February 2025 Parenta Early Years Magazine

Issue 123

FEBRUARY 2025

National

Apprenticeship Week

Parental

Engagement

Children’s Mental

Health Week

+ lots more

EYFS activities

inside!

This month…

Valentine’s

Day

The Role of Grandparents

in the Early Years

Recruiting an apprentice made easy - see page 9

Building a safer digital future

32

12

20

Hello

Welcome to our family

26

38

Welcome to the February edition of Parenta magazine!

We’re sure many of our readers are wondering where January has gone, just like we are! We hope everyone has settled

back into the swing of things after the festive break and are looking forward to a successful year ahead.

NEWS FLASH!

We’re thrilled to announce that we will be exhibiting at the Childcare and Education Expo London on 28th

February & 1st March 2025, at Olympia London. Come and visit our friendly team on Stand G8 to discover

how much we can support you and your setting with the many business constraints you may be facing. Plus,

you’ll get access to exclusive expo-only offers and big prizes! Register for your free visitor badge here.

Our focus this month turns to a subject we are frequently asked about, working with parents and carers to improve children’s

learning and well-being.

We’re privileged to feature a very well-known expert in our sector, Dr Julian Grenier CBE, who will guide us through this topic,

via his article in the magazine and as the guest speaker at our webinar, on 18th February. Save the date and register now to

join us!

Also inside this edition, we’re delighted to have such an inspiring collection of articles from early years experts including

Frances Turnbull, Priya Kanabar, Gina Bale and Joanna Grace.

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 hope to see you at the Childcare Expo!

Best wishes,

Allan

Regulars

8 Write for us

36 EYFS activities: Valentine’s Day

News

5 What do our customers say this month?

10 Childcare news and views

Industry Experts

12 Supporting through touch

20 Parental engagement

24 1-2-3 baby & me: 6-12 months

30 A healthy boost right from the start: Let’s lead

by example

38 Are you flexible?

Advice

6 The new ‘free childcare’ scheme

14 National Apprenticeship Week

16 Dealing with grief and bad news

22 Eating Disorders Awareness Week: Supporting

practitioners, children & families

26 Handling difficult conversations with parents & carers

28 Building a safer digital future for young children

32 Supporting young minds: A guide to Children’s

Mental Health Week

34 The role of grandparents in early years settings

2 February 2025 | parenta.com

parenta.com | February 2025 3

Nicole P 24/01/2025

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Cherona A 09/01/2025

“I think Parenta is a very good service

and is very supportive with everyone’s

individual needs and learning.”

The new

‘free childcare’ scheme

The UK government has recently

introduced a new ‘free’ childcare scheme

aimed at supporting working parents/

carers and providing children with

quality early education. This scheme is

designed to alleviate the financial burden

of childcare costs for parents/carers and

ensure that more families can access

affordable care for their young children.

This government-funded free childcare

scheme for working parents/carers

in England has been running since

September 2017. Initially, it provided 30

hours of free childcare per week for 3 and

4-year-olds with eligible working parents/

carers for 38 weeks of the year. In April

2024, the scheme expanded to include 15

hours of free childcare for eligible 2-yearolds

and there are further expansions

planned this year. The scheme runs in

England. There are:

⭐ Different schemes in Scotland

⭐ Different schemes in Wales

⭐ Different schemes in Northern Ireland

Upcoming changes

1. Continued expansion for 2-year-olds:

This started in April 2024, working

parents of 2-year-olds should now

be able to access 15 hours of free

childcare per week.

2. Full rollout: By September 2025, the

scheme should be fully rolled out, and

most working families with children

under the age of 5 will be entitled to

30 hours of free childcare. This means

parents can receive support from

the end of maternity (child aged 9

months) until their child starts school.

3. Wraparound childcare: More

wraparound childcare places will be

available for primary school-aged

children, providing support both

before and after school.

4. Breakfast clubs: Free breakfast clubs

will be introduced in some schools

from April 2025 to ensure children

are ready to learn at the start of the

school day.

5. Increased funding: Government

figures say it is investing over £400

million to increase the number of

staff and childcare places, boost

recruitment and retention of

childminders, and provide higher

funding rates.

Some of these changes are aimed at

schools and childminders but it is useful for

early years settings to know about them

when advising potential parents/carers.

Eligibility criteria

Not all parents/carers are eligible for the

scheme. To be eligible for the scheme, they

must meet certain criteria, including:

⭐ Being in work

⭐ Meeting earning levels (equivalent of

16 hours/week at minimum wage and

below £100,000)

⭐ Having a child who is a UK resident

and under the age of 5

Application process

In England, working parents and carers

can apply for the scheme online through

the government’s official website. They will

need to provide information such as their

national insurance number, employment

details, and their child’s birth certificate

reference number.

Once approved, parents/carers will

receive a code that they must present to

their chosen childcare provider. This code

can change. Parents need to reconfirm

their eligibility every three months to

keep receiving free childcare. During this

reconfirmation, if their circumstances have

changed, they might receive a new code. It

is a good idea to remind parents regularly

about reconfirmation, or suggest they

set a notification, so they don’t miss the

reconfirmation window.

Ensuring your setting is

ready

As an early years setting, you play

a crucial role in the successful

implementation of the scheme. You may

have been working with the original

scheme for years, but we’ve listed below

some things which are important for

settings to do to get the best out of the

expanded scheme.

Here are some key points for settings to

consider:

1. Code management

All providers will need to check

the validity of the codes provided

by parents and ensure they are

renewed every three months. This

helps maintain accurate records

and ensures that parents continue

to receive their entitlement. Funding

rates are determined based on

factors such as the number of eligible

children, the cost of living in the area,

and additional needs of children (e.g.,

those with special educational needs

or English as an additional language).

Your setting will be paid directly by

the local authority for the hours of free

childcare you deliver.

2. Capacity planning

With the new scheme including more

children, there will be an increase

in demand for childcare places. You

should think about whether this will

create potential capacity issues for

you and plan accordingly. This may

involve hiring additional staff, further

training, expanding facilities, or

adjusting schedules to accommodate

more children.

3. Communication with parents/

carers

Clear and consistent communication

with parents is essential. Providers

should inform existing and potential

parents about the scheme, the

eligibility criteria, and the application

process. Regular updates and

reminders about code renewals can

help parents stay informed to make

sure that they (and you) don’t miss out

because of administrative errors or

oversights.

4. Financial considerations

Many childcare institutions have

welcomed the expansion of the

scheme to include more children,

although some have also criticised

the remuneration rates given to the

providers, saying that it doesn’t reflect

the true cost of providing high quality

childcare, resulting in a shortfall which

the providers themselves are having

to pick up. The scheme covers the

basic childcare costs but settings

are entitled to charge for additional

services such as meals, nappies, or

optional extras like trips.

This is something that you will

need to look at carefully within your

childcare setting and decide on. It

would be useful to have a written

policy outlining any additional

charges you make and it’s important

to communicate these costs

upfront to parents/carers to avoid

misunderstandings.

5. Support for staff

The expansion of the scheme may

require additional training and

support for your staff to manage

the increased workload, meet ratio

requirements and ensure highquality

care. You could consider

offering professional development

opportunities and resources to help

staff adapt to the changes, whether

at apprenticeship level, management

tier, or all the levels in between.

6. Collaboration with local

authorities

All early years settings should work

closely with local authorities to ensure

a smooth roll-out of the scheme.

We have previously mentioned that

this scheme only runs in England

and there are many different local

authorities in this region who can

provide a variety of guidance, support,

and resources to help your setting

implement the scheme effectively

according to local need.

The new childcare scheme is a significant

step towards making childcare more

accessible and affordable for working

parents/carers and your setting can play

its part in helping more young children

acquire a good early education.

However, settings need to consider

carefully the implications for their setting

to ensure things are adequately resourced

and administered to get the best outcomes

for themselves and their children.

References and

resources

⭐ Tax-Free Childcare - GOV.UK

⭐ https://www.gov.uk/get-freechildcare-if-youre-working

⭐ Help paying for childcare: Childcare

you can get help paying for

(‘approved childcare’) - GOV.UK

⭐ 15 hours free childcare – The

Education Hub

⭐ ‘Free’ childcare and early education: a

guide for parents and carers | Family

Corner

⭐ Funded entitlement expansion FAQs |

early years alliance

Click here for

more references

& information.



Write for us!

We continuously seek new

authors who would like to

provide thought-provoking

articles for our monthly

magazine.

If you have a subject you’re eager to explore

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

chance to win?

Every month, we’ll be awarding Amazon

vouchers to our “Guest Author of the Month.”

You can access all the information here:

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

Congratulations

to our guest author competition winner, Dr. Joanna Grace

Congratulations to Dr. Joanna Grace, our guest

author of the month! Her article, “Sensory

Engagement Through Touch: Crafting Unforgettable

Experiences” discusses the difference between

sensory & SENSORY across different sensory

systems and the impact of sensory engagement on

people of all neurotypes. Well done Joanna!

Get in touch with our team of recruitment

experts today!

4.6

A massive thank you to all of our guest authors for

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

from our guest authors on our website:

www.parenta.com/parentablog/guest-authors

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Childcare news

and views

Public Accounts Committee

Report Highlights Urgent Need

for SEND Provision Reform

Special Educational Needs and Disabilities

(SEND) provision in England is in

critical need of reform, as outlined in a

report released by the Public Accounts

Committee.

The report, Support for Children and Young

People with Special Educational Needs,

was published following the Committee’s

enquiry into SEND provision in England,

which concluded in November 2024.

It states that the current SEND system

overseen by the Department for Education

is “inconsistent, inequitable, and failing to

meet expectations.”

The report identifies long delays in

accessing support and limited availability

of SEND expertise as major factors

eroding parents’ trust in the system. It

also notes that a 140% surge in children’s

Education, Health, and Care (EHC) plans

between 2015 and January 2024 has

placed additional pressure on an already

“struggling system.”

