March 2025 Parenta Early Years Magazine

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Hello

Welcome to our family

Welcome to the March edition of Parenta magazine!

Welcome to the March issue of Parenta magazine. Spring is coming, bringing lighter days and plenty of inspiration for the

term ahead. As we look forward to the change in season, don’t forget that the clocks spring forward on Sunday, March 30th

at 1.00 am - one step closer to those brighter mornings!

This month, we focus on Special Educational Needs and Disabilities with some incredibly insightful articles about Supporting

Executive Function, Sensory Taste, and ensuring SEND success with your parent/carer relationships - written by sector experts,

Dr Sarah Moseley, Dr Joanna Grace and Paloma Forde respectively.

Dr Joanna Grace is also headlining our webinar this month, “How the Stories We Tell, Shape Children with SEND -

on 12th March. Remember to save the date and register now to join us!

Also inside this issue, we’re delighted to have more inspiring articles from early years experts including Frances Turnbull,

Stacey Kelly, and Gina Bale, as well as advice on oral health, asthma, celebrating female role models, building an inclusive

team and recognising hidden prejudices. It really is a packed edition!

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.

Best wishes,

Allan

2 March 2025 | parenta.com

16 24

Regulars

8 Write for us

36 EYFS activities: Ramadan & Eid

News

Advice

28

4 What do our customers say this month?

6 ParentaTrust: Join us on “The trip of a lifetime”, while

making a meaningful impact!

10 Childcare news and views

14 Building inclusive teams: The importance of an

EDI recruitment policy

22 Celebrating female role models

26 Recognising and overcoming hidden prejudices

28 Supporting little lungs: Caring for children with asthma

32 World Autism Acceptance Week

34 Promoting good oral health in early years settings

Industry Experts

38

12 SENSORY: Taste

16 Why the parent & teacher relationship is vital to

ensuring SEND success

20 Boosting memory, thinking, and learning

in early years

24 1-2-3 baby & me: 12-18 months

30 The power of mindset

38 The power of movement: Supporting social and

emotional well-being in early years

parenta.com | March 2025 3

What do our

customers say

in February?

Kellie 04/02/2025

“My tutor was absolutely brilliant,

any time of the day she was

available for me to ask questions or

general guidance. She made

everything so easy and got me

through the last bits! Thank you for

all your help and support!”

Amy B 04/02/2025

“I think Parenta is excellent, giving people the

opportunity to learn something new. My tutor

has been amazing since I started my level 5

course at the end of November 2024, the way

you learn and develop is helpful with teaching

sessions, tasks to complete and reviews with

your tutor. She will happily book support

sessions if extra help is needed. She is such a

lovely person and I am very much looking

forward to eventually finishing my course.”

Kitty C 20/02/2025

“I had a very great experience

doing my level 3 childcare

apprenticeship with Parenta and

that was all thanks to my tutor,

she provided so much support

and encouragement during the

course I couldn’t ask for better

during my course, would

definitely recommend!”

Marcia S 06/02/2025

“I’m so glad that I took my

early years course with

Parenta, especially with my

tutor. She was an amazing

tutor. She was so encouraging,

she helped me a lot and I’ve

learned so much. Thank you for

being a star.”

Monica L 22/02/2025

“My tutor's support

has been very helpful,

she provided and

explained all the

details about the exam

and I have passed.

Thank you very much.”

Moeza S 19/02/2025

“Webinar was amazing, with lots of new

terms and information to learn and apply to

teaching practice, I really appreciate the

effort of Parenta team for arranging such a

nice webinar. Thank you!”

Lovelle H 19/02/2025

“My tutor helped me a lot in

going through my Level 3

course. The whole Parenta

team is amazing and very

helpful. They make you feel

comfortable all throughout

the course.”

Mariam H 20/02/2025

“My tutor was an

amazing teacher for me,

she is very sweet and

kind. She supported me a

lot through the level 3

course and she was

correcting my work very

quickly. Thank you!”

Alesha P 19/02/2025

“I have been working with my tutor since

my Level 2 and am now completing Level

3 with her. Throughout the years, she has

been incredibly supportive, helping me

grow in confidence and achieve my goals.

She always makes me feel comfortable,

and her guidance has been invaluable. I

truly appreciate her dedication and

encouragement and highly recommend

her to anyone looking for a

knowledgeable and supportive mentor!”

These little people

need your help too!

Join us on “The trip of a

lifetime”, while making a

meaningful impact!

The Parenta Trust is excited to announce

its seventh annual “Maidstone to Monaco”

Rally, running from June 25th to 29th,

2025. This exhilarating event invites

participants to embark on a 2,000-

mile journey across eight countries, all

supporting building schools for orphaned

and disadvantaged children in East Africa.

The rally experience

Starting from Maidstone, Kent, teams will

navigate through diverse landscapes,

including the majestic Alps and the

renowned Furka Pass, before reaching the

glamorous city of Monaco. Participants

are encouraged to decorate their vehicles

creatively, enhancing the fun and visibility

of the rally. Each team aims to raise a

minimum of £1,000, contributing directly

to the construction of new pre-schools in

deprived areas.

Throughout the five-day adventure,

participants will engage in daily

challenges, such as bringing a snowman

to dinner or convincing a police officer to

sit in their car, with prizes awarded for the

best-dressed vehicles and most creative

solutions. Evenings will be spent camping

under the stars, fostering camaraderie

among teams united by a shared

philanthropic mission.


Parenta trust’s mission &

impact

Established in 2013, the Parenta Trust is

dedicated to providing quality education

to orphaned and underprivileged children

in East Africa. To date, the Trust has

successfully built six pre-schools, offering

over 1,400 children the opportunity to learn

in a safe and nurturing environment.

The funds raised from the 2025 rally will

support the construction of the seventh

school, furthering the Trust’s mission to

build a total of 100 schools in the coming

years.

Introducing the wisdom

nursery school

In December 2024, the Parenta Trust

celebrated the opening of its sixth preschool,

The Wisdom Nursery School, in

Rwanda. Located in a rural community

where many children are compelled

into early labour in stone quarries and

sugarcane plantations, this school

provides a beacon of hope.

Partnering with the Anglican Church

of Rwanda and the international

development organisation, Fields of Life,

the Trust aims to break the cycle of poverty

by offering quality education and support

to over 230 children annually.

How to sponsor a child

Beyond participating in the rally,

individuals can make a profound impact

by sponsoring a child through the Parenta

Trust. A contribution of £17 per month

provides a child with access to pre-school

education, daily meals, school supplies,

including uniforms, and the assurance that

someone cares about their future. This

sponsorship not only transforms the life of

a child but also uplifts entire communities

by fostering education and hope.

Join the journey

The “Maidstone to Monaco” Rally offers a

unique blend of adventure and altruism.

By participating, you can experience the

thrill of an epic road trip while contributing

to a cause that changes lives. Whether

through rally participation or child

sponsorship, your support enables the

Parenta Trust to continue its vital work,

providing education and opportunities to

children who need it most.

For more information on the rally,

sponsorship opportunities, or to learn

more about the Parenta Trust’s initiatives,

please visit www.parentatrust.com.

https://youtu.be/HqqyzxQggXY

We know how much giving children a quality education means to you.

Parenta Trust supports orphaned and disadvantaged children in deprived areas of the world by

providing them with an education.

Without this, they miss the opportunity they deserve to develop to their full potential.

Sponsoring a Parenta Trust child helps the children in your care with

understanding the world, language and communication – they love

receiving a hand-written letter from the child many miles away!

Sponsoring a child provides:

• A pre-school education

• Access to clean water

• A school uniform

• A daily hot meal

• School supplies

• The knowledge that someone truly cares

56p a day WILL make

a difference to a

child’s life!

www.parentatrust.com/sponsor-a-child

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. Julian Grenier

Congratulations to Dr Julian Grenier, our guest

author of the month! His article, “The Secret To

Effective Parental Engagement In Early Years”,

explores the types of parental engagement which

can boost children’s development, well-being and

learning. Well done Julian!

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

“We have been very happy. Consistent

visits and reviews. Always very quick to

answer emails. Courteous via email, video

links and when visiting the setting. Tutor

was also a good support throughout.”

"Parenta is really supportive of their

students, Our tutor is always on the ball

with the students she has, she is responsive

to any feedback and always contactable.

She goes above and beyond for us as a

setting and our learners."

“The service has been great! From the

beginning and setting everything up to

the continued support and help from the

tutor. The tutor has been there for my

apprentice from the very start and is

always happy to help...”


Childcare news

and views

The Princess of Wales Launches

Early Childhood Project at

National Portrait Gallery

The Princess of Wales recently launched

The Bobeam Tree Trail at the National

Portrait Gallery (NPG), an interactive

initiative designed to help young children

develop social and emotional skills.

Created in collaboration with the NPG, the

trail is part of The Royal Foundation Centre

for Early Childhood’s efforts to highlight

early childhood’s critical role in lifelong

well-being.

Inspired by the Shaping Us Framework,

a research-based approach developed

with input from experts, the trail aims

to foster a shared understanding of

essential early skills. Pupils from All Souls

CE Primary School in London were the first

to experience it, using portraits as a tool

to explore emotions, communication, and

storytelling.

At the heart of the trail is the Bobeam

Tree, a magical tree that thrives when

surrounded by stories. Children engage

in interactive activities, including listening

to audio recordings, studying facial

expressions, and creating self-portraits to

express their emotions. These portraits are

then ‘fed’ to the tree, symbolising both the

tree’s growth and their personal emotional

development.

During her visit, The Princess participated

in activities alongside the children,

reinforcing her commitment to early

childhood development. She also met with

Victoria Siddall, the NPG’s new Director,

and key figures from galleries across the

UK to discuss integrating the Shaping Us

Framework into more cultural spaces.

