April 2025 Parenta Early Years Magazine

Issue 125

APRIL 2025

Supporting SEND

through taste

How much tech

is too much?

Top tips for

toilet training

+ lots more

EYFS activities

inside!

This month…

Easter

Bringing STEM to life

through play

Feed young brains with a FREE fruit & veg box! see page 18

Maths is Fun! See page 34

32

12

Hello

Welcome to our family

Welcome to the April edition of Parenta magazine!

Welcome to the April issue of the magazine, created for all those who work in early years, to improve the health, happiness

and well-being of the children in your care. Spring has arrived (at last!), and this issue is packed with insights, inspiration, and

practical tips to support you and your setting.

This month, we shine the spotlight on STEM - an essential yet sometimes overlooked aspect of early childhood education.

We have a fantastic selection of articles exploring how to make STEM engaging and accessible for young learners. Experts

Sandra Beale, Gina Bale, and Priya Kanabar share their insights, guiding us on how to bring STEM to life through play, make

maths fun, and uncover the vital role STEM plays in early years education.

Sandra Beale is also headlining our webinar this month, “Discover the Magic of STEM in Early Years” on 9th April. Remember

to save the date and register now to join us!

Also inside this edition, we’re delighted to have more inspiring articles from early years experts including Yvonne Sinclair’s

Safeguarding Reforms, Joanna Grace’s Supporting through Taste, Dr Sarah Moseley’s Building Confident Communicators,

Frances Turnbull’s Musical Baby and Me and new guest author Phillipa Bullock’s Toilet Training Tips.

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 April 2025 | parenta.com

16 24

Regulars

8 Write for us

36 EYFS activities: Easter

News

4 What do our customers say this month?

10 Childcare news and views

Advice

28

14 Maths matters: Why strong numeracy skills still count in

early years apprenticeships

22 How much tech is too much?

26 Five years on: Post-pandemic recovery in the early

years sector

28 Building voices: The importance of speech and

language development in early childhood

32 Essential protocols for sickness and emergencies in

early years settings

Industry Experts

6 Safeguarding reforms September 2025

12 Supporting through taste

16 The importance of STEM in the early years

20 Building confident communicators and writers

in the EYFS

24 Setting up for baby and me: part 1

30 Toilet training in early years settings

34 Maths is fun!

38 Bringing STEM to life through play

38

parenta.com | April 2025 3

As early years practitioners, you will be

aware that the Department for Education

(DfE) is committed to enhancing early

education and childcare from the end

of parental leave to the end of primary

school.

The Early Years Foundation Stage (EYFS)

Statutory Framework sets standards for

early years providers to ensure children’s

learning, development, health, and safety.

However, as the DfE continually monitors

and reviews safeguarding requirements

to keep children as safe as possible, they

held an 8-week consultation between

22nd April and 17th June 2024, to seek

views on the proposals to strengthen EYFS

safeguarding requirements - Early Years

Foundation Stage Safeguarding Reforms.

Summary of responses received

and the Government’s response

The consultation received 1,470 responses

from various stakeholders, which included

parents, childminders, nursery schools,

primary schools, local authorities,

and other organisations. The highest

proportion of responses came from

private, voluntary, or independent early

years group setting managers.

In October 2024, the government agreed

that they would implement all proposed

safeguarding changes with just minor

wording adjustments for clarity. In addition,

they would introduce new whistleblowing

requirements and expectations for

providing references to enhance settings

safer recruitment practices.

Since January 2024, there have been two

statutory EYFS Frameworks, which means

that implemented changes may only

Yvonne Sinclair

Safeguarding reforms

September 2025

apply to one, or both of the frameworks.

Providers are responsible for ensuring they

follow the current version of the framework

for their provider type.

1. EYFS statutory framework for

childminders

2. EYFS statutory framework for group

and school-based providers

Summary of the substantive

changes

Designated Safeguarding Lead (DSL)

Group based providers should note

a change of role description from Lead

Practitioner to DSL.

The DSL should take lead responsibility for:

⚙ Safeguarding children

⚙ Liaising with their local safeguarding

partners

⚙ Being alert to any issues of concern in

the child’s life at home or elsewhere

⚙ Ensuring training is in line with

Annex C criteria which must be

renewed every two years, and where

necessary, undertake an annual

refresher

⚙ Ensuring practitioners read “What to

do if you’re worried a child is being

abused” guidance

Safer recruitment

Both types of providers should be aware

that there is updated guidance on

references which must be obtained before

employment, however, best practice would

be before interview in line with KCSiE

guidelines.

References for staff leaving, should be

provided by the setting upon request in a

timely manner, and include:

⚙ Information as to whether they are

satisfied with the applicant’s suitability

to work with children

⚙ Facts (not opinions)

⚙ Any substantiated safeguarding

concerns/allegations which meet the

threshold ONLY (KCSiE part 4)

Both types of providers must have

whistleblowing procedures in place which

include:

⚙ How to raise concerns around poor/

unsafe safeguarding practices,

including when and how to report

concerns

⚙ The process of what happens next

and must be followed

⚙ Signposting for staff who feel they

are unable to raise a genuine issue

with their employer, or issues raised

are not being taken seriously, to other

channels e.g. NSPCC Whistleblowing

Advice Line

Group based providers’ safeguarding

policy must include suitability check and

recording procedures in regards to:

⚙ Qualifications

⚙ Identity checks

⚙ Vetting process

⚙ References

⚙ Criminal record check reference

number, date of check, who

obtained it

Childminders must:

⚙ Have relevant early years

safeguarding practitioner training

⚙ Have passed the required checks to

fulfil their role

⚙ Obtain a reference for childminding

assistants employed by them

⚙ Ensure suitability of any person

who may have regular contact with

children e.g. someone living/working

on the same premises of the provision

Child absence

Both types of providers must follow up

absences in a timely manner, and for

prolonged/absence without notification

from parents/carers, attempts must be

made to contact the parent/carers or

emergency contacts and must:

⚙ Consider patterns/trends/personal

circumstances and use professional

judgement and consideration as to

whether the absence is prolonged

⚙ Consider any concerns which must

be referred to children’s social care or

police

⚙ Where possible, hold more than two

emergency contact numbers for each

child

⚙ Have an attendance policy, which

should be shared with parents/carers

and includes:

O Expectation for reporting child

absences

O Actions and procedures the

setting will take for prolonged or

absences without parents/carers

notification e.g. safeguarding

procedures and actions

where parents/carers are not

contactable

Safer eating

Both types of providers should be aware

there should always be a member of staff

in the room, who should sit facing children

when children are eating, and have a valid

paediatric first aid certificate.

Settings must obtain special dietary

requirements from parents/carers, share

this with staff, prepare food in a way to

prevent choking, and be clear about who

is responsible for checking that the food

meets all requirements.

Settings must have reporting, recording

and monitoring procedures in place should

a child experience a choking incident.

Toileting and privacy

Both types of providers should respect

children’s privacy, considering and

balancing with safeguarding and support

needs when changing nappies and

toileting.

A reminder!

The statutory national implementation of

the EYFS safeguarding reforms will begin

on 1st September 2025.

These reforms aim to formalise best

practice and ensure all early years

practitioners have the knowledge and

support needed to provide the safest,

highest-quality early education and

childcare.

NEW!!!

Self-paced eLearning training which

meets Annex C requirements

Thank you to those early years settings

who agreed to be part of our Pilot Group

to trial our new eLearning training for

Early Years Safeguarding Practitioners

and Early Years Designated

Safeguarding Leads.

