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January 2025 Parenta Early Years Magazine

FREE Early Years Magazine Out Now! Happy New Year to all our wonderful readers! We hope you’ve had a peaceful and joyful festive season and are feeling refreshed for the exciting year ahead. January is always a time of fresh beginnings, and as we settle back into our routines, it’s the perfect opportunity to refocus on the magic of play-based learning - an essential part of children’s development. Inside this edition, we’re delighted to have such an inspiring collection of articles from our sector experts. Paloma Forde shares invaluable tips for supporting children with dyslexia, while Philippa Bullock builds on Claire Medwell’s insights, adding further depth to the conversation around play-based learning. Louise Mercieca explores the impact of Seasonal Affective Disorder (SAD), and Joanna Grace continues her captivating sensory series. Gina Bale provides practical guidance to help children thrive through play, and Frances Turnbull wraps up with delightful musical activities designed specifically for our youngest learners.

FREE Early Years Magazine Out Now!

Happy New Year to all our wonderful readers! We hope you’ve had a peaceful and joyful festive season and are feeling refreshed for the exciting year ahead. January is always a time of fresh beginnings, and as we settle back into our routines, it’s the perfect opportunity to refocus on the magic of play-based learning - an essential part of children’s development.

Inside this edition, we’re delighted to have such an inspiring collection of articles from our sector experts. Paloma Forde shares invaluable tips for supporting children with dyslexia, while Philippa Bullock builds on Claire Medwell’s insights, adding further depth to the conversation around play-based learning. Louise Mercieca explores the impact of Seasonal Affective Disorder (SAD), and Joanna Grace continues her captivating sensory series. Gina Bale provides practical guidance to help children thrive through play, and Frances Turnbull wraps up with delightful musical activities designed specifically for our youngest learners.

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Issue 122

JANUARY 2025

Celebrating Lunar

New Year 2025

Screening children for

dyslexia before age 7

Inspiring growth

through mentoring

+ lots more

EYFS activities

inside!

This month…

Creative

Play

Empowering early

years through play

Cut Down on Your Admin Time - see page 4

How To Access Fully Funded Apprenticeships - see page 18


32

12

Hello

Welcome to our family

Welcome to the January edition of Parenta magazine!

Happy New Year to all our wonderful readers! We hope you’ve had a peaceful and joyful festive season and are feeling

refreshed for the exciting year ahead. January is always a time of fresh beginnings, and as we settle back into our routines,

it’s the perfect opportunity to refocus on the magic of play-based learning - an essential part of children’s development.

This month, we’re thrilled to feature Claire Medwell, who dives deep into “The power of play-based learning” in her insightful

article and live webinar on January 22nd. Save the date and register now to join us!

Inside this edition, we’re delighted to have such an inspiring collection of articles from our sector experts. Paloma Forde

shares invaluable tips for supporting children with dyslexia, while Philippa Bullock builds on Claire Medwell’s insights, adding

further depth to the conversation around play-based learning. Louise Mercieca explores the impact of Seasonal Affective

Disorder (SAD), and Joanna Grace continues her captivating sensory series. Gina Bale provides practical guidance to help

children thrive through play, and Frances Turnbull wraps up with delightful musical activities designed specifically for our

youngest learners.

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 very happy new year and a successful 2025. Happy reading!

Allan

16 24

Regulars

8 Write for us

36 EYFS activities: Creative play

News

4 What do our customers say this month?

10 Childcare news and views

Advice

26

6 Supporting early years practitioners in tackling

childhood obesity

14 Celebrating Lunar New Year 2025

16 Inspiring growth through mentoring

22 Embracing digital literacy in play-based learning

26 Exploring risky and fantasy play in early years

32 The importance of nursery rhymes & stories in

Industry Experts

38

12 SENSORY: Touch

20 Empowering early years through play-based learning

24 1-2-3 baby and me

28 From sunshine to shadows: How seasons affect mood

and the role of nutrition

30 Screening children for dyslexia before age 7: A guide

for parents and educators

34 Play with purpose: The learning playground

38 Air traffic control: Guiding your children through play!

2 January 2025 | parenta.com

parenta.com | January 2025 3



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Supporting early years

practitioners in tackling

childhood obesity

National Obesity Awareness Week runs

from 10th to 16th January 2025. This

important campaign raises awareness

about obesity as a significant health

concern in the UK and provides guidance

on prevention and management

strategies. As early years practitioners, we

play a vital role in shaping children’s habits

and supporting families in promoting

healthy, active lifestyles.

In this article, we’ll explore the latest

statistics, the impact of obesity on

children’s health, its societal costs, and

steps you can take in your setting to

encourage healthier choices.

The statistics

Around one in eight children aged

between 2 and 10 in England are obese,

an NHS survey published in September

found.

New statistics show around one in seven

children (15%) aged between 2 and 15

were obese in 2022 – similar to pre-COVID

levels in 2019 (16%). Obesity rates in 2022

were 12% among those aged between 2

and 10, and 19% in those aged between 11

and 15.

The latest Health Survey for England shows

64% of adults were overweight or obese in

2022, including three in 10 (29%) who were

obese, with more men (67%) classified as

overweight or obese than women (61%).

The figures for adults have also remained

similar to pre-COVID levels in 2019, when

64% of adults were overweight or obese,

including 28% who were obese.

The Health Survey for England 2022, part

2, published by NHS England, found that

obesity increased with age among adults,

from 14% of those aged between 16 and

24 to 36% of those aged between 55 and

64.

Obesity prevalence was highest among

adults and children living in the most

deprived areas.

How obesity affects

children’s health

Obesity can have both immediate and

long-term health consequences for

children, including:

? Physical health risks: Increased

likelihood of high blood pressure, type

2 diabetes, asthma, joint issues, and

heart disease

? Mental health challenges: Overweight

children are more likely to face

bullying, teasing, and social isolation,

leading to low self-esteem, anxiety,

and depression

? Risk of adult obesity: Research

shows that overweight children are

more likely to remain overweight as

adults, increasing their risk of chronic

diseases such as stroke and cancer

later in life

Early intervention during the formative

years is crucial to mitigating these risks

and establishing lifelong healthy habits.

Obesity’s impact on society

The societal costs of obesity are

staggering. According to recent NHS data,

the UK spends over £6 billion annually

on treating obesity-related illnesses. This

figure is projected to rise to £9.7 billion

per year by 2050 if current trends persist.

Beyond healthcare costs, obesity also

impacts productivity and places additional

pressure on social services.

For pregnant mothers, obesity poses

risks such as gestational diabetes, high

blood pressure, and complications

during childbirth, further emphasising the

importance of healthy habits before and

during pregnancy.

Key causes of obesity in

children

The primary contributors to childhood

obesity remain poor diet and sedentary

lifestyles. Here are some critical insights:

? Dietary habits: Many children exceed

the recommended sugar intake.

Sugary drinks and snacks contribute

significantly to the daily calorie intake

of young children

? Physical inactivity: According to the

NHS, only 20% of children aged 5

- 16 years meet the recommended

levels of physical activity. The rise of

screen time and reduced outdoor play

opportunities has compounded this

issue

How we can help

Early years practitioners are uniquely

positioned to influence children’s health

positively. By creating a nurturing, active,

and health-conscious environment, you

can help prevent obesity and promote

lifelong well-being.

Promoting healthy eating habits

1. Provide balanced meals and

snacks

Serve a variety of fruits, vegetables,

whole grains, and lean proteins

during meal and snack times. Use

government-recommended menus to

help meet the EYFS requirements as

a guide.

2. Educate children about food

Introduce activities like “tasting

stations” where children can try

different fruits and vegetables. Teach

them where food comes from and the

benefits of healthy eating.

3. Involve children in food

preparation

Simple tasks like washing vegetables

or stirring ingredients can make

children more curious and open to

trying new foods.

4. Encourage family involvement

Share healthy recipes and tips

with parents through newsletters

or workshops. Direct families to

resources like Change4Life for meal

ideas and guidance.

Encouraging physical activity

1. Incorporate movement into daily

routines

Plan activities that encourage children

to move, such as obstacle courses,

dancing, or nature walks. Aim for at

least three hours of physical activity

per day, as recommended by the

NHS.

2. Make playtime active

Provide equipment like balls, hoops,

and climbing frames to promote

gross motor skills and keep children

engaged in physical play.

3. Celebrate movement milestones

Use “Wow” boards to recognise

children’s physical achievements,

whether it’s learning to hop, skip, or

climb.

4. Role model active behaviour

Encourage staff to participate in

physical activities with the children.

This not only boosts engagement

but also reinforces the importance of

staying active.

Building a supportive community

1. Raise awareness of local

programmes

Share information about initiatives like

Healthy Start vouchers, which provide

low-income families with access to

free fruit, vegetables, and milk.

2. Organise community events

Host family activity days, such as

sports afternoons or healthy cooking

workshops, to promote a culture of

health within your setting.

3. Signpost families to additional

resources

Offer guidance on accessing weight

management services or active living

programmes in the community.

Encouraging staff wellness

1. Develop active travel policies

Encourage staff to walk or cycle to

work when possible.

2. Foster a healthy workplace culture

Organise team activities like yoga

or outdoor group walks to promote

physical well-being among staff.

3. Provide ongoing training

Invest in professional development

focused on nutrition and physical

activity to empower your team with

the latest knowledge and strategies.

Final thoughts

As National Obesity Awareness Week

2025 approaches, it’s a great opportunity

to reflect on how early years practitioners

can contribute to tackling this pressing

issue. The early years are a critical time

for shaping healthy habits that can last

a lifetime. By promoting balanced diets,

encouraging physical activity, and working

collaboratively with families, practitioners

can make a meaningful difference in the

fight against childhood obesity.