The report also highlighted other concerns,

including:

The DfE’s lack of data and targets, as

well as a clear, costed plan, to help

reform the system

No clear understanding in the DfE of

what is meant by ‘inclusive education’,

a core strand of its approach, or how

it will be achieved

The lack of financial sustainability of

the current system

The Public Accounts Committee has

outlined several recommendations to

address these issues. A central suggestion

is for the DfE to strengthen collaboration

with local authorities, the Department for

Health and Social Care, and the Ministry

of Justice. This cooperation aims to better

understand the factors driving increased

demand for support and to improve early

identification of SEND needs.

Read the Public Accounts Committee

report’s conclusions and recommendations

in more detail here.

Commenting, Sir Geoffrey Clifton-

Brown, the Chair of the Public Accounts

Committee, said: “The immensity of this

situation cannot be overstated. As a

nation, we are failing countless children.

We have been doing so for years. At the

same time, we are creating an existential

financial risk for some local authorities,

caused by that same failing system.”

“This report must serve as a line in the

sand for Government. Every day that

goes by for families not receiving the right

support is another day closer to a lost

generation of young people.”

Commenting, Neil Leitch, CEO of the Early

Years Alliance, said: “The Public Accounts

Committee is absolutely right to call on

the government to take urgent action to

improve the SEND system. However, if the

severe challenges highlighted in this report

are to truly to be addressed, we’re clear

that a focus on the early years must be at

the heart of any reforms.”

“Early educators are extremely committed

to supporting children with SEND, but

they continue to face a system that is

underfunded, overly complex and, frankly,

entirely unfit for purpose. As a result,

many providers warn of being unable to

sustainably deliver provision, meaning that

families are losing out on much-needed

targeted support.”

“We know that the earlier a child is able

to receive the additional support they

need, the greater the impact this will have

on their learning and development. With

the government naming SEND as a key

priority for 2025, it is critical that the early

years plays a central role in this. As it

stands, the situation that children, families

and providers are faced with is entirely

unacceptable.”

Read the full article, published by the Early

Years Alliance here.

Families to receive £126 million

in early years support

A summary of a press release issued from

the government’s Parenting, Childcare and

Children’s Services.

Thousands of parents and children across

England will benefit from enhanced early

years support thanks to a £126 million

funding boost from the government.

This investment will enable families to

access pregnancy support, infant feeding

advice, parenting classes, and other vital

services, aligning with the government’s

Plan for Change to ensure every child gets

the best start in life.

As part of the funding, £57 million will be

allocated to 75 local authorities with high

levels of deprivation during 2025–2026 to

expand Start for Life services for families

with children from pregnancy to age two.

This funding includes:

£36.5 million to enhance mental

health support for families and foster

positive early relationships between

babies and caregivers

£18.5 million to improve infant feeding

services, including breastfeeding

support

£2 million to increase families’

awareness of Start for Life services

and involve parents and carers in

service design

This comes alongside £69 million already

announced for family hubs, which serve as

one-stop shops providing support in areas

such as infant feeding, parenting classes,

and perinatal mental health.

Services like antenatal classes, health

visitors, parenting support, baby and

toddler groups, and access to affordable,

high-quality childcare play a critical role.

However, over 80% of parents report

difficulty accessing these services.

Without adequate support in these

formative years, many children face

developmental barriers. Over a third of

children start school unable to dress

independently, and 90% of reception

teachers report having at least one child

who is not toilet trained.

To address these challenges, the Plan for

Change aims to strengthen and integrate

family services, ensuring accessible

support during pregnancy and early

childhood.

The government has set a milestone under

the Plan for Change: by 2028, 75% of fiveyear-olds

should achieve a good level of

development in the early years foundation

stage assessment. This funding marks a

first step toward achieving this goal.

Additionally, the initiative supports the

government’s mission to create an

NHS fit for the future by shifting care

closer to home. By providing access to

midwifery and health visitor services in

local communities, the programme aims

to address social causes of ill health,

reduce inequalities, and ease pressure on

hospitals and waiting lists.

The press release can be read in full here,

on the Government’s official website.



Dr Joanna Grace

Supporting

through 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 how understanding

sensory processing can help us better

support those in our care. I deliver training

nationally and internationally and often

say that I wish there were an easy way

to distinguish between sensory and

SENSORY. People are generally aware

that engaging the senses during learning

is useful, but there’s a big difference

between putting out a box of toys labelled

as ‘sensory’ in the 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 work on

people of all neurotypes, experiencing

ability and disability.

In my previous article (which you can view

online), I discussed how to create truly

engaging and inviting tactile experiences.

In this article, we will think about how

we can use our understanding of tactile

experiences to support those in our care.

You may have encountered someone who

struggles with tactile sensations – they

cannot stand the seams in their socks, and

the labels must be cut out of their clothes.

They may always feel like this, or they may

not mind as much over time. We develop

our ability to process such sensations, but

if that ability is not fully developed, the

tickle of a label can feel like being zapped

with electricity. People develop at different

speeds, and there is no right or wrong

here. Equally, they may have a physical

difference in the wiring of their senses,

meaning this sensation will always be

overwhelming. The best approach is to

support development while being aware

of distressing sensations and helping them

avoid them (definitely do not force them

to touch things they dislike – that would

discourage anyone from enjoying touch).

How to support

development

I provide a specialist training day called,

“Develop your sensory lexiconary”,

which deeply explores the development

of sensory systems and how to create

engaging sensory experiences. I will share

a nugget from that with you today: the

easiest touch sensations for our bodies to

process are not what you might think. It’s

not soft, fluffy things – actually, processing

those gentle touches is really hard! Startout

touch sensations are sharp, hard,

rough, big, bold touch messages. Start

with the easy stuff and move on to trickier

touches later (labels on the back of your

neck are super advanced!)

You may have encountered someone who

does not want to engage with the tactile

experiences you have on offer. They could

be overly worried about the mess. If they

were instantly wiped clean by someone

who loves them whenever they got messy,

it is natural to assume mess is dangerous

and to be nervous about it. However, if it

is more than that, and they are worried

about things that don’t leave marks, such

as putting their hands in water or moving

their fingers through rice, it might be that

the sensation through their fingertips is too

intense for them right now.

Think about it: there are so many nerve

endings in your fingertips, equating to

so much touch! There are areas of your

body with fewer nerve endings – for

example, the top of the upper arm, where

people often get their first tattoo, has

nerve endings that are more spread out.

Touching someone’s upper arm may be

easier for them to accept than asking them

to use their hands. When offering that

touch, use reasonable firmness (you don’t

want to mimic a tickly label).

The relevance of tactile

experiences

Tactile experiences are crucial beyond

simple sensory engagement – they are

key to our ability to eat. Fingertips have

many nerve endings, but if you have ever

struggled to find the end of Sellotape

and used your lips or tongue to locate

it, you will understand that your lips and

tongue feel even more than your fingers. If

someone struggles with sensation in their

hands, just think how daunting putting

food into their mouth might be.

Beginning with sensations in less sensitive

areas – the back of the hand or the upper

arm – and gradually moving to more

challenging areas, like the soles of the feet

or the fingertips, can help people cope

with the tactile challenges of eating. For

more information, see my training day:

Sensory Struggles with Eating.

In my next article, I will look at taste. As

both a small-letter sensory experience and

a capital-letter SENSORY experience, taste

does not have to be reserved for snack

time or involve food!

Click here for

more resources

from Joanna:



National

Apprenticeship Week

National Apprenticeship Week (NAW) is

coming, and this year, it is worth spending

a little more time than usual looking into

apprenticeships since the government

recently announced several changes to

the scheme that could prove beneficial

to you and your setting. The week runs

from the 10th – 16th February, aiming to

highlight the great work that apprentices

do, and to bring together people from

across the country to learn more about

apprenticeships, share their experiences,

and encourage more people to join the

scheme. Apprenticeships are an excellent

option for young people to consider when

starting their careers. However, there are

also many benefits for employers too,

and many early years settings have used

apprenticeships to recruit new staff with

little financial cost to themselves.

Benefits of apprenticeships

and NAW

For early years settings, NAW offers unique

benefits, such as:

1. Offering new opportunities and

attracting new talent

You can use NAW to attract new talent

and fill vacancies in your setting.

Apprenticeships provide a pathway

for people who are enthusiastic

and passionate about early years

to gain a job and ‘earn as they

learn’. This is one of the things that

makes apprenticeships attractive to

younger people since they can gain

qualifications and earn at least the

minimum wage at the same time.

2. Enhancing staff development and

career progression

Apprenticeships offer structured

training programs that combine

on-the-job experience with offthe-job

learning. NAW allows

settings to promote the professional

development opportunities available

through apprenticeships. This can

help current employees enhance their

skills and knowledge too, leading

to better-quality care and education

for children. Apprenticeships that

are currently available from Parenta

include:

o

o

o

Level 2 Early Years Practitioner

Level 3 Early Years Educator

Level 5 Early Years Lead

Practitioner

The time framework varies from

2+ years depending on the level

of qualification. The range of

qualifications offered means that

apprenticeships are not just for those

starting at the first rung of the ladder.

Apprenticeships offer a great way to

enhance your existing staff’s skills and

qualifications too.

3. Advocating for the early years

workforce

By participating in NAW, you can

highlight how apprenticeships and

training contribute to building a strong

and skilled workforce in the early

years sector. Apprentices bring fresh

perspectives and innovative ideas,

and sector-specific qualifications lead

to a robust and adaptable workforce,

capable of providing high-quality

early childhood education.

4. Helping retain staff

Investing in apprenticeships can

lead to higher staff retention rates.

When staff members feel that

their professional development is

supported, they are more likely to

stay with the organisation long-term,

reducing turnover and maintaining

continuity of care.