The Bobeam Tree Trail will be open to

the public from 4 February to 16 March

2025, free of charge. Early years settings,

nurseries, and families are encouraged to

visit, with additional resources available

online for continued learning. The Royal

Foundation Centre for Early Childhood

continues to work with partners to embed

these principles into daily practices,

supporting young children’s emotional and

social well-being.

You can read the full story here, on the

Royal Foundation’s website.

Updated Additional Charges

Guidelines from the DfE

The Department for Education (DfE) has

updated its guidance to ensure early years

providers do not make additional charges

a condition for accessing free-funded

childcare places. The change aims to

prevent families from being priced out of

support, but sector organisations warn it

could threaten nurseries’ financial stability.

The revised guidance clarifies that

parents must be aware of any extra

charges before taking up a funded

place, and these charges must remain

optional. Providers must offer reasonable

alternatives, such as allowing parents to

supply their own items or waiving costs,

to ensure fair access to free entitlements.

Local authorities are expected to intervene

if nurseries impose mandatory charges.

From January 2026, providers must itemise

invoices, separating free entitlement hours,

paid additional hours, and charges for

food, consumables, and activities. These

costs should be published on nursery

websites or local authority platforms for

transparency.

Sector leaders have expressed concerns

over the impact on nursery sustainability.

Purnima Tanuku, chief executive of the

National Day Nurseries Association

(NDNA), warned that removing flexibility

around charges could force nurseries to

reduce funded places or close altogether.

Neil Leitch, head of the Early Years Alliance,

argued that while the guidance improves

clarity for parents, it fails to address the

sector’s chronic underfunding, which

remains the root cause of rising costs.

In response, Education Secretary Bridget

Phillipson described the changes as a step

toward a more accessible and sustainable

early years system. To support the sector,

the government has introduced a £75

million expansion grant to help deliver

new places for children from nine months

old from September 2025. Local authority

allocations will be confirmed by the end of

February, with funding expected to provide

an average of £80 per two-year-old and

£110 per child under two.

Some welcomed the guidance update.

Lydia Hodges of Coram Family and

Childcare highlighted that additional

charges often prevent disadvantaged

families from accessing free entitlements.

Councillor Arooj Shah of the Local

Government Association also supported

the clarification, emphasising the need for

further investment to ensure councils and

nurseries can maintain high-quality early

education.

Despite the changes, early years

organisations stress that without tackling

underfunding, nurseries may still need

to raise fees for non-funded hours or

risk closure. Many in the sector urge the

government to fully fund early entitlements

to safeguard the future of early education

provision.

You can read the story in full here on the

Nursery World website Nursery World -

Change to guidance on charging for extras

could have ‘significant impact’ on nurseries

New Early Years Blog Post from

Ofsted

Ofsted has published a new blog post

clarifying when early years and childcare

providers must notify them about incidents

or changes. While keeping children safe is

the sector’s priority, Ofsted acknowledges

that unnecessary notifications can add

pressure on providers.

Key notifications required

Providers must notify Ofsted within 14 days

of any serious childcare incident, including:

A child’s serious accident, injury, or

illness while in care

The death of a child in care

Allegations of serious harm or abuse

by anyone in the setting

Significant events affecting a person’s

suitability to care for children

Minor injuries, such as insect bites or cuts,

do not need reporting unless a child is

hospitalised for more than 24 hours.

What constitutes a significant event?

Significant events are changes or incidents

that may affect a provider’s suitability to

care for children. Examples include:

Health changes that impact a

provider’s ability to perform key tasks

(e.g., walking, lifting children)

A provider or staff member becoming

disqualified - such individuals must

apply to Ofsted for a waiver before

working again

Registration Changes

Ofsted must also be informed about

changes to:

Name, address, phone number, or

location of care

Working hours or number of children

cared for

Legal entity of the registered body

People connected to the childcare

setting

Ofsted’s Response to Notifications

Ofsted will assess the risk based on

the notification and existing registration

details. They may follow up with a

discussion, a regulatory visit, or an

inspection. While notifying Ofsted does

not necessarily impact registration,

failing to report significant events without

reasonable excuse is an offence.

The full guidance, including a list of

required notifications, is available on

Ofsted’s website.



Dr Joanna Grace

SENSORY: Taste

I am a sensory engagement and inclusion

specialist. In my work at The Sensory

Projects, I look at how inexpensive

resources can be used as sensory tools for

inclusion and explore how understanding

sensory processing can help us to better

support those in our care. I deliver training

nationally and internationally and can

often be heard saying that I wish there

was an easy way to distinguish between

sensory and SENSORY. People are

generally aware that engaging the senses

when learning is useful, but there’s a big

difference between putting out a boxload

of toys that were all marked ‘sensory’ in

the catalogue and creating a SENSORY

banquet for exploration.

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

about the difference between sensory

and SENSORY across different sensory

systems and about the impact of sensory

engagement work on people of all

neurotypes who experience ability and

disability.

This article focuses on taste. Despite being

a relatively weak sensory system, it is the

only one where we generally recognise

differences in processing between us: we

all know not everyone likes mushrooms,

olives, sprouts or Marmite!

Here’s how to do taste in a little letter

sensory way:

‘taste: sensory’

Beg the children to try a bite of a vegetable

alongside their regular packet snack.

Why isn’t this capital letter sensory? Well,

for a start, it is unlikely to end up with an

engagement with taste. Even if they do

put it in their mouth, will they be attending

to the flavour or just trying to chomp it up

and swallow it to win your approval?

I said at the top of this article that taste is

a relatively weak sense. We might watch

Bake Off or MasterChef and salivate at the

creations, thinking, “I’d like to taste some

of that,” but actually, what we are lusting

after is the smell of the food, which we

enjoy when we put it in our mouths. Most

of the flavours we experience come to us

through our sense of smell. Without that

active (think bunged-up little noses), we

only taste five flavours: sweet, sour, bitter,

salty and umami (the savoury flavour).

So, how can we make a taste experience

capital letter sensory?

‘taste: SENSORY’

? Try retro-nasally tasting colourful

sweets

? Explore flavour without the

requirement to eat

? Make mystery-flavoured food to invite

adventure

? Bring in foods they’ve not seen before

and share (not dare) them

“We don’t want children shoving sweets up

their nose, Jo!” I hear your cry. Don’t worry;

retro-nasal doesn’t mean putting things

up your nose backwards. It’s great fun - try

it yourself. It is a way to realise how basic

a sense taste is. Get a pack of Skittles or

different flavoured jelly beans.

Hold your nose closed and, without

looking at which colour you’ve got, pop a

sweet in your mouth. Begin to eat it. It will

taste sweet (without smell, you only have

those five flavours). You’ll notice the texture

more than usual (when children don’t like

eating, we often talk about taste but don’t

consider texture). Then let go of your nose

- suddenly, you’ll know what flavour you’re

eating!

You can explore flavour without eating by

using pipettes or straws to drop liquid onto

little tongues. Think about a bit of honey in

hot water or a little bit of broth (avoid salty

because too much salt is poisonous, and

everyone has enough in their diet already

- you don’t want to risk someone finding

your salt solution and downing it). A drop

of peppermint mouthwash can also be

used.

Baking supply shops have any number of

weird and wonderful flavourings, easy to

add to cupcakes or biscuits, to playfully

discover different flavours. (Of course,

these are all quite synthetic flavours - if

you’re a member of staff who has actual

culinary talent, they may be able to do

better than this!)

We often think of taste in our settings

when someone is struggling to eat a

variety of foods. In my next article, we

will look at ideas around supporting

children to try new foods. Don’t forget to

check back through the articles already

published for ideas around offering capital

letter sight and touch experiences!

Click here for

more resources

from Joanna:

Bring in a dragon fruit, a lychee, a colourful

melon, a pomegranate, and think about

how you present it. Show it as something

precious that is yours, something that you

might possibly be willing to share! Don’t

present it as a threat, as a dare, as a “Who

is going to be brave enough to try this?” It’s

“Whose privilege will it be to get to taste

this?!”



Building

inclusive teams:

The importance of an EDI

recruitment policy

Equality, diversity and inclusion (EDI)

policies have been in the news recently

after US President Donald Trump cast

doubt on their relevance and efficacy in his

vision for 21st-century America. This is still

being hotly debated across the pond, and

the politics of this is not the subject of this

article. However, in the UK, the principles

of equality and diversity are protected

under UK law, and educational institutions,

including early years settings, have a legal

obligation to uphold them and also to

educate our children about them.

What does the law say?

The Equality Act 2010 is the primary

legislation that protects people from

discrimination in the workplace and wider

British society. It consolidates previous

anti-discrimination laws into a single

Act, making it easier to understand and

strengthen protection in some situations.

It protects everyone from discrimination

based on 9 protected characteristics,

which are:

⭐ Age

⭐ Disability

⭐ Gender reassignment

⭐ Marriage and civil partnership status

⭐ Pregnancy and maternity

⭐ Race

⭐ Religion or belief

⭐ Sex

⭐ Sexual orientation

When people apply for a job or start

working, they are protected by law, and

employers cannot legally treat people

unfairly based on any of these protected

characteristics. In essence, it makes sure

that everyone gets a fair chance and is

treated with respect, regardless of their

background.

British values

In the UK, we also have a set of principles

called “British values,” which are

fundamental principles promoted in the

UK to encourage social cohesion and

prevent extremism. While British values as

a concept aren’t explicitly protected under

UK law, many of the principles associated

with them are upheld and protected by

different laws and regulations, such as

the Equality Act 2010. These values are

intended to help us all understand and

respect the diverse society we live in. The

five fundamental British values are:

⭐ Democracy – the right for everyone

to have their voice heard and

participate in decision-making

processes

⭐ The rule of law – the importance

of laws that are applied fairly and

consistently to maintain order and

protect individual rights

⭐ Individual liberty – the freedom

for individuals to make choices

and express themselves within the

boundaries of the law

⭐ Mutual respect – treating others with

consideration and valuing diverse

perspectives and backgrounds

⭐ Tolerance – accepting and respecting

people with different faiths and

beliefs, and those without any faith

These values are promoted in schools

and other institutions to help prepare our

young people for life in modern Britain and

to ensure they understand the importance

of respect and tolerance.