Together, we can support children in

becoming healthier, happier, and more

active, setting them on the path to a

brighter future.

Let’s work together to create a healthier

generation and reduce the impact of

obesity on our society.

Click here for

more references

& information.

6 January 2025 | parenta.com

parenta.com | January 2025 7



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, Priya Kanabar!

3 easy ways to get your free recruitment:

Congratulations to Priya Kanabar, our guest author

of the month! Her article, “Creating calm spaces in

early years” considers the importance of stepping

back from the external distractions that affect our

focus, both as adults and children. Well done Priya!

A massive thank you to all of our guest authors for

writing for us. You can find all of the past articles

from our guest authors on our website:

4.7

www.parenta.com/parentablog/guest-authors

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with the students she has, she is responsive

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setting and our learners."

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beginning and setting everything up to

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8 January 2025 | parenta.com



Childcare news

and views

Children from low-income

families missing out on funded

early years education

A new report highlights that two-thirds

of children from the poorest families

are missing out on childcare, mainly

due to a lack of places in the most

deprived areas.

The analysis, conducted by the Institute

for Public Policy Research (IPPR) and

Save the Children, warns that the

government’s expanded childcare offer

may not benefit poorer families as

intended. Among the poorest fifth of

families with young children, only 36%

use formal childcare, compared to 73%

of the highest-earning households.

The report reveals significant gaps

in childcare availability, with more

deprived and rural areas offering

fewer and lower-quality options. In

England’s poorest areas, there are

32% fewer childcare places per child

and 25% fewer rated ‘good’ by Ofsted

compared to wealthier areas. Similarly,

rural areas have 31% fewer places and

29% fewer ‘good’ places compared to

urban centres.

One reason for the shortage is the

declining number of childminders.

The report warns that if the current

trend continues, with about 3,000

childminders leaving each year, there

could be none left by 2033.

The report also points out regional

inequalities. For example, parts of the

Northeast have five times the average

number of childcare places per child,

while other areas in the same region

are among the worst served in the

country.

Another issue is fewer children

accessing funded places in schoolbased

nurseries, especially in

disadvantaged areas. Schools may

prioritise full-time places for children

from working families over part-time

places for those who don’t qualify,

further limiting access for low-income

families.

This growing disparity underscores the

urgent need for targeted investment

and policy changes to ensure all

families, regardless of income or

location, can access high-quality early

years education.

IPPR and Save the Children are

proposing a series of policies to boost

the number of childcare providers in

England, they include:

Establishing new not-for-profit

nursery trusts to rival private

equity-backed for-profit chains, to

help smaller childcare providers

with business support, and best

practices and achieve the same

economies of scale as larger

groups

Reinvigorating the role of local

authorities by pooling funding to

secure new childcare in the areas

of greatest need and more actively

brokering the new school-based

nursery expansion

Growing and supporting the

supply of childminders by

developing a new long-term

national strategy which sees them

paid monthly to deliver funded

entitlements and exploring a

new childminder-friendly national

digital platform

Increasing funding for deprived

areas and children through raising

the Early Years Pupil Premium and

increasing weighting for additional

needs in the national formula

Reforming the SEND funding

system, giving greater recognition

to emerging needs in early years

within mainstream funding

You can read the full article from

Nursery World, here.

Press release from the

Department for Education -

over £2 billion boost to secure

expansion in early education

Early years providers are set to benefit

from over £2 billion extra investment

compared to last year, to support the

rollout of 30-hours of governmentfunded

early education from next

September.

This forms part of the government’s

mission to break the unfair link

between background and opportunity,

increasing access to affordable and

high-quality early education so tens

of thousands more children will be

“school ready” at age 5 by the end of

the parliament.

Last week, the Prime Minister unveiled

the government’s Plan for Change,

including an ambition for a record

number of children – 75% - to reach a

good level of development when they

start school by 2028.

A reformed and sustainable early

education system is central to this

mission, which is why despite having

to take tough decisions to fix the

foundations of the economy, the

government is increasing investment

by over 30% compared to last year –

bringing total spend to £8 billion - as

it delivers on the promises to expand

government-funded early education

for working parents.

As usual, hourly funding rates for

providers offering governmentfunded

hours will vary between

local authorities, reflecting local

circumstances. On average, rates will

rise to £11.54 for under 2s; £8.53 for

two-year-olds; and £6.12 for threeand

four-year-olds.

Alongside confirmation of the rates,

today the government has announced

a new £75 million expansion grant,

to be allocated later this year, to

support nurseries, childminders and

other providers to deliver the 35,000

additional staff and 70,000 places

required to meet the demand for next

September.

The government will also deliver the

largest-ever uplift to the early years

pupil premium (EYPP), increasing rates

by over 45% to up to £570 per eligible

child per year. This unprecedented

increase is an investment in quality

early education for those children who

need it most, in the areas that need

it most, to give them the support they

need to be “school ready” at age 5 and

go on to have the best life chances.

Secretary of State for Education, Bridget

Phillipson said:

“High-quality early education is the

cornerstone of our promise to ensure

tens of thousands of children are

school-ready every year, as part of the

government’s Plan for Change.

Despite the inherited challenges we

face, this government will invest in

our children’s future to break the link

between background and success and

build a system that gives every child

the best start in life.

The early years has been my priority

from day one because by giving more

children the chance to start school

ready to go, we transform their life

chances and the life chances of every

child in their classroom.

Ensuring children have the best start in

life is the foundation of the opportunity

mission. As we progress towards our

milestone of a record proportion of

children starting school ready to learn,

we will work in partnership with the

sector to roll out the expansion to 30

government-funded hours, deliver

3,000 new and expanded schoolbased

nurseries, and increase the

availability of high-quality early years

places where they are needed most.”

The press release can be read in full,

here, on the Government website.

10 January 2025 | parenta.com

parenta.com | January 2025 11



Dr Joanna Grace

SENSORY: Touch

I am a sensory engagement and inclusion

specialist. In my work at The Sensory

Projects, I explore how inexpensive

resources can be used as sensory

tools for inclusion and investigate how

understanding sensory processing can

help us 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 during learning is useful, but

there is a big difference between putting

out a box of toys labelled as ‘sensory’

in a catalogue and creating a SENSORY

banquet for exploration.

In this series of articles, I will discuss the

difference between sensory and SENSORY

across different sensory systems and the

impact of sensory engagement on people

of all neurotypes, regardless of ability or

disability.

This article focuses on touch. It is our

largest sense organ and offers countless

opportunities for tactile engagement.

Here’s how to do touch in a little letter

sensory way:

Touch: sensory

Include a touch-and-feel book in your

library.

Why isn’t this capital letter sensory? Touch

is your largest sense organ, and a touchand-feel

book offers stimulation to only

a very small part of it. If we were aiming

for capital-letter sensory, we would look

for a stand-out experience - something

attention-grabbing and engagementcapturing.

Why, then, would we target the

part of the body that is always targeted for

touch?

What about the soles of the feet as an

alternative or the back of a knee? Already

it’s sounding more interesting, isn’t it?

Sensing is a connection between a sense

organ and the world, taking in a part of

the world and relaying it to the brain. Part

of this connection depends on how much

access the organ has (it would be tricky

to fold a touch-and-feel book to tickle the

back of someone’s knee, wouldn’t it?), and

part of it depends on what sensation the

world is offering.

What tactile sensations are offered by your

average touch-and-feel book? We already

know: a swatch of fur fabric, maybe some

velvet or felt, a smooth page, a leatherette

page, and possibly - if we are lucky - a

bit of sandpaper. These small swatches

might stimulate a fingertip but are far from

sufficient for the whole hand. If this tactile

experience were a dinner party, we’d

have arrived late to find the meal nearly

finished, left with only a few crumbs.

What would a touch banquet be?

Touch: SENSORY

✨ Plunge arms and legs into barrels of

rice

✨ Create a sensory walkway: take shoes

and socks off and crackle through

dry leaves, squelch through mud, or

explore textured trays. You can raise

this walkway to foot level for people

who cannot walk

✨ Make a tactile rainbow: use tubs,

trays, or tuff trays to create a

graded touch experience. Imagine

starting with water at one end and

ending with sand or rocks at the

other. What would go in between?

Custard? Gunge? Gack? Sticky

dough? Play-dough with bits in it?

You could arrange these together

with participants to see what order

they think they go in or set them up

beforehand and let people explore to

find their favourite

Thinking about the distinction between

sensory and SENSORY can help you create

more engaging invitations to learn and

explore for the people you support.

In my next article, we will look at how to

support people who struggle with touch

and why tactile offerings have importance

beyond engagement.

In the article after that, we’ll move

on to another sensory system. Check

back through those already published

to develop your sensory banquet. No

leftovers for those you support - just

sensory deliciousness all the way!

Click here for

more resources

from Joanna:

12 January 2025 | parenta.com

parenta.com | January 2025 13



Celebrating Lunar

New Year 2025

As the world gears up to celebrate the

Lunar New Year in 2025, early years

practitioners have a wonderful opportunity

to introduce children to this rich cultural

tradition. Lunar New Year, also known

as Chinese New Year, is a significant

festival celebrated by millions of people

worldwide. This year, the festivities begin

on 29th January 2025 and culminate with

the Lantern Festival on 5th February.

This year marks the transition to the Year

of the Wood Snake in the Chinese zodiac.

Known for their wisdom, intuition, and

resourcefulness, snakes offer an exciting

theme for exploring animal traits, cultures,

and traditions with children. In this article,

we explore the origins of Lunar New

Year and how you can bring this vibrant

celebration to life in your early years

setting.

What is Lunar New Year?