Recent changes to the

scheme

In September 2024, the incoming

government proposed several changes to

the apprenticeship schemes to make them

more effective and accessible. Here are

the key changes:

✏ New growth and skills levy will

replace the existing apprenticeship

levy. This new levy will fund shorter

apprenticeships, providing more

flexibility for learners and employers

✏ Increased funding for small

businesses with apprenticeships for

people up to the age of 21 in small

businesses now fully funded. This

started in April 2024

✏ Large employers who pay the

apprenticeship levy will be able to

transfer up to 50% of their unused levy

funds to support other businesses,

including smaller firms, enabling them

to take on more apprentices

✏ Reduced administration

✏ Focus on priority skills as identified by

Skills England

✏ Greater support for younger workers

with employers asked to rebalance

their funding slightly for higher-level

apprenticeships such as those at

Level 7 (degree level) towards younger

learners

These changes were only outlined in broad

terms, and will no doubt be refined in the

coming months.

Ways to celebrate NAW

National Apprenticeship Week is not just

about finding a job or an apprentice! It

can be a fantastic opportunity for you

to highlight the importance of your own

apprentices and engage with your local

community too. Here are some ideas for

how to best celebrate the week:

1. Showcase success stories

Share stories and testimonials from

your current and past apprentices,

focusing on their growth and

achievements. Use your social media

channels to post articles about their

experiences and successes, using

hashtags related to NAW such as

#NAW2025.

2. Host open days and workshops

Invite prospective apprentices,

parents, and community members

to visit your setting, meet the staff,

and learn about the benefits of

apprenticeships. Organise workshops

where current apprentices can

demonstrate what they have learned

and share their experiences. Follow

up with a Q&A for attendees.

Remember to include parents

and carers too, and talk about

additional professional development

opportunities for existing staff to

support their training and mentoring

of apprentices. Offer learning

resources and materials that can help

apprentices grow and develop in their

roles. The NAW website has a toolkit

with lots of useful resources, which

you can download here.

3. Collaborate with local schools and

colleges

Think about writing to your local

school’s Career’s Officer or other

educational institutions to provide

information sessions about

apprenticeship opportunities in your

early years setting. Many of these

places run careers fairs that you can

attend to promote apprenticeships

and attract potential candidates.

4. Engage with local media

Send press releases to local

newspapers and radio stations about

your NAW activities and the positive

impact of apprenticeships in your

setting. You could even arrange for

interviews with local media to discuss

the benefits of apprenticeships

and share success stories or run a

podcast on the subject. Distribute

newsletters or flyers with information

about NAW and your apprenticeship

programmes.

5. Offer taster days and volunteering

opportunities

Provide prospective apprentices with

the opportunity to spend a day in your

setting as a volunteer and experience

the role first-hand, while meeting your

team. Plan interactive activities that

showcase the skills and knowledge

apprentices could gain.

6. Celebrate achievements

Present existing apprentice staff with

awards or certificates where they

have achieved a significant milestone

or completed their apprenticeship. You

can even run a celebration awards

evening to recognise everyone’s hard

work and dedication. Why not make

it a Black Tie event and really go to

town?

By actively participating in National

Apprenticeship Week, you can raise

awareness, attract new talent, and

celebrate the contributions of your

apprentices to your staff, your families,

and the wider community, reinforcing your

commitment to ensuring a brighter future

for early childhood education in your area.

Click here for more information about the

Parenta’s apprenticeships

Resources and more

information

✏ National Apprenticeship Week 2025

website and toolkit launched - GOV.

UK

✏ Prime Minister overhauls

apprenticeships to support

opportunity - GOV.UK

✏ Employing an apprentice: Overview -

GOV.UK

Click here for

more references

& information.



Here are some suggestions:

Dealing with

grief and

bad news

Everyone deals with grief and bad news

at some point. It could be the death of

a loved one or beloved pet, a divorce or

separation, or a negative health diagnosis.

These things are not selective – they

happen to all of us. The Royal Family

has recently dealt with its own stream

of bad news, including the death of the

late Queen, family feuds, and cancer

diagnoses for the King and the Princess of

Wales.

While challenging for anyone, grief and

bad news can be especially difficult for

young children to understand and cope

with. They may not have the language

or vocabulary to describe their emotions,

but they still feel them. As early years

professionals, we need to approach these

sensitive topics with care, compassion,

and understanding, whether for a child,

a family, or a colleague. Where a tragic

event has touched the whole local

population, a community-wide approach

may be needed.

Children’s perception of

death

Young children perceive and process

grief differently than adults. Their

understanding varies based on their age

and developmental stage:

? Infants (0-2 years) - have no

cognitive ability to understand the

concept of death. They can sense

the absence of a familiar person or

pet but do not understand what that

absence means. Their reaction is

based on changes in their immediate

environment, such as moving to live

with someone else

? Toddlers (2-3 years) - may start to

recognise that someone is missing but

do not understand the permanence of

death. They might display distress or

confusion over the person’s absence

but lack the cognitive development to

grasp that death is irreversible. Their

understanding is very literal, so it is

important to avoid using phrases like

“they’re resting” which can confuse

this age group

? Pre-schoolers (3-5 years) - often see

death as temporary and reversible,

like a cartoon character who gets up

after being ‘knocked out.’ They might

ask questions like, “When is X coming

back?”

? Early primary (6-9 years) - begin

to understand that death is final and

that all living things die eventually but

may believe that it only happens to

‘older’ people

? Pre-teens (9-12 years) - begin to

grasp the universality and inevitability

of death and that it can happen to

anyone, at any time

? Teenagers - have a more adult-like

understanding of death, recognising

its permanence, inevitability, and the

impact on their own lives and those

of others

How to help

There are many ways to help when

dealing with death, grief, or bad news.

Remember that information may be

confidential, so only share it with staff who

need to know and ask permission from

parents or carers beforehand. Sometimes

you do not want to share details, but it is

important to let your staff know that a child

is dealing with some difficult emotions so

they can respond appropriately.

Use open and honest communication

This is vital, as is communicating often with

parents or carers to continually understand

the situation and how you can best help.

Use age-appropriate language and

avoid euphemisms that may confuse

children. For example, instead of saying,

“Grandma has gone to sleep,” explain

that, “Grandma has died, and her body

has stopped working.” Avoid jargon and

check that the children understand what

you have said.

When talking about bad news such as a

health diagnosis, use age-appropriate

language and be honest but also

reassuring, saying things like “Mummy is

not well and has an illness called cancer.

She still loves you and the doctors are

going to help her get better.”

Provide physical comfort

Hugs, cuddles, and holding hands can

provide reassurance and a sense of safety

for young children. Appropriate physical

touch can help soothe their anxiety and

provide a sense of connection, so ensure

you are attuned to their needs and offer

comfort as needed.

Prepare children for changes

If you know there will be changes in the

child’s situation, you can help prepare

them. For example, you might say:

“Mummy might feel tired and need to rest

more, but she will still be here for you.”

You may also need to help children

prepare for a funeral, memorial service, or

other family tradition by explaining what

to expect and how they could participate.

Talk to the family to see how you can help.

It could be something like suggesting the

child draws a picture, lights a candle, or

shares a memory depending on their age.

Encourage questions and emotional

expression

Allow children to ask questions and

express their feelings. Listen attentively,

answer honestly, and validate their

feelings to help them process their

emotions. Children need to know that

it is okay to feel sad, angry, confused,

or scared without feeling judged, so

encourage them to express their feelings

often. This can be through talking,

drawing, creative activities, or just playing.

Remember that their behaviour may be

affected by their emotions and that all

behaviour is communication. Ask yourself

what the child is trying to communicate

with any negative behaviour you

encounter. Remember too that dealing

with these big emotions will take time, so

be patient.

Use stories, books and other resources

There are many resources available

that deal specifically with death, loss,

family breakups, and health scares such

as cancer. These can help explain the

situation in a gentle and compassionate

way. They include books, stories, cartoons,

online videos, TV programmes, and

specific charities.

Maintain normal routines

Keeping routines consistent can provide

children with a sense of security. This is

particularly important when the child is

experiencing upset or change in their

world outside your setting. Remember too

that many adults need a consistent routine

if they are dealing with these situations.

The key is to be flexible – keep routines

as consistent as possible but allow for

moments when the child or adult needs to

grieve, regain composure, or express their

feelings.

Seek professional help

Some children or adults may develop

symptoms of complicated grief, also

known as prolonged grief disorder or

persistent complex bereavement disorder.

This is a form of grief that lasts for an

extended period and significantly impacts

a person’s ability to function in daily life.

Signs can include persistent sadness,

withdrawal, changes in behaviour, and

difficulty concentrating. If you notice these

signs, signpost the family or carers to seek

professional support to ensure the child

receives the help they need.

Helping young children cope with grief and

bad news requires sensitivity, patience,

and a compassionate approach. Each

child is unique, and their needs may

vary. By offering a safe and supportive

environment, you can help young children

navigate their emotions and build

resilience in the face of loss.

References and resources

? Children and bereavement - NHS

? 7 tips for helping children cope with

grief | Barnardo’s

? Family Bereavement: How to support

children through grief and loss |

NSPCC

? Helping Children Cope With Grief -

Child Mind Institute

? Grief & Loss | Parents Guide To

Support | YoungMinds

? How Do Children Comprehend the

Concept of Death? | Psychology Today

United Kingdom

? Children’s understanding of death at

different ages | Child Bereavement UK

? A child’s concept of death - Stanford

? Books and resources | Child

Bereavement UK

Click here for

more references

& information.



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It’s commonly understood that working in

a respectful partnership with parents and

carers is important. But did you know that

effective parental engagement can boost

young children’s learning by five months?

That eye-catching finding comes from the

Education Endowment Foundation’s Early

Years Toolkit, an accessible summary of

the best available research evidence.

But it asks us a big question: how can we

achieve this in practice?

What is parental

engagement?

Parental engagement covers everything

from the welcome you give parents and

carers as they come into your setting, to

your ongoing communication and how

you respond to feedback, compliments

and complaints. In this article, I am

going to focus on the types of parental

engagement which can boost children’s

development, well-being and learning.