The Practitioner training will be available

for purchase by 28th April 2025.

Register HERE to be notified when

our training is live and to receive a

Parenta exclusive introductory 10%

discount.

Click here for

more resources

from Yvonne:



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 Stacey Kelly, our guest author of

the month! Her article, “Master Your Mindset With

These Simple Habits” explains five daily practices

that will not only result in a more positive day, but

also programme minds for happiness and success.

Well done Stacey!

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

IPPR Calls for Collective

Agreements to Tackle Workforce

Challenges in Key Sectors

A new report from the Institute for

Public Policy Research (IPPR) urges the

Government to introduce collective

agreements for workers in childcare,

housebuilding, and rail - industries it

deems vital to its national objectives.

The report highlights that one of the

biggest hurdles in achieving these goals

is the difficulty in recruiting and retaining

staff in these key sectors. It notes that

the Government has already pledged

to implement sector-wide collective

bargaining for social care employees

and teaching support staff. This process

involves unions and employers working

together to set industry-wide standards for

pay, working conditions, and training.

According to the IPPR, such agreements

were more common in the early 20th

century, but many of the institutions

responsible for them were dismantled

under the Thatcher government.

The report calls for a modernised

approach to industrial relations in sectors

critical to the Government’s agenda,

particularly where it holds significant

purchasing power. It also states that fair

pay agreements have business backing,

but employer participation is essential.

The IPPR’s recommendations include:

• Creating new legally recognised

negotiating bodies, with legislation

defining their scope and the organisations

involved, for childcare, rail, and

construction.

• Ensuring consistent pay, terms,

and conditions for all workers in the rail

and childcare sectors.

Joseph Evans, a researcher at IPPR,

said, ‘Labour has promised to deliver its

national missions, but workforce shortages

in the industries which will achieve

those missions are creating significant

hurdles. Construction, childcare, and

rail will all deliver on the Government’s

promises to grow the economy and break

down barriers to opportunity. Fair pay

agreements will help to make sure these

sectors are functioning as effectively as

possible: they’re key to getting Britain back

to work and driving growth.’

Purnima Tanuku CBE, Chief Executive

of National Day Nurseries Association

(NDNA) said “The people working in early

education and childcare settings have a

huge impact on children’s development,

learning and outcomes in these crucial

first five years. Research has shown that

their skills, knowledge and professional

development are vital to giving our children

the best start in life. So it’s right that the

Government should work to build a system

that recognises, rewards and encourages

them to go further in an early years

career.”

“At the same time, evidence from our

research, the Low Pay Commission

and other government bodies shows

that underfunding is a major issue in

addressing pay, retention and high staff

turnover. In the absence of a properly

funded workforce strategy, a genuine

review of funding rates that links to

costs and support to ensure early years

providers can be sustainable, another

body will not help the sector, the workforce

or our children.”

“To achieve its ambitious aims for our

youngest children we want to see a

clear strategy from the Government to

support the workforce with a review of

the resources it needs to deliver on its

promises. Early education providers and

their staff are working hard for children

and families and they need the support in

place so they can ensure every child gets

the best start in life.”

The story can be read in full on the

Nursery World website here: Nursery

World - Government told to extend fair pay

agreements to early years sector

The report can be found here: Missiondriven

industrial relations: The case for fair

pay agreements | IPPR

Coram Report Highlights

Barriers to Early Years

Access for Disadvantaged and

SEND Children

Disadvantaged children and those with

special educational needs and disabilities

(SEND) in England face greater challenges

in accessing early years provision

compared to their peers, according to

Coram Family and Childcare’s annual

Childcare Survey.

Now in its 24th year, Coram’s report

draws on survey data collected from local

authorities between November 2024

and February 2025. It follows the phased

rollout of expanded funded hours for

eligible working families in England. The

survey found that, with these new ‘funded’

hours, the average cost of a part-time

early years place for a child under two has

dropped by 56% since 2024, now standing

at £70.51 per week.

However, the report also highlights

inequalities in costs. Families who do not

qualify for the new entitlements - such

as those not in work or earning below

the threshold - face significantly higher

expenses. They pay up to £105 more per

week for a part-time place for a child

under two and £100 more for a two-yearold.

Meanwhile, parents of three- and

four-year-olds in full-time early years

provision now pay an average of £126.94

per week, reflecting a 4.7% increase since

2024.

Although around 80% of local authorities

surveyed report having sufficient early

years provision for at least 75% of eligible

children, significant gaps remain for those

with SEND. Just 29% of responding local

authorities say they have enough provision

for at least 75% of children with SEND in

their area.

To create a more balanced system, Coram

is calling on the government to take key

actions, including:

Updating the funding model to ensure

rates cover the actual cost of provision

Removing parental work criteria from

government-funded entitlements

to give all children equal access to

quality early years education

Developing a more flexible funding

system for SEND provision

Addressing gaps in provision by

prioritising new school-based early

years settings in areas of greatest

need

Commenting, Neil Leitch, chief executive

of the Early Years Alliance, said: “While

it is positive that early years places are

becoming more affordable for those

families who are eligible for funded

places, it’s clear from today’s findings that

the early years sector in England is fast

becoming a two-tier system.

“With the bulk of the early entitlement

offers skewed towards working

families, more and more children from

disadvantaged backgrounds – who

we know benefit the most from early

education and care – are at risk of being

frozen out of accessing affordable places.

Add to this the fact that children with

special educational needs continue to find

it more difficult than their peers to access

provision, and there's no doubt that under

the existing system, the children most in

need of support are now the least likely to

be able to access it.“

“As our own recent research has shown,

the combined impact of next month’s

national insurance increases, wage rises,

and updated charging guidance is likely

to see settings limit places and raise their

fees. It’s clear, therefore, that far more

sector support is needed if every child

is to be able to benefit from affordable

provision.”

“Ultimately, we know the only way of

achieving this is to adequately fund the

sector, both now and in the long term.

If the government is truly committed to

breaking down barriers to opportunity,

there simply is no other option.”

You can read the full story here, on the

Early Years Alliance website.



Dr Joanna Grace

Supporting

through 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.

In my previous article (which you can

view online), I talked about how to offer

interesting and fun taste experiences

and how these don’t always have to be

about eating. In this article, we are going

to be thinking about how we support

someone who has sensory struggles

with eating. This is a huge topic and one

I often explore with families and settings

through my Sensory Struggles with Eating

training day. I am sure you are all well

versed in coaxing children to have a bite

of the apple before the biscuit or to try just

a little bit of the veg on their plate before

moving on to the chips. This is not the sort

of eating difficulties we are thinking about

here. This is specifically sensory struggles.

First, it is important to recognise how

lonely and frightening sensory struggles

with eating can be, both for the child

and their parents. For the parents, it is

lonely as everyone around them will think

they’re just not being firm enough. They’ll

get advice like “they’ll eat when they’re

hungry,” they won’t feel understood, and

they won’t know how to help their child

when all the standard advice doesn’t work.

For the child, it is even more extreme.

If you are someone who struggles with a

sensation, you generally keep whatever

offers that sensation far away from you.

