor is fantastic and

helped me so much to pass my

English Level 2."

Amelia B 06/11/2024

“I am incredibly grateful for all the

support my tutor has provided me

throughout my Level 3 Early Years

Educator qualification. She is always

available to provide guidance and is

regularly in touch to ensure I am

progressing well on the course. With her

support, I am on track to complete the

qualification several months earlier

than expected...”

Sarah B 11/11/2024

“My tutor is great, she always

offers helpful advice and

positive feedback. She always

responds to emails promptly

and is always friendly. The

services I have received so far

have been great.

Laura R 06/11/24

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support I have received

from my tutor. She has been

a constant support for me

during my Level 3 course.

She has been there for me

when I needed some extra

guidance and support and I

can’t thank her enough for

her help!”

Gayane 13/11/2024

“I started my qualification with Parenta earlier

this year. They were very welcoming and caring

from the start. My tutor is a very nice person

and an excellent professional who supports me

throughout. Teaching and learning sessions are

well-structured and led by knowledgeable

tutors. The Onefile system is well-designed and

helps keep track of my progress. We are offered

to take part in monthly seminars with industry

professionals. Overall, I am very satisfied with

my learning at Parenta.”

Rosie C 13/11/2024

“My tutor has seen me through my

Level 2 & Level 3 childcare

qualifications. She has been

extremely helpful and guided me on

the right path to gain all the

knowledge I needed to successfully

achieve my goals. If it wasn’t for

her I wouldn’t have been able to

pass. Thank you so much!”

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, Joanna Grace!

Congratulations to Joanna Grace, our guest author

of the month! Her article, “Sensory Engagement:

Transform Visual Learning Into An Engaging

Experience” explores the difference between

sensory and SENSORY across different systems

and the impact of engagement work on people of

all neurotypes, who experience both ability and

disability. Well done Joanna!

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:

www.parenta.com/parentablog/guest-authors

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answer emails. Courteous via email, video

links and when visiting the setting. Tutor

was also a good support throughout.”

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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."

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

Jo M. 05/11/2024

Childcare news

“What’s more, the continued trend of

plummeting childminder numbers,

which accounts for the vast majority

of the decline of overall providers,

remains deeply concerning.“

and views

Employer NI hike to push up

childcare costs, warns Minister

Home Office minister Jess Phillips

has highlighted that raising National

Insurance (NI) rates for employers

could increase childcare costs.

Speaking on BBC Politics Midlands, the

Birmingham Yardley MP reflected on

the financial challenges nurseries face

today compared to 20 years ago when

her children attended.

When asked if higher employer

contributions would exacerbate

the funding gap already burdening

parents, Phillips responded,

“undoubtedly,” but noted the

government has pledged additional

investment in childcare.

The NI rise was introduced in last

month’s budget by Chancellor Rachel

Reeves, who said it was crucial for

stabilising public finances. Reeves

acknowledged the difficulty of raising

funds, stating, “There is no easy way to

raise the kind of money that our public

services desperately need.”

Phillips acknowledged the potential

for the NI hike to worsen funding

shortfalls for nurseries, forcing parents

to shoulder the cost. However, she

pointed out that the Secretary of State

for Education is reviewing how to

allocate the newly announced funding.

Despite the government’s investment

promises, the Early Years Alliance

has warned of significant challenges.

CEO Neil Leitch said 95% of childcare

providers are expected to increase

fees unless the government addresses

the dual pressures of rising NI

contributions and the increased

minimum wage.

Leitch criticised the Treasury’s stance,

stating:

“We are in the middle of the biggest

expansion in the history of the early

years sector, one that the government

says is key to supporting parents

to work and, in turn, boosting the

economy. It makes absolutely no sense

for the Treasury to turn a blind eye to

the potential impact of these changes

on our sector.”

Education Secretary Bridget Phillipson

has promised further details on

funding rates will follow, but concerns

remain high among providers and

parents alike.

You can read the full story, here on the

BBC website.

Decline in early years providers

continues, Ofsted data reveals

The number of early years providers

in England has dropped by more than

1,000 over the past year, according

to the latest statistics from Ofsted.

Between 1 September 2023 and 31

August 2024, registered early years

providers fell from 62,030 to 61,200,

marking a 2% decline compared to 31

August 2023.

This decrease follows a long-term

trend observed since 2019, where

more providers have exited the sector

than entered it. The primary driver of

this decline is a sustained drop in the

number of childminders, which fell by

1,060 (4%) over the past year.

However, Ofsted highlighted that the

rate of provider loss is slowing, with

fewer providers leaving the sector

each year since 2021/22.

Despite the reduction in providers,

the data shows a slight increase in

available places. As of August 2024,

early years providers on the Early Years

Register offered 1.28 million places, a

1% rise from the previous year. Ofsted

attributes this to the disproportionate

decline in childminders, who typically

offer fewer places than larger

providers.

Commenting, Neil Leitch, CEO of the

Early Years Alliance, said: “These

Ofsted figures are further proof that

the early years sector is in need of

urgent and significant support if we

are to have any hope of successfully

delivering the final phase of early

entitlement expansion.“

“While the findings show a slight

increase in the number of early years

places, the fact that more than four

in 10 local authorities reported a drop

in places clearly shows that longstanding

sector challenges – namely,

funding and staffing – must be

addressed as a matter of urgency to

build the additional capacity the sector

so desperately needs.“

“Childminding professionals are

an incredibly important source of

quality, flexible home-based care and

education, and it has never been more

important to ensure that this critical

part of the sector receives the support

it needs – both now and in the longterm

– to reverse this worrying trend.“

“Now, with less than a year to go

until the final phase of the entitlement

expansion, it is absolutely vital that the

government takes swift and decisive

action to ensure that providers are

supported not just to remain open, but

to increase capacity to meet rapidly

growing demand. The harsh reality

is that if nothing changes, not only

will providers continue to struggle but

more and more families will find it

difficult – if not impossible – to find a

place that meets their needs.”

The full story, can be found here on the

EY Alliance website.

Flexible working could unlock

early years recruitment

potential amid funded hours

expansion – report

Flexible job opportunities in the early

years sector may be the solution to its

recruitment challenges, according to a

report by social enterprise Timewise.

The report suggests that offering parttime

roles could fill half the 35,000

additional staff positions needed to

support the expansion of funded

childcare hours.

The findings are based on a twoyear

collaboration with the London

Early Years Foundation and the Early

Years Alliance. The Childcare Pioneers

project, which involved three nursery

settings, demonstrated how flexible

working practices can improve both

recruitment and staff retention.

Time wise facilitated workshops with

nursery managers and head office

staff to explore how flexibility could be

implemented.

The report estimates that advertising

roles with flexible or part-time options

could help recruit the equivalent of

17,850 childcare workers.

It also urges the government to

prioritise flexible working in its

upcoming review of early childhood

education and care provision. The

report recommends making improved

access to flexible working a “key

strategic pillar” and consulting with

the sector to ensure its feasibility and

success.

Timewise director of policy, Clare

McNeil said, “Even in time and

resource-constrained nurseries, we

have shown it is possible to create

flexibility for staff which boosts morale

and well-being. It is clear we need to

increase part-time and flexible work

to make the sector more competitive

and to meet the staffing shortfall for

the new entitlement. We are calling

for flexible working to be placed front

and centre of a new workforce strategy

to attract more people into the early

years sector and see early years

professionals receive the conditions

and respect they deserve.”

The analysis is based on the DfE’s

estimation that 35,000 extra staff are

needed to enable the expansion of the

childcare offer by September 2025.

The calculations assume that this latest

estimate continues to be based on a

full-time equivalent calculation of 35

hours per week, with the need met

by people working a range of hours

per week. The report said that levels

of part-time work across the early

education and childcare sector have

fallen across the majority of settings

since 2018-19, “making it harder for

childcare educators who have caring

responsibilities of their own to combine

work and care.”

It says that latest available estimates

suggest that 93 per cent of nonworkers

would prefer a part-time or

flexible job than a full-time role.

‘Our analysis of official data finds that

even returning to levels of part-time

work that existed in the childcare

sector in group settings five years

ago would fill the equivalent of 17,850

of the 35,000 full-time equivalent

vacancies needed,’ it states.

In the foreword to the report, the

CEOs of the Alliance and LEYF, Neil

Leitch and June O’Sullivan, said, “Our

organisations have both already

sought to introduce improved policies

and advice to support good practice

across our nursery settings.”

The Timewise report, Building the Early

Education and Childcare Workforce of

the Future, is available here.

This story can be read in full on the

Nursery World website, here: Nursery

World - Flexible working could hold the

key to early years recruitment to meet

funded hours expansion – report.



Joanna Grace

Supporting

through sight

I am a sensory engagement and inclusion

specialist. In my work at The Sensory

Projects I look at 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 about the impact of sensory

engagement work on people of all

neurotypes who experience ability and

disability.

In my previous article (which you can view

here if the magazine has already become

part of a paper mâché masterpiece)

I talked about how to create really

engaging and inviting visual experiences.