The role of early years

settings

As early years settings, you play a crucial

role in shaping the future of young

children. Ensuring the principles of British

values are upheld in your setting’s day-today

running and your recruitment policy is

crucial. This often starts with recruitment,

so let’s look at how your recruitment policy

is fundamental to helping you achieve this.

Understanding EDI in

recruitment

EDI in recruitment goes beyond avoiding

discrimination; it’s about actively

creating opportunities for people from

all backgrounds to join your team. That

starts with understanding your own setting

and the recruitment policy you already

have. For example, how has it worked so

far? Is your staff team representative of

your wider local society or British society

as a whole? In the past, unconscious

biases, outdated hiring practices, and

systemic barriers such as gender pay

gaps have led to an underrepresentation

of certain groups in early years settings.

By embedding EDI principles into your

hiring processes, you can build a team

that reflects the communities you

serve, ensuring children grow up in an

environment that values inclusivity and

representation.

Key elements

To create a truly inclusive recruitment

process, you should focus on the following

key areas:

1. Inclusive job adverts

The language and images you use

in your job adverts can significantly

affect who applies for the role. Using

gender-neutral and bias-free wording,

and a diverse range of people in

images helps ensure that the roles

appeal to a wide range of candidates.

Additionally, stating that you have

a clear commitment to EDI in your

job posts can encourage applicants

from underrepresented backgrounds

to apply. This could be as simple as

saying, “We welcome applications

from diverse or underrepresented

backgrounds.”

2. Widen your search

Traditional hiring methods often

rely on personal networks or

specific educational qualifications,

which can inadvertently exclude

some candidates. Partnering

with organisations that support

underrepresented groups such as

community groups or advertising on

a wide variety of platforms can help.

This can mean using paper, digital,

and visual media. You may also

want to consider people who have a

lot of experience but may have less

traditional or alternative qualifications

when recruiting.

3. Fair and transparent selection

criteria

Defining clear, skills-based criteria for

recruitment ensures you hire based

on people’s ability rather than any

preconceived notions of what you

think people can/cannot do. Focus

on people’s competency or potential

rather than assessing candidates

solely on a particular cultural ‘fit.’

4. Bias-free recruitment processes

Unconscious bias can influence

hiring decisions without you even

realising it. That is the nature of

unconscious bias. To guard against

this, approach recruitment in a

structured and consistent way. When

selecting CVs, for example, blocking

out people’s names can help prevent

unconscious bias. Also, having

structured interviews, where all

candidates are asked the same set of

standard questions, can help create

a level playing field. Diverse interview

panels also reduce individual

biases, ensuring fair and objective

evaluations of all candidates.

5. Ongoing monitoring and review

As with all policies, your EDI

recruitment policy should be reviewed

regularly to assess whether it is

working and its impact on your

recruitment of quality candidates.

Collecting and reviewing your

recruitment data can help you monitor

your progress and identify areas for

improvement.

The benefits

An effective EDI recruitment policy can

bring many benefits to your setting.

Employees who feel valued and respected

for who they are, are more engaged and

productive.

These benefits include:

⭐ An inclusive workplace where people

feel a sense of belonging

⭐ Increased job satisfaction

⭐ Lower staff turnover

For the children you look after, early

exposure to diversity helps them develop

empathy, respect, and an inclusive

mindset. Seeing role models from different

backgrounds can also be inspiring and

build self-esteem, reinforcing the idea

that diversity is a strength and should be

encouraged.

In the UK, we are proud of our EDI policies.

Building an inclusive team starts with a

robust and thoughtful EDI recruitment

policy. What steps will you take today to

build a more inclusive team?

More information

⭐ Equality Act 2010: guidance - GOV.UK

⭐ What are British values? - The

Education and Training Foundation

Click here for

more references

& information.



Paloma Forde

Why the parent & teacher

relationship is vital to

ensuring SEND success

? Consistency in approach: Children

with SEND benefit from routine and

structure. Aligning strategies between

home and school supports smoother

transitions and better learning

outcomes

? Emotional support for families:

Parents of SEND children can feel

isolated. Regular discussions with

teachers can offer reassurance and

practical guidance

? Some practical ways to improve

communication include daily diaries,

email updates, and regular meetings

to discuss progress and next steps

Supporting children with Special

Educational Needs and Disabilities (SEND)

is a collaborative effort. Parents and

teachers play the most significant roles

in a child’s early development, and their

partnership is essential for ensuring

the best outcomes. In the UK, the SEND

system is designed to identify and support

children from an early age, but without

strong cooperation between home

and school, the process can become

fragmented. This article explores why

the parent-teacher relationship is crucial,

particularly in the early years, and how a

united approach leads to greater success

for children with SEND.

Understanding the UK

SEND system

The UK SEND system is built on the

framework of the Children and Families

Act 2014 and the SEND Code of Practice

(2014). This system aims to ensure that

children with additional needs receive the

necessary support, both in early education

settings and at home. Key elements of the

system include:

? Early identification: Schools and

nurseries have a duty to identify SEND

at the earliest stage and work in

partnership with parents

? The graduated approach: This

consists of four stages - Assess, Plan,

Do, and Review - to ensure ongoing

support and adaptation

? Education, health, and care plans

(EHCPs): For children with significant

needs, an EHCP provides a legal

framework for tailored support

The Importance of Early

Years Intervention

Early Years education (ages 0-5) is a

critical time for child development. During

these years, children form the foundation

for learning, social interaction, and

emotional regulation. Early intervention is

crucial because:

? The brain is most adaptable in the

early years, making targeted support

highly effective

? Delayed intervention can lead

to further challenges in primary

education

? A strong start helps build confidence

and independence in children with

SEND.

A close relationship between parents

and teachers ensures that any concerns

are addressed quickly, and appropriate

strategies are put in place before difficulties

escalate.

Communication is key

For SEND support to be effective,

communication between parents and

teachers must be open, honest, and

consistent. Strong communication enables:

? Early recognition of challenges:

Parents often notice developmental

concerns at home before they

become apparent in school

The role of parents in

SEND success

Parents are their children’s first educators

and advocates. Their role in ensuring SEND

success includes:

? Observing and recording

development: Noting patterns in

their child’s behaviour, strengths,

and difficulties helps teachers create

personalised learning plans

? Engaging in home learning:

Reinforcing school-based strategies at

home enhances progress

? Championing their child’s needs:

Navigating the SEND system can

be complex, and parents play a

crucial role in securing the right

support, whether through an EHCP or

additional interventions

The role of teachers in

SEND success

Teachers and early years practitioners

are responsible for providing inclusive

education and tailored support. Their role

includes:

? Differentiating learning: Adapting

activities so all children can engage

and make progress

? Utilising SEND resources:

Implementing strategies such as

visual timetables, sensory breaks, and

speech and language support

? Working with external professionals:

Collaborating with Speech and

Language Therapists, Occupational

Therapists, and Educational

Psychologists to enhance support

Overcoming common

barriers

While parent-teacher collaboration is

essential, there are common barriers that

can hinder success, including:

? Lack of time: Busy schedules can

make regular communication

challenging

? Differences in perspective: Parents

and teachers may have differing

views on a child’s needs or the best

approach to support them

? Navigating the system: The UK SEND

process can be bureaucratic and

difficult to understand, leading to

frustration

Solutions include setting up structured

communication (e.g. monthly review

meetings), ensuring transparency in SEND

processes, and providing parents with

guidance on navigating the system.

The power of a strong

partnership

When parents and teachers work together,

children with SEND have profound benefits.

A united approach will typically lead to

a successful outcome. I feel privileged to

have attended hundreds of parent/teacher

SEND meetings over the years, and the

best outcomes are when we are all

listening to one another and offering ‘open

conversations’.

The parent-teacher relationship is the

foundation of SEND success, particularly

in the early years. By working together,

sharing insights, and aligning strategies,

parents and teachers can create an

environment where children with SEND

can thrive. The UK SEND system provides

the framework for support, but it is the

collaboration between home and school

that makes the biggest difference. Strong

communication, early intervention, and

shared responsibility ensure that every

child with SEND has the best possible start

in life.

Click here for

more resources

from Paloma:



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In the early years, we are not just teaching

children how to recognise letters or

count; we are helping them build the

skills that underpin all learning and

development. Executive function, memory,

and metacognition are critical abilities

that enable children to plan, reflect, and

adapt as they navigate the world. These

skills also play a vital role in literacy and

language development, helping children

engage with stories, make sense of print,

and express their ideas.

By embedding strategies to support these

foundational skills into everyday activities

and play, early years professionals can

equip children with the tools they need to

become confident, capable learners.

Understanding executive

function, memory, and

metacognition

Let’s explore these key concepts and how

they relate to learning:

? Executive function: Often referred to

as the brain’s “management system,”

this set of skills helps children focus

attention, manage impulses, plan

actions, and follow through on tasks.

In early years, executive function is

used when a child remembers to tidy

up after playtime or concentrates on

building a block tower without being

distracted

? Memory: Memory is central to

learning. Working memory helps

children hold information temporarily

Dr. Sarah Moseley

Boosting memory,

thinking, and learning

in early years

to use it, like remembering the steps

in a song. Long-term memory stores

knowledge, such as recognising their

name or recalling a favourite story

? Metacognition: Metacognition

means “thinking about thinking.”

It allows children to reflect on their

actions, evaluate what worked, and

decide how to improve. For example,

a child using metacognition might

realise that holding a block tower

base steady makes it less likely to fall

Why are these skills important

in the early years?