Unlike the fixed date of 1st January for

the Western New Year, Lunar New Year

is based on the lunar calendar. Its date

changes each year, dictated by the phases

of the moon. The celebration lasts for 15

days, filled with family reunions, traditional

meals, and colourful customs.

Lunar New Year is an ideal way to

introduce children to different cultures,

showcasing the beauty of diversity in our

world. Celebrating with activities that are

fun, engaging, and educational can make

this ancient tradition both accessible and

meaningful for our young learners.

Ideas for engaging

activities

1. Chinese cookery - a taste of culture

Food is central to Lunar New Year, making

it a delicious way to introduce children to

Chinese culture. Create a ‘mini banquet’

featuring simple dishes such as egg fried

rice, spring rolls, sweet and sour chicken,

and toffee bananas.

Involve the children in preparing these

dishes where possible, letting them

explore new tastes, textures, and cooking

methods. Discuss the significance of the

foods, like noodles symbolising longevity

or dumplings representing wealth.

2. Red envelopes and the meaning

of luck

Red is the colour of good fortune in

Chinese culture, and gifting red envelopes

containing money is a cherished tradition.

For your setting, you can make this practice

age-appropriate:

? Craft red envelopes from paper or

card

? Encourage children to decorate them

with drawings of stars, moons, or the

wood snake

? Use toy coins or small tokens instead

of real money

Explain the significance of the colour red

and numbers in Chinese culture, like the

lucky number 8 and the unlucky number 4.

3. Exploring the zodiac animals

The Chinese zodiac features 12 animals,

each with unique traits. Use this as

inspiration for a variety of activities:

? Movement and drama: Invite children

to move like each animal. For

example, slither like a snake, hop like

a rabbit, or roar like a dragon

? Creative arts: Craft a mural or a

mobile showcasing the zodiac

animals. Children can draw, paint, or

create animals from clay or recycled

materials

? Science and geography: Explore

where each animal comes from and

place them on a world map

Link these activities to the Year of the

Wood Snake by highlighting the animal’s

characteristics, such as intelligence and

adaptability.

4. Lunar New Year storytime

Storytelling is a powerful way to introduce

children to the history and traditions of

Lunar New Year. Look for age-appropriate

books or animated videos that tell tales

of the zodiac animals or the origins of the

festival.

Some popular options include:

? “The Great Race: The Story of the

Chinese Zodiac”

? “Ruby’s Chinese New Year” by Vickie

Lee

? Animated versions of Chinese folklore

on platforms like YouTube

Discuss the stories afterwards,

emphasising themes of kindness,

cooperation, and perseverance.

5. Dress-up and dragon dancing

Encourage children to dress as their

favourite zodiac animal or wear red to

symbolise good luck. You could also

create a giant Chinese dragon using craft

materials:

? Use a sheet or large piece of fabric for

the dragon’s body

? Let children help design and paint the

dragon’s head

? Organise a dragon dance, complete

with music, to bring the creation to life

This activity is not only fun but also

promotes teamwork and coordination.

6. Crafting Chinese lanterns

Lanterns are iconic symbols of Lunar New

Year, especially during the Lantern Festival.

Try these easy craft ideas:

? Make 3D lanterns using coloured

paper and scissors

? Create a giant lantern collage using

children’s hand prints and footprints

? Use stickers and paint to decorate the

lantern

Hang the lanterns around your setting to

create a festive atmosphere.

7. Exploring Chinese writing

Introduce children to Chinese characters

by printing out simple words or phrases

like “happiness” or “good fortune.” Let

them practise mark-making by copying the

symbols using paintbrushes, sticks in the

sand, or even their fingers in flour or snow.

This activity supports fine motor skill

development while fostering an

appreciation for the beauty of written

language.

Tips for celebrating Lunar

New Year

? Collaborate with families: Invite

parents and caregivers to share their

own Lunar New Year traditions, food,

or decorations with the setting

? Use music: Play traditional Chinese

music to set the mood or let children

experiment with musical instruments

like drums and cymbals

? Decorate your setting: Use red

banners, paper fans, and zodiac

animal cut-outs to create a festive

environment

? Link to EYFS: Align activities with the

EYFS framework, covering areas

like communication, creativity, and

understanding the world

Why celebrate Lunar New

Year in early years?

Teaching children about cultural

celebrations like Lunar New Year supports

their understanding of diversity and

inclusion. It helps them appreciate

the richness of different traditions and

prepares them for life in a multicultural

society.

By engaging in these activities, children

develop curiosity, empathy, and respect for

others. They also gain a sense of global

awareness, realising that the world is full

of unique and wonderful customs.

We’d love to see how you bring Lunar

New Year to life in your early years setting!

Send photos, stories, or descriptions of

your activities to hello@parenta.com. Let’s

make Lunar New Year 2025 a joyful and

enriching experience for the children and

families in our care. Happy Year of the

Wood Snake!

Click here for

more references

& information.

14 January 2025 | parenta.com

parenta.com | January 2025 15



Inspiring

growth

through

mentoring

January is National Mentoring Month,

celebrated annually to highlight the

power of developing mentoring skills

in transforming lives and promoting

personal and professional growth. In

the early years sector, we can support

our colleagues, apprentices, and team

members by working on building

mentoring relationships. Whether they are

starting their careers, taking on new roles,

or tackling professional challenges, we

can all help.

The power of mentoring

Mentoring bridges the gap between

knowledge and experience, connecting

individuals seeking guidance with

mentors who provide support, advice, and

encouragement. For mentors, the benefits

extend beyond altruism. Mentors often

enhance their leadership skills, expand

professional networks, and experience

personal fulfilment.

Mentoring in early years

settings

Mentoring is not just for young people in

education or apprenticeships; it is also

invaluable for adults starting new roles,

taking on additional responsibilities, or

developing their skills. Within early years

settings, mentoring can be applied in

several ways:

1. For new staff or apprentices

Help them navigate their first steps

in early years education by offering

practical advice, sharing insights, and

providing emotional support.

2. For experienced staff taking on

leadership roles

Support team members transitioning

to middle or senior leadership by

guiding them through challenges,

sharing best practices, and

encouraging confidence.

3. To build long-term professional

development

Focus on career goals, skill

development, and providing feedback

that helps mentees achieve their

ambitions while fostering a supportive

workplace culture.

Ways mentors can support

mentees

Mentoring relationships in early years

education can cover a wide range of

practical and developmental support,

including:

? Skill development: Training on first

aid, lesson planning, or managing

classroom environments

? Career guidance: Setting realistic

goals and mapping a clear path to

achieve them

? Networking opportunities: Introducing

mentees to relevant contacts, training

programmes, or resources

? Feedback and reflection: Providing

constructive feedback and fostering a

culture of continuous improvement

Key dates to celebrate

Mentoring Month

National Mentoring Month offers several

opportunities to recognise and celebrate

mentoring in early years settings:

? I am a Mentor Day (7th January)

Celebrate the contributions of mentors

in your team by sharing stories and

successes

? International Mentoring Day

(17th January)

Highlight the global importance of

mentoring by sharing resources and

engaging in discussions about its

benefits

? Thank your Mentor Day

(25th January)

Encourage mentees to show

appreciation for their mentors. This

could involve thank-you cards, small

gestures, or even a social media

shoutout

Creating a culture of

mentoring in early years

settings

Fostering a mentoring culture can lead

to a more connected, resilient, and

effective team. Here is how you can make

mentoring a key part of your workplace:

1. Develop a mentoring programme

Design a structured mentoring

programme for apprentices, new

hires, or staff members taking on new

challenges. Outline clear objectives

and match mentors with mentees

based on their skills, interests, and

professional goals.

2. Provide training for mentors

Mentoring requires more

than experience - it requires

communication skills, empathy, and a

collaborative approach. Offer training

sessions for mentors to help them

build effective relationships with their

mentees.

3. Promote peer mentoring

Encourage peer-to-peer mentoring,

where experienced staff guide less

experienced colleagues. This can

foster camaraderie, improve team

dynamics, and make mentoring more

accessible.

4. Recognise and reward mentoring

efforts

Celebrate mentoring achievements

within your setting, whether through

small awards, certificates, or verbal

recognition during team meetings.

5. Integrate mentoring into everyday

practice

Make mentoring a natural part of your

workplace culture by promoting open

communication, regular feedback,

and collaboration among team

members.

The benefits of mentoring

In addition to supporting others, mentoring

offers substantial benefits to mentors:

? Enhanced leadership skills: Mentors

often develop better communication,

problem-solving, and conflictresolution

skills

? Greater job satisfaction: Contributing

to someone else’s success fosters a

sense of purpose and fulfilment

? Strengthened teams: A mentoring

culture encourages collaboration,

mutual respect, and shared goals

within a setting

For mentees, the benefits are equally

significant, from improved confidence and

skill-building to a clearer understanding of

their professional path.

Why January is the perfect

time to start mentoring

As a fresh start to the new year, January

offers an ideal opportunity to reflect on

personal and professional growth while

setting new goals:

1. Start something new

Whether it is mentoring an apprentice

or seeking guidance for your own

career development, January is the

time to act.

2. Celebrate mentors and mentees

Acknowledge the incredible

contributions mentors make and the

progress of mentees in your setting.

3. Join a larger movement

Although National Mentoring Month

began in the United States, its

message is universal. Get involved

by creating or expanding mentoring

initiatives in your setting.

Mentoring is more than just offering

advice - it is about creating meaningful

connections that empower individuals

to reach their full potential. For early

years practitioners, fostering a culture of

mentoring can lead to stronger teams,

more confident staff, and a brighter future

for everyone involved.

One of the most rewarding things about

being a mentor is that you can share

valuable information about your own

experiences and career path so far, as well

as being a role model, providing guidance,

motivation, and emotional support. You

can learn about Parenta’s learner mentor

programme here.