In this article we are going to be thinking

about how we can use our understanding

of the visual landscape and different

people’s experience of that to support

those in our care.

Do you remember in my first article I said

that seeing takes up a lot of energy in the

brain? If we were comparing the senses

in the way we compare the electricity

consumption of various bits of kitchen

equipment to judge their energy efficiency,

we would find sight to be a high burner.

In order to make the effort of seeing

less exhausting, many brains have an

adaption whereby, when they are in

places they have been before, they do not

bother with seeing everything afresh, but

instead fill in the background from what

they remember from last time.

When I was a little girl, my best friend and

I spent a long time fashioning a cardboard

theatre for my little sister. She had seen

one marketed on TV and wasn’t going to

get it for Christmas, but I was determined

I would build her one just as good. We

made scenery – this took AGES, colouring

in with felt tip pen, we did one green one

and one blue one and left it at that.

Then we made little people, and tables

and chairs and things like that. When my

sister played with it, all the adventures she

created on stage happened either against

the green backdrop or the blue. Although

we carried on making new characters,

we never made a new piece of scenery, it

was just too much work! I’m sure you’ve

already gathered the analogy I am

building to. If you have the kind of brain

that can just patch in what you saw last

time, then it’s like dropping in those pieces

of green and blue coloured card, it’s easily

done. If you do not have that capacity, then

every time you see the room, you have to

render the scenery as well as the people

and the things. It is utterly exhausting!

Now we just coloured straight blue and

straight green, one each, and we were

reasonably neat. If we had had to put in

trees, waves, pots on a shelf, mugs, bags,

coats, etc., it would have been A LOT MORE

WORK.

Declutter

The first way we can help people to see

is to declutter the visual environment, for

those who are having to redraw it in their

brain every time. This will bring relief and

for everyone else, it’s a boost.

Next, we can think about backdrops.

When you are holding something up to

look at, what is behind that item? Are you

sat in front of a window so that the item

appears as a dark outline, are you sat in

front of a brightly coloured display so that

the item is one thing among many? Are

you stood (I don’t know why I always had

you sitting before) with the sun behind you

so that people have to squint? An ideal

backdrop would be a dark colour and

matt. I recommend taking a peek at the

resources provided by Gwyn at Positive Eye

for guidance of visual accessibility. https://

positiveeye.co.uk/

Skills

Instagram is full of ideas for fun visual

activities – cardboard pictures with

apertures cut out are a favourite of mine,

and my little boys enjoy choosing from

a selection of cardboard paint swatches

and then charging about in a landscape

to see if they can find something that

colour matches with the swatch they

chose. When you’re picking activities,

you might want to consider sight skills,

such as looking at something close up, or

something far away, watching something

go from one side to another (this is known

as tracking and is really useful for keeping

an eye on the canapés at a party and also

for reading which requires you to do as

you are doing now and track along a line).

Seeing is a mix of these skills and more

– think about combining them: take the

cardboard aperture of a person out into

the garden to see what plant will form the

fabric of their dress today and then gaze

up at the clouds to see where they might

live (you’re combining close up looking

with looking far away, it’s like an eye work

out!)

Rest

Finally rest: get some shut eye, it’s good

for everyone. And also be aware that

some people may be working harder than

others. People who need glasses but do

not have them yet suffer from eye strain,

get headaches and generally have to work

a lot harder to see. If you are someone

who does not talk, it is often harder

for people to notice you need glasses.

SeeAbility.org will tell you that many

autistic people and people with learning

disabilities need glasses but do not have

them. Often times, people think sight tests

will be inaccessible because someone

is young, or they cannot understand, or

they do not know what letters are, but

SeeAbility have a range of resources to

help. And don’t forget yourself too – when

was your last trip to the opticians?

In my next article I’m going to be looking at

touch, as a small letter sensory experience

and a capital letter SENSORY experience so

get ready to get all touchy feelie!

Click here for

more resources

from Joanna:



Cultural diversity and

multilingualism

Modern Britain is a diverse and

multicultural society with people from

different races and cultures living side-byside,

working together and contributing

to the wider British society. It is something

to be celebrated and valued as we teach

our young children the values of tolerance,

acceptance of others, and appreciation for

all the diverse aspects of modern life.

Think about the various ways in which we

already rely on global and diverse cultures

in our everyday lives:

✨ Diet - bananas, pineapples and coffee

are all imported from other countries,

as are curries, Chinese food and

pizzas

✨ Language – many everyday words

are borrowed from other languages

such as ‘cuisine’, ‘patio’ and ‘fiancé’

✨ Music – we can listen to music from

all over the world; Sambas from Brazil,

the sounds of Abba from Sweden or

BTS from South Korea

✨ Clothing –brands such as Adidas

(German), Nike and Levi (USA) all

originate in other countries

✨ Art and design –Batik work, Origami

are examples of different cultures’ art,

and how many of us have something

from the Swedish store, Ikea, in our

homes?

✨ Festivals and events – the Notting Hill

Carnival celebrates Caribbean culture

and many British people celebrate Eid,

Diwali or Hanukkah as part of their

annual festivities

So, cultural diversity is all around us and

the Early Years Foundation Stage (EYFS)

framework emphasises the importance

of settings exploring and celebrating

multiculturalism and diversity in their work.

It highlights the need to reflect our diverse

world including differences in age, culture,

disabilities, ethnicity, gender, religion,

and sexual orientation. It encourages

practitioners to create an inclusive

environment where children can learn

about and appreciate different cultures

and perspectives which will reap benefits

by creating a tolerant and diverse society.

There are several advantages to this

including:

✨ Enhancing social and emotional

development by learning to

appreciate different perspectives and

developing empathy

✨ Building strong relationships

✨ Broadening horizons

✨ Reducing prejudice and discrimination

✨ Learning different languages

Below are some important points for you

to address regarding cultural diversity,

along with some ideas of how you can

achieve these outcomes in your setting.

Increased knowledge and

understanding of diversity

Children should be supported to be

curious and learn about people around

them, to see and understand their

similarities and differences and to

appreciate everyone for who they are.

You can increase children’s knowledge of

the world through non-fiction and fiction

books, songs, rhymes, poetry and music

that reflect diverse cultures. Invite people

from different cultures into your setting to

talk about aspects of their life. This could

be about food, music, clothing or anything

which is important to their cultural identity.

Think too about how you talk about people

with disabilities or special needs and help

children to see everyone as part of the

normal spectrum of human life.

Reflect diversity

Settings should reflect the diverse world

through their staffing, and the resources,

images, marketing and activities they

do throughout the year. This can be by

cooking food from different countries,

studying a particular culture or country

or celebrating different religious festivals.

Make sure that all your adverts and

marketing reflect the diversity of your local

community including using people of

different ages, genders, religions, abilities

and cultures.

Build positive relationships

The EYFS stresses the need for children

to form positive relationships with people

and this includes people who may do

things differently from themselves and

their family. Encourage children to play

together and include all children in all

activities. Plan activities that can develop

teamwork such as team sports, using a

parachute, or drama and role-play. Read

stories about friendships formed by people

from different cultures and backgrounds,

emphasising that we are all part of the

oneness of humanity. You can find a list of

children’s books about diversity here.

Multilingualism

One aspect of living in a multicultural

society is the number of different

languages that are spoken. The UK is a

linguistically diverse country. In addition

to English, (the most widely spoken

language), there are several other

languages spoken. According to the 2021

Census, the most common non-English

languages spoken in England and Wales

are:

1. Polish - 612,000 speakers

2. Romanian - 472,000 speakers

3. Panjabi - 291,000 speakers

4. Urdu - 270,000 speakers

Other languages spoken include Welsh,

Scottish Gaelic, Irish, Bengali, Gujarati, and

Arabic.

Multilingualism is the ability of people to

use multiple languages proficiently. It can

refer to individuals who speak more than

one language, as well as societies and

communities where multiple languages

are spoken. This brings advantages

such as cognitive flexibility, academic

advantage and increased cultural

connections, but in early years, it can

mean that some children may come to

the setting with English as a second or

additional language (EAL) meaning they

may be learning one or two additional

languages in infancy.

Bilingualism or multilingualism are not

deemed special or additional educational

needs and neither has been shown to be

the cause of any kind of learning difficulty,

speech or language impairment, nor of

any emotional or behavioural problems.

Multilingualism is a learning pathway

for children who have the opportunity to

grow up learning two or more languages

and should be regarded as a learning

achievement.

The EYFS framework emphasises that

early years settings should respect and

encourage the home language, whilst also

ensuring that the children receive a good

grounding and understanding of English.