You don’t move close to it, you don’t touch

it, and you most certainly don’t PUT IT IN

YOUR FACE! When you eat, you have to do

this. You have to have taste in your face,

you have to have smell in your face, touch

in your face and sound, and you have to

do these all at the same time. It’s a horrific

assault! Ordinarily, if you are that child who

struggles with the sensory world, you have

someone on your side. They might not

fully understand what is going on for you,

especially if you haven’t learned to talk

yet or are not a user of mouth words, but

they will be the person who, when it is too

bright in the supermarket, takes you out

to the car. They’re the person who, when

the family party gets too loud, sits with you

in a different room to read a book. They

are on your side. And in this situation, they

are the person instigating the assault. Not

only do you have to do all of those sensory

things at once, and IN YOUR FACE, but you

also have to do them on your own without

the possibility of rescue by the person

who, in other situations, rescues you from

sensory struggles.

All of the usual advice - removing pressure,

being playful, etc. - extends here. But in

the little bit of space before the end of the

page, I want to offer you a couple of ideas

you might not have thought of as clues

and invite you to continue exploring:

✨ Doing ALL of those different sensory

things at once is not necessary for

accessing nutrition. Things can be

blended to remove texture, and you

can hold your nose as you eat to

remove most of the flavour

✨ To support eating, you do not have

to be doing eating. You could be

offering practice at the sensory skills

associated with eating - exploring

food textures with the fingers will, over

time, make coping with food textures

in your mouth easier. You can smell

foods without eating them, and this

can act as a stepping stone towards

being willing to eat them. So often, the

food conversation becomes binary:

did you eat it, yes or no? By providing

smaller steps - You touched it!”, “You

smelt it!” - you offer a ladder towards

the achievement of eating it.

✨ When sensory struggles are the

source of eating difficulties, having

a particularly sensory offering can

help. Whereas with a child who is

not keen on trying new flavours - as

most young children are growing

up - you might naturally offer things

a bit blander than the adults, mild,

etc., when sensory struggles are

the source, this might not be the

best option. Foods that provide bold

sensory messages can sometimes

(not always, but it is one of those

things that is worth a try) be easier

for people to cope with than vague

sensory profiles. You’re looking for

things that are really crunchy, or

salty, or zingy - big, bold sensory

messages. I write as an autistic adult

who ate restrictively due to sensory

differences when she was a child. My

mum will tell you I lived off tomato

ketchup sandwiches. My big leap into

eating things like salads was pickled

onions! I ate pickled onion crisps

repeatedly and began to consider

that if I liked them, I might like pickled

onions, and from pickled onions,

I went to onion, and from there to

cucumber, tomato and lettuce. I don’t

imagine anyone dealing with a child

complaining about the broccoli on

their plate has offered a pickled onion

as an alternative! And this is my point:

when the cause of the struggles is

sensory, we need to think differently,

not just hammer away at “tried and

tested methods that worked for my

children.” If their brains are different,

you need to do something different.

I said at the start of the previous article

that taste is a pretty weak sensory system

- “it ain’t nothing without smell” - so in my

next article, we are going to explore the

weirdly emotional sensory system that is

smell! Join me for a fragrant romp through

the possibilities of scent in your setting.

Click here for

more resources

from Joanna:



Maths matters:

Why strong numeracy skills still count in

early years apprenticeships

In the early years sector, numeracy skills

can sometimes be seen as secondary

to literacy and communication skills, or

something that children develop after

learning to speak and read. Due to this

misconception, settings can sometimes

play down numeracy skills in their staff

and the British government has recently

removed the requirement for Level 3 Early

Years Educators (EYE) to hold a Level 2

equivalent qualification in Maths, with the

onus now being on leadership to hold this

qualification.

However, strong Maths skills are crucial

for early years apprentices, not only for

their own professional development but

also so they can support young children’s

understanding of Maths. Research

shows that early Maths skills are a strong

predictor of later academic success,

making it essential for practitioners to

confidently incorporate numeracy into their

everyday interactions with children. So

what can you do to strengthen these skills

in your employees?

Maths in early years

education

Mathematics should be embedded in

the daily experiences of young children.

From counting things to sharing toys

fairly, early years practitioners should

constantly engage in mathematical

conversations with children. This is not

advanced Calculus but simple, everyday

things that children should understand

such as shapes, comparisons, measuring,

counting, and patterns.

Apprentices who lack confidence in their

own numeracy skills may struggle to

model mathematical thinking effectively,

potentially limiting children’s learning

experiences, which may impact on the

children’s development in this area later

on. The Early Years Foundation Stage (EYFS)

framework emphasises the importance

of developing a strong grounding in

numbers, recognising that “a secure base

of knowledge and vocabulary is crucial for

future success in mathematics.”

Challenges and barriers

Despite the importance of numeracy,

many apprentices enter the early years

workforce with low confidence in their

own Maths abilities. Some may have

had negative experiences with Maths at

school, leading to anxiety and avoidance.

Others may struggle with functional

Maths skills required for tasks such as

recording children’s progress, calculating

ratios, or managing resources. A lack of

professional development opportunities

focused on Maths can further compound

these challenges.

The important thing to remember here is

that we should not be blaming apprentices

if they are underconfident in Maths. The

key to improving Maths in early years is to

help everyone feel more confident which

means supporting your apprentices (or

other staff) to develop their skills in an

environment that is supportive and nonjudgmental.

Maths anxiety

Maths anxiety is a common issue that

affects many people, often stemming

from negative experiences in school.

Apprentices who struggle with Maths

anxiety may avoid mathematical tasks

altogether or feel overwhelmed when

faced with them. To support those who

experience Maths anxiety, you can:

? Promote a growth mindset –

encourage apprentices to view

Maths as a skill that can be improved

through practice rather than an innate

ability

? Create a safe learning

environment – provide nonjudgmental

support and allow

apprentices to ask questions and

make mistakes without fear of

embarrassment

? Use practical, hands-on

approaches – engage apprentices

in real-life Maths activities that

feel relevant to their work, such as

measuring ingredients for a cooking

activity or setting up a counting game

for children

? Offer mentorship and peer

support – pair apprentices with

experienced practitioners who can

model confident numeracy skills and

provide guidance in a supportive

manner

? Provide professional development

– offer workshops, courses and

resources that specifically address

Maths anxiety and provide strategies

to overcome it

By providing an understanding and

respectful learning environment, you can

help your apprentices address some of

their biggest challenges or fears related to

Maths.

Essential Maths skills for

apprentices

Early years apprentices don’t need to

remember advanced trigonometry or

algebra, but they do need a solid grasp

of some fundamental Maths concepts,

including:

? Counting and number recognition

– helping children recognise numbers,

count objects, and understand how

we represent values with numbers

including basic fractions like ½ and ¼

? Basic arithmetic – introducing

addition, subtraction, multiplication

and division (for example, how to

divide things fairly between children)

? Problem-solving – learned through

play-based activities

? Measurement and comparison –

using language around size, length,

weight, and volume in everyday

contexts and recognising when things

are larger or smaller than other things

? Shapes and patterns – supporting

spatial awareness and pattern

recognition

? Time – encouraging children to

explore concepts like the sequence of

events e.g. before, after and next, as

well as timings used in everyday life

? Money - understanding the value

of currency and the principles of

exchange

How to help

To ensure apprentices develop strong

numeracy skills, implement some or all of

the following strategies:

Provide targeted Maths training

Offer regular workshops or mentoring

sessions focused on key Maths concepts

and how to incorporate them into daily

routines. Encourage apprentices to

engage with the EYFS Maths framework

and relevant professional development

resources to increase their knowledge. You

may want to support them to get a Level

2-equivalent qualification such as GCSE

Maths or Functional Skills Level 2. Check

out your local college courses or council

support for adults wanting to improve their

Maths skills.