This January, let us embrace the spirit of

National Mentoring Month by supporting

each other, celebrating successes, and

investing in the growth of our profession.

Whether you are a mentor, a mentee,

or both, there is no better time to start

building a better tomorrow.

Click here for

more references

& information.

16 January 2025 | parenta.com

parenta.com | January 2025 17



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Philippa Bullock

Empowering

early years through

play-based learning

Play occupies children’s time: their hands

and bodies are active, but their minds are

not... Let’s investigate.

What is play-based

learning?

Play-based learning is an educational

approach that enables children to learn

through child-led play and activities. At the

heart of this philosophy is the belief that

learning occurs during play.

There are two types of play-based

learning: unrestricted, or child-led play, in

which children direct their own play, and

supported, or adult-led play, in which the

children receive guidance and interaction

from their educators.

Why is play important?

Educators, philosophers and theorists have

been investigating play-based learning

for more than two millennia. Socrates and

Plato were two of the first to acknowledge

the importance of play.

Here are a few well-known quotes from

educators, philosophers and theorists who

also recognise the value of play:

? “In play, children learn to learn” – Fred

Donaldson

? “Play is the work of children” – Maria

Montessori

? “Almost all creativity involves

purposeful play” – Abraham Maslow

? “The highest form of research is play”

– Albert Einstein

? “Children need play to consolidate

what they are learning” – Fred Rogers

Piaget’s theory of cognitive development

recognises that children learn through

play. During play, children can practise

skills they have observed and are

learning. For example, they can recreate

familiar scenarios such as cooking, going

shopping, or looking after babies. They

can also practise skills that support their

independence, such as dressing up,

mark-making, negotiating space, problemsolving,

developing cooperation skills, and

learning to regulate their emotions.

The play never ends – it is ended by

adults. Whilst recognising there are

non-negotiables in the adult world,

such as lunchtime and other scheduled

extra-curriculars, it is important to think

about the benefit these are having for the

children. Does this play need to end right

now? Does the room need tidying? Does

circle/adult-led time need to start now?

Can snack time wait?

The Montessori method focuses on

learning through hands-on experiences

and cooperative play. It encourages

children to be independent, with educators

acting as guides rather than traditional

teachers, supporting their overall

development.

The Steiner Waldorf and Reggio Emilia

approaches share similar ideas. Both

highlight the importance of the learning

environment and see the educator’s role

as a guide. These methods also aim to

support children’s development as a

whole, helping them grow in every area

through play-based learning.

Where are your children

when they are not with

you?

They are interacting with their learning

environment. This is why the environment

plays such a key role. The environment

should provide children with play

opportunities that are accessible but also

challenging enough for the individual

needs of the children and be within their

‘zone of proximal development’.

During free play or independent learning

time, children engage with the activities

and resources around them. This type of

play helps them develop important skills

like patience, turn-taking, problem-solving,

curiosity, and independence. They also

practise working together and sharing

ideas, which supports their thinking and

teamwork.

Play also helps children build physical

skills, improving their fine and gross motor

abilities, spatial awareness, balance, and

coordination. In a safe and supportive

environment, children can explore their

emotions, which helps them grow in

compassion, resilience, and perseverance.

Providing children with open-ended

resources also allows them to develop

their imagination. For example, providing

plain round wooden cookies compared

to pretend food cookies. The plain round

wooden cookie is not only a cookie but

also a plate, a pancake, a biscuit, a slice

of apple – anything you can imagine. It

doesn’t limit the play.

Enhanced activities like play invitations,

provocations, or focused setups created

by adults can be valuable for supporting

children’s learning. These setups often have

a purpose to guide or enrich play. However,

educators need to remain flexible and

understand the children they’re working

with. Even with a specific plan, children

might approach the activity in unexpected

ways, offering opportunities for creativity

and exploration.

The outdoor environment is an important

extension of the indoor learning space.

It should provide children with similar

opportunities and challenges to explore

and grow across all seven areas

of development, just like the indoor

environment.

Montessori environment

Montessori learning environments are wellsupplied

with resources. Children overcome

challenges and learn by using the tools

found throughout the environment. They

are provided with equipment that supports

them to achieve and meet their individual

development targets based on previous

observations made by the educators.

Furthermore, the environment in Montessori

settings is generally a controlled, tidy space

where everything has a home.

Steiner Waldorf

environment

Steiner Waldorf places importance on

the environment itself. Usually, they are

calm, cosy and inviting, home-like spaces

with soft pink walls and no sharp corners,

where children can thrive. Wood, cloth and

other natural materials are frequently used

to make handcrafted toys, and natural

open-ended resources are available,

such as pine cones, shells, conkers, and

more. The use of earthy hues encourages

connections to the natural world.

Reggio Emilia

environment

Reggio Emilia settings place a strong

emphasis on relationships: relationships

between children, educators, children and

educators, children and parents/carers,

and educators and parents/carers. The

learning environment is a continuation

of society, and cultural traditions are

shared. Professionals in their fields, such

as artists, get involved and regularly visit

the setting. To emphasise the importance

of the learning environment, it is referred

to as the ‘third teacher’. Children are

encouraged to analyse, investigate and

be imaginative through open-ended

provocations set up by the educators.

Play-based learning is

important

So yes, play occupies children’s time.

However, it is important to acknowledge

that there are a range of benefits to that

time-occupying play. A well-planned

environment can provide children

with accessible challenges to meet

the individual needs of the cohort.

The educator is a facilitator and can

provide learning opportunities through

provocations that invoke thought, curiosity

and sustained shared thinking.

References and more

? Defining play-based learning

? 10 reasons why play is important

? Play-based learning - Education

Endowment Foundation

Click here for

more resources

from Philippa:

20 January 2025 | parenta.com

parenta.com | January 2025 21



? Develop critical thinking skills

Embracing digital

literacy in play-based

learning

? Open up a world of creative

possibilities

? Enhance communication

? Close the digital divide and allow

all children, regardless of their

background, to have access to the

same opportunities in the digital age

? Enhance adaptability since technology

is always changing

We live in a digital age that is changing at

a very rapid pace. The world that today’s

children are born into is technologically so

different from the ones their grandparents

and even their parents were born into that

it almost defies belief. However, the truth is

that technology has shifted unrecognisably

in the last 50 years. The World Wide Web,

which we now interchangeably call the

Internet, was only devised in 1989–90, and

it’s hard to believe that the first iPhone was

introduced in 2007, less than 20 years ago

- such is the ubiquitous nature of these

things today. Artificial intelligence has hit

the mainstream in the last couple of years

but is already being incorporated into our

daily work and home life to such an extent

that it is difficult now to imagine how we

would live without all this technology.

To little ones coming into this new era,

technology is not something to be feared

or viewed with wariness in the same way

that their grandparents may have had

concerns. To them, it is just part of the

world as they know it, and it is crucial,

therefore, that they learn to navigate it

safely and to their advantage early on.

Digital literacy nowadays is as important

to learn as traditional literacy, and some

might argue, even more so. As early

years educators, it falls on us to promote

good digital literacy, but with technology

changing so fast, it is sometimes difficult

to keep up. But keep up we must if we are

to help future generations navigate this

exciting new phase.

What is digital literacy and

why is it important?

Digital literacy refers to the ability to

effectively find, evaluate, use, and create

information using digital technologies.

It encompasses a wide range of skills,

including using devices like computers,

tablets, and smartphones, navigating

the internet safely, understanding online

privacy, and communicating effectively

through digital platforms. There are

software applications for almost

everything nowadays, from diagnosing

diseases to travel and entertainment, each

with its own set of instructions and rules.

Technology is also used extensively in

education, with AI transforming learning

experiences even for our youngest

children.

Digital literacy is now crucial for early years

children as it helps:

? Equip children with essential skills for

the future – most jobs now have a

digital component

? Enhance traditional learning methods,

making learning more engaging and

effective

Online safety – an essential

component

Teaching digital literacy should always

include educating children about online

safety, privacy, and the responsible use of

technology. This helps protect them from

online threats and develops good digital

citizenship. It is never too early to teach

these concepts. However, how you teach

this will change as the children grow older,

as it is important not to alarm or frighten

them in their formative years. Language

and example situations should always be

age appropriate.

How to incorporate digital

literacy into play-based

learning

Play-based learning is an essential

component in the early years, and you

can introduce some technology into your

play sessions to develop digital literacy.

Below are some ideas for how you

can seamlessly blend digital tools with

traditional play to create a rich, engaging

learning environment:

1. Interactive storytelling

Use digital storybooks or storytelling

apps to bring stories to life with

animations and sound effects.

Encourage children to interact with the

story by touching the screen to turn

pages or find hidden objects in the

pictures. You can also create a playlist

of music to accompany the story and

encourage the children to think about

which piece of music to use for each

scene.

2. Educational games

There are so many educational

games to choose from for all ages

nowadays. You can easily introduce

fun, age-appropriate educational

games that focus on basic skills

like counting, letter recognition, and

problem-solving. You can find some

UK-based games here.

3. Digital art projects

Use drawing and painting apps to let

children create digital artwork. Apps

like “Purepaint Kids” or “Drawing

Pad” allow them to experiment

with colours, shapes, and textures,

promoting creativity and fine motor

skills. Some apps also allow children

to create and animate characters.

4. Virtual day trips

Take children on virtual field trips to

museums, zoos, or other interesting

places using VR headsets if you have

them, or by logging on to interactive

websites. This can expand their

world and spark curiosity about

different topics. Many attractions

now boast some kind of interactive

online experience. Consider looking

at animals and birds via webcams,

such as those at Wildlife Trusts or

Edinburgh Zoo.