These three skills are deeply

interconnected and form the foundation

for many aspects of learning:

? Executive function helps children

plan and organise their thoughts,

which is essential for problem-solving,

sequencing stories, and managing

emotions during play

? Memory allows children to retain

and retrieve information, such as

recognising familiar words or recalling

classroom routines

Metacognition supports children in

understanding their own learning,

helping them become more

independent and reflective

Together, these abilities help children

develop resilience, adaptability, and

the capacity to tackle challenges, both

in the early years and throughout their

education.

Theory made simple: How these

skills develop

Research shows that executive function,

memory, and metacognition are not

fixed - they develop over time and can be

strengthened through intentional support.

? Executive function develops in

stages, beginning with simple skills

like impulse control and growing into

more complex abilities like planning

and task-switching. Activities that

involve waiting, turn-taking, or

following multi-step instructions help

children build these skills

? Memory grows through repetition and

meaningful connections. When children

repeatedly hear rhymes, songs,

or stories, their memory networks

become stronger. Relating new

information to familiar experiences

also helps embed knowledge

? Metacognition starts with guided

reflection. Adults play a crucial role

by modelling thinking aloud (“Hmm, I

can’t find the red crayon. Where did I

last use it?”) and encouraging children

to evaluate their actions (“Why do you

think the tower fell? What could we do

differently?”)

Practical strategies to support

executive function, memory, and

metacognition

Here are some simple, play-based

strategies to support these skills in your

early years setting:

1. Build routines to strengthen

executive function

Why? Routines help children practise

planning and organisation, two key

components of executive function.

What to try:

? Use visual schedules to show the day’s

activities, helping children anticipate

what’s coming next

? Break tasks into steps, such as “First,

we put on our coats. Then, we line up

at the door. Finally, we go outside”

? Encourage turn-taking games, which

teach impulse control and patience

2. Encourage reflective thinking for

metacognition

Why? Reflection helps children understand

their learning and develop problem-solving

skills.

What to try:

? After an activity, ask open-ended

questions like, “What did you enjoy?

What was tricky? What could we try

next time?”

? During storytelling, prompt children to

make predictions: “What do you think

will happen next? Why?”

? Model your own thought process by

narrating aloud: “I’m not sure where

this puzzle piece fits. Maybe I’ll try

turning it around

3. Use repetition and connection to

build memory

Why? Repeated experiences and

meaningful links strengthen both working

and long-term memory.

What to try:

? Re-read familiar stories, encouraging

children to join in with repeated

phrases or refrains

? Use songs and rhymes with actions

to help children remember words and

concepts

? Relate new information to children’s

experiences, such as linking a story

about the beach to a recent seaside

trip

4. Incorporate sequencing activities to

develop all three skills

Why? Sequencing supports executive

function (planning), memory (recalling the

order), and metacognition (reflecting on

what worked).

What to try:

? After reading a story, ask children to

retell it using props or pictures

? Create play opportunities that involve

multi-step tasks, such as making a

sandwich or building a model

? Encourage sequencing language like

“first,” “next,” and “last” during daily

routines

5. Foster self-regulation and emotional

control

Why? Self-regulation is a core part of

executive function and helps children stay

focused and manage frustration.

What to try:

? Create a “calm corner” with soft

cushions and sensory toys where

children can go to regulate their

emotions

? Teach simple breathing techniques,

such as pretending to “smell a flower”

or “blow out a candle.”

? Use emotion cards to help children

name and understand their feelings

Linking theory to practice:

Literacy as a Gateway

Supporting executive function, memory,

and metacognition also directly benefits

literacy development. For example:

? Executive function helps children

focus on a story, remember the

sequence of events, and organise

ideas for writing

? Memory enables children to recall

letter shapes, sounds, and familiar

words

? Metacognition allows children to

reflect on their writing or understand

why certain words rhyme

Activities like storytelling, mark-making,

and shared reading offer rich opportunities

to develop these skills while nurturing a

love of literacy.

By embedding strategies for executive

function, memory, and metacognition into

play and daily routines, we can support

children’s holistic development while laying

the foundations for lifelong learning.

These skills grow gradually but significantly

in the early years, and small, intentional

actions - like narrating your thinking,

encouraging reflection, or creating

predictable routines - can make a big

difference.

As early years professionals, we have

the privilege of shaping how children

approach learning, challenges, and

problem-solving. Together, let’s create

environments that empower children to

think, remember, and thrive.

Click here for

more resources

from Sarah:



Celebrating female

role models

March is a special month for celebrating

the incredible women in our lives. With

International Women’s Day (8th March)

and Mother’s Day (30th March), early

years practitioners have a wonderful

opportunity to introduce children to

the importance of appreciating and

recognising the contributions of women

- both those in history and those in their

everyday lives. These celebrations not

only foster gratitude and respect but also

encourage children to think about the

values of kindness, resilience, and equality

from a young age.

Why these days matter in

early years settings

For young children, learning about

important social and cultural events

through play-based and interactive

activities helps them develop empathy,

inclusivity, and an understanding of the

world. International Women’s Day (IWD)

is a global event that celebrates the

achievements of women and promotes

gender equality. Meanwhile, Mother’s

Day is a chance for children to show

appreciation for the maternal figures

in their lives, whether that be mums,

grandmothers, aunts, or other caregivers.

In early years settings, celebrating

these occasions can be an inclusive and

meaningful way to teach children about

respect and appreciation. It’s important to

ensure all children feel included, as some

may not have a mother at home. This can

be done by broadening the conversation

to celebrate all female role models in their

lives, including carers, teachers, and family

friends.

Activities to celebrate

International Women’s Day

1. Storytime with inspiring female

figures

Reading stories about strong female role

models can inspire children and help them

understand the achievements of women

in different fields. Some great book choices

include:

? “Fantastically Great Women Who

Changed the World” by Kate

Pankhurst (who is distantly related

to the famous suffragette, Emmeline

Pankhurst)

? “Ada Twist, Scientist” by Andrea Beaty

? “Malala’s Magic Pencil” by Malala

Yousafzai

These stories highlight courage, curiosity,

and determination - qualities that can

inspire children, regardless of gender.

2. Role play and dress-up

Encourage children to dress up as different

inspirational women - scientists, athletes,

firefighters, doctors, teachers - and discuss

how these figures contribute to society. You

can also create role-play stations where

children can “become” engineers, artists,

or astronauts, breaking down traditional

gender stereotypes in a fun and engaging

way.

3. Art and crafts: Celebrating women

Help children create ‘thank you’ cards

or posters celebrating the women in

their lives. They could draw a picture of

a female role model or create a collage

of inspiring women from magazines.

You might also invite them to share why

they admire someone, developing their

communication and emotional skills.

4. Singing and music

Introduce songs that celebrate strong and

positive themes. For example, you could

teach children simple, upbeat songs about

confidence and kindness. Singing together

fosters a sense of community and joy in

learning.

Activities to celebrate

Mother’s Day

1. Handmade cards and gifts

Craft activities are a lovely way for children

to express their appreciation for the

maternal figures in their lives. Some simple

ideas include:

? Handprint or fingerprint flowers on a

card

? A decorated photo frame with a

picture of the child

? ‘Reasons I Love You’ notes in a

handmade envelope

2. Baking a sweet treat

If your setting allows for baking activities,

children could make simple biscuits or

cupcakes to take home as a gift. Cooking

together is not only fun but also helps

develop fine motor skills and early maths

concepts like counting and measuring.

3. Mother’s Day tea party

Organising a small gathering where

children invite a female role model -

whether that’s a mum, grandma, or

another important figure - can be a

wonderful way to celebrate. Providing tea,

juice, and some homemade treats allows

children to share quality time with their

loved ones.

4. Story sharing and “Who inspires

me?” discussion

Encourage children to talk about the

women they look up to in their lives. This

can be done in a group circle where they

share something kind or special about

their female role model. You could also

read books about mothers and caregivers,

such as “Guess How Much I Love You” by

Sam McBratney or “I Love You to the Moon

and Back” by Amelia Hepworth.

Making celebrations

inclusive

It’s important to recognise that not all

children live with their mothers, and some

may have different family structures. Here

are some ways to ensure inclusivity:

? Use language like ‘someone

special’ rather than just ‘mummy’ to

acknowledge all caregivers

? Let children choose who they want

to celebrate, whether it’s an aunt,

teacher, or family friend

? Focus on the theme of love,

appreciation, and kindness rather

than traditional expectations of family

roles

Encouraging gender

equality from a young age

Celebrating women in early years settings

isn’t just about one day - it’s about

fostering values that promote respect and

equality. Simple everyday practices, such

as encouraging all children to engage in

a variety of play activities without gender

labels (e.g., construction, dolls, art, sports),

help create a more inclusive mindset.

Additionally, using stories and discussions

to challenge stereotypes - for instance,

showing male nurses and female

firefighters - can help children develop a

balanced view of the world.

Final thoughts

March provides a fantastic opportunity for

early years practitioners to celebrate the

amazing women who shape children’s

lives, both past and present. Whether

through storytelling, creative activities, or

simply encouraging appreciation, these

celebrations can leave a lasting impression

on young minds. By making these events

fun, inclusive, and meaningful, we

can help instil a lifelong respect for the

contributions of women in society.

What will your setting do this March

to celebrate the wonderful women in

children’s lives?

Click here for

more references

& information.



Frances Turnbull

1-2-3 baby & me

12-18 months

Developing our series on using singing

in developmental activities, we look

at the older “babies” this month, 12-18

months old. While still very dependent on

adult support and provision, little ones

at this age are beginning to do things

independently and practise new skills, and

they love singing and dancing to music!

Physically, they can walk up and down

stairs when holding hands, even

beginning to run. They can use their

fingers to explore objects like knobs and

dials and may even begin to show a hand

preference (which may not be fixed at this

stage).

Socially, 12-18-month-old children start

to become self-aware. They show

signs of being able to feel shame or

embarrassment, gradually showing signs

of feeling envy and empathy. Children

under two begin to learn about stress from

people around them and begin to adapt to

the parenting style in which they are being

raised.