Embed Maths in your everyday

practice

Encourage apprentices to model numeracy

naturally, through real-life activities, such

as counting out snack portions, discussing

shapes during arts and crafts, or

measuring ingredients in cooking activities.

Getting apprentices to observe more

experienced practitioners can help them

see how Maths can be naturally integrated

into the daily routines. Help apprentices

strengthen their on-the-job Maths abilities

too, such as working out staff-child ratios,

tracking attendance, and budgeting for

activities.

Foster a positive Maths culture

Create an environment where Maths

is seen as engaging and accessible

rather than something that causes

stress. Remind everyone to avoid using

negative language about Maths, which

can be picked up by children, and

instead, encourage a growth mindset

where mistakes are seen as learning

opportunities, and Maths is seen as

natural and easy.

Use practical, hands-on approaches

Provide access to manipulatives such

as counting beads, number blocks, and

measuring tools like rulers, tape measures

and scales. Hands-on learning can

boost both children’s and apprentices’

confidence in mathematical concepts and

show them that Maths is not something to

be afraid of.

Encourage reflective practice

Ask apprentices to reflect on their use of

Maths in their interactions with children.

Encourage them to set small goals for

improving their numeracy skills and

to seek feedback from experienced

practitioners. Remember to take a stepby-step

approach rather than trying to ‘fix’

everything all at once.

To conclude, numeracy skills are important

for pre-school children to learn, which

means they are also vital for your early

years apprentices.

References

? School readiness and later

achievement - PubMed

Click here for

more references

& information.



Sandra Beale

The importance of STEM

in the early years

Curiosity about how the world works is

a vital part of childhood development,

driving exploration, problem-solving,

and critical thinking. At the heart of this

natural curiosity lies Science, Technology,

Engineering, and Maths - collectively

known as STEM. These subjects help

children develop essential skills such as

logical reasoning, experimentation, and

analysis, laying the foundation for future

learning and discovery.

An important addition to this framework

is Art, transforming STEM into STEAM.

The inclusion of Art nurtures creativity,

imagination, and innovation, encouraging

children to think beyond conventional

solutions and explore new possibilities. By

blending analytical thinking with artistic

expression, STEAM education fosters

well-rounded, adaptable learners who can

approach challenges with both logic and

creativity.

I started teaching basic STEM concepts

to my 9-month-old son 10 years ago and

was amazed at how engaged he was.

Visiting friends were fascinated seeing

a baby performing science experiments

and wanted their children to participate.

I started hosting groups of pre-school

children and their parents in my kitchen

every week, as we explored colours,

fizzes, and pops. This became a regular

event, offered to my local community for

free.

During lockdown, sessions moved online,

opening my work to a broader audience

around the UK and internationally.

I believe that science is vital to us as a

nation, and getting very young children

involved in science is an exciting approach,

as the 0-6 age group are at the most

curious of all stages - and science and all

aspects of science, including art - fulfil that

natural curiosity.

Children at this stage learn best through

play. Toddler and early years STEM is all

about discovering and exploring scientific

concepts in a very messy and colourful

environment full of interesting sounds and

smells.

Doing experiments and STEM with young

children is a huge learning experience for

all the adults involved as well.

My sessions are entirely child-led, giving

children the freedom to play, explore,

and experiment in a safe and supportive

environment. Rather than focusing on a

single “right” answer, I encourage different

approaches to problem-solving, helping

children think creatively and develop

independent thinking skills.

Above all, my goal is to make STEM (or

STEAM) an enjoyable and engaging

experience for both children and adults.

I often remind people that science is all

around us - it belongs to everyone. Instead

of fearing it, we should embrace it with the

same excitement and curiosity that a child

has for a favourite toy.

Here is an experiment that I thought you

could try with your young charges in an

early years setting or at home, it’s called a

coloured shadow and light experiment. It’s

great fun and the children at my sessions

love it!

Ask your children to gather around. They

could either sit around the table or stand.

I always find being flexible with seating

arrangements makes for more enjoyable

experiences for children and their

caregivers.

Once they are settled, you could maybe

start by discussing shadows, ask them if

they have made hand shadows against a

wall with a torch. You could also explain

that shadows are created when light

falls on a solid object. Shadows can be

lengthened or shortened by the direction

of the light. If it’s a sunny day, you could

take the children outside and ask them

if they can spot their shadows on the

ground.

Then explain that you are going to show

them how to make coloured shadows.

For this experiment, you will need

translucent objects, such as coloured

cellophane paper or magnetic tiles and a

torch or sunlight.

Hold or dangle different coloured

cellophane squares against a light

background, and shine a torch behind it,

the shadows that are created will be in

colour.

If it’s a sunny day, ask the children to stack

or build with magnetic tiles on a windowsill

and observe the colours on the floor. You

could give the children some paper and

paints and they could paint the colours

that fall on the paper.

Click here for

more resources

from Sandra:



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4.6

4.6

“My tutor is very helpful and friendly and I

am very grateful to have her as my tutor.

She has supported me the whole way. I

could not ask for anyone better.

Thank you.”

“My tutor is very helpful, always willing to

help with any difficulties I have and

reassures me of my abilities during

my apprenticeship.”

“I would like to say a big thank you to my

tutor who is a fantastic functional skills

maths teacher. She helped me pass my

functional skills Level 2 exam.”

Rumi A.

Juliane.

Deborah A

Dr Sarah Moseley

3. Encouraging active listening and

turn-taking

Listening is an important skill that helps

children engage in conversations, follow

instructions, and respond to others.

Building confident

communicators and

writers in the EYFS

Use listening games like “Simon Says”

or “Guess the Sound”

Encourage turn-taking in conversations

and storytelling, using a talking stick or

puppet

Use call-and-response techniques to

refocus attention - e.g., “1, 2, 3, eyes

on me”

Create story baskets - fill baskets

with objects related to a book to help

children act out the story

Encourage mark-making after reading

- children can draw their favourite

part of a story before trying to write

about it

Use songs and rhymes - rhythmic

language makes words more

memorable

Provide real-life reasons to talk and

write - writing messages, making

signs, and drawing maps all build

communication skills

Communication is the foundation of

learning. Before children learn to read

and write, they need strong speaking

and listening skills. Oracy goes beyond

just talking - it’s about understanding,

expressing ideas, and building confidence

in conversations.

But communication isn’t limited to spoken

words; it naturally progresses into markmaking,

drawing, and early writing. When

children can articulate their thoughts

through speech, they begin to represent

them through drawings, symbols, and

eventually written words.

By weaving oracy into everyday activities

and connecting talking to writing, we

nurture confident storytellers, critical

thinkers, and lifelong learners.

1. Creating a language-rich

environment

A setting filled with conversation,

storytelling, and opportunities to share

ideas helps build strong communication

skills. Here are some ideas to get you

started:

Model good talk - expand on what

children say and introduce new words

naturally

Use open-ended questions - instead

of: “Did you like that story?”, ask

“What happened in the story? How do

you think the character felt?”

Encourage storytelling in everyday

routines - describe what’s happening

around you: “Look, you’re pouring the

milk. What happens if we pour too

much?”

Create talk-and-write stations - areas

where children can draw, markmake,

or attempt writing about things

they’ve spoken about

Tip: Introduce a word of the day and

challenge children to use it in play,

drawings, or storytelling.

2. Learning through play and

storytelling

Play is a powerful way to encourage

language, creativity, and early writing

skills.