5. Coding and AI

Coding skills are highly desirable in

today’s workforce. You can introduce

basic coding concepts through playful,

child-friendly platforms like “ScratchJr”

or “Code.org.” These activities help

develop logical thinking and problemsolving

skills in a simple and intuitive

way. You can also introduce children

to using AI to create simple stories

and images. Ensure that their prompts

include words like “suitable for young

children” to keep the results age

appropriate.

6. Music and movement

Use music apps that encourage

children to create their own tunes or

explore different instruments. Apps

like “First Notes Early Years Music”

combine music and movement,

making learning a dynamic

experience. Even better - it’s free!

Other things you can do include using

interactive whiteboards (if you have

them), encouraging the children to choose

options on the screen, and using video

platforms designed especially for young

children such as “YouTube Kids” or BBC

Bitesize for early years.

Technology is here to stay. By incorporating

it into your play sessions, you can ensure

you are setting up your children to thrive

in the online, technological world they will

inherit.

References and more

information

? Digital Literacy: Technology Activities

for Preschoolers

? Digital technology and the early years

| National Literacy Trust

? Webcams | The Wildlife Trusts

? First Notes Early Years Music App |

Music Mark

? Early years resources to teach the UK

EYFS curriculum at home - BBC Bitesize

Click here for

more references

& information.

22 January 2025 | parenta.com

parenta.com | January 2025 23



Frances Turnbull

1-2-3

baby and me

We’re starting this year with a new series

on ways to use songs for specific age

groups. Music is one of the most enjoyable

ways to spend time with children, helping

their overall development, working with

their skills and interests, and bringing

different skills together into a cohesive

experience.

Children grow so quickly, changing and

developing in their own ways and times.

We’re going to look at the different ages

where they change the most, starting

with baby. This month, we will focus on

babies aged 0–6 months, followed by next

month’s focus on 6–12 months, and then

March’s focus on 12–18 months.

By looking at their typical characteristics,

we’ll identify a few songs and describe

ways in which everyday activities can be

turned into games and actions. These

not only build on the relationship you

share but also develop the knowledge,

confidence, and skills they are continuously

learning.

Following the principles mentioned

below, you could use just about any song

to encourage healthy behaviours like

cooperation, trust, a love of learning, and

the importance of rules in games, to name

a few. However, these songs have been

specially chosen for their musicality – the

gaps between the notes are close enough

and far apart enough for children’s

developing vocal folds to manage

successfully.

Singing successfully is particularly

important for children in homes where

music may not be used much. Many

adults today were taught so badly that

they were told, and now believe, that they

can’t sing. This approach not only allows

children to learn to sing successfully right

from the start but is also simple enough for

adults to use too!

Little ones 0–6 months:

? Turn their head to sound

? Enjoy repeating activities

? Listen with focused attention

? Coo along to what they hear

? Are body-oriented (lifting their head,

sitting up, and rolling over)

? Smile

? Remember faces

? Cry when unsure

? Anticipate feeds

? Enjoy vocal play

These songs and song activities

encourage these behaviours:

This old man

This old man, he played one

He played knick-knack on my drum

With a knick-knack, paddy-whack

Give the dog a bone

This old man came rolling home

This old man, he played two

He played knick-knack on my shoe

With a knick-knack, paddy-whack

Give the dog a bone

This old man came rolling home

This old man, he played three

He played knick-knack on my knee

With a knick-knack, paddy-whack

Give the dog a bone

This old man came rolling home

This old man, he played four

He played knick-knack on my door

With a knick-knack, paddy-whack

Give the dog a bone

This old man came rolling home

This is a great workout song for littlies.

With their arms and legs being so flexible,

we can help them get stronger while

giving them a sense of the extent and

abilities of their developing bodies. Singing

the first verse, gently raise their left arm

in time to the beat, up and down. Second

verse, gently raise their right arm; third

verse, left leg; finally, fourth verse, right

leg. This is a lovely little workout before

moving on to more songs!

Hop old squirrel

Hop old squirrel, eideldum, eideldum

Hop old squirrel, eideldum, dee

Hop old squirrel, eideldum, eideldum

Hop old squirrel, eideldum, dee

This is a lovely lap bounce for littlies who

may not be crawling yet – not to mention

a great workout for your own legs!

Comfortably seat your littlie on your lap

and find different ways to bounce them,

even gently lifting them under their arms,

with lots of smiles and giggles. Not only

does it associate the action of bouncing

with hopping, but it also introduces them

to the future joy of jumping up and down –

the freedom of feeling weightless, yet safe

and secure.

See saw, up and down

See saw, up and down

In the sky and on the ground

This simple, repetitive song is fantastic on

so many levels. Lifting little ones up and

lowering them on the exact words gives

them the experience of what “up” feels like

and what “down” feels like. Facing other

littlies helps them not only associate how it

feels but also how it looks to move up and

down. The additional words, “in the sky”,

associate the feeling and action with “up”;

“on the ground” associates the feeling and

action with “down”. These experiences

improve proprioception – the feeling of

where your own body begins and ends.

Musically, this song uses only two notes,

a high and a low note. Lifting on the

high note and lowering on the low note

introduces musical concepts of high and

low notes. Just like up and down, in and

out, and on and off, opposites like these

are a great way to introduce contrasting

ideas.

Sally go ‘round the sun

Sally go ‘round the sun

Sally go ‘round the moon

Sally go ‘round the chimney top

Every afternoon, boom!

This is another fun song that helps littlies to

begin associating words with actions and

movements. It’s especially enjoyable with

other grown-ups and their littlies. Taking

turns, one baby/adult pair becomes Sally,

who goes around the other stationary

pair – the sun, moon, and chimney top –

gently bouncing up and down in place.

On “boom”, the pairs swap positions. If

no other pairs are available, you can carry

your baby around a chair, pillar, or small

table! This song is also a great introduction

to heavenly bodies, the earth’s movement

around the sun, and musical rhythms.

Many songs can be simplified to suit

this lovely age group. Creating special,

musical memories not only builds early

musical skills but also helps littlies develop

resilience, happiness, and security in

singing – both now and in the future.

Click here for

more resources

from Frances:

24 January 2025 | parenta.com

parenta.com | January 2025 25



Exploring risky

and fantasy play in

early years

☑ Outdoor adventures, such as areas

with natural elements like logs, rocks,

and trees for climbing and balancing

☑ Obstacle courses with varying

difficulty, allowing children to navigate

tunnels, balance on beams, and jump

over hurdles

☑ Loose parts play, where children

create their own obstacle courses

and structures using branches, ropes,

tyres, and cardboard boxes

For early years practitioners,

understanding the roles of risky and

fantasy play in child development

is crucial. Both forms of play offer

significant benefits that help shape

well-rounded, resilient, and imaginative

children. However, these benefits may

not always be fully understood or acted

upon, especially when there seems to

be a myriad of suggestions for other

educational activities to choose from. Don’t

overlook these vital play-based learning

approaches; instead, think about how you

can incorporate them into your curriculum

on a regular basis.

What is risky play?

Risky play, sometimes called adventurous

play, involves activities that allow children

to experience a certain degree of risk and

challenge, such as climbing, balancing,

and exploring new environments. While

it may seem counterintuitive in the age of

heightened safeguarding awareness, risky

play is vital for children’s development.

Benefits of risky play

There are many benefits of risky play,

including:

☑ Building confidence – by navigating

challenges and taking calculated

risks, children learn to trust their

abilities, boosting self-confidence and

independence

☑ Developing physical skills – activities

like climbing or balancing improve

gross and fine motor skills,

coordination, and strength

☑ Enhancing problem-solving abilities

– risky play involves decision-making

and problem-solving as children

figure out how to overcome obstacles

☑ Promoting resilience – experiencing

minor setbacks or falls teaches

children to recover and try again,

fostering resilience and perseverance

☑ Encouraging risk awareness and

management – children learn to

assess and manage risks themselves,

rather than being overprotected by

adults. While adults should conduct

initial risk assessments, allowing

children to explore risk is crucial

How to create a safe

environment for risky play

Creating a safe environment for risky play

may sound paradoxical, but it simply

involves ensuring certain safety measures

are in place. Managed risk under

supervision is key. This can be achieved

through:

☑ Supervised tree climbing sessions

☑ Water play with different depths,

containers, and flowing water,

allowing safe exploration of water

dynamics

☑ Age-appropriate tools like hammers

and screwdrivers in a controlled

environment

Fantasy play

Fantasy play enhances creativity,

language and social skills, and emotional

understanding. Also known as imaginative

or pretend play, it involves children

creating and acting out scenarios, often

enriched by simple props, costumes, and

pretend environments.

Promoting fantasy play in

your setting

The following ideas will help you create

an environment that supports and

encourages fantasy play:

1. Provide lots of resources

Offer props, costumes, and simple

toys that inspire creativity, such as:

› Costumes and dressing-up

clothes

› Simple props and household

items

› Puppets, soft toys, and dolls

› Rugs to act as ‘magic carpets’

› Pieces of cloth for cloaks,

tablecloths, or headscarves

› Cardboard boxes and

construction items like blocks

and planks

› Props inspired by magical,

mythical, or extinct creatures

such as gnomes, fairies, or

dinosaurs

2. Create imaginative spaces

Set up themed areas like kitchens,

doctor’s offices, or grocery stores to

spark pretend play scenarios. Expand

to imaginative settings, such as moon

bases, pirate ships, or fairy worlds.

Use historical eras like Ancient Greece

or medieval castles to inspire play.

Visual stimulus boards featuring

fantasy lands, creatures, and times

can also inspire creativity. Engage

children in using AI to generate

imaginative visuals together.