These older toddlers are beginning to

recognise differences between people,

love copying, and love repeating actions

as they learn about their environment.

They also start to copy words and learn the

names of familiar people and objects.

This is a general list of skills that many

12-18-month-old children start to show:

? Start walking

? Want to do more things independently

? Find their security in their parents

? Can have a jealous temper

? Enjoy teaching

? Can begin to show shame

? Show that they can comprehend

? Begin to use 2-3 word sentences

? Enjoy imitation

? Create a beat intentionally

? Understand sharing

? Enjoy mirror play

Songs and games can help to support

these important milestones, with a few

examples included below:

Down came my friend

Down came my friend and

Down came two

Down came Harry’s friend

And he was dressed in blue

Originally based on a traditional ballad of

Virginia, this song can be used in a few

ways. Children walk around independently

for the first line, then find another child to

hold hands and walk together for the rest

of the song. It could be further extended

by having the children name the colours

of their clothes at the end. This activity

encourages social skills, communication

skills, language development and

collaboration.

This song could also be used as a “duckduck-goose”

game, with children sitting

in a circle while one walks on the outside

and taps a child with the required colour.

This format can become quite repetitive,

depending on the experience of the group,

so finding new ways for all children to play

can be preferable.

Musically, the notes are far apart enough

to be heard and sung distinctly, and it has

a skipping beat, giving a light-hearted,

enjoyable feel.

One finger, one thumb,

keep moving

One finger, one thumb, keep moving



We’ll all be merry and bright

One finger, one thumb, one arm, keep

moving


moving


moving


One finger, one thumb, one arm, one leg,

keep moving


keep moving


keep moving



one nod of the head, keep moving






Little ones continue to become more

confident with movement and controlling

their limbs. This lovely little song helps to

highlight and reinforce their new abilities,

providing the opportunity to practise and

show off their growing independence.

Later on, this song can be, and is often,

used with older children as a memory

development song, adding a new limb/

movement in each verse. However, at

12-18 months, little ones love to imitate, so

will eagerly copy the actions of people they

know and trust.

Musically, this song uses a skipping

beat, often found in children’s music

for its bright, light and cheery feel. In

addition, it uses 6/8 timing, which has

more of a rocking rhythm than marching

(2/4 timing). This combination imitates

the natural rhythms that little ones have

already experienced and associated

with feeling safe and happy, namely, a

mother’s heartbeat (du-du, du-du...) and

the back-and-forth swaying in amniotic

fluid before birth, as well as being rocked

as a comforting movement after birth. This

makes learning a pleasurable experience

that can be developed into a more

advanced activity.

As we now know, children are not born

into the world as “empty vessels” waiting

to be filled, but as complete people

with existing knowledge, as well as the

remarkable ability to learn a lot in a

short space of time. So, using pre-birth

experiences of rhythm and post-birth

physical limb development, this song

builds on both of these skills.

Where is baby?

Where, oh, where, oh, where is baby?



Where can baby be?

Boo!

This song is a wonderful scarf game, but

as little ones this age particularly enjoy

mirror play, this can be combined with

baby-proof mirrors. Sing along to/with

baby while hiding under scarves or even

hiding the mirror under scarves, and then

end with revealing you, baby or the mirror

when singing “BOO!”

Musically, this tune is used quite often in

children’s shows and other songs, like “In

and out the dusty bluebells”. Being so well

known, it is also fairly easy to learn to sing,

with notes far apart enough to hear clearly

and sing separately.

Toddlers 12-18 months are at a lovely,

inquisitive age. They are developing new

skills and get excited about everything

new. Their joy and excitement are

contagious, and sharing music turns

learning into a magical experience!

Reference:

Parenting Counts: Age 12-24 months

Click here for

more resources

from Frances:



Recognising and

Practical strategies to

overcome bias

overcoming hidden

There are practical steps that we can

adopt to create an inclusive and unbiased

learning environment. Here are some of

the main ones.

As all good early years practitioners know,

every action, decision, and reaction we

make is watched carefully by the young

people in our care. What we do and say

shapes their development, learning and

ultimately, their view of the world. We

are their role models, along with their

parents/carers, other immediate family

and their local communities. However,

due to the length of time they spend in

the setting, our behaviour and actions are

some of the most powerful influences in

their young lives.

All educational settings should

strive to create inclusive and diverse

environments for children to grow up

in. However, hidden prejudices, such as

unconscious bias, can subtly influence

our own attitudes and behaviours. What

we consider ‘normal’ attitudes and

behaviours could, in fact, be based on

our own long-held values and beliefs,

picked up over decades, dating back to

our own parents’ attitudes and views

of the world. We are all products of the

world we grew up in, after all. Recognising

and addressing these biases is crucial to

ensuring we operate in a fair and inclusive

way.

Recognising hidden

prejudices

Unconscious bias refers to the automatic

judgements and stereotypes we have

that influence our actions and behaviours

without us being consciously aware of

them. In early years settings, these biases

can manifest in various ways, such as:

✨ Expecting boys to be more active or

better at sports than girls

✨ Thinking girls will automatically be

nurturing

prejudices

✨ Assuming children from certain

backgrounds may struggle more or

excel in specific areas

✨ Promoting one type of job role for

girls and different ones for boys

✨ Encouraging or discouraging certain

behaviours based on our own

assumptions about a particular

culture

Recognising these biases is not easy

– they are, by definition, unconscious!

However, it is important that they are

recognised to promote best practice in

your settings. This requires self-reflection

and an openness to change perspective.

No hiding behind the attitude of, “I

can see that unconscious bias applies

to others, but I don’t have any and it

doesn’t apply to me.” That is your own

unconscious bias ousted!

The impact on young

children

As we’ve discussed, children learn

by following what they see, hear and

experience. Unconscious biases in

early years education can influence

how children see themselves and their

potential. For example:

✨ Self-esteem and confidence: If a

child consistently receives different

treatment based on their gender,

race, or ability, it may shape their

self-image and their belief about

what they can/can’t do or what is

appropriate for them to try

✨ Educational expectations:

Practitioners with unconscious biases

might offer more encouragement to

some children while underestimating

others. This can apply particularly to

children with SEND

✨ Social interactions: The way

people respond to diverse family

backgrounds can affect how children

interact with people from different

cultures, seeing them as people to

befriend, be wary of, or even fear

To counteract these effects, early years

professionals must identify and address

their own unconscious biases, and adopt

inclusive teaching strategies so all children

receive equal opportunities and support.

Increasing staff selfawareness

and training

Offer staff training on unconscious bias

and regularly reflect on your interactions

with children and their families. Is there

a pattern in how you address different

people? There are a number of implicit

bias tests that practitioners can take,

such as the Implicit Association Test (IAT),

developed by Harvard University. This test

measures the strength of associations

between concepts (e.g., black people,

gay people) and evaluations (e.g., good,

bad) or stereotypes (e.g., athletic, clumsy).

Other ways to identify bias include writing

reflection journals, and having peer

discussions to uncover and challenge any

hidden prejudices.

Diversify learning materials

Audit the books, toys, and resources you

have in your setting. Do they reflect a wide

range of cultures, abilities, and family

structures? If not, buy ones that reflect

more diversity. You can find lots of lists on

the internet, such as here. Ensure you are

not subconsciously encouraging children

to play with a particular type of toy (e.g.

girls and kitchens, boys and tools) and

make all your areas and toys accessible to

all children.

Use inclusive language

Avoid gendered expectations in language

that children pick up on (e.g., calling girls

“caring” and boys “strong”). Saying things

like, “You throw like a girl” or “Be a big,

strong boy” implants these stereotypes in

children’s thoughts. Similarly, be mindful

of questions you ask children, such as

“Where are you really from?” or “You

speak really good English considering...”

which can imply that you think children

don’t really belong.

Challenge stereotypes in

play

Encourage children to explore roles

freely without casting doubt on the roles

they choose. Sometimes we do this by

saying things like, “Bobby, you could be

the astronaut and Alice could be your

assistant.” Instead, ask the children what

role they would like to play and support

their choices. Offer a variety of activities

that allow all children to participate in all

areas.

Addressing bias in

recruitment practices

Recruitment plays a critical role in

shaping an inclusive early years

environment. Hidden prejudices can

influence your hiring decisions, which may

unintentionally lead to a lack of diversity in

your staff teams. Think about:

✨ Unbiased job descriptions - avoid

gendered or culturally specific

language that might deter diverse

applicants. Consider translations to

encourage diverse applications

✨ Fair selection processes - consider

making selections anonymously,

having a set procedure for interviews,

and using a diverse panel of people

to make decisions

✨ Diverse representations – ensure your

recruitment images/language reflect

staff from different backgrounds

Focus on skills – think about any personal

biases you may have when evaluating

candidates and make decisions based on

their skills, experience, and values, rather

than what you perceive they can do

Creating a setting-wide

inclusive culture

Unconscious bias can pervade the

ethos and atmosphere of your setting.

By its very nature, it goes unnoticed and

unchallenged. However, by bringing these

discussions into the open, you have a

better chance of making changes which

will benefit your setting and the families

you serve. You can do this by:

✨ Encouraging open conversations,

allowing staff to feel comfortable

discussing bias and reflecting on the

setting’s inclusive practices

✨ Actively involving parents/carers from

diverse backgrounds in your decisionmaking

and policies

✨ Regularly reviewing your policies and

procedures to ensure they promote

the principles of EDI and prevent

discriminatory practices

✨ Developing teaching approaches that

actively challenge stereotypes and

celebrate diversity

References and

resources

✨ Equality and inclusive practice | early

years alliance

✨ How to Promote Equality and Diversity

in the Classroom | EYR

✨ Harvard Implicit Association Test (IAT)

Click here for

more references

& information.