Purely sensory level:

Feel the materials:

Role-play areas - shops, cafés, and

post offices encourage purposeful

talk and mark-making (writing orders,

shopping lists, menus)

Small-world play - use figures,

animals, or vehicles to act out stories

and encourage storytelling

Storytelling with puppets and props

- children can retell familiar stories

or invent their own. Go from sensory

props to representations in print

Tip: Have a talk & draw time - after

children tell a story, provide paper and

pens so they can represent it visually

before attempting to write words.

A better option! Still sensory but contextualised with real representation so that

those who can go further are supported. No harm in having a text label for exposure to

environmental print:

Straw house

Wooden house

Building a

brick house

Model being a good listener - make

eye contact, repeat key points, and ask

follow-up questions

Tip: Go on a listening walk and encourage

children to draw or mark-make what they

heard.

4. Supporting non-verbal

communication and early writing

Not all communication is spoken. Before

children write words, they communicate

through gestures, drawings, and symbols.

Encourage storytelling through drawing

- before children can write words, they

can ‘write’ with pictures

Use story maps - help children plan

and retell stories visually before adding

words

Introduce simple symbols or marks -

encourage children to create their own

representations of ideas

Use a variety of mark-making tools -

chalk, paint, sand, and sticks make

writing fun

Tip: Create story stones - children pick a

stone with a picture and create a story

around it, drawing their ideas first before

adding words.

5. Bringing story-time to life

Books are a fantastic way to develop

language and writing skills.

Read interactively - pause to let

children predict what happens next

Encourage retelling - use actions,

drawings, or props to bring stories to

life

Tip: Change a story’s ending and have

children tell or draw their own version

before writing a simple sentence about it.

6. Turn talk into writing:

Encouraging representation of

stories

When children talk about stories, they

begin to make connections between

spoken words and written symbols.

Use story scribing - write down

children’s stories as they dictate them,

showing how spoken words turn into

written text

Encourage ‘drawing as writing’-

before children write letters, they can

represent ideas with pictures

Create simple books together - staple

pages together and have children tell,

draw, and write their own stories

Label their work - help children add

simple words to their drawings to link

talk to writing

Tip: Have a ‘storytelling chair’ where

children tell a story, then draw and write

about it in a class book.

7. Building confidence in

communication and writing

Some children may be quieter or less

confident in speaking or writing, but small

changes can help.

Give plenty of thinking time - some

children need a moment before

responding

Celebrate all communication attempts

- whether through words, gestures,

drawings, or early mark-making

Tip: Introduce a ‘talk & write wall’ where

children can add their ideas, drawings,

and words in any way they choose.

Final thoughts

Oracy and communication skills are key to

children’s early learning and confidence.

When we link talking to drawing and

writing, we help children see how their

ideas can be represented in different

ways. By embedding these strategies

into everyday routines, we create a space

where every child feels heard, valued, and

ready to express themselves.

How do you support communication and

early writing in your setting? Let’s keep the

conversation going.

Click here for

more resources

from Sarah:



How much tech is

too much?

Balancing technology in the early years

Touchscreens, laptops, tablets, and smart

devices are now as common in nurseries

as building blocks and picture books - but

how much technology is too much? Are

we in danger of substituting technology

at the expense of human interaction and

socialisation? And how can we achieve a

healthy balance?

Technology in the

early years

Technology is becoming an integral

part of early years education, offering

opportunities to enhance learning

and engagement and we are being

encouraged by the government,

technology producers and researchers

to join in. There are resources to support

literacy, numeracy, and creative play,

providing children with engaging and

interactive learning experiences, many

of which can be tailored towards the

individual child and their abilities. For

children with SEND, technology can offer

significant support, from communication

aids to sensory-friendly applications

including speech-generating devices,

visual timetables, and adaptive software

tailored to individual needs.

However, striking the right balance is

crucial as an over-reliance on technology

may impact negatively on some areas of

children’s development such as their social

interactions and traditional play-based

learning.

Recent research has explored how

digital technology can positively influence

cognitive processes and learning

outcomes in young children. It found

that when used appropriately, digital

technology can enhance learning

experiences by:

? Improving cognitive skills such as

problem-solving abilities, memory,

and attention

? Supporting language development

by promoting vocabulary acquisition

and language skills through digital

storytelling

? Encouraging engagement by

making learning more engaging and

enjoyable, capturing children’s interest

and motivating them to take part in

educational activities

However, it also emphasised the

importance of the quality of the learning

experience and the context in which

technology is used, saying: “Guidance

around educational technologies should

focus on the quality of the learning

experience and how to support learning

through digital technologies, rather than

the quantity of screen time.”

What does this really mean? In a nutshell

- just giving children technology as a sort

of ‘surrogate nanny or teacher’ is not the

answer to improved learning. This only

happens when the quality of the child’s

learning experience is enhanced not

overridden.

The risks

How much screen time is too much?

This debate reverberates in millions of

households every day and we are still no

nearer a definitive answer. Technology

has benefits, but excessive screen time

can have drawbacks too. Research

suggests that prolonged exposure to

screens in young children can impact

attention span, reduce physical activity,

and limit opportunities for face-to-face

communication. The NHS and other

experts recommend limiting screen

time for young children ensuring it is

balanced with active and social play. It is

also recommended that passive screen

time, such as watching videos, should

be minimised in favour of interactive and

educational activities.

The Royal College of Paediatrics and

Child Health (RCPCH), the World Health

Organisation (WHO) and the NHS have

published guidelines to help parents

manage children’s screen time. The RCPCH

emphasises that screen time should

NOT interrupt positive activities such as

socialising, exercise, and sleep. They

suggest that parents set age-appropriate

boundaries such as:

? For children under 2: WHO

recommends no screen time at all.

The focus should be on face-to-face

interactions and physical activities

? For children aged 2 to 4 years: WHO

recommends no more than one hour

of screen time per day. The NHS

advises no more than two hours a

day, even for older children

All guidelines recommended that parents

watch screens with their children and talk

to them about what they are watching

rather than just leaving them unattended

which can have serious safeguarding

consequences.

These guidelines aim to balance the

benefits of digital technology with the need

for physical activity, social interaction, and

adequate sleep.

Why practitioners

should not rely solely on

technology

While technology can be a valuable

tool, it should never replace human

interaction in early years education. Social

development, communication skills, and

emotional well-being are best nurtured

through real-world interactions, play, and

storytelling. Technology may help, but it

cannot understand or truly express the

nuances of communication or emotional

intelligence in the same way that an

empathetic practitioner can. Practitioners

can lead conversations and model social

behaviours, picking up on the body

language, tone of voice and attitude of the

child in a way that technology cannot - yet!

If we rely too much on digital tools,

then the time and energy we can give

to developing and understanding the

subtleties of communication will suffer.

Personal technology

It’s not just children’s technology that can

be a concern. There can be issues with

personal, wearable technology such as

smart watches and mobile phones too.

Many places have policies which restrict

the use of cameras, mobile phones and

smart watches during working hours. This

is to ensure that staff remain fully attentive

to the children and to prevent any potential

safeguarding concerns associated with

their use. The primary concerns include:

? Distraction: Smart watches and

phones can be a source of distraction,

as they can receive notifications,

messages, and calls

? Safeguarding: Technology with builtin

cameras can pose a risk if used

to take photos or videos of children

without proper consent

? Professionalism: Maintaining a

professional environment where staff

are fully focused on their duties rather

than their personal life

It’s important for all settings to ensure

that staff are familiar with their policies

surrounding personal technology and to

enforce the rules they set.