Here are some ways you can achieve this:

✨ Support the home language by

providing opportunities for children

to develop and use it in play and

learning

✨ Create a language-rich environment

by modelling the use of good English,

using diverse vocabulary, reading

stories and singing songs/rhymes

✨ Encourage peer interactions between

children who speak different

languages and those who speak the

same language so they can practice

and learn from each other

✨ Understand the learning process –

learning any language takes time and

varies for each child. It is important

to recognise that children may go

through a silent period before they

start speaking in English/another

language in your setting

✨ Use visual aids – these can be

pictures, photos, real objects, facial

expressions, and gestures to illustrate

what words mean

✨ Involve families – this is crucial for EAL

children as sharing information and

encouraging parents/carers to talk to

the child about things at home can

help new children settle in, as well as

helping their language development

✨ Use technology - educational apps

and programs designed for language

learning are engaging and can

help children to practice the second

language

Multiculturalism and multilingualism

are part of modern life, and early years

settings can be a prominent force in

promoting them.

References and more

information

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

education.gov.uk/get-help-toimprove-your-practice/english-as-anadditional-language-eal

✨ https://ealchildren.org/teachers/

useful-resources-online

✨ https://www.openanursery.co.uk/

supporting-english-as-an-additionallanguage-learners-in-early-yearseducation/

✨ https://www.eyalliance.org.uk/sites/

default/files/bilingualism_in_the_

early_years_1.pdf

✨ https://www.independent.co.uk/

extras/indybest/books/childrens/

best-childrens-books-aboutdiversity-b1804631.html

Click here for

more references

& information.



Preparing for a

new year – top

ten tips

A new year represents a new start for

many people – a chance to reflect on the

last 12 months and to look forward to the

next year. So, how can you best cash in on

this new beginning to make 2025 the best

year ever? We’ve listed our top 10 tips to

help get you started.

1. Start early

Give yourself time to prepare for the new

year properly. The run up to Christmas

is often very hectic with festivities, plays,

reports and end of year business, so it can

be difficult to find time to clear your head

and think about the coming months, but

it is important that you do this so that you

can metaphorically ‘hit the ground running’

in January. Set aside some time as a

manager and as a setting to plan properly

and you will thank yourself in January.

2. Reflect on the last year

As early years professionals, we should

constantly reflect on what works well, and

think about how we can improve. Even the

most outstanding nurseries, in fact, ALL

the most outstanding nurseries, constantly

seek to improve what they do, and they do

this as a matter of course.

Ask for feedback from parents/carers

and staff to create a list of what they feel

has gone well and ideas for things that

could be improved. This way, you will be

capitalising on the valuable resources

and ideas you have from your invested

stakeholders. Don’t forget to involve the

children in your reflections too, they can

be a great source of ideas that you might

never have thought of.

3. Refresh your curriculum

You will no doubt already have developed

curriculum plans for the academic year

that started in September 2024, and you

may have all the resources and events

already planned for the next term, but

remember that the world is ever-changing

and there may be opportunities to update

and review your curriculum map to keep

things fresh and relevant. Make sure

you keep up-to-date with current affairs

nationally, internationally and locally as

this can have an impact on what you want

to teach the children. For example, if there

is a pressing local issue that has arisen

in the last few months in your area, you

might want/need to address this within

your curriculum.

4. Set goals and write them

down

Establish some clear, achievable goals

for the year. This can include educational

outcomes, professional development

targets for staff, and/or improvements to

your physical environment. Some of the

goals may just be an idea to start with but

putting them down on paper increases the

likelihood that you will act on them and

bring them to fruition. Remember that you

can also write down your own personal

goals and encourage your staff to do this

too.

5. Organise the

environment and your

resources

The autumn term can leave practitioners

exhausted and needing a break, but it

is important to give you and your staff

time to reset the environment, take down

Christmas decorations, put up new

displays and generally check that you

have all the budget and resources you

need for the following term. Prepare the

learning spaces to be welcoming and

stimulating, especially if you have a new

intake of children starting in January. Make

an inventory of all your resources and

materials to see what needs replenishing

or replacing. Declutter old or shabbylooking

displays and fix any toys or play

equipment that need mending. Order any

new equipment you need in plenty of time,

remembering that there are usually some

delivery delays around the Christmas

period.

6. Prepare for and welcome

new children

If you have new children (or staff) joining

after the Christmas holidays, make

sure you have gone through your usual

protocols and procedures in the run up to

them starting. This can include sending

out welcome packs, home visits or trial

days to smooth the transition. Take

time to get to know the new children by

understanding their needs, backgrounds,

and any additional support they might

require. Re-establish your routines and

boundaries which can be anything from

your morning ‘meet and greet’ routine to

how you organise your snack and lunch

times. Remind existing children of these

and introduce them to any new children

you have, using buddy systems to help

integrate any new children.

7. Refresh your professional

development

Review your CPD and training schedule so

that you can incorporate new requirements

or requests for training from staff. You may

have had an incident occur in your setting

that necessitates new training, or you

may have a new child with special needs

requiring you to upskill staff to meet their

needs. There are a lot of short CPD courses

available online which can provide you

with additional training ideas too.

8. Re-engage with parents

and carers

Take the new term as a time to reconnect

and communicate with parents/carers

about the upcoming year’s plans. Provide

them with information on what to expect

and how they can support their child’s

learning at home, especially if you have

adapted your curriculum. You can do this

through regular face-to-face meetings,

newsletters, social media and parent/

carer groups. Why not create a regular

weekly or monthly activity that you can

send home for parents/carers for them to

do at home with their children, extending

the learning into the home environment?

9. Check you are still

compliant

Review all your policies and procedures

to make sure they are still compliant with

your country’s relevant laws and statutory

guidance. Remember that Scotland,

Northern Ireland and Wales have their

own systems and guidance in relation

to early years and these can change

regularly. Make sure all your health and

safety policies are up-to-date so that

the setting is safe for all children and

staff. This includes checking equipment,

updating emergency procedures, and

ensuring compliance with regulations

such as COSHH. You may need to plan for

additional fire drills with an influx of new

children or staff.

10. Reach out to your local

community

A new year is a great time to reach out to

your local community in innovative ways,

be that by organising a litter pick in your

local park, or contacting a new community

group to visit or help. January is a month

when many elderly people can feel lonely

so it could be a great time to offer the

hand of friendship to someone in need.

By engaging in some or all of these steps,

you can set the stage for a successful and

enriching year ahead in your setting.

Click here for

more references

& information.



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Louise Mercieca

Additionally, while we associate “treats”

with positivity, these foods are usually

high in sugar and low in nutritional value,

offering mostly empty calories.

Have a merry

Christmas without the

sugar overload

Christmas is here, with decorations going

up and shops packed with festive treats.

A key tradition each year, regardless of

weather, is indulging in holiday food.

Historically, Advent was a period of

fasting up to Christmas Eve, followed by

feasting for the 12 Days of Christmas.

People eagerly enjoyed mince pies,

meats, fruits, and turkey, introduced to

England during Henry VIII’s reign. Many

of today’s traditions come from the Tudor

and Victorian eras, though now we rarely

abstain before the festivities.

Today, holiday indulgence often starts as

early as October, leading many to start

the New Year with diets and detoxes.

So how can we enjoy Christmas without

compromising health or January’s

happiness? The key is to understand the

effects of excess while still enjoying a

festive season.

Health-approved

Christmas lunch

In 2017, a Christmas lunch was designed

following NHS nutritional guidelines to

show what a “public health-approved”

meal might look like. It included 125g of

turkey, half a serving of boiled potatoes,

25g of sprouts, a tenth of a serving of

Christmas pudding, 15ml of brandy

cream, and small, restricted portions of

alcohol. This ‘Scrooge-approved’ meal

aimed to highlight the health risks of

overindulgence.

For many, the issue isn’t with Christmas

Day itself - one day of indulgence is fine for

enjoying with loved ones. The real problem

lies in prolonged excess and, perhaps

more importantly, why we overindulge.

Emotional eating

Christmas brings joy but also stress,

especially with the pressure to make

everything ‘perfect,’ which can impact

our health. For children, though, creating

a magical Christmas doesn’t require

perfection - they find joy in simple things,

regardless of cost or decor. Letting go

of this pressure can reduce the urge to

stress-eat, as emotional eating often leads

us to reach for treat foods.

Treats

Why do we label certain foods as

“treats” and crave them when stressed

or emotional? Often, it’s because we’re

seeking a “food memory” - times when

food brought us happiness. Christmas

especially links sweet foods with positive

memories, creating a neurological

association between sugary treats and

happiness. But does sugar really make us

feel better?

Biologically, sugary foods don’t truly

boost our mood- they give a brief

“artificial high” by activating dopamine, a

neurotransmitter tied to pleasure, reward,

and addictive behaviours. This can create

a cycle for those who link treats with

emotions, especially amid holiday stress

and the abundance of sweet foods.

The problem with sugar

As we have seen, sugary foods can lure

us into a false sense of positivity via the

activation of dopamine, which is shortlived.

Researchers have found that sugar

provokes the same dopamine response

as drugs in as much as you need to keep

increasing the consumption to get the

‘same hit’. This is one of the reasons why

we seem to be capable of consuming

large amounts of sugary foods in one go

and why we can easily overconsume when

festive treats are all around us.