3. Encourage storytelling and offer

drama or role-play sessions

By reading stories to children, you

introduce them to characters and

encourage them to recreate or act out

their favourites. Recordings like “We’re

Going on a Bear Hunt” by Michael

Rosen can serve as excellent stimuli.

4. Organise specific dress-up days

Dressing up doesn’t need to be

confined to World Book Day. Run

themed days or encourage ‘free’ days

to let children express their creativity.

For early years practitioners, recognising

and promoting the value of risky and

fantasy play is essential. These forms

of play are not merely activities to fill

time but foundational experiences that

shape children’s growth, helping them

become confident, creative, and resilient

individuals. Go on, let out your inner

creative child!

Resources and more

information

› What are the benefits of risky play? -

BBC Tiny Happy People

› Full article: Risky play in children’s

emotion regulation, social

functioning, and physical health: an

evolutionary approach

› Risky play, then and now |

SpringerLink

› Examples of risky play (25+ Ideas) -

Early Impact Learning

Click here for

more references

& information.

26 January 2025 | parenta.com

parenta.com | January 2025 27



Louise Mercieca

schedule. Even a brisk walk with

the children on a bright day can lift

everyone’s spirits – even if it’s just

around your outdoor space!

neurotransmitter associated with

mood regulation, circadian rhythm,

digestion, and motivation. A drop in

serotonin can lead to a lower mood

? Changes to routine and lifestyle:

Many people adopt a more relaxed

schedule during summer, especially if

they have school-aged children. The

transition to rigid routines, school, and

work can exacerbate feelings of low

mood, fatigue, and irritability

? Feelings of nostalgia: The end of

summer can feel like a loss. We

often anticipate summer for so long,

making plans that come to an end as

the season changes. This can trigger

negative emotions, making it harder

to focus and stay energised

› Dairy produce (a glass of milk

before bed may help)

› Tuna

As the vibrant days of summer change

into the cooler, darker months of autumn

and winter, many of us may notice a

change in our moods. These seasonal

shifts can affect both our physical health

and emotional well-being. As early years

practitioners, understanding this can help

us support not only our own health but

also the well-being of the children in our

care.

Understanding Seasonal

Affective Disorder (SAD)

The NHS describes a condition known

as seasonal affective disorder (SAD),

sometimes referred to as “winter

depression.” SAD is typically linked to the

colder, darker months and may bring

about symptoms such as:

? Lower energy and fatigue

? Difficulty concentrating

? Irritability and sadness

? Weight gain or changes in appetite

? A general lack of motivation

These symptoms are often tied to the

reduced sunlight during autumn and

winter. Sunlight plays a key role in

regulating our circadian rhythm (the body’s

internal sleep-wake cycle) and serotonin

levels, which impact our mood. Low levels

of serotonin can contribute to feelings of

depression.

From sunshine

to shadows

How seasons affect mood and

the role of nutrition

Practical tips for

practitioners

While we can’t bring back the sunlight,

there are steps we can take to manage

SAD and maintain our well-being:

1. Light therapy

Light therapy involves using a special

lamp to mimic sunlight. Spending time

in bright, natural light during the day

can help regulate circadian rhythms

and improve mood. Consider how

natural light in your early years setting

can also benefit the children and staff.

2. Prioritise nutrition

Nutrition plays a key role in emotional

well-being. Encourage balanced

meals and snacks with plenty of fresh

fruits, vegetables, and whole grains.

These can stabilise energy levels and

support mood. For the children in

your care, nutritious snacks can help

sustain their focus and behaviour

throughout the day.

3. Create positive routines

Having a consistent daily routine

helps maintain a sense of

normality and predictability, which

can be reassuring during mood

fluctuations. For practitioners, this

might include regular meal breaks

and opportunities to recharge. For

children, structure in activities can

provide comfort and reduce irritability.

4. Get moving

Physical activity, even gentle

movement, can release endorphins

that boost mood. Incorporate active

play and outdoor time into your daily

5. Encourage connection

Interactions with others are vital for

emotional health. Share feelings with

colleagues or talk to parents about

changes in children’s behaviours

during this season. Building strong

relationships creates a supportive

environment for all.

Supporting children in

early years settings

As practitioners, you can also support the

children in your setting by being mindful of

their moods and energy levels. Seasonal

changes might affect their behaviour, so

look for signs of fatigue, restlessness, or

changes in appetite.

Activities such as storytelling in cosy

spaces, arts and crafts to brighten the

room, or mindfulness exercises like deep

breathing can help foster a sense of calm

and positivity during darker months.

A focus on well-being

By understanding how seasonal changes

impact emotional well-being and taking

proactive steps, you can create a nurturing

environment for yourself and the children

in your care.

Remember, taking care of your mental and

physical health equips you to provide the

best possible support for others. Nutrition

can also help, with foods that boost

melatonin stores – see the list later in the

article.

The impact of seasonal

changes

SAD may not affect everybody, but many

of us experience some form of seasonal

adjustment that harms our emotional

well-being. These feelings of ‘summer

blues’ can still have a profound impact on

our day-to-day functioning. Here are a few

reasons why:

? Reduced sunlight and serotonin

levels: Even without SAD, the decline

in sunlight can lead to a drop in

serotonin levels. Serotonin is a

The role of nutrition in

mood regulation

Food plays a significant role in managing

mood fluctuations. Here are some

examples:

? Consume Omega-3 fatty acids: Found

in oily fish (salmon and mackerel),

flaxseeds, and walnuts, these have

been linked to improved mood and

reduced symptoms of depression

? Stay hydrated: Even in colder months,

dehydration can lead to fatigue,

difficulty concentrating, and mood

disturbances. Staying hydrated helps

maintain energy levels and overall

well-being

? Limit ultra-processed foods: Foods

high in fat, sugar, and salt can

increase mood fluctuations and

depression. Stable blood sugar levels

help maintain a stable mood

? Get moving and spend time outdoors:

Physical activity and outdoor time,

even in colder weather, can energise

and improve mood

? Practice mindful eating: Take the time

to chew food properly, eat without

distractions, and savour meals. This

helps with mood regulation and

feelings of satisfaction

? Eat foods rich in tryptophan: This

amino acid converts to serotonin and

melatonin, aiding mood regulation

and sleep. Foods include:

› Turkey and chicken

› Nuts and seeds

› Oats

› Cheese (a source of vitamin B6,

which enhances memory)

Embracing the changing

seasons

The end of summer can be welcome

for many, bringing excitement for

seasonal holidays like Halloween, Diwali,

and Christmas. However, for those

experiencing SAD or a touch of the endof-summer

blues, it’s essential to focus on

emotional well-being and the role nutrition

plays in supporting overall health and a

positive mood.

Reference sources

? SAD: NHS – Seasonal Affective

Disorder

? Fatty acids: NCBI – Omega-3 Fatty

Acids

Click here for

more resources

from Louise:

28 January 2025 | parenta.com

parenta.com | January 2025 29



When it comes to ensuring the best

outcomes for children with dyslexia, timing

is everything. Research shows that the

earlier dyslexia is identified, the greater

the opportunity to implement effective

strategies that foster confidence, learning,

and success. Screening children before the

age of seven is not just an option - it’s a

crucial step in their educational journey.

Here is why early screening matters, how

it works, and what steps you can take as a

parent to give your child the best possible

start.

Why early screening is critical

Dyslexia affects approximately 1 in

10 people, making it one of the most

common learning difficulties. It impacts

how individuals process language,

particularly reading, writing, and spelling.

While dyslexia is a lifelong condition, early

identification can significantly reduce its

impact on a child’s learning and selfesteem.

Brain plasticity and learning

Before the age of seven, children’s brains

are exceptionally plastic, meaning they can

adapt and form new neural pathways with

the right interventions. This makes the preschool

and early primary years an ideal

window for identifying and supporting

learning challenges like dyslexia.

Avoiding the “wait and see”

trap

Many parents are told to wait until their

child is older - typically around age seven

Paloma Forde

Screening children for

dyslexia before age 7

A guide for parents and educators

or eight - to explore dyslexia. This advice

often stems from outdated thinking or

confusion between developmental delays

and specific learning difficulties. However,

waiting can lead to frustration, anxiety,

and a widening gap between a child and

their peers. By acting early, you can give

your child the tools they need before they

fall behind.

What does early dyslexia

screening look like?

Screening for dyslexia in young children

does not involve formal testing in the

traditional sense. Instead, it focuses

on identifying risk factors and patterns

that may indicate the need for further

evaluation or intervention.

Key risk factors

1. Family history: Dyslexia often runs

in families, so knowing your family’s

history of reading or language

difficulties can provide an early clue.

2. Delayed speech development:

Children who take longer to speak or

struggle with word recall may be at

higher risk.

3. Difficulties with rhyming or

phonemic awareness: Struggles

with recognising sounds in words or

clapping out syllables are often early

indicators.

4. Persistent letter confusion: Mixing

up similar letters like “b” and “d” or

“p” and “q” can point to difficulties in

processing written language.

5. Difficulty following multi-step

instructions: This could signal

challenges with working memory, a

common issue in dyslexia.

Screening tools

Early screening tools are designed to be

quick, fun, and non-invasive. Some of the

most widely used tools include:

? Checklists for parents and

teachers: These assess a child’s

behaviours and challenges in reading

and language tasks

? Digital assessments: Apps and

software programmes can measure

skills like phonemic awareness, rapid

naming, and letter recognition

? One-on-one observations: Specialists

might observe how a child interacts

with books, letters, and sounds in a

casual setting

How screening benefits

children before age 7

Building confidence

When children struggle with reading or

writing, they can feel frustrated or out of

place among their peers. Early screening

allows for interventions that build their

confidence by showing them they just learn

differently - not less effectively.