The balancing act

It’s clear that there is a balance to be

struck between using technology to

enhance the children’s learning experience

and using it as a substitute for authentic

human experience and engagement.

We’ve listed some best practice ideas to

help you and your staff find an acceptable

equilibrium:

? Follow recommended screen time

guidelines

? Prioritise quality over quantity

? Use technology as an interactive and

educational tool rather than a passive

activity to keep children quiet

? Interact with children whilst they are

using the technology, supervising,

asking questions and making

suggestions

? Encourage hands-on learning

experiences alongside digital

resources

? Use technology to promote

collaboration, creativity, and problemsolving

? Ensure your curriculum includes

alternative activities that support

social interaction, physical movement,

and imaginative play

? Remind practitioners of your policy

regarding personal tech

Technology has a valuable place in early

years education but it should remain a tool

to aid development rather than replace

essential face-to-face interactions and

play-based learning. By being mindful of

this, we can provide a rich, varied, and

developmentally appropriate experience

for the children we support.

References and more

information

? IBE - Science of learning portal - The

Impact of digital Technology on

Cognitive Processes and Learning

Outcomes in early childhood: Evidence

from Neuroscience

? RCPCH Issues Child Screen Time

Checklist

? Screen Time for Kids:

Recommendations and Guidelines

? Managing screen time - community

paediatrics advice - Resource Library

- Sheffield Children’s NHS Foundation

Trust

Click here for

more references

& information.



Frances Turnbull

Setting up for baby

and me: part 1

Running baby music sessions is one of

the most fulfilling jobs I have ever done.

Knowing the joy that you are bringing

to little ones, the personal attention, the

literal physical demonstration of love and

care is the most priceless, rewarding

experience that I could ever describe.

While children may not remember events

and specific experiences from when they

were younger, they always remember how

you make them feel. And to know that they

experienced music, they experienced love,

is the most joyful gift.

Having a structured plan of activity can

be a helpful way to save time on both

planning and delivery of the session. When

you have a set sequence of activities,

not only does it allow for creativity in the

mini-section, it also helps you as the music

session leader to feel relaxed, in turn

giving little ones confidence in your care

because they get used to the pattern and

pace of activities and begin to know what

to expect.

The format that I ended up using in all

of my sessions is still one that I highly

recommend because of all the boxes it

ticks (language, movement, vocal play,

listening, story time) – and it genuinely

worked so well with hundreds of children,

both in nurseries and mum-and-tot

groups. One of my tips or ‘hacks’ was to

use a different item for each activity, lay

them out in order, have a list of songs

written down, and that would remind me

of the next activity.

Gathering time: Using the same “hello”

song is a wonderful routine that sets up

expectations for all. The regularity of the

song sends an automatic message to the

brain that the previous activity has ended,

and for the next 20, 30, even 45 minutes,

we have nothing more to think about than

musical activities, songs and games

Intentional touch: This activity is a gentle

introduction to the session using baby

massage techniques. Gently stroking

baby’s arms and legs, shoulders to

fingertips, hips to toes, is not only a lovely

physical relaxation but also a lovely way to

support proprioception. This is the ability

to recognise where our bodies begin and

end, how far our arms and legs reach,

helping us to judge distances and manage

ourselves in space.

Warm-up exercises: Muscle-building

techniques are important at every age,

but especially for those who don’t or

can’t move much. Gentle arm raises, leg

raises, and even lifting little ones’ legs up

and over for a gentle spine stretch can be

easily done to a gentle beat – maintaining

the all-important eye contact.

Sing and chant: Rhythmic chanting has

a lovely beat, and there are wonderfully

descriptive baby songs with magical words

that are fun to say and hear. While baby

may not repeat them soon, they will love

bouncing on your knees – quickly or slowly

– and even sliding down your legs.

Movement: Having a dance with little

ones is such a magical experience.

Holding them tight as you sway, glide,

spin and twirl around a room can be so

freeing as they giggle and smile, with no

judgement or criticism – just pure love.

Lullaby: After so much physical activity,

a calming, gentle lullaby may just send

baby off to sleep. Rocking little ones in

your arms, draped over your back, or

even swinging them in a blanket like a

hammock, between two adults, acts to

calm both you and them. Taking time to

slow down can become a skill that we lose

with the busyness of life, and making time

for yourself is a valuable life skill that we

can share.

Vocal play: Little ones quickly recognise

that different sounds hold value and

meaning, and are quick to copy the ones

that help them most. Singing songs ending

with easy words may just end up being

the encouragement little ones need to try

to speak themselves.

Literature: Sharing reading time is a

special skill that many teachers encourage

parents to develop from early on

towards a love of reading. Some children

absolutely love it, some just don’t, but

sharing storytime together is another way

to get little ones to relax.

Object play: Using everyday items can

be a lot of fun. Examples include tapping

cups or spoons together, having a splash

in a tub of water, using socks as ‘puppets’

or even using mirrors and reacting to

reflections. There are so many ways to

play. Adding a song to it just makes it even

more fun.

Listening: Many songs can be sung and

even learnt as children grow, but some

music is more complex and it is just as

magical to listen as it is to join in. This

is an opportunity to introduce children

to different musical styles, eras and

influences, giving them a wide range of

experience from their earliest years.

Quiet time: Silence is as important as

sound, and creating time to be, to think

and to not think, can give us a break

from activity, expectations and demands.

Creating this space is valuable, not only

to little ones but to grown-ups, giving us

a chance to catch up to ourselves. This is

a lovely way to take a minute, whether in

complete silence or using simple drone

sounds like singing bowls.

Leaving time: Having a regular ‘goodbye’

song can be a wonderful way to end

sessions. Again it allows the brain to

automatically end the period of time and

prepare for the next part of the day

Baby sessions are simply magical, and it

is unfortunate that so many adults cannot

see the possibilities or even the benefits

of music sessions from the start. In fact,

they can be so magical that many of my

sessions easily lasted 45 minutes, with no

boredom, screaming or distraction.

I will be including a complete baby session

on YouTube, with sample songs for all of

these activities, and hope that you too will

find the joy and magic of musical baby

sessions

Click here for

more resources

from Frances:



The COVID-19 pandemic brought profound

challenges to the world and the early

years sector was not exempt. The

pandemic disrupted settings, families, and

children’s development across the UK. As

we reflect on the past five years, (yes, it

really has been that long), it’s important

to understand how far we’ve come and

where we still need to focus our efforts to

get back to any kind of ‘new normal’.

The immediate impact on

early years settings

At the height of the pandemic, early

years settings across the UK, like many

businesses, faced an unprecedented

series of challenges. Settings were forced

to close for extended periods through

an edict from the government. This

meant that many children missed out on

essential early learning and socialisation.

Unfortunately, as has come to light later,

this seemed to hit those from vulnerable

backgrounds especially hard as they

often had less access to online learning or

interactions.

For practitioners, this period involved

adapting to rapid changes in health and

safety guidelines, working with limited

resources, and in some cases, dealing

with reduced staff numbers due to illness

or isolation. Some educational settings

remained open to offer a service to

vulnerable children, but this was very

much a minority of settings.

The impact on children’s development

was significant. Many children faced

delays in their social and emotional

skills and concerns over their physical

development, while others struggled with

language development, as face-to-face

interactions were limited.