Indulge but not to excess

I am not going to advocate the ‘healthapproved

Christmas lunch’ or suggest

a sugar-free Christmas, neither are

necessary or particularly practical, but

being slightly sensible is advisable to

avoid sugar excess potentially ruining

your festive season. Here are some signs

to look out for if you worry you may be

consuming too much sugar:

1. Constantly hungry – whilst sugar

satisfies your taste buds it doesn’t satisfy

true hunger in the way that protein-rich

foods would. This can lead you to feel

continually hungry despite constantly

grazing on foods.

2. Weight gain – sugar is the leading

cause of weight gain due to the metabolic

cycle of excess it can lead to. While most

people may gain a few pounds over

Christmas, it isn’t healthy to pile on too

much in a short space of time as it will

make losing the weight much harder in the

new year.

3. Mood swings – if you’re feeling slightly

irritable, it could be due to your fluctuating

blood sugar – our brains much prefer

to have a constant steady level of blood

sugar rather than the spikes and drops

caused by high-sugar foods.

4. Feeling exhausted – if you feel you are

not sleeping well (sugar affects the quality

of your sleep) and are fatigued through the

day, you may want to reduce your sugar

intake as the more tired you are the more

of the hunger hormone Ghrelin you will

produce which, ultimately will lead you

craving more sugary foods. Another cycle

you may find yourself in – poor sleep =

increased cravings = more poor sleep.

5. Nothing tastes sweet enough – due

to the dopamine response, you will need

to ‘eat more to get the same dopamine

activation’ this can mean sweeter foods

and/or more of them.

6. Spots and wrinkles – you may find

you develop acne as glycaemic control

supports skin health. A high-sugar diet

also accelerates the ageing process

leading to wrinkles.

7. Joint pain – sugar is an inflammatory

food so can create or worsen joint pain.

8. Confusion – if you’re feeling forgetful or

confused this could be due to high blood

glucose.

9. Digestive issues – too much sugar can

irritate your gut leading to all manner of

digestive issues and discomfort.

10. Cravings - if you constantly crave

sugary foods, it could be time to reduce

and look at your sugar intake as these

cravings will only deepen and you will feel

out of control with your food intake.

There’s nothing wrong with a bit of

seasonal indulgence, the key is to try

to keep in control and encourage other

ways to make festive memories. Festive

fun doesn’t always need to include

food, although food is a big part of the

season. Try to encourage memories and

connections around situations not involving

food such as a brisk walk, some arts and

crafts or visiting a garden centre. We want

to be able to enjoy the festive season

without feeling unhealthy and guilty going

into the new year.

Reference sources

? https://www.historic-uk.com/

HistoryUK/HistoryofEngland/A-Tudor-

Christmas/

? Public Health at Christmas - PG

Robinson - Community dental health,

2018 - cdhjournal.org

? https://www.express.co.uk/life-style/

health/896228/christmas-lunch-foodhealthy-guidelines-sprouts-publichealth-england-taxpayers-alliance

? Gut-Brain Nutrient Sensing in Food

Reward - NIHMSID: NIHMS920080

? Dopamine and binge eating

behaviours - NIHMSID: NIHMS245548

Click here for

more resources

from Louise:



Reflecting on the

year in early years

An upcoming New Year is a time for

reflection and new intentions in many

aspects of life, and early years is no

different. Taking stock of where we have

made progress and where there is still

work to do is necessary for continued

improvement and growth. 2024 was an

important year for early years settings as

there were several changes which affected

both group settings and childminders

alike.

Changes made in January

2024

From 4 January 2024, the previous single

version of the EYFS framework was

replaced with two different versions, one

specifically for childminders, and one for

school and group-settings. This was to

reflect their different ways of working and

to ensure the content remained relevant

and specific to each type of provider.

The new separate EYFS frameworks also

introduced more flexibility to remove

burdens for early years providers whilst

maintaining the quality and safety

standards which are so important.

Apart from the separate frameworks, the

main changes include:

1. Staff:child ratios

Probably the biggest and most contentious

change this last year has been the

change of ratios for qualified practitioners

looking after 2-year-olds. This changed

from 1:4 to 1:5 meaning that a qualified

practitioner can look after 5 children of

this age. However, this change was not

compulsory, and settings can still use the

original ratio. Another change that came

into effect this year, was the opportunity

for students on long-term placements and

apprentices to be counted within staff:child

ratios at the level below their level of study

if their manager is satisfied that they are

competent and responsible. It is also

recommended that these staff should have

a full Paediatric First Aid or an emergency

certificate. These changes were to help

settings with staffing levels at a time when

the industry has been facing a recruitment

crisis.

2. Changes to funding

New funding entitlements for working

parents have been introduced, including

15 hours of free childcare for two-yearolds

and extended to all children in EYFS

above nine months from September. This

is likely to have had a big impact on your

business.

3. Qualification standards

document

At the start of 2024, a new document

outlining the qualification standards for

Level 2 Early Years Practitioners and Level 3

Early Years Educators (EYE) was published

by the government. The requirement for

Level 3 educators to hold a Level 2 Maths

qualification was removed, but instead,

this requirement has passed to certain

setting managers - those who move into

a new role after 4th January 2024. These

managers must either have a Level 2

Maths qualification or acquire one within 2

years or starting their new role.

Importantly, too, the DfE has added a

clarification to the EYFS to state that while

qualifications must be verified, employees

do not have to provide physical copies of

their qualifications. This was to “tackle the

known issue of some settings refusing to

accept digital copies of certificates”.

Some of these changes may have

caused your setting to need new training

or to invest in new courses to support

employees, but they should also have

made it easier to employ qualified Level 3

EYEs.

4. Support for English as an

Additional Language (EAL)

The framework has been updated to

emphasise the importance of supporting

children whose home language is

not English changing from “must take

reasonable steps to provide opportunities

for children to develop and use their home

language in play and learning” to “may

take…” However, best practice would

support the ideas that practitioners do

support the home language wherever

possible.

5. Changes to assessments

One of the most welcomed changes to

the EYFS was removing the requirement to

collect physical evidence when assessing a

child’s development. Practitioners are now

encouraged to rely on their professional

judgement and knowledge of the child.

That does not mean that nothing should

be recorded but that much more emphasis

has been placed on the professional

judgement of the practitioner. This means

that practitioners can spend less time on

proving that the child is making progress,

and more time helping the child to make

that progress. Find the right balance

between what is recorded and what is not

however, so that you as practitioners, can

feel confident in your own assessments.

6. Safeguarding

New safeguarding requirements

have been introduced, including

safer recruitment practices, follow-up

procedures for prolonged absences,

supervision at lunch and break times,

and additional emergency contact details

and safeguarding training and support

for early years students and trainees.

The wording regarding cameras also

expanded to include “other electronic

devices with imaging and sharing

capabilities” to include more devices.

Specific developments for

childminders

For childminders, some of the changes to

their new, specific EYFS have affected the

following areas:

⭐ Changes emphasising the need

for childminders to demonstrate

knowledge and understanding as

opposed to needing formal training

⭐ Childminders’ assistants can hold the

role of key person

⭐ Changes to the areas a childminder

uses in their home, including the use

of their kitchen and the provision of a

confidential space to talk to parents

⭐ Changes to assessments – for

example, the Early Learning Goals,

usually undertaken at the end of the

Reception year, now appear only in

the annex of the Childminder’s EYFS

since childminders rarely complete

this

⭐ Changes to the requirements for

childminders to provide certain

documents on request rather than

have them on display

Developments in your own

setting

The changes listed above represent some

of the statutory changes that have come

into force for the early years community in

the last year but this is in no way the end

of the story. Every setting or childminder

is different, and you will have your own

successes to celebrate or challenges that

you have worked on during 2024.

When reviewing your own year, reflect on

changes to:

⭐ Your business model, funding and

income

⭐ Your premises

⭐ Any new staff or changes in

employment

⭐ Training you have undertaken

⭐ Improvement plans you have

implemented

⭐ The new children you have welcomed

and those you have transitioned on

⭐ Events that you have celebrated

⭐ Any losses, retirements or

bereavements you have had

Reflecting on the last year is an important

aspect of any practice. Include your

challenges as well as successes and you

may be pleasantly surprised at how far

you’ve come.

References and more

information

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

education.gov.uk/support-forpractitioners/changes-to-the-eyfsframework

⭐ https://www.eyalliance.org.uk/eyfsframework-2024-guide-changes

⭐ https://www.gov.uk/guidance/earlyyears-qualifications-finder

Click here for

more references

& information.



Christmas time is full of exciting events.

The build-up really starts in October

with Halloween, Diwali, Guy Fawkes,

Remembrance, Children in Need … the

list goes on and on. While it breaks up the

darker days and nights and gives us as

adults something to look forward to, it can

be an unsettling and exhausting time for

little ones trying to understand the new

world around them, and where they fit in.