Taking it step by step

Very few of us have taken part in any

professional development around parental

engagement. All too often, it’s just

assumed that we’ll learn about this ‘on

the job’ and watch how others do it. But

if you’re leading a setting, having a clear

strategy will help you get the best results.

What are you already doing?

This is a good place to start. Have a look

at your communications which focus on

children’s learning and well-being. How

clearly do you communicate what children

have learnt, rather than just saying what

they’ve done? It’s common to share photos

or to have a chat at the end of the day to

share what children have been doing. But

do you explain clearly how this has helped

their learning or supported their well-being

and confidence?

Dr. Julian Grenier

Parental engagement

Here is a practical example. Maybe you could replace “Adam said, ‘Look leaves’ at Forest

School. He’s starting to put two words together now. I expanded on that by saying, ‘There

are leaves on the trees’”.

You could add by saying, “At home, you could try expanding what he says into a short

sentence too. When we work together on this, it will really help Adam’s progress.”

You might find that you don’t have time to share as many observations. But the ones

you do share will be more informative and give parents ideas for supporting their child at

home. They will have more impact. The infographic from the Progress Check at Age 2 can

also prompt conversations with parents and carers.

Building staff confidence

It isn’t easy to explain child development.

You can see some good examples of how

to do it on the BBC Tiny Happy People

website. You might decide that it’s a good

idea to share some of those links directly

with parents and carers or use them to

guide what you say. For example, in less

than 90 seconds, Tiny Happy People

explains the importance of helping

toddlers to put words together and make

a short sentence, using real-life video of

parents and carers with their children.

Have a plan

Think as a team about your priorities.

Where can you make the biggest

difference? It’s tempting to want to do

everything at once. But a more focused

plan will have more impact. Do you want

to focus on children’s communication? Or

healthy eating and mealtimes? Or physical

activities? If you all work towards the same

priority, you’ll achieve much more.

Making a difference

The approaches listed above are all likely

to be positive, but they may not make the

big difference of a five-month boost to

learning reported by the EEF. So how can

you increase impact?

To make a big difference, you’ll need a

systematic approach to boosting parental

engagement. Here are two examples.

1. EasyPeasy

The EasyPeasy app provides tailored

tips and activity ideas which are

suitable for babies and young children

(birth to 5 years old). An EEF trial found

that using the app had a positive

impact by the end of the Reception

year.

o

Children who participated in

EasyPeasy were more likely

to achieve a “good level of

development” (GLD) in their

EYFS Profile assessment. 81%

of children who took part in the

programme achieved the GLD,

compared to 77% who did not

receive the programme.

o

Boys specifically in EasyPeasy

schools made the equivalent of

two months’ additional progress

in Communication and Language,

according to exploratory analysis

2. Bookstart toddler and pre-schooler

BookTrust is the UK’s largest children’s

reading charity with a mission to

get children from low-income and

vulnerable family backgrounds to read

regularly and by choice.

Bookstart toddler and pre-schooler is

their early years programme:

o

o

There are free guides, activities

and downloads to support your

work as well as a set of fantastic

videos where Michael Rosen

demonstrates his storytelling tips

Research evidence shows that

book-gifting alone is unlikely to

be effective, but carefully selected

books plus advice and support

can be beneficial for supporting

early reading and enjoying books

You can find out more about the free

packs for families and delivering Bookstart

by emailing queries@booktrust.org.uk,

specifying your local authority.

Reaching every parent

It’s important to engage with all families,

being flexible with approaches and timing.

Take time to build relationships with

families whose children might be getting

less support at home, so you can offer

them more help. Some families will need

much more intensive support than you

can offer, so you need good links with your

local health visiting team and family hub or

children’s centre.

A big job to do

We all have an important job to do

in promoting the importance of early

childhood. A survey conducted by

The Royal Foundation Centre for Early

Childhood found that nine in ten people

agree the early years are important in

shaping a person’s future life. But less than

a fifth recognise the unique importance of

children’s development from birth to the

age of five.

Your everyday interactions with parents

and carers, highlighting the crucial

importance of early learning, can make a

big difference.

Find out more

o

o

Read the EEF’s guidance report,

Working with parents to support

children’s learning

Read the EEF’s Early Years toolkit

strand on Parental Engagement

Click here for

more resources

from Julian:



Eating Disorders

Awareness Week

Supporting practitioners, children & families

When you think of eating disorders, what

images come to mind – people who

can’t control themselves, or people who

can? Men, women, teenagers or adults?

Chances are, unless you are an eating

disorders specialist or know someone

who has an illness, your views will be

influenced by things you see and hear in

the media and, like many, you may have a

traditional view of eating disorders and the

people who suffer from them – perhaps

you imagine a thin teenage girl who won’t

eat anything.

But what if that view was challenged

and you were told the truth about eating

disorders? What if someone told you that

eating disorders are not primarily about

food? Or that many healthy-looking people

have eating disorders and are, in fact,

extremely ill? Or that eating disorders can

affect men and women at any age, and it

is not about a lifestyle choice that people

are making? Or that eating disorders have

the highest mortality rate of all mental

disorders – what then? Would you start to

think differently?

Eating disorders awareness week runs

from 24th February to 2nd March. It

aims to fight some of the myths and

misunderstandings that exist around

eating disorders, raising awareness of

the issue, and raising funds to help and

support people suffering from these

illnesses.

Why it matters in early years

settings

Eating disorders, such as anorexia,

bulimia, binge eating disorder, and

avoidant restrictive food intake disorder

(ARFID), can affect individuals of any age.

While these conditions often manifest in

adolescence or adulthood, the seeds of

healthy or unhealthy eating behaviours

are often sown in childhood. As early

years practitioners, you can model

positive behaviours, create supportive

environments, and identify early warning

signs in children and families.

What are eating disorders?

An eating disorder is a serious and

extremely complex mental health condition

that significantly impacts many aspects of

a person’s life and affects the lives of those

around them. They involve disordered

eating behaviours which might result in:

? Restricting food intake

? Eating very large quantities of food in

one sitting (bingeing)

? Countering food intake with purging

? Excessive exercise

? A combination of these behaviours

Whilst one common misconception is

that eating disorders are found in people

who cannot control their attitude to food,

the reality is that the disordered eating

behaviour is more likely to be a coping

mechanism used to control their complex

feelings and emotions. As such, they

are not so much about food but have an

emotional, psychological, and biological

aspect which needs the right specialist

care to overcome.

Promoting a positive food culture

Creating a positive food culture in early

years settings goes beyond encouraging

children to eat their vegetables. It involves:

1. Avoiding food as a reward or

punishment: Refrain from using

phrases like, “You can have dessert if

you finish your plate”. This can create

unhealthy associations with food.

2. Encouraging exploration: Introduce

children to a variety of foods without

pressure. Allow them to explore new

textures, tastes, and smells at their

own pace.

3. Normalising all body types: Promote

acceptance of all shapes and sizes.

Books, posters, and conversations

should reflect diversity and avoid

focusing on appearance.

4. Involving children in food preparation:

Activities like planting seeds, cooking

simple recipes, or serving themselves

at mealtime help children develop a

healthy relationship with food.

Common eating disorders

? Anorexia nervosa: People try to keep

their weight as low as possible by not

eating enough food, exercising too

much, or both

? Bulimia: A condition where people

sometimes eat a lot of food in a

short space of time and then are

deliberately sick, use laxatives, restrict

what they eat, or over-exercise to

prevent weight gain

? Binge eating disorder (BED): People

regularly lose control of their eating

and may eat until they feel ill, and

then feel upset or guilty

? Other specified feeding or eating

disorder (OSFED): Symptoms do not

specifically match one of the above

conditions but are still serious

? Avoidant/restrictive food intake

disorder (ARFID): A range of conditions

where a person may avoid or

restrict certain foods, not associated

with concerns about weight and

body shape, but more to do with a

response to a distressing experience

Supporting families

Families are central to a child’s

development, and your role often extends

to supporting and guiding parents and

caregivers. Here are some strategies:

? Share resources: Provide parents

with leaflets or links to trusted

organisations such as Beat (the

UK’s eating disorder charity) or NHS

guidelines on healthy eating

? Host workshops: Invite dieticians or

child psychologists to speak with

families about promoting healthy

eating habits and spotting very early

warning signs of eating disorders

? Communicate without judgement: If

concerns arise, approach families with

sensitivity. Avoid blame and focus on

how you can work together to support

the child

Spotting early warning signs

While eating disorders are rare in very

young children, early years practitioners

should still be alert to possible signs of

disordered eating or unhealthy attitudes

towards food. These might include:

? Preoccupation with and/or secretive

behaviour around food

? Extremely picky eating: Beyond typical

fussy eating, extreme aversion to

certain textures or refusal to eat entire

food groups

? Physical symptoms: Complaints of

stomach aches, persistent fatigue, or

noticeable weight changes

? Behavioural changes: Anxiety around

mealtimes, hiding food, or expressing

negative comments about their body

? Low self-esteem, irritability, and mood

swings

? Social withdrawal and feelings of

shame, guilt, and anxiety

If you notice any of these signs, document

your observations and share your concerns

with the appropriate safeguarding lead or

healthcare professional.

Seeking support

Eating disorders are complex, and

supporting someone affected requires a

collaborative approach. If you suspect a

child or family member may be struggling,

signpost them to organisations like:

? Beat: Provides helplines, online

support, and resources for individuals

and families

? YoungMinds: Offers advice on

supporting children’s mental health

and well-being

? The NHS: Provides access to GPs and

specialists who can offer medical

advice and referrals

Many people with eating disorders do not

recognise that they have an illness and so

may be reluctant to seek help, or they may

feel that people are interfering. Beat is a

leading UK charity aimed at helping and

supporting those with eating disorders.

There are some useful tips and strategies

for approaching people you are concerned

about, which you can access here, along

with lots of other information and advice

on their website. You can access their

helpline on 0808 801 0677.

