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.
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
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
What do our
customers say ?
4.7
Emma O 02/12/24
Congratulations to Alketa
Level 3 Early Years Educator
“My tutor would always
encourage me and tell me to
keep trying. She was empathetic
and knew how difficult maths
was for me.
She was consistently encouraging
and positive during our tutoring
sessions. Thank you!”
Tracie T 05/12/24
“Great tutor, always available when
needed. Very interesting course and I
learnt so much from it and gained so
much confidence.”
“We have used Parenta's nursery software for many years. We have
always found them really helpful always there if you need them. The
system has a lot of features some of which we are only just
beginning to utilise. The main things we have used it for have been
invaluable, are the invoicing, taking children's bookings and staff
rota reports which calculate how many staff are required and how
many you have, all tie in together which saves so much time.”
Alison V
“I am very happy with the invoicing system on Parenta. The
'help' guide is very useful and if I am unable to sort out any
problems, it is reassuring to know that there is always a
friendly voice on the end of the phone. Thank you.”
Brishing Barn Nursery
Tot Town Nursery 27/11/2024
“We are happy with the
customer service team,
they always respond to our
enquires and sort them
out ASAP.
Thank you!”
Mia 28/11/24
“My tutor was amazing. Always there
to help me, whenever she could she
would get back to me. I couldn’t have
done it without her!
I got a distinction in my level 2, and
even though I struggle to do things
academically she helped me achieve
the best results.”
Sarah Anne S 04/11/2024
“Thanks for the
quick response and
double checking the
details of my
request!”
Gemma S 28/11/2024
“A really clear explanation to
help sort out accounts.
Thank you so much!”
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
“We have been very happy. Consistent
visits and reviews. Always very quick to
answer emails. Courteous via email, video
links and when visiting the setting. Tutor
was also a good support throughout.”
"Parenta is really supportive of their
students, Our tutor is always on the ball
with the students she has, she is responsive
to any feedback and always contactable.
She goes above and beyond for us as a
setting and our learners."
“The service has been great! From the
beginning and setting everything up to
the continued support and help from the
tutor. The tutor has been there for my
apprentice from the very start and is
always happy to help...”
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
Join our exclusive referral
program and unlock your
rewards!
Refer a friend to Parenta and
unlock this great offer
You will get a £100 Amazon
Voucher per successful
referral!
That’s not all!
3 easy ways to claim your FREE training & amazing benefits:
Your friend will get 10% off all
non-training Parenta solutions
PLUS + a £50 Amazon
Voucher. It’s a win-win
Once someone you have referred
becomes a Parenta customer and
meets our T&Cs, your voucher will
be activated – happy referring!
4.7
“Great tutor, always available
when needed. Very interesting course
and I learnt so much from it and
gained so much confidence.”
Tracie T. - 05/12/2024
“My tutor would always encourage me
and tell me to keep trying. She was
empathetic and knew how difficult maths
was for me. She was consistently
encouraging and positive during our
tutoring sessions.”
Emma O. - 02/12/2024
“My tutor was amazing.
Always there to help me, whenever
she could she would get back to me.
I couldn’t have done it without her!”
Mia - 28/11/2024
Call 0800 002 9242 and quote ’Magazine’
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