Change of routine, unexpected late

nights, meeting the ‘big red man with the

fluffy white beard’ – it can all be entirely

overwhelming for little people. Last year

we featured traditional lullabies to help

send little ones to dream land, and this

year, we are so excited to share our top

modern lullabies – for the whole month of

December!

Lullabies have been found in all cultures

since ancient times. It is only relatively

recently that science has shown that

music slows our heart rate, improves our

breathing and reduces stress levels, but

mothers have known instinctively that

quiet, dulcet tones, easily repeatable

words, a rocking motion, and holding little

ones close can comfort and soothe sleepy

eyes.

Many of these songs make us feel happier

and calmer as adults, so why not sing

them to little ones too? We hope you enjoy

the selection and would love to know your

all-time favourite, guaranteed-to-sleep

lullaby!

We will be posting a new lullaby every

day from 1 December on all our socials –

YouTube, TikTok, Instagram, even LinkedIn

– but here is a sneak preview of which

songs we will be including:

Frances Turnbull

A month of

modern lullabies

1. Can’t help falling in love with you

Wise men say, only fools rush in

But I can’t help falling in love with you...

2. Que sera, sera

Que sera, sera

Whatever will be, will be...

3. I have a dream

I have a dream, a song to sing

To help me cope with anything...

4. What a wonderful world

I see trees of green, red roses too, I see

them bloom for me and you

And I think to myself, what a wonderful

world...

5. Ain’t no sunshine

Ain’t no sunshine when she’s gone

It’s not warm when she’s away...

6. Stand by me

When the night has come, and the land is

dark

And the moon is the only light we’ll see...

7. Danny boy

Oh Danny boy, the pipes, the pipes are

calling

From glen to glen and down the

mountainside...

8. Edelweiss

Edelweiss, edelweiss, every morning you

greet me

Small and white, clean and bright, you

look happy to meet me...

9. Amazing grace

Amazing grace, how sweet the sound

That saved a wretch like me...

10. Kumbaya

Kumbaya my Lord, kumbaya

Kumbaya my Lord, kumbaya...

11. Dream a little dream of me

Stars shining bright above you

Night breezes seem to whisper “I love you”

...

12. Goodnight sweetheart

Goodnight sweetheart, well it’s time to go

Goodnight sweetheart, well it’s time to go

...

13. Sweet child o’mine

She’s got a smile that it seems to me

Reminds me of childhood memories...

14. (They long to be) close to you

Why do birds suddenly appear every time

you are near?

Just like me, they long to be, close to you...

15. Isn’t she lovely?

Isn’t she lovely? Isn’t she wonderful?

Isn’t she precious? Less than one minute

old...

16. Your song

It’s a little bit funny, this feeling inside

I’m not one of those who can easily hide...

17. Make you feel my love

When the rain is blowing in your face

And the whole world is on your case...

18. Angels

I sit and wait, does an angel contemplate

my fate

And do they know, the places where we

go...

19. I don’t want to miss a thing

I could stay awake just to hear you

breathing

Watch you smile while you are sleeping...

20. Three little birds

Don’t worry, about a thing

‘Cause every little thing, gonna be all

right...

21. Somewhere only we know

I walked across an empty land, I knew the

pathway like the back of my hand

I felt the earth beneath my feet, sat by the

river and it made me complete...

22. Lean on me

Lean on me, when you’re not strong

And I’ll be your friend, I’ll help you carry

on...

23. Hey Jude

Hey Jude, don’t make it bad.

Take a sad song and make it better...

24. I want to hold your hand

Oh, yeah, I’ll tell you somethin’ I think you’ll

understand

When I say that somethin’, I want to hold

your hand...

25. Let it be

When I find myself in times of trouble,

Mother Mary comes to me

Speaking words of wisdom, let it be...

26. The wonder of you

When no one else can understand me,

when everything I do is wrong

You give me hope and consolation, you

give me strength to carry on...

27. Just the way you are

Oh, her eyes, her eyes, make the stars look

like they’re not shinin’

Her hair, her hair falls perfectly without her

tryin’...

28. Can’t take my eyes off of you

You’re just too good to be true,

Can’t take my eyes off of you...

29. All I have to do is dream

When I want you in my arms, and I want

you and all your charms

Whenever I want you, all I have to do is

dream, dream, dream, dream...

30. Wonderful tonight

It’s late in the evening, she’s wondering

what clothes to wear

She puts on her make up, and brushes her

long blonde hair...

31. More than words

Saying I love you is not the words I want to

hear from you

It’s not that I want you not to say, but if you

only knew...

From Musicaliti, we wish you a peaceful

and magical time this December!

Click here for

more resources

from Frances:



Exploring reflective vs

reflexive practices

Reflective and reflexive practices are

essential to professional growth in early

years education. In this article, we will

discover that while reflective practice

allows us to evaluate and adjust after the

fact, reflexive practice involves real-time

self-awareness and adaptability, taking

professional self-assessment to a deeper

level.

Reflective practice -

learning through evaluation

Reflective practice invites us to pause and

consider our actions. After a session, a

reflective practitioner may think, “How

did the setup work for the children? What

held their attention? How can I adjust for

tomorrow?” This type of thinking allows

us to recognise patterns and make

improvements. However, reflective practice

tends to be retrospective; it’s a process we

engage in after the day is over, and while

it can be insightful, it lacks immediate

responsiveness.

Reflexive practice - realtime

adaptability and

awareness

Reflexive practice, on the other hand, is

highly dynamic. Reflexive practitioners

are not only observant in the moment

but are also engaged in understanding

the deeper context. They notice shifts

in children’s engagement and respond

immediately - adjusting an activity or

moving in a direction that aligns with

children’s interests, even if it diverges

from the original plan. This adaptability

requires a heightened self-awareness

and an understanding of how their own

behaviours and beliefs might impact their

interactions with children.

A reflexive practitioner questions their

role in shaping the learning environment

and actively looks to refine their approach

as they go. This process includes asking

questions such as:

? “Am I communicating in a way that

each child understands?” Reflexive

practitioners quickly notice when a

child needs a different approach and

make adjustments on the spot to

connect more effectively.

? “Am I considering each child’s unique

needs and triggers?” If a child

shows signs of distress, a reflexive

practitioner doesn’t just address

the behaviour; they look deeper.

For instance, if a child is tearful or

sensitive, they consider whether

separation anxiety, home stress,

or other factors might be at play,

and they aim to support the child

accordingly.

? “Am I responsive to different learning

styles?” Reflexive practitioners tailor

activities to visual, auditory, and

kinaesthetic learning preferences,

ensuring that each child is met where

they are. This helps them not only

engage but thrive.

Understanding personal

influence

In reflexive practice, there’s an essential

focus on self-exploration. Reflexive

practitioners recognise that their own

experiences and beliefs shape how they

react to situations in the classroom. For

instance, a practitioner raised in a highly

structured environment may tend to be

strict, perhaps expecting a certain level

of order in the setting. Recognising this

influence allows them to adjust, ensuring

they’re not unconsciously imposing

personal standards that may not suit the

children’s developmental needs.

Practitioners can reflect on questions like:

? “Am I influenced by my upbringing

or current stressors in how I set

expectations?” For example,

if a practitioner grew up with

“no-nonsense” parenting, they

might unknowingly project high

expectations onto children or struggle

with patience. Identifying these

tendencies allows them to set realistic

expectations without becoming too

rigid or overly lenient.

? “Do my own current life circumstances

affect my patience and tolerance?”

Reflexive practitioners acknowledge

how external factors, such as

personal stress, may impact their

interactions, working to maintain

positive and responsive engagement

with children regardless of outside

pressures.

Reflexivity: a shared

journey with children

Engaging in reflexive practice can

feel profound and sometimes even

challenging, but it is incredibly rewarding.

Children, with their openness and curiosity,

often serve as our greatest teachers. By

remaining open to learning from them,

practitioners gain valuable insights into

how their personal ‘blueprints’ - the

habits and perspectives they developed

in childhood - affect their professional

lives. Reflexive practice allows us to bring

conscious awareness to our responses,

resulting in a more compassionate and

nurturing environment for children.

The reflective-reflexive

balance - practical

application in early years

While reflective practice remains valuable,

combining it with reflexive practice

can enhance a practitioner’s impact

in the classroom. Practitioners might

start with reflective thinking, analysing

past experiences to identify areas for

improvement, and then deepen this with

reflexive thinking, which fosters real-time

adjustments based on self-awareness and

empathy.

For example, a practitioner setting up a

sensory station may observe that children

lose interest in one type of material.

Instead of waiting until the end of the

day to assess, the reflexive practitioner

tweaks the station immediately, switching

to textures or colours that the children are

drawn to. This responsive approach allows

the learning environment to evolve fluidly,

supporting each child’s curiosity and

engagement in real-time.

Why reflexive practice

matters in 2024

In 2024, with increased emphasis on

mental health and well-being in the early

years, reflexive practice aligns seamlessly

with modern educational standards. It

supports the development of emotionally

intelligent practitioners who can meet

children’s complex needs. Today’s early

years educators are expected to not only

foster cognitive and social development

but to be attuned to each child’s emotional

landscape.