Building resilience in children

One of the most impactful ways to prevent

eating disorders is by building resilience

and self-esteem in children. Encourage

activities that celebrate individuality,

emphasise effort over outcomes, and

provide opportunities for children to feel

valued and capable.

Final thoughts

National eating disorders awareness

week is an opportunity for early years

practitioners to reflect on how they can

contribute to fostering a healthy food

culture and supporting families. By

promoting balanced attitudes towards

food and body image, you play a crucial

role in laying the groundwork for children’s

lifelong health and well-being.

For further resources, visit trusted

organisations like Beat or consult with local

health professionals for tailored advice

and support.

Click here for

more references

& information.



Frances Turnbull

1-2-3 baby & me

6-12 months

This month we are developing our series

on using songs for specific age groups.

This article introduces suitable songs for

babies aged 6–12 months, based on

their general developmental skills and

behaviour. We also provide ideas on how

to extend these songs for children as they

get older, developing both their musical

understanding as well as their physical

application and expression of musical

concepts through movement and dance.

In their early years, children develop so

quickly. Creating opportunities for new

experiences has been shown to be a

marked factor in building resilience and

in children thriving. Adding the impact of

creative experiences – not just repeating

but literally creating something new –

gives children the opportunity to develop

their personal skills, explore their interests,

and progress from thriving to flourishing.

At this age, children become more

aware of their environment, the people

around them, and the impact they

could potentially have on everything.

They develop the strength and skill to sit

independently, move around through

“bum shuffles” or belly crawling, and, as

they gain more control, they can begin

to voluntarily release objects, enjoying

placing them in containers.

They become fascinated by mirrors

and reflections, start communicating

through pointing, and become aware

of unpleasant situations, with their new

ability to show fear.

Little ones aged 6-12 months:

? Begin to start crawling

? Enjoy exploring toys

? Gradually move to cruising furniture

and then standing

? Begin to use things intentionally

? Enjoy hiding games like peek-a-boo

or peep-bo

? Are fascinated by their own hands

and feet

? Start to become attached to familiar

toys and people

? Begin to demonstrate their likes and

dislikes

? Start to imitate speech, often

beginning with, “da da da”

? Are able to imitate simple rhymes

? Begin to start babbling

Using these skills as starting points helps

us proactively support children towards

empowering them.

Rain rain

Rain, rain, go away

Come again another day

Rain, rain, go away

All the children want to play

This lovely, well-known little song can be

used as a gentle introduction to water

play, creating a positive experience of

water for little ones. In these early years,

so much development takes place so

quickly. Spring- and summer-born infants

will be 6–12 months old during the winter,

developmentally ready for a host of new

experiences.

During the winter, a water play table or a

large dish or bowl of warm water can be

used. In the summer, these could even

be used outside, along with a shallow

paddling pool. Little ones can explore

water through touch and taste by creating

opportunities for them to pour, fill, and

even gently splash, ensuring they are not

overwhelmed by surprises.

Musically, the “nee-naw” tune is a

common playground sound that is also

popular in folk music. Music education

theorists suggest that this is because the

specific distance between the notes (2

tones) is close enough for young children’s

undeveloped vocal folds to sing accurately,

yet far apart enough to be clearly heard as

opposites, high and low. This makes them

easy to recognise and remember, which

is why many children’s songs and music

teachers use this melody.

Round and round

Round and round, the wheel goes round

As it goes, the corn is ground

Musically, this song uses a third note,

consciously introducing children to a

higher note than the initial nee-naw tone.

The alternation between middle-high

and middle-low notes creates a circular

feeling to the melody, reinforced by the

lyrics “round and round” and references to

wheels.

This song can also be used to educate

children about food production, the origins

and uses of corn, and how it is managed

by farmers in non-industrialised cultures.

As children grow older and begin walking,

it can be used as a circle dance. This

can be introduced with children initially

following a tape line or circular markings

on the floor to maintain a clear central

space, then holding hands. Finally, this can

evolve into walking in concentric circles

in opposite directions, creating a visually

effective display.

Teddy bear

Teddy bear, teddy bear, turn around

Teddy bear, teddy bear, touch the ground

Teddy bear, teddy bear, tie your shoe

Teddy bear, teddy bear, I love you

Teddy bear, teddy bear, climb the stairs

Teddy bear, teddy bear, say your prayers

Teddy bear, teddy bear, turn off the light

Teddy bear, teddy bear, kiss goodnight

This song has a few variations, with

different lyrics and even different rules.

Most of them follow similar rules to “Simon

Says”, where children literally follow the

actions of the teddy bear. Other variations

involve children taking turns making

up new instructions with increasingly

complex actions. Some are even played in

swimming pools, with actions completed

while holding their breath underwater.

This variation is closer to “Simon Says”,

with children independently acting out

actions like turning around, touching

the ground, tying imaginary shoes, and

hugging themselves for “I love you”.

Musically, this song gradually introduces

more notes, using only a few that go

slightly higher or slightly lower. This

gradual progression gives children a

strong musical base, enabling them not

only to recognise familiar sounds or motifs

but also to sing them accurately and

successfully.

Taking a gradual approach to education is

not a new concept, but in music, it still feels

fairly novel. The idea that children could

or should sing like adults has long been

encouraged in the mainstream. Children

who sing in tune are often labelled as

“naturally gifted” or described as having

a “genetic predisposition”, despite clearly

benefiting from early positive experiences,

often through family. However, when

nurseries introduce music education

gradually, combined with a love for music,

the sky is the limit!

Reference

Parenting Counts: Age Milestones For

6-12 Months

Click here for

more resources

from Frances:



Handling difficult

conversations with

parents and carers

This preparation will help you

approach the conversation with

confidence and clarity.

2. Create a comfortable setting

Choose an appropriate and mutually

convenient time and place for the

conversation. Don’t accost them at

the front door or foyer and launch into

your concerns. Ensure the location

is private and free from distractions,

allowing both you and the parent to

focus on the discussion.

Have you ever needed to have a difficult

conversation with a parent or carer that

you were dreading? Perhaps you needed

to tackle a child’s behaviour, an unpaid

bill, or a safeguarding concern. Whatever

the situation, every early years manager

and practitioner will face some difficult

conversations during their career. Some

people seem to instinctively know how

to approach these situations, but many

practitioners shy away from confrontation

and may never, as a result, address

that late bill or consistently late pick-up.

If this is you, read on to find out how to

approach these situations with confidence

and achieve the results you need.

What are difficult

conversations?

There are many situations that fall into this

category. Here are some common ones:

Behavioural concerns - addressing

issues such as aggressive behaviour,

tantrums, or difficulties in social

interactions

Suspected developmental

delays - concerns about a child’s

development, such as delayed

speech, motor skills, or cognitive

abilities

Learning difficulties - challenges a

child may have in learning new skills

or concepts, which may indicate a

special educational need

Emotional well-being - addressing

signs of anxiety, depression, or other

emotional challenges

Health concerns - medical concerns,

health conditions, SEND, or suspected

illnesses that require attention

Late payments - all issues related

to late or missed payments for your

childcare services

Consistently late pick-ups - problems

with parents picking up their child

late, impacting staff schedules,

overtime payments, and the child’s

routine

Family dynamics - changes in the

family situation, such as divorce,

separation, or a new sibling

Attendance issues - addressing

frequent absences, tardiness, or

irregular attendance, which may be a

greater cause for concern

Hygiene and self-care - concerns

about a child’s personal hygiene, selfcare

skills, or appearance, which may

indicate other safeguarding issues

Safety concerns - situations where

you feel a child’s safety may be at

risk, either at home or within the

setting

Parent-child relationships -

observations of the parent-child

relationship that may impact the

child’s well-being

This list is not exhaustive but includes

many situations that can be sensitive and

require careful handling to ensure parents

feel supported and understood while

working together to find the best solutions

for the child’s needs and the needs of

your business. In serious safeguarding

situations, it may not be appropriate

to talk directly to the parent/carer first,

and you may need to refer to your local

safeguarding body instead.

How to approach difficult

conversations

1. Preparation is crucial

Before initiating a difficult

conversation, take time to prepare.

Consider the key points you need to

address and gather any necessary

information or documentation. Think

about the parent’s perspective and

anticipate their possible reactions.

3. Start with positives

No one likes to hear negative things

first. Begin the conversation by

highlighting the child’s strengths and

positive attributes. This approach

helps build rapport and demonstrates

that you recognise and appreciate

the child’s unique qualities. If your

conversation is about the parent/

carer’s behaviour, acknowledge their

previous support and contribution to

the setting. A positive start can make

it easier to transition into discussing

more challenging topics.

4. Use clear and compassionate

language

Use clear and straightforward

language, avoiding jargon or

technical terms that may confuse

people. Be honest and direct,

but also compassionate and

empathetic. Acknowledge the parent/

carer’s feelings and show that you

understand their concerns. For

example, instead of saying, “Your

child is disruptive,” you could say,

“I’ve noticed that your child has been

having difficulty following classroom

rules, and I’m concerned about

how this is affecting their learning

experience.”

5. Listen actively

Active listening is crucial in difficult

conversations. Allow parents to

express their thoughts and feelings

without interruption. Show that you

are genuinely interested in their

perspective by maintaining eye

contact, nodding, and providing

verbal confirmation of what they

say. Reflect this back to show you

understand, using phrases like, “I

hear you saying that you’re worried

about X.”

6. Remain calm and professional

During difficult conversations,

emotions on both sides can run

high, but it’s important for you, as

a professional, to remain calm and

maintain your professional approach.

Avoid becoming defensive or

argumentative, even if parents react

with frustration or anger. Maintain

a composed disposition and focus

on finding solutions rather than

assigning blame. Being assertive is

different from being confrontational

and generally has a much more

positive outcome.

7. Provide specific examples

When discussing concerns, provide

specific examples to illustrate

your points. This helps parents

understand the issues more clearly

and prevents misunderstandings.