Supporting little lungs:

Caring for children with asthma

Asthma is a disease that has been

recognised for thousands of years. The

Greek physician Hippocrates linked

asthma symptoms to environmental

triggers around 400 B.C. Nowadays,

asthma is one of the most common

chronic (long-term) conditions affecting

young children and can be very

distressing, especially for younger children

and their parents/carers. Managing

asthma effectively in early years is crucial

to ensure children can participate fully in

daily activities without unnecessary stress

or risk.

What is asthma?

Asthma is a chronic respiratory condition

that leads to episodes of wheezing,

coughing, breathlessness, and chest

tightness. In children aged 0–5, symptoms

can be particularly challenging to identify

as they may resemble other common

respiratory infections such as coughs,

colds and flu. However, whilst these are

temporary conditions caused by infecting

bacteria or viruses, asthma is a chronic

condition that can have several causes

including genetic and environmental

factors such as:

? Genetics – children with a family

history of asthma or allergies are

at increased risk of developing the

condition

? Exposure to allergens such as dust

mites, pet dander, pollen, and mould

? Recurring respiratory infections,

especially during early childhood

? Exposure to air pollution, including

tobacco smoke, vehicle exhaust

fumes, and industrial emissions

? Environmental factors such as living in

homes with poor ventilation/mould

Triggers and symptoms

People with asthma often have no

symptoms until they experience an

asthma attack, often brought on by

‘triggers’. Triggers for asthma attacks

include allergens (such as dust mites,

pollen, and pet dander), colds and flu,

smoke, air pollution, exercise, and even

emotional stress. It’s important to identify

and manage these triggers to help control

asthma symptoms and improve the

children’s quality of life. However, since

many young children are still developing

speech and language capabilities, this

is not always easy in this age group.

Symptoms of an asthma attack include

severe wheezing, excessive coughing,

difficulty speaking in full sentences, and

noticeable distress. In severe cases,

emergency medical help should be

sought immediately by calling 999.

Asthma in the UK

Around 1 in 11 children in the UK have

asthma, making it one of the most

common long-term medical conditions

in childhood. It accounts for numerous

hospital admissions each year, with

young children particularly vulnerable

to severe asthma attacks. In early years

settings, asthma can affect a child’s ability

to engage in physical play, concentrate

on everyday activities, and maintain

their attendance. Children with asthma

may need medication to help deal with

symptoms and to tackle the underlying

disease.

Diagnosis

Diagnosing asthma in very young children

is complex because their lungs are

still developing, and other respiratory

infections can mimic asthma symptoms.

Diagnosis is often based on identifying

a pattern of recurring symptoms and

response to asthma medication rather

than definitive tests. Since early years

children are still developing their language

skills, they cannot always talk about their

symptoms clearly, so it’s important that

practitioners recognise and record signs

such as persistent coughing (especially

after exercise), wheezing sounds

when breathing, and visible difficulty in

breathing.

Treatment

While there is no cure for asthma, it can

be effectively managed with medication.

Treating asthma in children under 5

typically involves a combination of

medications and lifestyle adjustments.

Common treatments include:

? Reliever inhalers (e.g.

salbutamol/Ventolin): These are

quick-acting inhalers usually coloured

blue that help open the airways

during an asthma episode, allowing

the child to breathe more easily

(bronchodilators)

? Preventer inhalers (e.g.

corticosteroids such as

beclomethasone): These are taken

daily to reduce airway inflammation

and prevent symptoms and are

usually brown or red/orange

? Combination inhalers (e.g.

combination of corticosteroids

and long-acting bronchodilators,

e.g., fluticasone/salmeterol):

These are usually purple

Since young children may struggle to

use an inhaler properly, spacer devices

can help deliver the medication more

effectively by allowing children to breathe

it in over several breaths.

Lifestyle changes can help reduce

symptoms. These include avoiding

triggers, maintaining high standards of

hygiene, ensuring good ventilation, and

using hypoallergenic bedding.

Practical ways to

support children with

asthma

There are several ways that settings can

support children with asthma. It is crucial

that each child with asthma has an

asthma support plan individual to them.

This should include a risk assessment

for the child, their emergency contact

details, doctor contact details, diagnosis,

medication details, and an emergency

protocol. This should be given to all

appropriate staff so they are aware of the

child’s condition and understand what

to do in the event of an emergency. You

should also regularly review the plan since

asthma can change over time.

Other ways you can support children

include:

Create an asthmafriendly

environment

? Reduce exposure to common triggers

by maintaining good indoor air

quality, keeping the setting wellventilated,

and avoiding strong scents

(e.g., perfumes, cleaning products

and aerosols)

? Enforce a strict smoke-free policy

? Make sure that children are dressed

appropriately in cold weather, as cold

air can trigger asthma symptoms

? Educate other children about

asthma so they understand what is

happening and what to do if they

witness someone having an asthma

attack

Recognise and manage

symptoms

? Train your staff to recognise the early

signs of asthma symptoms and act

promptly and calmly

? Encourage children to tell you if they

feel unwell or experience difficulty

breathing

? Have a clear protocol in place for

handling asthma attacks, including

when to seek emergency help. All

staff and volunteers should be made

aware of what they need to do and

when

Support children with

their medication

? Be familiar with each child’s asthma

support plan and medication needs

? Ensure all medication is easily

accessible and stored properly, out of

the reach of other children

? Check inhalers regularly to ensure

they are in date

? Train staff how to give and supervise

medications, recording all details in a

logbook

Encourage safe physical

activity

? Encourage children with asthma to

join in with physical activities but

ensure they use their reliever inhaler

before exercise if recommended by a

healthcare professional

? Be aware that environmental

conditions such as cold air or high

pollen levels can trigger asthma

attacks, and adapt the activities for

children accordingly

Communicate with

parents/carers and

healthcare professionals

? Asthma can change over time so

report any asthma symptoms or

attacks that occur in the setting to

parents/carers immediately

? Communicate with healthcare

professionals and seek advice on

how to implement the most up-todate

asthma care plans

Asthma management in early years

settings is crucial for ensuring children’s

safety and well-being. By providing proper

care and support, you can help children

with asthma to thrive and participate fully

in their early years education.

References and more

information

? The history of asthma: Development,

understanding, and treatments

? Asthma - NHS

? Asthma in the United Kingdom -

Statistics & Facts | Statista

? Asthma + Lung UK

Click here for

more references

& information.



Stacey Kelly

The power of mindset

As an adult, and after many years of

personal development, I have realised

the importance of commanding our

minds. As a society, it is the norm to do

weekly exercise and to eat healthily to

keep our bodies fit. However, it is rare

for people to apply the same regular

commitment to developing their mindset,

yet every outcome of our lives is ultimately

determined by our mind!

In the words of Henry Ford, “Whether you

think you can or you can’t, you’re right.”

Our mind is the most powerful tool we

have, and yet most of us spend little to

no time developing and nurturing it. We

wouldn’t expect our body to be able to

run a marathon without any preparation

or training, so why is it that we expect

our mind to work at its best without any

external input?

Adopting a daily mindset routine can be

life-changing, and by encouraging children

to do this practice daily from an early

age, we will not only give them the tools

to command their own minds (which is a

superpower) but also instil positive habits

that will support them to thrive now and in

the future.

Here are five daily practices that will not

only result in a more positive day but also

programme minds for happiness and

success.

Gratitude

Practising gratitude regularly has been

proven to reduce anxiety, improve health,

and increase happiness. In this fast-paced

world, it can be very easy to lose sight

of what is important. By appreciating

the simple things in life, we encourage

ourselves to see our ‘cup’ as half full,

which in turn helps us to have a more

positive outlook. Our thoughts create our

feelings, our feelings influence our actions,

and our actions generate results. By

focusing our mind on all the great things

in our lives, we generate a feeling of joy,

which in turn affects how we feel and

therefore impacts how we act.

When practising gratitude, it is important

to say “thank you” followed by why we

are grateful. This is the part that creates

a state of appreciation because it

acknowledges why what we are talking

about is so great:

? Thank you for my eyes because I can

see

? Thank you for my friends because

they make me feel loved

? Thank you for my clothes because

they keep me warm

Affirmations

Affirmations are positive statements used

to challenge negative thoughts. Our brain

is like a computer, and it is programmed

by what we hear, see, and feel on a

consistent basis. Like a computer, our

mind does not discern between negative

and positive input. Negative self-talk is

like a ‘virus’ that we are uploading. Our

minds, like a computer, just adhere to

the programming it is being given, so it

is really important that we feed it with

positivity because what we tell ourselves

will become our truth.

Repeating positive statements each day

can help programme our brain to be more

positive, which will again impact how we

show up and present ourselves in the

world. Even if you do not believe what you

are saying, your brain is still absorbing

the words, so fake it until you become it!

Examples of positive affirmations are:

? I am loved, I am safe, I am happy

? I am perfect just as I am

? I accept myself for who I am

? Today is a good day and full of

amazingness

Goals

Goal setting is powerful because our

minds are like sat navs that need

programming. In our brain, there is

an amazing thing called the ‘Reticular

Activating System’. One of its jobs is to filter

in the important information that we need

to be aware of into our conscious mind

and filter out irrelevant information into our

subconscious mind.

Have you ever noticed that when you

are trying for a baby, you suddenly see

babies everywhere? Or if you are buying

a new car, every man and his dog has

that same car? This is not a coincidence!

Because cars or babies are important to

you at that time, your reticular activating

system makes you aware of them in your

surroundings and filters them into your

conscious mind. It is not that babies or cars

were not always around you before, it is

just that you never noticed them because

your brain filtered them out. By setting

goals (no matter how small they are),

we are programming our brain to filter in

opportunities linked to that outcome.

Here are some examples of goals for

children:

? Today I am going to be a fantastic

friend

? Today I am going to use my manners

? Today I am going to be super at

tidying up

? Today I am going to be kind

Meditation

Our minds can often get carried away and

can get cluttered with lots of thoughts that

can lead us on a tangent of negativity.