Practitioners are now encouraged to

focus on self-awareness as part of their

professional growth. Reflexive practice

supports this focus by inviting practitioners

to look inward as they work outward,

refining their approach to ensure that

each child feels understood, valued, and

supported in their journey.

Final thoughts: embracing

reflexive practice

While reflective practice helps us think

about the past, reflexive practice

encourages us to be fully present and

responsive. Reflexive practice cultivates

a nurturing, inclusive, and flexible

environment that both supports children

and fosters our own growth as educators.

Children remind us of the importance of

empathy, adaptability, and continuous

self-improvement, making reflexive

practice an essential part of delivering

high-quality, responsive care in early years

settings.

As we move forward, blending reflective

and reflexive practices can bring us closer

to fulfilling our potential as early years

educators, enriching our own lives and the

Click here for

more references

& information.



Stacey Kelly

The importance of

emotional safety

important. Showing children that their voice

is heard and valued will give them a sense

of confidence and will teach them that

they are safe to share their thoughts and

feelings.

Set and reinforce

boundaries

Having strong boundaries with children

is crucial because it creates a sense of

safety. Setting and reinforcing expectations

provides predictability, which allows

children to know where they stand and

helps them to feel secure.

communication, so if a child is displaying

poor behaviour, it is likely that they are

struggling to handle their thoughts or

feelings (or both) and that they need our

help. Our calmness will help them to

regulate their own emotions and once this

happens, we can then talk in a balanced

way to uncover the underlying problem.

Teach them how to fail

Failure is a part of success. Teaching

children that mistakes are an opportunity

to learn and grow will help them to

develop resilience and will protect their

self-esteem when the chips are down.

positive characteristics, children learn that

who they are as people is valued and

special and that their efforts are held in

high regard.

Talk about your own

feelings

Children learn by example. If we make it

a normal practice to talk about our own

feelings, children will automatically feel like

it is okay for them to do the same. If we

want children to process their emotions in

a balanced way and to feel safe doing so,

we need to lead by example.

Stay calm

Children do not need their chaos to be

met with more chaos. It is crucial to

stay calm when they are struggling to

regulate themselves because this shows

them that we are in control. This, in turn,

provides a sense of safety. Behaviour is

Praise effort and

character

If a child is only ever praised for their

accomplishments, they learn that their

worth is based on what they do rather

than who they are. By praising effort and

Let them walk to the

beat of their own drum

We will always guide children, but it is

important to remember that every child

is an individual with their own ideas and

path to walk. We all do things in our own

way and have our own thought processes.

However, our way is not always the only

way. I would be right in saying 5 and

5 make 10, but so does 6 and 4. Both

ways are different, yet both are correct.

By allowing children to be who they truly

are and letting them explore their own

path (even if it is different to ours), we give

them the safety and security to show up

authentically in the world knowing that

they are valued and accepted for simply

being themselves.

Click here for

Children need physical safety, but an

equally important need is emotional

safety. Emotional safety is the innate

feeling of being accepted for who we are

and the security of knowing that we are

safe to show up in the world as our truest

and most authentic self. A child who has

emotional safety is less likely to experience

‘fight or flight’, will be more inclined to

speak the truth and will find it easier to talk

about and regulate their feelings because

they know that no matter what, they are

loved, accepted and safe to do so.

Here are 8 ways to nurture emotional

security:

Show empathy and

validate feelings

Provide a safe space for children to share

how they are feeling without judgement

and try to look at the situation through

the lens of the child. Remember that our

problems are relative to our age and

become more serious as we get older.

Cast your mind back to your teenage

years. The problems you had back then

will seem trivial now. However, at the

time, the emotion you felt was just as raw

and as painful. The problems we face as

we get older are more serious, but our

response to them is consistent no matter

how old we are. Therefore, it is important

to remember that what a toddler perceives

as a big issue will seem inconsequential to

us as adults. However, to them, with their

very limited experience and development,

it will feel devastating. Showing empathy

for how a child feels without minimising

their emotions teaches them that their

feelings are valid and that they are loved

and understood.

Encourage open

communication

We all have different ideas and opinions

and being able to express them is

more resources

from Stacey:



Priya Kanabar

Embracing a calmer

pace in early years

? A playroom that suddenly becomes

busy and noisy without warning can be

overwhelming, pushing some children

into a state of panic

So how can we support children in

managing these situations?

By providing a stable yet flexible routine

and creating an adaptable environment

that respects their learning styles. Children

should be encouraged to choose the type

of play and location they prefer while

understanding that some may need time to

adjust. After a few visits, many children will

begin to adapt, though others may need

more time or may struggle to adjust fully.

? Make simple adjustments to help

children feel calmer; even small

changes can have a big impact

? Create interactive group storytime

by adding props, sensory resources,

music, or storytelling elements

? Allow children to stand or sit at the

back during story time if they prefer

and make regular eye contact to

ensure they feel seen

? Let children choose their own book

if they wish and sit with them; they

can join in with the main book later if

they’re interested

? Maintain a balance of active and quiet

time in the daily routine to prevent

children from becoming overly tired

? Use meditation to restore calm in

a playroom, like lying down with

soft music and deep breathing; it’s

surprising how effective this can be in

shifting the atmosphere

? Encourage inclusivity; if a child prefers

not to join an activity, follow their lead

and adjust the plan to align with their

interests

? Relaxation doesn’t need to be formal

like meditation or stretching; let each

child find their own way to unwind,

whether that’s reading, drawing, or

something else

? When soothing a distressed child,

keep it simple, avoiding excessive

fuss, and gently guide them toward

self-soothing to build their selfregulation

skills

? Allow children quiet, alone time if

they need it before stepping in to

offer distractions or alternatives. This

approach supports their long-term

well-being rather than a quick fix

We have explored many ways of

supporting children’s individual needs;

making their childcare setting somewhere

they can truly be themselves. Keep it

simple and pay close attention to patterns!

Let’s take a moment to consider the

importance of stepping back from the

external distractions that affect our focus.

Just as adults benefit from peace and

quiet, children need that calm space

too. As early years practitioners, we

must create an environment where they

can find it independently. Free-flow play

should include a quiet, secluded area

where children can retreat, and when

they’re outdoors, it’s important to maintain

flexibility to adapt spaces as needed.

Child-led activities

? Background noise, like unrelated

music, can be distracting for children

trying to focus on play, especially if it

doesn’t match the current theme

? When adults ask too many questions,

children can become confused and

overwhelmed, disrupting their creative

flow. This overload can create mental

chaos, leaving them with little time to

process and respond

Group storytime/circle

time

? Younger children, or those with a

strong need to move, often prefer

hands-on involvement, as movement

is their primary way of learning

? They may find it easier to concentrate

in smaller groups or one-on-one

settings, without the distractions of a

larger group around them

Too many choices

? When we offer too many choices all

at once, like just before snack time,

children may take longer to decide

? Without a clear routine or sufficient

stability throughout the day, even with

more child-led play, some children

may feel unsettled

Chaotic or noisy

environments

? Some children are especially sensitive

to noise and chaos. For instance, in a

busy shopping centre or crowded play

area, they may become anxious and

upset to the point of needing to leave

to regain a sense of calm

Ideas for supporting

children’s individual needs

? Be realistic with expectations. Notice

patterns in children’s behaviour and

prioritise reassuring them rather than

trying to suppress their natural feelings

? Spend quality one-on-one time with

each child. This is when you’re most

likely to pick up on their unique needs

and wants

? Offer a quiet, easily accessible space,

where children can find calm away

from everyone else

? Share a plan for the day and involve

children in planning so they know what

to expect

Click here for

more resources

from Priya:



Activity ideas:

December celebrations

around the world

Yuanxiao (rice ball) sensory play: Children

can explore the texture of rice dough or

play with toy food to simulate making

dumplings, which are traditional for

Dongzhi.

Shadow play: Since the solstice is all about

light and darkness, show children how

shadows work using a torch, letting them

create shadow shapes and learn about

day and night.

December is a month full of joy, wonder,

and cultural richness as people worldwide

come together to celebrate various

religious festivals. Exploring these

diverse celebrations with young children

is a wonderful way to help them learn

about different cultures, traditions, and

values. Here’s a look at some of the most

celebrated festivals around the world in

December and how you can bring them to

life in your early years setting.

Christmas (25th December) –

celebrated worldwide

Christmas, celebrated by Christians

worldwide, commemorates the birth of

Jesus Christ. Gift-giving, tree decorating,

festive meals, and plenty of cheerful songs

mark the holiday.

Activity ideas:

Decorate a mini Christmas tree: Let

children create decorations like stars, bells,

and candy canes. This fine motor activity

helps develop hand-eye coordination

while making the setting festive.

Santa’s workshop: Set up a pretend-play

workshop where children “wrap” small

gifts, make cards, and craft toys. It fosters

creativity and teamwork.