For instance, if you’re addressing

a behavioural concern, describe

specific incidents and how they

impacted the child’s experience or

the learning environment. Remember

to disassociate the behaviour from

the actual child and avoid using

negative labels. Don’t say things like,

“Johnny is naughty and a bully,” but

“Johnny reacted to this situation in

an aggressive manner, and we want

to understand how we can help him

overcome this.”

8. Offer support and resources

Show parents that you are committed

to working together to support their

child’s development. Offer practical

suggestions and resources that can

help address the concerns. Ask if

there are things going on that may

be contributing to the problems.

You could provide information

about support services, recommend

strategies for home, or refer to a

specialist. Emphasise that you are

a team working towards the same

goal – the well-being and success of

the child.

9. Follow up and maintain

communication

After the initial conversation, follow

up with parents to provide updates

and continue the dialogue. Regular

communication helps build trust and

shows that you are invested in the

child’s progress. Schedule follow-up

meetings or phone calls to discuss

any developments and adjust

strategies as needed. Finally, make

sure you do the things you say you

will.

10. Seek support when needed

There will be some situations where

you may need to get additional

support, either from a lawyer, a

member of the safeguarding early

help team, or another professional.

Utilising your support network can

give you valuable insights and help

you approach the conversation with

increased confidence.

Difficult conversations are inevitable, but by

using these strategies, you can ensure the

best win-win outcome for all.

Click here for

more references

& information.



Building a safer

digital future for

young children

in shaping their digital resilience. Early

years professionals can make a significant

impact by championing online safety in

the setting and are uniquely positioned

to guide children and their families in

navigating these challenges.

Key themes for 2025

Safer Internet Day 2025 will take place on

the 11th of February 2025, with information

and learning based around the theme

“Too good to be true? Protecting yourself

and others from scams online”, focusing

on the issue of scams online and for

young people, how to protect themselves

and others, as well as what support is

available to them.

What you can do in your

setting

? Register on the Safer Internet Day

website: Sign up for updates and

access a wealth of information and

resources at Safer Internet Day UK

? Download free resources: Explore

advice, fact sheets, activity packs,

and virtual assemblies tailored to

children and families

? Host awareness events: Organise

workshops for staff and parents,

inviting local internet safety experts to

share insights

? Conduct research: Assess how

children and families in your setting

engage with technology to identify

specific needs

? Promote the day: Use social media to

spread awareness of your initiatives

and amplify the message of Safer

Internet Day

? Educate staff: Provide training to

ensure everyone understands online

risks and knows how to mitigate

them

? Engage children: Have ageappropriate

discussions about

online safety, using storytelling and

interactive activities

Since the 1990s, the internet’s evolution

has brought both welcome convenience

and unwanted challenges to our busy

lives. While it provides us with fantastic

access to information, facilitates remote

work, and enables seamless online

transactions, concerns about child safety,

financial security, and the impact of

screen time on the younger generation

persist.

For early years professionals, these

concerns emphasise the importance of

Safer Internet Day as an opportunity to

empower staff, children and families to

navigate the online world safely.

Understanding the risks

Recent research from 2023 reveals

that platforms like YouTube and TikTok

remain the most popular online activities

among children aged 3-17, with a 95%

engagement rate. However, the same

study uncovered unsettling statistics:

? 32% of 8-11-year-olds reported

encountering concerning content

online

? 64% of children admitted to having

more than one online profile, often

creating separate identities to avoid

parental scrutiny

These figures highlight the growing

complexity of online behaviour among

children and the potential vulnerabilities

they face. Experts identify the “4 Cs of

online risk”:

? Conduct: How children behave online

and its potential repercussions

? Content: Exposure to inappropriate,

harmful or fake material

? Contact: Risks associated with

interacting with strangers or harmful

individuals

? Commercialism: Being targeted by

ads, scams, or pressure to make inapp

purchases

Younger children are particularly

susceptible due to their undeveloped

critical thinking skills, making the guidance

of trusted adults indispensable.

How to get involved in

Safer Internet Day

This annual event is celebrated in over

170 countries and focuses on fostering a

safer, more positive online environment.

For those working in the early years

sector, it’s a perfect opportunity to reflect

on the growing influence of technology

in children’s lives and the role you play

Supporting families

beyond the day

Aligning with principles like those in the

Young People’s Charter reinforces your

commitment to creating a safer online

space. Focus on:

? Educating and empowering: Help

children understand how to act safely

online and encourage them to seek

help when needed

? Advocating for accountability:

Support measures that hold gaming

companies and governments

responsible for fostering secure online

environments

Reassuring children that they can talk

to trusted adults about their online

experiences is vital. Use resources from

organisations like the NSPCC, Kidscape,

and Internet Matters to support these

conversations.

Make Safer Internet Day

2025 count

Taking small yet impactful actions can

help children and young people develop

the skills to thrive in a connected world.

Whether it’s hosting a parent event,

sharing resources, or encouraging open

discussions, every effort contributes to a

safer, more positive internet for the next

generation.

Together, let’s ensure Safer Internet Day

2025 leaves a lasting legacy in the lives

of children, families, and the early years

community.

Resources

? https://www.bbc.co.uk/teach/

articles/z6bbhbk

? https://saferinternet.org.uk/

Click here for

more references

& information.



Priya Kanabar

A healthy boost right

from the start

Let’s lead by example

It’s well known that supermarkets use

bright colours, catchy phrases, value-formoney

offers and misleading descriptions

to make unhealthy foods tempting, making

it easy to fall into bad habits. Of course,

children learn from us – parents, carers

and childcare practitioners – so positive

role modelling is crucial in giving children

the right messages regarding healthy food

choices.

Let’s begin with ingredient labels. Be

cautious of labels like ‘sugar-free’ or

‘plant-based’ – they can make us assume

a product is healthy when it might not be.

For example, ‘sugar-free’ products may

use artificial sweeteners, which aren’t

always the most nutritious choice. Plantbased

sugar alternatives are generally

better, but even options like coconut sugar

can still cause blood sugar spikes because

they contain fructose, just like regular

sugar.

Understanding what’s in our food and

where it comes from helps us make

better choices. Do we pick foods with long

ingredient lists or simple, less processed

options? And are we mindful of how much

oil we use when cooking?

The balanced diet chart shows what we

should eat, but are we teaching children

about moderation, especially with

unhealthy snacks? Calling them “treats”

can make healthier foods seem less

appealing and lead to overindulging.

Processed foods often rely on additives like

salt, but herbs and spices can offer even

tastier, healthier flavours. Children learn

by watching us, so it’s important to model

good eating habits that support their oral

health and overall well-being.

Healthy eating should be enjoyable,

leaving us and our children feeling

satisfied and energised!

When we look in our cupboards and

fridge, do we see lots of processed foods?

Once we learn more about nutrition, we

can start removing these from our daily

routines. Out of sight, out of mind! This

gives us the chance to focus on swapping

them for healthier options we can enjoy

even more.

Shopping is a key part of teaching children

about healthy eating. Making a shopping

list helps us stick to our plan and avoid

buying things just because they’re on offer.

Shopping with children can be a great

opportunity to explore different foods,

teach them about nutrients, and explain

how they benefit the body. You can also

talk about the different tastes and textures

of foods.

Have we ever thought about why fast food

can be so cheap? What makes a burger

cost just 99p? Should we prioritise quality

over quantity, spending more now to invest

in better health in the long run? By being

more aware, we can become smarter

shoppers, choosing raw, unpackaged

foods and cooking meals from scratch.

This not only benefits us but also sets a

positive example for children.

To become more educated, we can use

reliable sources like nutritionists and

government-backed websites such as the

NHS. Early Start does regular webinars on

everything from eating well in pregnancy

to weaning your baby and fussy eaters,

usually all free. There are also short

courses online and simple, healthy recipes

we can find on social media channels.

Habits

When we replace items simply because

they’ve run out, we can unintentionally stay

stuck in unhealthy habits. To break this

cycle, we need to pause and think carefully

before buying or consuming anything.

Research can help us create meal plans

tailored to our individual needs – there’s no

one-size-fits-all diet because everyone’s

body is different. Some people might say, “I

eat lots of sugar, and it doesn’t affect me,”

but the truth is, we can’t know without

proper tests. These tests can reveal what

vitamins and nutrients we’re lacking and

what we might be consuming too much of.

For children, an unhealthy diet in their early

years – like sugary drinks and sweets –

can lead to long-term problems like poor

oral health. Imagine growing up and

realising that the foods your parents gave

you contributed to health issues later in

life. Changing habits takes time, and it’s

crucial to start teaching healthy choices

early. It’s never too late to make changes,

though, and everyone can improve their

health in some way.

Involving children in

healthy eating

Children should have a say in their meals

to feel involved, but it’s best to offer them a

limited number of healthy options to avoid

overwhelming them. Creating a visually

balanced diet chart together is a fun way

to teach them about food groups.

Displaying this near their eating area

allows for conversations about how certain

foods, like protein, help them grow strong

and full of energy.

We can also teach them how to eat

healthily, such as combining certain foods

for better absorption and knowing when to

eat certain things to prevent tooth decay.

Using simple terms like “vitamin D” and

“muscles” helps children understand their

bodies. Outdoor activities can reinforce

these lessons, such as talking about why

trees are important or the benefits of

growing fruits and vegetables at home.

Understanding taste

A child’s food preferences don’t form

overnight. For example, a child who only

drinks juice has likely developed that habit

over time. Primary carers play a huge role

in shaping children’s relationships with

food, influenced by culture and what they

can afford. Some children eat organic

foods, while others rely on food banks.

As practitioners, we can support families

by directing them to food banks and

providing a variety of healthy foods in the

setting. Sharing meal ideas, putting up

posters about healthy packed lunches,

and encouraging children to try new foods

can help build healthier habits early. For

a child who refuses water and only drinks

juice, start with small steps like diluting

the juice, then gradually transition to

offering only water or milk. Explaining why

water is important and what juice does to

teeth helps both the child and the parent

understand. Parents can also be directed

to resources that provide tips for healthier

choices at home.