Tailored learning plans

Once dyslexia is identified at a young

age and a child’s current learning profile

(strengths and weaknesses) is understood,

educators can create personalised

learning plans. These plans play to a

child’s strengths while addressing areas of

difficulty. Multisensory teaching methods,

for example, engage sight, sound, and

touch to make learning more accessible.

Reducing the risk of emotional

struggles

Children who are left unsupported often

develop anxiety, low self-esteem, or even

depression due to their academic struggles.

By addressing dyslexia early, you can help

prevent these challenges from taking root.

Improved long-term outcomes

Studies have consistently shown that

early intervention improves literacy skills,

academic performance, and overall quality

of life for children with dyslexia. Screening

before age seven gives your child the best

chance to thrive.

What can parents do?

As a parent, you are your child’s biggest

advocate. Here’s how you can ensure they

get the support they need:

? Know the signs:

Stay informed about the early signs

of dyslexia and trust your instincts. If

something does not feel right, do not

hesitate to seek help

? Talk to educators:

Speak with your child’s teacher about

their observations in the classroom.

Teachers often notice patterns, such

as difficulties with reading aloud or

inconsistent spelling, that can signal a

need for screening

? Seek professional support:

If you suspect dyslexia, reach out

to a specialist who can conduct a

thorough assessment. Many private

clinics and educational organisations

offer early screening services, which

can give you a clearer picture of your

child’s needs

? Create a supportive environment:

At home, focus on building a love of

learning through play and exploration.

Reading to your child, playing word

games, and engaging in multisensory

activities which can all help strengthen

early literacy skills

Breaking myths about early

screening

Myth 1: Children are too young to

screen for dyslexia

While a formal dyslexia diagnosis might

not be possible before age seven,

screening is about identifying risk factors

- not labelling a child. Think of it as a

proactive measure to address potential

challenges.

Myth 2: They’ll “grow out of it”

Dyslexia is not something children grow

out of, but with the right support, they can

grow into confident learners. Waiting only

delays the help they need.

Myth 3: Screening will make my

child feel different

Modern screening tools are child-friendly

and often feel like games. The process is

designed to empower children, not single

them out.

The road ahead - advocating

for change

While the benefits of early dyslexia

screening are clear, many schools and

systems still wait too long to assess

children. Parents play a vital role in

pushing for earlier identification and

intervention. By advocating for policy

changes and increased awareness,

we can ensure that every child has the

opportunity to succeed.

As a parent, you have the power to

make a difference in your child’s life by

championing their unique way of learning.

Early screening is the first step in unlocking

their potential. Together, we can create a

world where every child with dyslexia is

supported, understood, and celebrated.

Click here for

more resources

from Paloma:

30 January 2025 | parenta.com

parenta.com | January 2025 31



The importance of

nursery rhymes & stories

in child development

children, while you can use stories such as

“We’re going on a bear hunt” to explore

emotions and feelings of worry and fear.

Physical development

Lots of nursery rhymes are accompanied

by actions or movements that can promote

physical development when performed

while reciting the song. Simple actions like

clapping, jumping, or twirling help children

develop their gross motor skills and

coordination. Some examples here include

“Head, shoulders, knees and toes,” “I’m a

little teapot,” or “Row, row, row your boat.”

Fine motor skills are also enhanced

through finger plays, such as those in

“Itsy bitsy spider,” where children use their

fingers to mimic the spider’s movements,

or “Twinkle, twinkle little star,” which

uses fingers to represent starlight. These

activities can also enhance hand-eye

coordination and spatial awareness.

explore different perspectives and

problem-solving strategies in a safe and

playful environment.

Think about asking the children to act

out different parts of the story or create

imaginative images and pictures of the

worlds they are singing about. Remember

to let the children’s imaginations work

freely here by not insisting, for example,

that all trees must be green.

Exploring different cultures

Using rhymes and stories from different

countries can be a way to introduce new

cultures to the children. Some nursery

rhymes often carry cultural significance

and a historical context too, making them

perfect for teaching children about cultural

heritage and diversity. Some foreign

language nursery rhymes include:

? “Frère Jacques” (France)

? “Au Clair de la Lune” (France)

? “Sakura, Sakura” (Japan)

Top tips for using nursery

rhymes and stories in your

setting

1. Make the experience a sensory one

by adding things to feel, taste, touch,

smell and see.

2. Add actions to rhymes – you can even

make up your own actions.

3. Vary the tempo of rhymes, from fast

and upbeat action songs to slow and

calming lullabies.

4. Extend the learning by using the

stories as inspiration for arts and

crafts.

5. Ensure that all children can participate

fully in the activities.

6. Ask the children to make up their own

nursery rhymes.

Developing imagination and

creativity

7. Use songs from different cultures and

in different languages.

Nursery rhymes and stories have long

been a core part of early childhood

education that all generations and cultures

seem to love. Their charm and simplicity

have made them a go-to teaching tool that

offers numerous developmental benefits

for young children.

Understanding the importance of nursery

rhymes and stories can enhance your

ability as an early years professional to

support children’s growth in a holistic and

engaging manner. Read on to discover

how these timeless tools can help a child’s

development and how you can enhance

your own practice by using them in

different ways.

Language and literacy

development

Nursery rhymes and stories are a fantastic

way to introduce children to the world of

language and literacy. The repetitive and

rhythmic nature of these rhymes helps

children develop phonemic awareness, the

ability to hear and manipulate the sounds

in words. This foundational skill is crucial

for reading success. Additionally, nursery

rhymes expand children’s vocabulary and

can improve their ability to remember and

recall words. As children recite rhymes,

they learn about the structure of language

and the basics of music, including rhyme,

rhythm, and intonation (high pitch/

low pitch), which are essential for fluent

reading.

Storytime can be a wonderful time to

introduce new language and different

sounds. Think about using the alliterative

qualities (repetition of consonant sounds)

that some rhymes have, e.g. “Peter Piper

picked a peck of pickled peppers.” Use

clapping or simple percussion instruments

to help children keep time, teaching them

rhythmical and listening skills too.

Enhancing cognitive skills

Many rhymes tell a story or describe a

sequence of events, which helps children

understand concepts such as cause

and effect and sequencing as well as

enhancing memory and comprehension

skills. Some rhymes such as “Five little

monkeys” or “Ten in the bed” also

introduce basic mathematical concepts,

such as counting and simple subtraction,

in a fun and interactive manner. You can

help the children recognise the numbers

by holding up plastic numbers or writing

them on a board, so the children become

familiar with the numeric symbols.

Social and emotional

development

Nursery rhymes often involve group

singing or actions, providing opportunities

for social interaction and collaboration.

Singing together helps children develop

social skills such as taking turns, listening

to others, and working as part of a group,

especially if you combine it with using

simple musical instruments or actions.

Additionally, the themes of many nursery

rhymes can evoke emotions and provide

a safe space for children to express and

manage their feelings. For example, the

comforting nature of a lullaby can soothe

The whimsical and fantastical nature

of many children’s rhymes sparks their

imagination and creativity. Rhymes like

“Hey diddle, diddle,” “Michael Finnegan,”

or “The owl and the pussycat” introduce

children to imaginative scenarios and

encourage creative thinking and play. This

imaginative play is crucial for cognitive

development as it allows children to

? “Los pollitos dicen” (Spain)

You can also use lullabies from different

cultures in your setting, as the soothing

melodies and gentle rhythms often work

to calm children without needing to

understand the words.

8. Use videos and visuals to link to words

and numbers.

9. Make sure all practitioners join in with

the actions and singing to model what

you want the children to do.

10. Remember to involve your parents/

carers by letting them know what

you’ve been learning so they can

continue the education at home.

For early years settings, incorporating

nursery rhymes into the curriculum is an

effective way to support all areas of child

development. These simple yet powerful

verses provide a rich resource for any

setting, and by embracing their timeless

magic, you can create a nurturing and

stimulating learning environment that

helps children thrive.

Click here for

more references

& information.

32 January 2025 | parenta.com

parenta.com | January 2025 33



Claire Medwell

Play with purpose

The learning playground

Let’s discover how play can transform your

learning environment, shaping children’s

growth and nurturing their development.

Play for children is a natural impulse

through which they can explore,

experiment, problem-solve, and

discover as they build and solidify their

understanding of the natural and social

environment they live in.

However, play is still often viewed as

a leisure activity - something done

at home or as time out from meeting

academic goals. It is often overlooked,

misunderstood, or not valued enough

as a key learning tool in the overall

development of a child. But play really

does matter!

Play matters

There is a vital connection between play

and learning. Through play, cognitive

skills are developed, which help to

improve overall language and literacy

development. It could be mark-making in

the form of a shopping list, labelling items

for sale in the class shop, or babbling and

commenting on pictures in storybooks.

Play is a vehicle through which children

begin to think ‘outside the box’. They learn

that experimentation and risk-taking

form part of life’s natural pattern and

that making mistakes is not necessarily

negative but a form of learning that

helps us move forward to a new level of

understanding.

Children also learn key social skills through

play, such as collaboration, negotiation,

compromise, and the importance of our

behaviour towards others in building

relationships and well-being. It naturally

cultivates choice and agency and lends

itself to purposeful conversations about

the task at hand. As teachers, we can

maximise this by asking questions that

require genuine thought from a child, e.g.,

“Tell me about your picture”, instead of

concept-checking questions, e.g., “How

many animals are there in your picture?”

Child-initiated play

Play can be divided into two main

categories: child-initiated play - led and

controlled by the child rather than an adult

(Drew, 2019, para. 2).