Christmas songs and stories: Share

simple, joyful Christmas carols and read

holiday stories. Choose ones that are

inclusive and simple for young children to

understand.

Hanukkah (December 25th -

January 2nd ) – Celebrated

by Jewish communities

Hanukkah, also known as the Festival

of Lights, is an eight-day Jewish holiday

commemorating the rededication of the

Holy Temple. Each night, a candle is lit on

the menorah to symbolise light and hope.

Activity ideas:

Create a Paper Menorah: Teach children

about the menorah by letting them make

their own with paper, colouring the flames

as each ‘night’ progresses.

Spin the Dreidel: Introduce a simple Dreidel

game! This traditional game teaches

children turn-taking and patience while

sharing Hanukkah customs.

Potato pancakes (latkes): Make pretend

latkes in the play kitchen and discuss the

significance of oil in Hanukkah traditions.

Real cooking could be an option too, if safe

and suitable!

Kwanzaa (December 26th –

January 1st) – Celebrated

by African-American

communities

Kwanzaa is a cultural festival celebrating

African heritage, unity, and family. Each

day focuses on a different principle, such

as unity, creativity, and purpose.

Activity ideas:

Create a kinara with coloured paper:

Children can make a paper version of the

kinara (candle holder) with seven candles

representing the seven principles of

Kwanzaa.

African drumming and music: play

traditional African music and let children

experiment with rhythm and movement.

You could even make DIY drums from

recycled materials.

Weaving patterns: Introduce simple paper

weaving to represent Kwanzaa’s emphasis

on creativity. Children can create patterns

with colourful strips of paper.

Las Posadas (December

16th – 24th) – Celebrated

in Mexico and some Latin

American countries

Las Posadas is a Mexican tradition that

reenacts Mary and Joseph’s journey to find

shelter in Bethlehem. The celebration is a

nine-day event with songs, processions,

and festive gatherings.

Activity ideas:

Storytelling of Mary and Joseph’s journey:

Share the story in simple language,

helping children engagingly understand

the tradition.

Make star lanterns: Stars play an

important role in Las Posadas, so let

children make their own stars with

coloured paper and shiny paper. These

can be hung up as festive decorations.

Pretend play Posada procession: Set up

a small “journey” where children can

pretend to be part of a Posada procession,

perhaps knocking on ‘doors’ around the

classroom to ask for shelter.

Bodhi Day (December 8th)

– Celebrated by Buddhists

worldwide

Bodhi Day celebrates the day Siddhartha

Gautama, known as Buddha, achieved

enlightenment. The day is often marked

with meditation, peace, and sharing

kindness.

Activity ideas:

Mindfulness and quiet time: Create

a peaceful space where children can

sit quietly, encouraging calmness and

reflection.

Leaf art: Since Buddha reached

enlightenment under a Bodhi tree,

let children make leaves with green

construction paper and write (or draw)

kind things they can do for others.

Storytime about Buddha’s kindness:

Share simplified stories about Buddha’s

life and kindness. Stories of empathy and

compassion can be incredibly impactful for

young children.

Dongzhi Festival (Winter

Solstice, December 21st) –

celebrated in China and East

Asia

Dongzhi, or Winter Solstice, marks the

shortest day of the year. Traditionally, it’s

a time for families to come together, enjoy

warm meals, and celebrate the balance of

light returning.

Exploring seasons: Use simple visuals

to explain how winter changes things,

like trees and daylight, giving children

a sensory understanding of seasonal

change.

Exploring celebrations

together

Encouraging children to learn about and

appreciate other cultures builds empathy,

curiosity, and understanding. In each

activity, focus on creating an inclusive and

respectful atmosphere. Celebrate what

makes each festival special and similar to

others – the warmth of family, the joy of

giving, and the beauty of community.

As December approaches, these activities

offer a fantastic way to introduce young

learners to the richness of the world

around them. Happy celebrating!

Click here for

more references

& information.



As an educator and passionate advocate

for children with special educational

needs, I’ve seen firsthand how essential it

is for students with ADHD to have the right

support in place.

ADHD is on the rise in the UK, with recent

statistics showing that more than 5% of

school-aged children are diagnosed with

ADHD. (National Institute for Health and

Care.) For these children, typical school

routines can feel like a constant uphill

battle. However, with the right adjustments

and a compassionate approach, students

with ADHD can not only survive but thrive.

In this article, I will explore effective

strategies that teachers and parents can

use to create supportive environments for

children with ADHD as well as those we

suspect have ADHD, both in school and at

home.

Understanding ADHD and

why support matters

ADHD, or Attention Deficit Hyperactivity

Disorder, affects a child’s ability to focus,

control impulses, and manage behaviours

typically expected in school environments.

There are 3 main types of ADHD, hyperimpulsive,

inattentive and combined.

For children with ADHD, school days can

be exhausting and overwhelming as they

try to navigate a world that often does

not accommodate their needs. ADHD is

not a ‘one-size-fits-all’ condition; it affects

each child differently. Some children

may be more hyperactive and impulsive,

while others may struggle quietly with

Paloma Forde

How to support

children with ADHD

(and those who might have It)

inattentiveness. Many kids have a mix of

both (combined).

In recent years, ADHD diagnoses have

been steadily increasing in the UK,

partly due to better awareness and

understanding of the condition. Yet,

despite more recognition, many schools

still struggle to adapt their teaching

methods to meet these students’

unique needs. Research shows that

when children with ADHD are given

supportive environments and reasonable

adjustments, they are more likely to

succeed academically, socially, and

emotionally. By implementing proactive

support customised to each child’s

individual needs, educators can help

remove unnecessary obstacles to learning.

Strategies for schools:

Creating Inclusive classrooms

Supporting students with ADHD does not

mean reinventing the wheel; rather, it

involves incorporating small yet impactful

changes into everyday routines. Here

are some adjustments that teachers can

consider:

1. Rest and movement breaks:

Children with ADHD often benefit from

short breaks to help manage their energy

and refocus. These breaks could involve

standing up, stretching, or even a quick

walk around the classroom. Regularly

incorporating “brain breaks” or movement

activities every 20-30 minutes can work

wonders for a child who may otherwise

struggle to remain seated and attentive.

Simple movement helps release pent-up

energy and refocuses the mind, allowing

students to engage more fully in learning

when they return to their desks.

2. Wobble cushions and fidget tools:

For some students, the simple addition of a

wobble cushion or a discreet fidget tool can

make a huge difference in concentration.

Wobble cushions provide a safe way for

students to move subtly while sitting,

helping them stay more engaged. Fidget

tools, like putty or small handheld objects,

can also keep hands occupied in a way

that doesn’t disturb others. While these

tools might seem minor, they offer a way

for children to channel their energy without

disrupting the learning environment. It is

about finding effective ways for children to

be present without feeling constrained.

3. Brain Gym sessions:

Brain Gym exercises are a series of simple,

physical movements designed to support

brain function, focus, and coordination.

Activities like cross-crawls or balancing

exercises can improve readiness for

learning. These can be woven into the

classroom schedule at the beginning of the

day or before challenging tasks. Brain Gym

activities not only get students moving but

also provide a chance for everyone to reset

and refocus.

4. Ask the student what works for

them:

Perhaps the most valuable strategy of

all is simply asking the student what

helps them focus and feel comfortable.

Too often, adults make decisions for

children, assuming they know what’s best.

However, children with ADHD often have

great insights into what strategies work

best for them. By asking students for their

preferences, we empower them to take

ownership of their learning, which builds

confidence and trust. This approach fosters

a sense of responsibility and provides

children with tools for self-advocacy that

will serve them well as they grow.

Strategies for Parents:

Supporting ADHD at home

Parents play a crucial role in providing

consistency and support at home. Here

are some strategies that can help create

a positive environment for learning and

growth:

1. Consistent routines:

Children with ADHD often respond well

to routine and structure, which helps

minimise anxiety and unexpected

stressors. Having a daily schedule for

homework, meals, and downtime provides

a sense of security and helps children

manage their time better. Visual schedules

or charts can be incredibly helpful in

making routines clear and predictable.

When routines are established, children

learn what to expect, reducing uncertainty

and helping them feel more in control.

2. Set up movement breaks during

homework:

Just like in the classroom, taking breaks

during homework can help a child stay

focused and avoid frustration. Parents

can encourage their child to stretch, walk

around, or engage in a quick physical

activity every 10-15 minutes. Short breaks

prevent frustration from building up

and make homework a more positive

experience. These pauses allow children

to recharge mentally and emotionally, so

they can approach their work with a fresh

perspective.

3. Communicate with teachers

regularly:

Establishing a strong partnership with

your child’s teachers can make all the

difference. Regular check-ins allow you

to discuss what’s working, what could be

improved, and any adjustments that may

be needed. Teachers often appreciate

feedback on strategies that work well at

home and can try to incorporate similar

approaches in the classroom. A team

approach between school and home

is invaluable for consistency, ensuring

children have a unified support system.