We are constantly thinking about the past

and the future, and at times we can feel

tortured by an inner voice that will not

stop talking! Meditation helps to still and

empty our minds, generates a feeling of

calmness, and helps us be more centred

and in the present moment. A few minutes

per day can work wonders, and if you do

not feel confident leading this practice,

there are lots of guided meditations for

children (and adults) on YouTube.

Look for the best part of

your day

Another great way to generate a positive

mindset is to ask everyone to look for the

best part of their day so that they can

share it with you before home time. Again,

by doing this, you are programming your

mind to filter in all the great moments

throughout the day so you can choose

from them later. This means that

your ‘Reticular Activating System’ will

automatically get to work and will prioritise

and filter in good moments over bad.

Things we have learned

It is always good to acknowledge parts

of the day that have not gone so well.

However, by talking about them in terms

of what we have learnt and what we could

do differently, it teaches children to see

failure as a part of success because they

start to take these moments and see how

to use them as a platform for personal

growth. In life, we are all going to fail many

times. However, if we see these ‘failures’

as a fantastic opportunity to develop

ourselves, all of a sudden, they become a

blessing instead of a curse.

Click here for

more resources

from Stacey:



World Autism

Acceptance

Week

World Autism Acceptance Week (WAAW)

is an opportunity for early years settings

to celebrate diversity and support children

with autism. It’s not just about raising

awareness but also about promoting

acceptance and understanding of people

who are neurodiverse. There are about

730,000 people with autism in the UK,

many of whom contribute greatly to our

society, and this should be recognised and

celebrated. However, there are also many

barriers still to erase if we are to create

opportunities for everyone.

World Autism Acceptance Week is an

annual event which aims to do just that. It

is based around Autism Acceptance Day

on the 2nd of April each year. In 2025, the

National Autistic Society is expanding its

World Autism Acceptance campaign to the

entire month of April.

What is autism?

Autism is a spectrum condition that affects

people in different ways. There’s an old

adage that says, “If you’ve met one person

with autism, you’ve met ONE person

with autism.” This means that autism is

likely to result in different strengths and

weaknesses, which will never be the same

in two people. However, there are a range

of traits that autistic people may display,

such as:

⭐ Sensory issues

⭐ Social and communication challenges

⭐ Mild to severe anxiety

⭐ Intense interest in a hobby or topic

⭐ Repetitive or restrictive behaviours

⭐ Meltdowns and shutdowns

These are just a few issues that autistic

people may face daily. However,

something that is often more challenging

is the attitude that other people have

towards them, which can be prejudiced,

misinformed, and sometimes just plain

abusive.

Statistics about autism

In the UK, approximately 1 in 100

people (730,000) have autism, although

prevalence varies by age, gender, and

ethnicity. Rates are higher in males

compared to females. These statistics

highlight the importance of continued

support and resources for individuals

with autism and their families. As early

years practitioners, we have a unique

role in building and shaping inclusive

environments for our young children,

which can help influence their values and

beliefs in later years.

Here are some practical and impactful

ways you can help and get involved in

World Autism Acceptance Week (or Month)

this April.

1. Educate staff/families

When people learn about autism,

they begin to see things through the

eyes of others. They become more

aware of the difficulties they face and

the problems this brings; even getting

on a bus can be too much for some.

Running awareness workshops is

one way to broaden the knowledge

of your staff/families about autism.

Why not invite a local autism support

group to help you run a session to

dispel some myths, present the facts,

and share practical strategies on how

to support young children?

2. Ensure all activities and play are

inclusive

Plan activities that promote inclusion

and cater to diverse needs. Sensory

play is particularly beneficial for

children with autism, but if you’ve

been reading the articles from

Dr Joanna Grace in the Parenta

magazine, you will know that she

advocates for a full commitment to

what she calls ‘SENSORY’ rather than

‘sensory’ activities. Make sure that

activities are structured yet flexible,

allowing children to engage at their

own pace, and train your staff on how

to best support autistic children at all

times.

3. Celebrate differences

WAAW is a perfect time to celebrate

our differences while understanding

that there is so much more that

makes us similar. It’s like looking at a

mosaic; if we are all the same colour

tiles, then the picture we make is

boring. But add in different colours,

shades, and textures to the mosaics

and you can create a masterpiece!

Celebrate the uniqueness of every

child in your setting. Find out what

they do best and celebrate that.

It could be art, music, science,

or storytelling, so highlight these

strengths and encourage children to

celebrate diversity in all its splendour.

You could even make your own

mosaic using individually painted tiles!

4. Autism-friendly environments

Many people with autism struggle

with crowds, loud noise, and

overstimulation, so look around

your environment and see if you can

adapt it to be more autism-friendly.

This includes having quiet spaces

where children can retreat if they

feel overwhelmed, visual schedules,

and clear signage to help children

understand their daily routines.

5. Offer support to families

Living with people who have autism

can be great fun, but it can also bring

many challenges that can be difficult

at times. Parents and carers often

struggle to get diagnoses for their

children, which can be distressing.

Even with a diagnosis, there is no

guarantee that there will always be

the right support they need from

schools and other establishments.

Offer support to parents and carers

of children with autism by organising

a coffee morning or a friendly

support group where they can share

experiences and gain advice from

professionals and other parents. At

the very least, you could signpost

them to local autism services and

support networks.

6. Involve your local community

Engage with your wider local

community to raise awareness and

promote acceptance. Invite guest

speakers, such as individuals with

autism or representatives from autism

organisations, to your setting to

share their experiences. Look out for

local and national events organised

by charities as part of WAAW. There

are charity walks and sponsored

events around the country to raise

money for autism charities too. Use

WAAW banners on your social media

channels and use the hashtags

#WorldAutismAcceptanceWeek and

#AutismAwareness to show solidarity

with the campaign.

7. Promote positive stories

Incorporate stories and books about

autism into your storytime. Choose

age-appropriate books that portray

characters with autism in a positive

light. Talk to the children about what

autism is, how everyone’s brains

work differently, and that is what

makes us human and the world an

interesting place. See here for some

free resources including lesson plans,

parent packs, and videos.

8. Celebrate Autism Acceptance Day

Autism Acceptance Day is the 2nd

of April, so why not allocate this

as a day to wear something blue

or even multicoloured? Blue is the

traditional colour for autism ribbons as

it represents serenity and calmness.

However, rainbow colours and

primary colours are also used in the

National Autistic Society logo. You

could make or decorate cakes in

different colours, create a handprint

wall mural, or even create some

colourful bunting to decorate your

setting.

Whatever you do, let us know by sending

your stories and photos to us at hello@

parenta.com.

More information

⭐ waam.autism.org.uk

⭐ National Autistic Society – World

Autism Acceptance Month 2025

Click here for

more references

& information.



Promoting good

As early years practitioners, ensuring the

health and happiness of the children in

our care is at the heart of everything we

do. One key aspect of children’s overall

well-being is their oral health, which plays

a crucial role in their ability to eat, speak,

and develop confidence. With World Oral

Health Day taking place on 20th March,

now is the perfect time to explore how we

can promote good oral hygiene habits in

our settings.

oral health in


Practical strategies for

promoting oral health in


1. Incorporate oral health into daily

routines

Children thrive on routine, so incorporating

oral health into their daily activities can

make a big impact. Here are some simple

ways to do this:

experiences with brushing their teeth

at home

✨ Role play and dramatic play: Setting

up a ‘dentist’ corner in your roleplay

area, complete with oversized

toothbrushes, mirrors, and models

of teeth, can help children become

familiar with dental care in a fun and

non-intimidating way

✨ Songs and rhymes: Singing songs

about brushing teeth, such as “This

is the Way We Brush Our Teeth” to

the tune of “Here We Go Round the

Mulberry Bush”, makes the routine

fun and memorable

✨ Interactive demonstrations: Use

large models of teeth or puppets

to demonstrate proper brushing

techniques. Allow children to practise

brushing a model to help them

understand how to clean every

surface of their teeth

3. Engage parents and caregivers

The habits children develop at home

play a crucial role in their oral health,

so working in partnership with parents

is essential. Here are some ways to

encourage parental involvement:

✨ Send home oral health tips: Share

NHS-approved guidance on brushing

techniques, fluoride toothpaste

recommendations, and the

importance of regular dental checkup

✨ Host parent workshops: Invite a

local dentist or dental nurse to talk to

parents and answer any questions

they might have about caring for their

children’s teeth

✨ Encourage families to register with

a dentist: Some parents may not

be aware that children should start

visiting the dentist as soon as their

first teeth appear. Remind families

that NHS dental care is free for

children and encourage them to book

regular check-ups

4. Promote healthy eating and

drinking

Diet plays a huge role in oral health.

Sugary foods and drinks are a leading

cause of tooth decay in young children.

Early years settings can help promote

healthy choices by:

✨ Providing tooth-friendly snacks:

Encourage the consumption of

cheese, plain yoghurt, vegetables,

and fresh fruit rather than sugary

treats

✨ Promoting water and milk:

Discourage fizzy drinks, flavoured

milk, and fruit juices, as these contain

high amounts of sugar. Water and

milk are the best drinks for young

children

✨ Incorporating Food-Based Learning

Activities: Teach children about foods

that help keep their teeth strong and

those that can cause damage. Simple

activities, such as sorting pictures of

foods into ‘healthy’ and ‘unhealthy’

categories, can make the message

clear

Utilising Available Resources

There are many free resources available to

support early years settings in promoting

good oral health:

✨ NHS Start4Life: Provides information

for parents and carers about

developing good oral health habits in

young children

✨ World Oral Health Day resources:

The official World Oral Health Day

website provides posters, fact sheets,

and activity ideas to help early years

settings raise awareness

✨ Dental buddy: A programme run by

the Oral Health Foundation offering

educational resources, including

lesson plans and activity sheets,

tailored for early years and primary

education

✨ Mouth heroes for schools: A teaching

resource designed for children aged

5-9, providing engaging activities and

lesson plans to promote good oral

hygiene

Encouraging good oral health habits from

a young age is one of the most effective

ways we can support children’s long-term

health and well-being. By integrating fun

and engaging oral health activities into

our early years settings, we can help

children understand the importance of

caring for their teeth and gums.