Supporting healthy eating

habits together

By working together, we can influence

a child’s food preferences and guide

them towards healthier habits. We are

responsible for their long-term health and

well-being, which starts with teaching

them to make good choices early on.

With simple steps and plenty of resources,

we can ensure every child’s nutritional

needs are met. Let’s work to give them the

best start possible

Click here for

more resources

from Priya:



Supporting

young minds

A guide to Children’s

Mental Health Week

Children’s Mental Health Week 2025,

taking place from 3rd to 9th February,

is an annual event dedicated to raising

awareness of the importance of children’s

mental health and emotional well-being.

The theme for 2025 is “Know Yourself,

Grow Yourself”, with the aim of equipping

and empowering children and young

people across the UK to embrace selfawareness,

explore what it means

to them, and discover how getting to

know who they are can help them build

resilience, grow and develop.

Early years practitioners play a pivotal

role in shaping the emotional foundations

of children during their most formative

years. This week provides an excellent

opportunity to reflect on how we can

nurture mental health in young children

and empower families to support

emotional well-being at home.

Why focus on mental health

in early years?

Mental health is as important as physical

health, and just like a strong body,

a strong mind begins in childhood.

According to Place2Be, 50% of mental

health problems are established by the

age of 14, and 10% of children and young

people aged 5 to 16 have a clinically

diagnosable mental health problem. These

figures highlight the need to intervene

early to promote emotional well-being and

resilience.

In their formative years, children learn to

express emotions, build relationships, and

manage challenges. By creating nurturing

environments, you lay the foundation for

healthy emotional development that will

carry them through life.

Promoting positive mental

health in early years settings

Here are some practical ways to support

children’s mental health in your setting:

Build meaningful connections

? Foster relationships: Encourage

children to form secure relationships

with trusted adults and peers. Simple

gestures like greeting each child

warmly, listening to their thoughts,

and giving undivided attention during

interactions can make a world of

difference

? Promote teamwork: Introduce group

activities that require collaboration,

such as building with blocks or

engaging in pretend play, to help

children learn the value of working

together and supporting one another

Encourage emotional expression

? Create safe spaces: Designate areas

where children can retreat if they feel

overwhelmed. Quiet corners with soft

toys, books, or calming visuals can

help them regulate emotions

? Teach emotional literacy: Use ageappropriate

language to help children

identify and name their feelings.

Books, stories, and role-play can

introduce concepts like happiness,

sadness, anger, and excitement

Model positive behaviour

? Demonstrate healthy coping

mechanisms, such as deep breathing

or problem-solving, when faced with

challenges

? Show kindness and empathy in your

interactions with colleagues, children,

and parents to set a positive example

Incorporate mindfulness activities

? Simple breathing exercises: Teach

children to take “belly breaths” by

placing their hands on their stomachs

and noticing the rise and fall

? Sensory play: Activities like playing

with sand, water, or dough can have

a calming effect and encourage focus

? Story-time relaxation: End the day

with soothing stories that incorporate

themes of mindfulness and emotional

awareness

Supporting families

As practitioners, you’re also in a position to

guide families in fostering mental health at

home. Here are some strategies:

? Share resources: Provide parents with

information about the importance

of emotional well-being and tips

for supporting their child’s mental

health. Refer them to organisations

like Place2Be or YoungMinds for

additional support

? Encourage communication:

Emphasise the value of talking and

listening to children. Suggest using

open-ended questions to explore

feelings and thoughts

? Offer workshops: Host sessions on

topics such as managing stress,

building resilience, or recognising

signs of mental health concerns in

young children

Spotting signs of struggle

Early years practitioners are often the first

to notice when something is amiss. Look

out for these signs, which could indicate a

child is struggling with their mental health:

? Emotional changes: Frequent mood

swings, excessive fear, or sadness

? Behavioural changes: Withdrawal

from social interactions, difficulty

concentrating, or unusual aggression

? Physical symptoms: Complaints of

stomach aches or headaches with no

clear cause

? Sleep disturbances: Trouble falling

asleep, staying asleep, or frequent

nightmares

If you notice any concerning behaviours,

document your observations and discuss

them with the child’s parents or carers.

Working together can ensure the child

receives the support they need.

Highlighting the importance

of play

Play is a powerful tool for supporting

children’s mental health. It provides

opportunities for self-expression, stress

relief, and social bonding. During

Children’s Mental Health Week, consider:

? Role-play scenarios: Set up activities

that allow children to explore different

emotions and practise problemsolving

? Outdoor play: Time in nature has

proven benefits for reducing stress

and improving mood. Encourage

exploration, physical activity, and

imaginative games

? Creative arts: Drawing, painting, and

crafting give children an outlet to

express feelings they may struggle to

articulate verbally

Resources for further

support

Numerous organisations provide guidance

and resources for promoting mental health

in early years:

Place2Be: Offers tools, training, and

information to support children’s

mental health in educational settings

YoungMinds: A charity focused on

children’s mental health, providing

resources for parents and educators

NHS mental health services: For

professional advice and referrals

Final thoughts

Children’s Mental Health Week is a

chance to reflect on the importance of

fostering emotional well-being in early

years settings. By creating supportive

environments, building meaningful

connections, and empowering families,

you can make a lasting impact on

children’s mental health.

Together, let’s prioritise mental health and

give every child the best possible start in

life.

Click here for

more references

& information.



Grandparents have always had a special

place in the hearts of their grandchildren

and vice versa. As our society has evolved

over the last century, the involvement

of grandparents in the upbringing and

education of young children has become

increasingly significant. In this article,

we explore how settings can encourage

grandparents to contribute to the setting,

and the benefits this can bring for all

involved.

Some of the benefits

grandparents bring

Bridging generations

One of the most valuable contributions

grandparents make to early years settings

is the sharing of stories and traditions.

These tales and customs provide children

with a sense of history and identity.

Grandparents can introduce children to

their cultural heritage, sharing stories

The role of

grandparents in early

years settings

about their own childhoods, family

traditions, and historical events, creating a

sense of belonging.

Emotional and practical support

Grandparents often provide emotional

support and stability in the lives of young

children. Their presence can offer a

comforting and reassuring influence,

especially during times of change or

uncertainty. Many grandparents take on a

practical childcare role in modern Britain,

assisting their own children who may

have to work.

Role models

Grandparents can act as important role

models for young children, demonstrating

values such as kindness, patience, and

resilience. Through their actions and

behaviour, grandparents can impart

life lessons and guidance that can help

shape a child’s character and moral

development.

Social skills

Intergenerational relationships between

grandparents and young children

provide unique opportunities for social

development. Spending time with

grandparents helps children learn

how to interact with people of different

ages, backgrounds, and ideas. These

interactions teach children important

social skills, such as empathy, respect,

and cooperation.

Continuity

In a rapidly changing world, grandparents

can provide a sense of continuity and

stability. Their consistent presence in a

child’s life offers a reassuring anchor

amidst the changes and transitions that

are part of growing up, especially if

parents separate or need to work long

hours. This continuity helps children

develop a sense of security and trust,

which are foundational for their emotional

and psychological well-being.

Ways to encourage

grandparent involvement

in your setting

Tapping into the experience and resources

grandparents offer can be a wonderful

enhancement to your setting, and there

are many ways that you can encourage

this involvement. Obviously, not all

grandparents live around the corner, or

even in the same town, and some children

may not have any living grandparents

with whom to engage, so you should

be mindful of this when talking about

grandparents (or parents) coming into the

setting. This can be especially important if

you have any looked-after or ex-lookedafter

children in your setting, and you

should approach the topic of families

sensitively with these children.

Here are some ways you can encourage

grandparent involvement:

1. Storytelling sessions

Organise regular storytelling

sessions where grandparents

come in to share their childhood

stories, family traditions, and unique

culture with the children. This not

only enhances children’s listening

and comprehension skills but also

enriches their understanding of

history and community. You may

need to create a rota and confirm that

people are still able to come in, but

this is a developmental responsibility

you could give to an upcoming

leader.

2. Volunteers

Grandparents often make great

volunteers in your classrooms,

assisting with various activities

such as reading, arts and crafts,

and outdoor play. Their presence

can provide additional support to

practitioners and help children with

SEND to create a more interactive

learning environment for all children.

3. Intergenerational learning

projects

Develop projects that encourage

intergenerational learning, such

as gardening, cooking, or simple

woodworking activities. These

projects allow children to learn

practical skills while fostering

meaningful connections with

older people, whether they are

grandparents or not. You can extend

this to visits to senior citizens’ homes,

which have proven benefits for both

sides. Grandparents can also help

children learn through play, including

games, puzzles, and creative arts

activities that promote cognitive and

social development.

4. Cultural days

Many older people have interesting

experiences that they can pass on to

the children. This could be explaining

how life was in earlier times or

teaching the children some authentic

rock ‘n’ roll dancing! Encourage

grandparents from different cultural

backgrounds to come in and share

something about their culture or

religion too. This helps broaden

children’s horizons and develops an

appreciation for diversity, helping

them understand the world around

them.

5. Reading/numeracy buddies

Having a buddy to read with can help

children with literacy and develop

a love of reading. Grandparents

can also help with letters, numbers,

and other literacy and numeracy

programmes. Establish a time

where grandparents are paired with

children for regular reading and story

sessions.

6. Mentoring

Create mentoring programmes where

grandparents act as mentors to

children, offering advice, sharing life

experiences, and providing positive

role models. This can help children

develop important life skills and

values that they may not otherwise

encounter.

7. Celebrate Grandparents Day

Host special events to celebrate

Grandparents Day, where children

can invite their grandparents to

the setting for a day of activities,

performances, and bonding. This

helps strengthen family ties and

acknowledges the important role

grandparents play in children’s lives.