4. Encourage self-reflection and

choice:

Help your child develop self-awareness

by regularly discussing what strategies

work best for them. Ask questions like,

“What helps you concentrate when you’re

feeling distracted?” or “Is there something

you think would make learning easier?”

Encouraging self-reflection builds their

ability to advocate for themselves and

fosters a sense of responsibility for their

own learning. Children who feel listened

to are more likely to feel supported, which

can have a tremendous impact on their

well-being and self-esteem.

Final thoughts

ADHD does not have to be a barrier

to success. With simple yet effective

strategies and a commitment to

understanding each child’s unique needs,

we can create environments where

children with ADHD can flourish. Whether

at school or home, these adjustments

serve as powerful tools for unlocking each

child’s potential. By working together -

parents, teachers, and children - we can

make sure that ADHD is not a label that

limits but a trait that, with the right support,

can lead to thriving futures.

Click here for

more resources

from Paloma:



EYFS activities:

Festive Season

Engaging children in festive activities is a wonderful way to celebrate the season while promoting creativity

and learning. This collection of EYFS crafts includes a delightful Paper Strip Christmas Tree, a whimsical

Three Kings craft for Epiphany, and a vibrant Paper Plate Menorah for Hanukkah. Each activity is designed

to be fun and accessible, encouraging toddlers to explore different materials and express their artistic flair.

These crafts enhance fine motor skills and foster a sense of joy and togetherness as children create

meaningful decorations to celebrate their unique traditions during this festive time of year.

Epiphany: 3 kings craft

Paper plate Menorah craft

This Paper Plate Menorah craft is a lovely and simple Hanukkah activity for children. It’s an

easy way to teach about the holiday while creating a beautiful decoration to display.

You will need:

Paper plates

Paper candle shapes

Scissors

PVA glue

Pens or paint

Ribbon

Additional decorations (optional)

Method:

Cut out candle shapes from paper and paint them, along with the flame shapes. Set them

aside to dry. Paint a paper plate yellow or gold to form the base of the menorah. Once it’s dry,

fold the plate in half, then PVA glue or tape it in place. Alternatively, you can cut the plate in

half and use only one side. Arrange eight candles with flames along the top edge of the folded

or half plate. Glue them in place using PVA glue. Cut a length of ribbon and fasten one end to

each side of the menorah so it can be hung up.

This Three Kings craft is a fun and creative way to celebrate Epiphany. Children can enjoy

making their kings using simple materials, perfect for storytelling or decoration.

You will need:

Cardboard tube

Paint or markers

Fabric scraps

Googly eyes

Wool

PVA glue

Golden card


Method:

Start by painting the cardboard tube in any colour to create the body of each king and let it

dry. Cut pieces of fabric and PVA glue them around the tube to make them look like robes.

Choose different colours and patterns for each king for variety. Use wool or other materials to

make hair and beards. PVA glue them to the top of the tube. Cut crowns out of golden card,

decorate them and PVA glue them to the top of each king. Glue on the googly eyes and use the

markers to draw a mouth and other details.


Paper strip Christmas tree craft

This Paper Strip Christmas Tree craft is a festive and engaging activity for toddlers. It’s a

wonderful way to get into the Christmas spirit and makes a lovely, handmade card for friends

and family.

You will need:

Construction paper (red, green,

and brown)

Yellow star stickers

PVA glue

Scissors

Black marker (optional)


Method:

Cut the green construction paper into strips of various lengths to form the branches of your

Christmas tree. Cut a strip of brown paper to serve as the trunk. PVA glue this brown strip

vertically near the bottom centre of a red piece of paper. Starting with the longest green strip,

glue it horizontally above the brown trunk on the red paper. Continue PVA glueing shorter

strips above each other to form a triangle shape, like a Christmas tree. Place a yellow star

sticker at the top of the tree and add any other decorations you like or marker drawings.

Young children do not always have the

verbal skills to tell us how they feel, let

alone articulate complex emotions. This

is where movement serves as a natural

outlet and emotional release for their

feelings, ranging from joy to frustration

and anger. Can you imagine being

unable to express your emotions verbally?

Frustrating! I always visualize the film

“Inside Out!” and all the different emotions

whirling around in our heads that control

our feelings and how our body reacts to

the feelings.

Did you know that different types

of movement can help you express

specific emotions? Fast movements

can express excitement or fear, while

slower movements can show sadness or

contemplation.

Gina Bale

Understanding connections

between movement and

emotional expression

AKA letting the inside out!

Not only does encouraging movement

help your little ones express their

emotions, but it also benefits their

physical and mental well-being. Research

shows repeatedly that regular physical

activity is linked to improved mood and

emotional resilience in children, making

it an essential part of their development.

According to developmental psychologists,

engaging in physical activity can enhance

emotional intelligence, helping children to

understand, express, and manage their

feelings.

To better understand how movement

serves this purpose, why don’t you explore

it together at the end of the day? As an

individual, share with your colleagues

how your day made you feel but through

movement – no words and remember

“what happens in Vegas stays in Vegas!”

Once you understand how it makes

you feel as an adult, you will see

how beneficial it is to encourage your

children to release their feelings through

movement.

Here are some benefits and activities to

help you and your little ones express and

regulate emotions.

Pent-up energy and emotion:

High-energy activities like dancing or

jumping allow children, and you, to release

pent-up energy, tension, and feelings.

Creating a physical outlet can help reduce

anxiety and frustration, promoting a sense

of calm. At home time, a fun dance party

can help everyone unwind and express

joy.

Body awareness and regulation:

While high-energy movement can release

pent-up emotions, slower, more mindful

activities help us build awareness and

control over our feelings. Engaging in

movement helps everyone become more

aware of our bodies and feelings. This

awareness can lead to better emotional

regulation as we all learn to identify when

we feel overwhelmed or restless. Activities

like yoga can enhance this awareness by

teaching us to tune into our breathing and

body sensations. Studies have shown that

practising mindfulness through movement

can significantly improve emotional

stability.

Creative expression:

When we express ourselves through

movement or role-play, we can explore

various ways to convey emotions,

enhancing our emotional vocabulary.

Encouraging your children to act out their

favourite stories with you can be a fun way

to integrate creative expression into the

daily routine.

While understanding these benefits is

crucial, it’s equally important to consider

how we can actively support children

in expressing their emotions through

movement.

Helping your children

express their feelings

Model movement:

As adults, it is important to model how

to express emotions through movement.

Show your children that it’s okay to be silly

and to move freely, encouraging a positive

association with physical expression.

Participating together in these activities

can strengthen your bond and create

lasting memories. Research indicates that

children learn by observing adults, making

your involvement crucial in creating a

positive space.

Safe space:

Providing a safe and encouraging

environment fosters emotional exploration

and creativity which helps your children

feel free to move and express their

feelings.

Recognising emotions:

Help your children label their emotions as

they engage in movement. For example,

ask questions like, “How does your body

feel when you’re happy?” They might

respond with something like, “I feel like

jumping!” or “I feel light, like dancing.”

Similarly, you could ask, “What happens

with your body when you’re sad or upset?”

and they might say, “I feel like curling up”

or “I feel heavy and want to sit down.”

This connection between feelings and

physical responses promotes emotional

intelligence. Discussing emotions during

movement activities can lead to deeper

conversations about feelings.

Fun activities to include

in our day

Nature walk: Exploring nature can evoke

different feelings. Encourage children

to express how the sights, sounds, and

smells make them feel as they walk. This

can also be an opportunity to teach them

about mindfulness in nature.

Dancing: Crank up the music and move

with the children to help them express joy

and excitement while releasing built-up

energy.

Jumping on a trampoline: This is a fun

way for your children, and you, to let out

frustrations and feel invigorated.

Yoga: Simple yoga poses can help

children tune into their bodies and

understand their feelings. Incorporate

breathing exercises for a calming effect

and consider practising together to

enhance the connection.

Movement games: Activities like “Freeze

Dance”, “Follow the Leader”, and “Simon

Says” allow children to explore different

ways to move and build relationships.

Obstacle courses: Create a fun and

challenging course that allows your

children to express determination and

achievement as they navigate it. Why not

incorporate various physical challenges

reflecting emotional states - climbing

over hurdles when feeling brave and

courageous?

Creative role-play: Encouraging your

children to role-play stories or scenarios

can help them explore various emotions

and the physical expressions that

accompany them.

There are so many engaging and fun

activities at your disposal as educators

to help you foster emotional growth in

children, why not add movement as well?

Takeaway

Movement is a powerful tool for young

children’s emotional expression. By

incorporating various physical activities

into daily routines, you are supporting their

emotional development and well-being.

Don’t forget that prioritising movement and

physical well-being is also important for

you.

For more information about the impact of

physical activity on mental health, you can

explore resources from the mental health

charity MIND here.

Scan this code for a FREE role-play and

movement resource to see the connection

between movement and emotional

expression.

Click here for

more resources

from Gina:



December 2024 Parenta Early Years Magazine

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