With World Oral Health Day approaching

on 20th March, there is no better time to

start! Taking small steps now can lead to

a lifetime of healthy smiles for the children

in our care.

Tooth decay is a largely preventable

issue, yet it remains one of the most

common childhood health concerns in the

UK. According to Public Health England,

almost a quarter of five-year-olds have

tooth decay, with an average of three or

four affected teeth. Poor oral health can

lead to pain, infections, difficulties in eating

and sleeping, and even school absences

later on. By embedding good oral hygiene

practices in early years education, we can

help lay the foundation for a lifetime of

healthy smiles.

✨ Toothbrushing clubs: Some nurseries

and pre-schools introduce supervised

toothbrushing schemes where

children brush their teeth together

after snack time. The NHS’s Brushing

for Life programme and local

authorities can provide guidance and

resources for setting this up

✨ Morning and afternoon discussions:

Use circle time to discuss why looking

after teeth is important. Encourage

children to talk about their own

2. Use stories, songs and interactive

activities

Children learn best through play and

storytelling, so using engaging resources

can help reinforce positive oral health

messages. Some effective approaches

include:

✨ Storybooks about teeth: Books

such as “Topsy and Tim: Go to the

Dentist” or “Peppa Pig: Dentist Trip”

can help familiarise children with the

concept of visiting the dentist and the

importance of brushing

Click here for

more references

& information.



EYFS activities:

Mehndi drawings – Create your own henna-inspired art

Mehndi (Henna) is a traditional body art form

featuring intricate patterns, often used for celebrating

Eid. This fun and creative activity lets children design

their own Mehndi-style patterns on paper!

You will need:

Celebrate Ramadan and Eid with fun, creative activities! These simple crafts help children explore traditions

while developing fine motor skills and creativity. From sun catchers and Mehndi drawings to sparkling

lanterns, each project adds a festive touch to your classroom or the children’s homes. Let’s get crafting!

Make your own Eid sun catcher

Colouring pens or felt tips

Paper

Scissors (optional)

Extra decorations (glitter, stickers, sequins, etc.)

Method:

1. Place your hand on a piece of paper and carefully

draw around it with a pencil.

2. Alternatively, let children draw around their own

hands for a personal touch.

3. Use colouring pens or felt tips to create detailed

Mehndi-inspired patterns inside the hand outline.

4. Enhance the artwork with stickers or sequins for

an extra festive look.

This fun and creative activity is perfect for celebrating Eid with children. It combines sensory

play with an easy craft that results in a beautiful sun catcher to decorate classrooms and

homes alike.

You will need:

Clear vinyl/sticky back plastic or card

(optional)

Tissue paper (various colours)

Scissors

Pen or marker

Tape, PVA glue, or staples

Method:

1. Choose an Eid-themed shape for your sun catcher (e.g., crescent moon, star, lantern, or

mosque).

2. Draw the shape on a piece of card or clear vinyl using a pen.

3. Carefully cut along the outline of the shape.

4. Cut out the inside of the shape, leaving a border like a picture frame.

5. Repeat the previous step to create two identical frames.

6. Place a sheet of tissue paper between the two cut-out frames.

7. Secure the tissue paper between the frames using PVA glue, tape, or staples.

8. Attach a small loop of tape or string to the top of the sun catcher.

9. Hang it on a window to let sunlight shine through and create a colourful display!


Lantern ramadan decorations

Celebrate Ramadan with this beautiful DIY lantern craft! This activity helps children develop

their scissor skills while creating festive decorations to hang at home or in the setting.

You will need:

Coloured card

Yellow paper

Glue

Method:

Scissors

Ruler

Hole puncher

1. Cut a 2cm-wide strip from the coloured card and set it aside for later.

2. Take the remaining card and fold it lengthways.

3. Use a ruler to mark evenly spaced cutting guides along the folded edge, leaving about an inch

uncut at the top. Then Carefully cut along the marked lines to create vertical slits while keeping

the top edge intact.

4. Before unfolding, use a hole puncher to create patterns in the lantern.

5. Decorate with stickers, gems, or other embellishments for extra texture.

6. Unfold the card and overlap the long edges to form a cylindrical shape.

7. Secure the edges together using PVA glue. Then roll a piece of yellow paper into a tube and

glue it inside the lantern to create a warm glow effect.

8. Take the strip of coloured card from step one and glue it to the top of the lantern as a handle.

Movement is more than just physical

exercise; it is a powerful tool for

developing social and emotional skills

in early years children and promoting

well-being among educators. As the Royal

Foundation Centre for Early Childhood’s

latest Shaping Us Framework highlights,

prioritising social and emotional

development in the early years is essential

for long-term success and happiness. By

incorporating movement into early years

settings, we can create environments that

nurture resilience, emotional regulation

and positive relationships.

The benefits of

movement for early

years children

From a young age, children use movement

to explore their world, express emotions

and interact with others. Engaging in

physical activities helps them develop

essential social and emotional skills,

including:

Gina Bale

The power of movement:

Supporting social and emotional

well-being in early years

Emotional regulation: Movementbased

activities help children manage

their emotions. Running, jumping,

dancing and stretching can release

built-up energy and reduce stress,

supporting self-regulation

Building relationships: Group activities

that involve movement, such as

cooperative games, dancing and roleplay,

encourage social interaction,

turn-taking and teamwork. These

interactions lay the groundwork for

essential life skills such as empathy

and cooperation

Confidence and self-esteem:

Mastering physical skills gives children

a sense of achievement, helping to

boost their confidence and willingness

to engage with others through play

and daily activities

Movement for all:

Supporting SEND

children

It is crucial to ensure that movement

opportunities are inclusive and accessible

for all children, including those with special

educational needs and disabilities (SEND).

Movement plays a transformative role in

supporting their social, emotional and

physical development by:

Enhancing sensory integration:

Movement activities, particularly those

involving rhythm and balance, help

children with sensory processing

challenges regulate their responses to

external stimuli

Developing motor skills: Adapted

physical activities, such as seated

movement games or sensory-friendly

dance sessions, support children with

motor coordination difficulties

Improving social engagement:

Structured movement-based

interactions provide opportunities for

children with SEND to engage with

peers naturally and enjoyably

Promoting emotional well-being:

Movement helps reduce anxiety,

improve mood and provide a sense

of calm for children who may struggle

with emotional regulation

The Shaping Us Framework emphasises

the importance of nurturing skills such

as managing emotions and fostering

relationships in early years. As the Princess

of Wales stated, “If we can develop these

skills in the earliest years of life, we can

build a society that is healthier, happier

and better equipped for the future.”

Why movement matters for educators

The benefits of movement extend beyond

children - early years educators also thrive

when they incorporate movement into their

daily routines. Teaching is a physically and

emotionally demanding profession, and

regular movement can help:

Reduce stress and improve mood:

Physical activity releases endorphins,

which help combat stress and

fatigue, making it easier to manage

the demands of early years settings.

Simple stretching exercises, yoga or

even a brisk walk during breaks can

have a significant impact on mental

well-being

Enhance engagement and

connection: Actively participating

in movement-based activities

fosters stronger connections with

children, creating a positive and

interactive learning environment.

When educators engage alongside

children in movement, they build trust,

relationships and a sense of fun that

enhances the learning experience

Improve physical health: Simple

activities like stretching, walking, and

dancing help educators stay active

and avoid common issues like back

pain or stiffness. Maintaining mobility

and flexibility ensures educators can

keep up with the physical demands of

working with young children

International Day of

Dance: A celebration of

movement

A fantastic way to introduce movement

into early years settings is by celebrating

International Dance Day on 29th April.

Dance is a universal form of movement

that supports social-emotional learning,

coordination and creative expression.

Educators can use this day as a incentive

to inspire movement-based activities

such as:

Cultural dance exploration: Introduce

children to traditional dances from

around the world to promote cultural

awareness and appreciation

Expressive movement sessions:

Encourage children to express

emotions through movement, using

music as a guide for storytelling and

emotional exploration

Group dance challenges: Create

fun, cooperative dance routines that

build teamwork and foster a sense

of community among children and

educators

Mindful movement: Integrate gentle

stretching and slow movement

activities to help children learn selfregulation

and relaxation techniques

By incorporating International Dance Day

into early years settings, educators can

highlight the joy and benefits of movement

in a fun, engaging way for all children.

Making movement a

priority in early years

settings

Integrating movement into daily routines

does not have to be complicated. Here

are some simple ways to encourage

movement in early years settings:

Role-play and interactive storytelling:

Use imaginative play that involves

movement to engage children and

reinforce key learning concepts.

Acting out stories and engaging in

pretend play allow children to develop

communication and emotional

expression skills while being

physically active

Dance and music activities: Encourage

self-expression through movement

by incorporating music and rhythm

into the day. Singing action songs

or playing instruments while

moving helps to enhance cognitive

development and coordination

Outdoor exploration: Utilise outdoor

spaces for running, climbing

and playing, allowing children to

experience the benefits of nature.

Time outside can help improve mood,

focus and social skills while providing

vital opportunities to increase the

amount of their daily exercise

Guided movement breaks: Introduce

movement-based activities

throughout the day that align with

children’s natural rhythms. These

could include stretching sessions,

interactive movement games or

playful physical activities that support

self-regulation while allowing children

to remain engaged and focused on

their interests

By prioritising movement, we can support

the holistic development of children and

educators alike. As research and experts

continue to highlight, fostering social and

emotional well-being in early childhood

lays the foundation for a happier, healthier

society. Movement isn’t just about

physical health - it’s a key element in

building emotional resilience, fostering

relationships and creating joyful learning

environments.

Click here for

more resources

from Gina:



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March 2025 Parenta Early Years Magazine

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