This year, Grandparents Day is on

Sunday 5th October.

8. Workshops and training

Offer workshops and training

sessions for grandparents to

help them understand modern

educational approaches and

techniques. This can help empower

grandparents to effectively support

their grandchildren’s learning and

development at home.

Safeguarding first

As with all volunteers in your setting,

you need to ensure that they are

appropriate people to work with children,

grandparents or not. Make sure you

complete all the necessary requirements

and DBS checks to fulfil your safer

recruitment obligations. You may need to

do separate risk assessments depending

on the age and disability status of any

grandparents. You will want to encourage

all grandparents regardless of disability,

but you may need to provide additional

support in some cases.

Finally, grandparents bring a wealth

of experience, knowledge, and love to

early years settings. Their involvement

can boost the learning and development

of young children in numerous ways,

and not only benefits children but also

supports the grandparents, parents, and

educators too, creating a holistic and

nurturing environment for the growth and

development of your young minds.

Click here for

more references

& information.



EYFS activities:

Valentine’s Day sensory bin exploration

This engaging Valentine’s Day sensory bin activity is

designed to boost sensory development, fine motor

skills, and creativity, all while celebrating love and

friendship.

You will need:

Celebrate the season of love with these fun and engaging Valentine’s Day activities for young learners!

From crafting lovebugs to exploring sensory bins and play dough, each activity is designed to spark

creativity, promote fine motor skills, and celebrate friendship and love. These hands-on activities are

perfect for fostering imagination and building key skills, all while adding a festive touch to your Valentine’s

Day celebrations. Whether you're crafting, playing, or exploring, these activities are sure to create lasting

memories for little ones!

Lovebug craft

Celebrate Valentine’s Day with a simple and creative lovebug craft! This activity is a perfect

way to spark imagination, help young children develop fine motor skills, and explore themes of

love, friendship, and creativity.

You will need:

Paper plates (for the lovebug’s body)

Paint or markers

Googly eyes

Pipe cleaners (for the antennae)

Pom-poms (for decoration)

PVA glue and scissors

Coloured paper (for heart-shaped wings)

Method:

1. Decorate the paper plate with red, pink, or purple paint or markers to create the lovebug’s

body.

2. PVA glue on googly eyes and attach pipe cleaners to the top of the plate for the antennae.

3. Cut out heart shapes from coloured paper and PVA glue them to the back of the paper

plate to form the lovebug’s wings.

4. Cut out heart shapes from coloured paper and PVA glue them to the back of the paper

plate to form the lovebug’s wings.


Red and pink rice (dyed with food colouring)

Heart-shaped objects (foam hearts, large plastic

beads, etc.)

Pom-poms

Scoops, tongs, or small containers (for sorting and

transferring)

Small figurines or toys (optional)

Method:

1. Fill a sensory bin with red and pink rice, pom-poms, and heart-shaped objects for a

festive, tactile experience.

2. Invite the children to explore the bin with their hands or use scoops, tongs, or containers

to move and sort the materials.

3. Children can count, sort, or simply enjoy the textures and colours. You can also add small

figurines or toys for imaginative play.

Valentine play-dough

This Valentine's play-dough activity is a fun and creative way to celebrate with little learners.

By providing various open-ended materials, children can explore and build at their own pace,

using their imaginations to create unique designs.

You will need:

Play-dough

Pipe Cleaners

Gems

Straws

Beads

Method:

Rolling Pins

Cookie Cutters

Heart Boxes

Chip and Dip Tray

1. Set up a tray with play-dough as the central

element, surrounded by pipe cleaners,

beads, gems, straws, and other materials.

2. Encourage children to explore and create

with the materials, letting their imaginations

guide them.

3. Discuss their creations to celebrate their

accomplishments and deepen engagement.

Are you putting a specific ‘child-led

pedagogy’ before the children’s needs?

How do you bridge the gap between the

children’s needs and your pedagogical

approach?

Every child is unique, and they don’t all

thrive under a single approach. If an

approach or trying something new feels

unsuitable for your pedagogy, are you

being inflexible and overlooking the needs

of some children?

Are you impacting their curiosity and love

for learning by not being flexible and

blending different approaches to ensure

all are invited into the learning process?

The exclusive reliance on child-led play

leaves gaps for children who require more

scaffolding and support, including those

with SEND.

Let’s explore the benefits of child-led play

vs guided play and how you can ensure

you are fully facilitating their needs,

curiosity, engagement, well-being, and

learning.

Gina Bale

Are you flexible?

Several pedagogies advocate child-led

play, which emphasises autonomy and

creativity. Others advocate the flexible

combination of child-led play and guided

play, providing a structured complement

that bridges the gap between exploration

and intentional learning.

Pedagogies and their

perspectives on play and

learning

✨ Montessori: Focuses on child

autonomy in a prepared environment,

with the educator guiding learning

through materials and activities

✨ Reggio Emilia: Promotes child-led

enquiry, with the educator as a colearner

and facilitator

✨ Curiosity Approach: Encourages childled

learning, fostering independent

thinking and self-directed choices

✨ Pikler: Emphasises respectful

observation, autonomy in infancy,

and child-led exploration in a safe,

enabling environment

✨ Vygotsky: Highlights guided play,

social interaction, and the Zone of

Proximal Development (ZPD), with

adults scaffolding learning for greater

achievement

Common misconceptions of

guided play

Guided play undermines autonomy:

Evidence from Montessori and Reggio

Emilia demonstrates that structured

guidance enhances, rather than

diminishes, independence.

Guided play stifles creativity: Creativity

flourishes when children are exposed

to new tools (including technology),

scenarios, themes, and concepts

introduced through guided play.

What is guided play?

Guided play is a wonderful bridge to

develop children’s skills and learning when

they are interested in a topic or item. If

they are obsessed with dinosaurs or mini

beasts, think of all the fun they can have

as they learn with creative guided play:

✨ Creative guided play targets learning

by focusing on specific skills like motor

skills, language development, and

social interaction, with prompts that

enhance learning

✨ It improves cognitive growth through

problem-solving scenarios or puzzles

that encourage critical thinking and

reasoning

✨ Guided play helps children develop

emotional regulation by navigating

frustrations, building resilience, and

patience

✨ Modelling social skills like turn-taking

and sharing encourages collaboration

and effective communication and

inclusive activities foster group

inclusion, ensuring every child feels a

sense of belonging and purpose

✨ Guided play introduces new ideas

and themes - like nature, science,

or culture - broadening children’s

perspectives, combining creativity with

education

✨ Educators ensure safety and support

in structured or challenging play,

allowing children to explore new ideas

confidently, and providing emotional

support to help children take risks and

grow through play

The evidence

✨ Skene et al 2022: “Studies identified

play to have greater positive effects

than free play on vocabulary,

maths, and some executive function

outcomes”

✨ Lillard & Else-Quest 2006: “Research

shows Montessori students

outperform peers in executive

function, academic achievement, and

social skills”

✨ Piagetian support for play: Piaget

identified play as essential for

cognitive growth. Guided play

supports children in moving through

developmental stages by introducing

structured challenges

✨ Bodrova & Leong 2007: “Studies

confirm that adult scaffolding in play

leads to greater cognitive and social

development than unstructured

activities alone”

✨ Fisher et al 2013: “Children taught

shapes in the guided play condition

showed improved shape knowledge

compared to the other groups, an

effect that was still evident after

1 week. Findings suggest that

scaffolding techniques that heighten

engagement, direct exploration,

and facilitate ‘sense-making’, such

as guided play, undergird shape

learning”

✨ Howard Gardner’s multiple

intelligences: Guided activities like

music, role-play, and movement tap

into diverse intelligences, making

learning accessible to all. Studies

show that music-based guided play

improves memory, coordination, and

language skills, particularly for young

learners

✨ Weisberg et al 2020: “We argue

that guided play approaches are

effective because they create learning

situations that encourage children to

become active and engaged partners

in the learning process”

✨ SEND-focused research: Structured

play interventions, such as music

therapy or guided movement and

activities, improve engagement and

outcomes for children

These studies underscore the value of

educators being flexible and blending

guidance with play to optimise

developmental outcomes across domains.

Benefits of blending child-led

and creative guided play

✨ Blend child-led and guided play to

support inclusivity, catering to varying

needs and developmental paces. You

can alternate to balance autonomy

and support

✨ Use structured guidance to enrich

vocabulary, problem-solving, cognitive

development, and emergent literacy

✨ Simulate real and imaginary scenarios

(e.g. visiting a shop, travelling to the

moon) to build language, problemsolving

skills, and life skills using

tools like binoculars or cameras.

Incorporate movement-based play

to develop physical literacy, balance,

and coordination

✨ Use music, songs, and rhythm games

to enhance motor, cognitive, and

social skills

A flexible and balanced path

forward

Guided creative play complements childled

exploration, ensuring a flexible and

balanced approach that meets the diverse

developmental needs of all children,

including those with additional needs.

✨ Structured group activities foster

collaboration, communication, and

belonging, helping children develop

social skills like turn-taking, problemsolving,

and empathy while working

toward shared goals

✨ Blending autonomy with thoughtful

guidance nurtures creativity, learning,

and social-emotional growth

✨ Flexibility is essential - adapt methods

to support each child’s unique journey

while promoting group cohesion and

shared learning

✨ Combining child-led and guided

play celebrates individual growth,

strengthens bonds, and helps children

reach their potential

✨ This balanced approach creates a

dynamic environment where every

child feels valued, supported, and

inspired to explore

References

✨ Skene, K. et al (2022). “Can guidance

during play enhance children’s

learning and development in

educational contexts? A systematic

review and meta-analysis”

✨ Weisberg, D. et al (2020). “Guided

play: where curricular goals meet a

playful pedagogy”

✨ Fisher, K. et al (2013). “Taking shape:

supporting preschoolers’ acquisition

of geometric knowledge through

guided play”

Click here for

more resources

from Gina:



February 2025 Parenta Early Years Magazine

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