Five years on:

Post-pandemic recovery in the early

years sector

Short-term recovery:

2020 - 2022

In the years following the initial lockdowns,

early years settings made great efforts to

recover. When settings reopened, much of

the focus shifted to supporting children’s

emotional and social well-being, which

had been severely impacted by the

isolation and uncertainty of the pandemic.

At the time, the extent of the impact was

impossible to measure but it has become

clearer as time has gone on.

Practitioners worked hard to support

children in adjusting back to a more

structured environment, focusing on

building secure attachments and ensuring

children felt safe and supported. Many

settings adopted new training methods

to help staff understand the long-term

emotional effects of the pandemic, with a

strong focus on trauma-informed care.

During this period, the importance of

communication between families and

settings became evident.

Practitioners embraced digital tools to

stay connected with parents, sharing

updates and providing support for

families at home. The ‘Zoom era’ and

the age of online meetings was well and

truly born in the pandemic and this new

technology allowed many more people to

feel confident learning through webinars

and online sessions, which has benefitted

practitioners through online CPD courses.

Longer-term effects:

2023 - 2025

As of 2023, the early years sector had

made significant strides in recovering from

the worst of the pandemic. Many settings

had re-established a sense of normality,

with children more accustomed to the

routines of early learning.

During this time, new resources were

introduced to help children catch up

on learning missed during lockdown,

although the sector continues to face

challenges.

In 2025, funding remains a significant

concern, with many settings struggling

to provide the high-quality care and

education that children deserve, especially

in the light of the expansion of the

government’s ‘free hours’ scheme. Other

challenges also remain as staff retention

and burnout are ongoing issues, with

practitioners still feeling the weight of the

pandemic’s effects.

During the pandemic, many organisations

restructured as a result of people being

forced to work from home, and a lot of

companies now offer more flexibility in

terms of location and working hours than

before the pandemic. This is not possible

in the same way in early years, as there

are certain times of day that people need

to be in the actual physical setting with

the children, and virtual working is not an

option for most roles.

Despite these challenges, there are plenty

of success stories. Many settings have

embraced innovative practices, such

as more outdoor learning and playbased

approaches to support children’s

development. The emphasis on social and

emotional development has also helped

to build more resilient children, who will

hopefully be better equipped to handle

any future challenges.

The role of government

policy in recovery

The government’s response to the

recovery of the early years sector has

been mixed. On the one hand, there have

been increased investments and support

in some areas, including funding for

catch-up programmes, guidance for early

years settings through stronger practice

hubs, experts and mentors, as well as

financial aid to help settings recover.

On the other hand, some practitioners

feel that the support provided has

not always been enough to address

the ongoing challenges of the sector,

particularly around staff pay, changes

in NI contributions and the long-term

sustainability of funding, especially for the

‘free-hours’ programmes.

There have also been policy changes

with a greater emphasis in all education

institutions on mental health and wellbeing

and there is also now a focus from

government to improve the support for

children with special educational needs

and disabilities (SEND) although the

impact of this will take time to research

and develop.

More immediately, the government made

changes to staff qualifications (e.g. no

need for Level 3 practitioners to hold a

Level 2 Maths qualification) and staff:child

ratios, although these have been met with

a mixed response.

What is the sector doing

for itself?

The early years sector has taken steps to

support its own recovery through:

? Sector consolidation and resilience

? Professional development

? Staff training on trauma-informed

care, child development, and mental

health

? Peer support networks sharing

resources, guidance, and moral

support

? Advocacy through sector

organisations campaigning for:

› Better funding

› More training

› Improved working conditions

› Greater diversity and

professional recognition

? Innovation through the use of:

› New digital tools for tracking

children’s progress and learning

› Flexible, child-centred learning

approaches

› Practices tailored to postpandemic

needs

Looking forward

The post-pandemic recovery journey

for the early years sector has been a

challenging one, but also one which the

sector has responded to with resilience

and innovation. As we look to the future,

there’s still much to be done to ensure

the sector continues to recover and thrive.

Technology, AI and digital learning are

likely to play a bigger role in shaping

the future of early years education, but

practitioners must ensure that these tools

are used in ways that support, rather

than replace, face-to-face learning.

Sustainability, both in terms of funding

and staff retention are likely to remain

a priority, as will the well-being of both

children and staff.

As we look back on the past five years, it’s

clear there are still hurdles to overcome,

but there is also hope for a brighter future.

References and more

information

? Early years education recovery

programme - GOV.UK

? NDNA - Impact of COVID-19

? Concern for disadvantaged children

as Covid-19 disruption risks widening

attainment gap, survey finds | early

years alliance

? Annual report 2021-22 | Children’s

Commissioner for England

? Early years education: Trends, issues

and the impact of Covid-19 - House of

Lords Library

? Growing up in the Covid-19

pandemic: An evidence review of the

impact of pandemic life on physical

development in the early years | Early

Intervention Foundation

? DfE early years programme helps

practitioners to support children after

Covid-19 | early years alliance

Click here for

more references

& information.



Building voices:

The importance of speech

and language development in

early childhood

All early years practitioners know that

speech and language development is a

crucial part of a child’s early years. It is the

basis for communication, understanding

the world, and social interaction, and all

other forms of learning depend on the

child’s ability to communicate using some

form of speech and language.

Children begin learning language in the

womb, where they develop a preference

for the rhythms and melody of the speech

they hear most often, (usually the voice

of their mother and her language). After

birth, this preference continues as the

child hears the language more, and

becomes aware that speech is being

directed at them. Parents and carers

therefore have a fundamental role in

helping the child develop language skills.

Early years practitioners also play a vital

role and this article explores why speech

and language development matters,

the factors that can affect it, and offers

practical strategies to support all children,

including those with special educational

needs and disabilities (SEND).

Why speech and language

development matters in

early years

The acquisition of language is central to

a child’s ability to express themselves,

interact with others and the world around

them. There are many different languages

in the world including non-verbal ones like

British Sign Language (BSL) and Makaton,

but speaking your native language is still

the main communication method used by

most people.

Strong speech and language skills are

linked to:

Cognitive development – language

supports thinking, problem-solving,

and literacy skills

Social and emotional well-being

– effective communication helps

children build relationships, express

and regulate their emotions

Future learning and academic

success – children with welldeveloped

language skills are more

likely to succeed in reading, writing,

and overall academic attainment

Delays in speech and language

development are caused by different

factors including genetics, trauma or

physical conditions, and often lead

to difficulties in learning and social

interaction. Therefore, early intervention

is crucial to ensuring all children reach

their full potential and are not held back

through a lack of language.

Factors affecting speech and

language development

Several factors can influence a child’s

speech and language development,

including:

Home environment - a languagerich

environment where parents/

carers interact often and directly with

their children using conversations,

books and songs supports their

development of language and

vocabulary

Opportunities for interaction - children

learn their first language best through

back-and-forth interactions with

adults and peers

Hearing and health issues -

hearing impairments or frequent

ear infections can delay speech

development

SEND - children with conditions such

as autism, developmental delays,

FASD or speech disorders may have

delays to their speech and language

development leaving them struggling

to keep up with their peers

Trauma and adverse experiences -

stressful or traumatic experiences

can impact a child’s ability to

communicate and process language

effectively and they may become

mute as a result of trauma

How to support speech

and language development in

your setting

We’ve already said that early years

practitioners can play a key role in

encouraging speech and language skills

through simple, yet effective techniques.

Here are some of the ways that you can

do this in your setting.