For this type of play to be successful,

we need to establish well-thought-out

spaces, known as continuous provision

areas, to help scaffold free and guided

play opportunities. Depending on the size

of your class, you could have a role-play

area with dressing-up boxes, a home area

with kitchen utensils, a reading area with

age-appropriate picture books, a nature

table for transient art, and a construction

or small-world play area with resources

for children to engage with. By doing this,

we provide the perfect stage for children

to do something they are very good at -

imaginative thinking!

These areas should be well-resourced

spaces with materials to help scaffold

your learning objectives and ideally be

accessible throughout the school year. The

teacher’s role is one of a facilitator and

observer during child-initiated play, taking

notes on individuals’ cognitive progress

and aspects of behaviour as they interact

with their peers, nudging children when

necessary or redirecting play if difficulties

arise.

Guided play

Guided play, on the other hand, refers to

playful activities with more teacher support.

The teacher has a clear learning objective

when setting up the activity, e.g., building a

tower using geometric shapes. The learning

objective is to discuss the colours, shapes,

and the number of shapes children use

to make their towers. Children should still

have a degree of choice and agency over

their play, but direct teacher intervention

can help extend learning beyond what

they might otherwise have achieved. For

instance, if a child’s tower continually falls,

a teacher might suggest making a wider

base with more blocks to make it more

stable.

Forms of play in

educational settings

Play has many forms and can be broadly

divided into these categories in our

educational setting:

? Games with rules: simple board

games or card games, Simon Says

? Play with objects: construction blocks,

soft/plastic toys, a nature table (leaves,

twigs, seeds, shells, and dried fruit),

household objects

? Pretend play: acting out everyday

situations such as at the doctor’s,

dressing up for a special event,

cooking, or preparing a picnic for class

mascots and toys

? Symbolic play: using an object to

represent another, e.g., a banana as

a telephone or a cardboard tube as a

microphone

? Physical play: hide and seek, follow

the leader

How to implement

successful play-based

learning

“I’m not sure how to deliver learning

through play”.

To ensure play activities are balanced

and have maximum impact on a child’s

learning and development, we need to:

? Establish a safe and supportive

environment

? Provide rich literary and creative

resources: marking boards, crayons,

natural materials, plastic toys,

dressing-up clothes, and household

items

? Act as a model, providing clear

linguistic guidance

? Be flexible in your guidance

? Give children choice and voice

? Observe and prompt when necessary

? Ask open questions during play, e.g.,

“Tell me about your family picture”

Play-based learning is process-orientated

as opposed to outcome-orientated. It

allows children to experiment, discover,

make mistakes, readjust, and move

forward on their learning path without

requiring one set, measurable outcome.

Play translates into happy children, which

in turn motivates them, instilling positive

attitudes towards lifelong learning.

Click here for

more resources

from Claire:

34 January 2025 | parenta.com

parenta.com | January 2025 35



EYFS activities:

Picnic memory game

This engaging memory game is perfect for

circle time and can be adapted for different

difficulty levels. Here's how to play:

You will need:

A picnic hamper or box

Fake or real food items

Engaging children in play-based activities not only sparks creativity and curiosity but also supports their

overall development. These hands-on, interactive tasks are perfect for enhancing fine motor skills, building

confidence, and fostering early literacy, numeracy, and problem-solving abilities. Whether it’s painting

colourful designs with homemade chalk paint, challenging memory with a picnic game, exploring writing

through sand play, or any other activity, each provides an opportunity for learning through fun and

repetition. Designed to adapt to different developmental stages, these activities ensure children can grow

and thrive while enjoying themselves - which is the main thing!

Homemade pavement chalk paint

Method:

Fill a picnic hamper with food items and

gather the children in a circle.

The first child removes one item (e.g., an apple) and says, "For our picnic, we took an apple."

They put the item back in the hamper and pass it to the next player. The next child removes

the apple and one more item, saying, "For our picnic, we took an apple and an orange." Each

child continues by taking out all previous items in order, adding one new item, and repeating

the list before passing the hamper along.

Create fun and colourful designs outdoors with this easy-to-make chalk paint. Follow these

step-by-step instructions to ensure a smooth and enjoyable experience.

You will need:

1 cup of water

1½ cups of cornflour

2 tbsp baking soda

Food colouring (3 - 4 drops per

container)

Small pom-pom balls or brushes for

painting

Small containers for mixing colours

Method:

In a large bowl, mix 1 cup of water, 1 ½ cups of cornflour, and 2 tbsp baking soda until smooth.

Divide the mixture into small containers and add 3 - 4 drops of food colouring to each, stirring

well. Use pom-poms or brushes for painting. Take the containers outside and let the children

paint on the ground, mixing colours and creating shapes.

Sand writing activity

This fun and adaptable activity helps develop fine motor skills, confidence, and early literacy or

numeracy skills.

You will need:

A tuff tray

Sand, soil, or rice

Brushes, twigs, or

hands for writing

Method:

Fill a tuff tray with sand, soil, or rice and

provide tools like brushes or twigs, or even

let the children use their hands. Show letters,

numbers, or words for them to replicate, or

ask them to draw from memory. Children can

practice freely, brushing away mistakes to try

again. Simplify for younger children by

focusing on shapes or lines.

36 January 2025 | parenta.com



Gina Bale

Air traffic control

Guiding your children through play!

?

Communication delays at the control

tower? When children find it hard to

express themselves, it can feel like

garbled radio communication - they

need clearer signals to connect with

others

But no worries! Every pilot faces

challenges, and with your guidance,

they can get back on track and enjoy the

journey.

The control tower -

communication is the key to

success

Clear communication is your child’s control

tower, guiding every flight smoothly.

Without it, things can feel chaotic and

unsettling. Helping them develop their

communication and language skills will

help them:

?

?

?

Navigate social situations: Knowing

how to ask for a turn on the swing or

explain their feelings is like smoothly

requesting a landing at a busy airport

Expand their vocabulary: Think of new

words as extra runway space - this

makes more room for big ideas to

take off!

Build confidence: When children know

they are heard and understood, they

soar higher and tackle challenges

with courage

their turn to land. It’s about keeping

calm and steadying the plane during

turbulence

Emerging executive functioning skills,

such as working memory and cognitive

flexibility, have been shown to contribute

to early reading and maths achievement

during the pre-kindergarten years and into

kindergarten (Harvard University: Centre

on the Developing Child).

Fuelling the flight - curiosity

as jet fuel

Curiosity fuels their learning engine,

propelling them to explore, ask questions,

and discover more.

?

Follow their interests: Use their

passions to extend their learning.

Tailoring activities to what excites

them is like giving their plane an extra

boost

?

Add new words naturally: If they point

to a plane, you might say, “Yes, that’s

a big, speedy jet. Speedy means it

goes really fast as it zooms through

the sky!”

Ready for take-off?

Every child can put on their pilot’s hat and

soar to new heights when you provide

activities that nurture imagination, roleplaying,

rule-following, and impulse

control. By embracing play, fostering

communication, and fuelling curiosity, you

are plotting a course for a smooth flight

through life’s challenges.

Remember: You are the air traffic controller,

guiding them through the skies of learning

and growth. So, buckle up, keep the

lines of communication open, and watch

your little pilots embark on amazing

adventures!

Welcome aboard! Imagine your child

as a little pilot ready to take off into the

world of learning, with you as the air traffic

controller guiding them on their journey

as they soar. Just like a busy control tower

helps planes navigate the skies, children

need tools like play, communication, and

curiosity to reach new heights.

“Play is the rocket fuel of child

development”.

National Literacy Trust UK

Fasten your seatbelts - why

play is more than fun

Play isn’t just fun - it’s how our children

practise life skills! Think of it as a simulator

where they can explore and solve

problems together:

?

?

?

Imaginative adventures: Whether

they’re pretending to be superheroes

or hosting a tea party, play lets

children step into new roles and

flex their creativity. It’s like trying on

different “pilot” hats!

Problem-solving missions: Building an

air traffic control tower or runway from

blocks (and figuring out how to keep

it standing and safe for the planes) is

a great way for little ones to practise

problem-solving in a fun, hands-on

way

Teamwork training: Sharing toys

and taking turns during play is like

coordinating with other pilots in the

sky - essential for a smooth and safe

journey

Turbulence ahead? Spotting

common challenges

Every flight has its bumps - help your little

pilots navigate common challenges along

the way.

?

?

Nervous about “take-off” in the

classroom? Some children can feel

like a plane stuck on the runway,

hesitant to join in. They might need

a confidence boost to engage with

friends and activities

Losing focus mid-flight? Distractions

are like unexpected storms on your

flight path. Children who struggle to

concentrate might need help to stay

on course and filter out distractions

Meet the flight crew -

executive functioning skills

Every successful flight needs a solid crew.

Your child’s “flight crew” includes three

core executive functioning skills:

?

?

?

Working memory: Helps them

remember instructions like, “Fasten

your seatbelt” or “The emergency

exits are…”. It’s like keeping track of

flight coordinates!

Cognitive flexibility: Just like re-routing

a flight path when facing unexpected

weather, flexible thinking helps

children adapt to change and find

solutions when things don’t go as

planned

Inhibitory control: Self-control is key,

whether feeling frustrated as they wait

?

Start where they are: Every child has

a unique starting point. Meet them

where they’re comfortable and build

from there. It’s like adding fuel, based

on the distance of the flight!

Tips for the best flight -

supporting language growth

Want to help your little pilots soar?

?

?

Model clear communication: Use

descriptive language when talking

to them. Instead of “Look over there,”

say, “Look at that fluffy white cloud

floating in the blue sky!”

Tune in and listen: Pay close attention

to what they’re saying (or trying to

say). When they know they are heard,

it’s no different to giving them a clear

landing signal

Click here for

more resources

from Gina:

38 January 2025 | parenta.com

parenta.com | January 2025 39



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