1. Create a language-rich environment

Take every opportunity to talk to children

throughout the day, describing what you

and they see and do. For example, “We’re

putting our shoes on and then we’ll put

on our coats” Or, “Please pass me that

big, blue book – the one with the picture

of a whale on the front?” Use open-ended

questions to encourage conversations

between you and the children and

between themselves. You can also use

visual prompts, such as pictures, symbols,

and word labels, to help them understand

the meaning of new words.

2. Encourage interactive play and

storytelling

Storytelling and role-play are great for

developing language skills. The traditional

storytime where practitioners read books

to children is great, but think also about

using role-play, sensory support, puppets,

and interactivity to develop vocabulary

and narrative skills. When telling a

story, stop and ask questions about the

characters, or what might happen next.

Encourage the children to tell their own

stories or add new ideas to the ones you

read.

3. Sing and use music

Singing nursery rhymes and simple

songs helps to develop language and

vocabulary as well as rhythm and coordination

so build this into your setting’s

daily structure. You can also use songs

to help with transitions such as when

putting things away or waiting for lunch.

Encourage children to sing together and

use actions to help with understanding

too.

4. Expand and model language

Modelling language is one of the best

ways that children can learn because they

are always listening and copying what

they hear. When a child speaks, build on

what they say by adding new words and

details. For example, if a child points to a

passing car and says “car,” respond with

“Yes, that red car is driving fast.” Make

sure you model correct sentence structure

rather than directly correcting mistakes,

which can make children feel that they

have done something wrong and give up.

5. Support children with SEND

Children with SEND will often need

additional input from you and your team

to help develop their language skills.

Use visual aids such as Makaton signs,

Picture Exchange Communication Systems

(PECS), or visual timetables and use simple

language to start with, building up to

more complex sentences. Remember to

allow extra processing time and reduce

background noises to help SEND children

focus on spoken language. You may have

need to use alternative communication

methods, such as gesture-based

language systems (BSL for example), or

other technological devices.

Remember too that some children who

have experienced major trauma may

struggle with verbal expression completely

or become selectively mute. Create a

calm, predictable environment where they

can feel safe to express themselves and

use non-verbal communication, such as

gestures or visual supports, to reduce the

pressure for them to respond verbally until

they are ready.

Identifying children who may

need extra support

Early years practitioners should be aware

of signs that suggest a child may need

additional support with speech and

language, including:

Limited vocabulary or difficulty forming

sentences for their age

Struggling to follow instructions or

understand questions

Frustration or withdrawal due to

communication difficulties

Persistent stammering or unclear

speech beyond what is expected at

their age

If you suspect that a child may be delayed

in their speech and language, work

closely with their parents/carers and any

speech and language therapists or other

professionals to ensure that appropriate

interventions are put in place.

Speech and language development

is a fundamental aspect of early

childhood, shaping a child’s ability to

learn, socialise, and express themselves.

By understanding and recognising the

importance this, you can help every child

develop the communication skills they

need for a successful future.

Click here for

more references

& information.



Philippa Bullock

Toilet training in early

years settings

Supporting children with toilet training is

an important part of their development.

The Early Years Coalition (EYC) highlights

that early years practitioners should

plan and reflect on children’s physical

care, including toileting, alongside their

education. Practitioners need to ensure

children have enough time and support for

self-care, making it a positive experience

for both the child and the adult.

When should toilet

training begin?

Toilet training is part of health and

self-care, a key aspect of physical

development. Practitioners should work

closely with families and start discussing

toileting expectations when children are

around 18 - 24 months old. According to

the Department for Education (DfE), most

children begin toilet training before age

three. At first, they need help, but they

gradually become independent. Between

the ages of two and three, children start

to recognise when they need the toilet and

can communicate this better.

Preparing for toilet

training

Both parents/carers and practitioners can

help children get ready for toilet training

by:

? Encouraging and praising their efforts

? Teaching them to wash their hands,

pull up their trousers, and put on/take

off socks and shoes

? Creating a routine, such as letting

them sit on the potty or toilet before

bath time, bedtime, waking up, nappy

changes, and before meals

? Ensuring they have a balanced diet

with plenty of fibre and fluids to

prevent constipation

Signs a child is ready for

toilet training

Children may be ready to start if they:

? Notice when their nappy is wet or dirty

? Recognise when they are weeing and

may say something about it

? Have an hour or more between wet

nappies

? Show signs they need the toilet, such

as squirming, wriggling, or hiding

? Tell an adult they need to go

However, not all children show these signs,

especially those with additional needs.

Toilet training is a process, not a one-time

event, and it is best started when a child’s

routine is stable and there are no major

life changes.

Making toilet training

easier

? Use stories and toys: dolls, teddies,

and books about toileting help

children understand what to do

? Use positive language: avoid negative

descriptions like “smelly” or “messy” to

keep the experience stress-free

? Choose the right clothing: loose,

easy-to-remove clothing makes toilet

training smoother. Avoid buttons, zips,

leggings, or tights

? Pick the right time of year: warmer

months can be easier as children

wear fewer clothes, and they dry

faster if there are accidents

? Try training pants: washable or

disposable pull-ups help children

feel when they are wet, making the

transition to underwear easier

? Provide the right equipment: a potty

that can be moved around or a toilet

seat with a step can help children feel

safe and supported. Sitting with feet

flat and knees higher than hips makes

it easier to go

? Encourage boys to sit down first: this

helps them relax and fully empty their

bladder

Creating a routine

Encourage children to use the toilet at

regular times, such as:

? After meals (digestion often triggers

the need to go)

? At times when they usually go

? When they show signs of needing the

toilet

To keep them sitting long enough, read a

short book, sing a song, or let them bring

a toy, but avoid keeping them there too

long – two minutes is enough. If a child

gets upset, pause training for a couple of

weeks, but try to stay consistent to avoid

confusion.

Handling accidents

? Stay calm and reassure the child

? Simply clean up and remind them to

use the toilet next time

? Avoid making a fuss – this helps to

prevent anxiety

? Praise them for trying, not just for

success

? Sticker charts or small rewards can

encourage progress

Promoting independence

By ages three to four, children become

more independent with toileting.

Practitioners should:

? Teach them to wash their hands

properly, especially before meals and

after using the toilet

? Work with parents/carers if a child

struggles with toilet training

? Encourage parents to seek help from

a GP or health visitor if needed

Toilet training in reception

The DfE states that by the end of reception,

children should be able to manage their

hygiene and personal needs, including

using the toilet. While most reception-aged

children are independent, practitioners

should:

? Give reminders to use the toilet and

wash hands

? Support children who still need help

by working with parents, health

visitors, or school nurses

Toilet training is an essential life skill that

requires patience, encouragement, and

consistency. With the right approach,

practitioners can help children gain

confidence and independence in their

self-care.

Click here for

more resources

from Philippa:



Essential protocols

for sickness and

emergencies in early

years settings

Handling allergies and

medical conditions

With the rise in food allergies and medical

conditions, it is vital to have clear protocols

in place:

? Create an individual health plan (IHP)

for any child with a medical condition

? Train staff to recognise allergic

reactions and how to administer

EpiPens if required

? Have a strict no-sharing food policy to

prevent cross-contamination

? Keep emergency medication, such

as antihistamines and inhalers, in an

easily accessible but secure location

Running an early years setting often

means managing the unpredictable,

especially when it comes to sickness

and emergencies. Young children are

particularly susceptible to illnesses,

and accidents can happen at any

time. Ensuring you have robust policies

and procedures in place will help

protect children, staff, and parents

while maintaining a safe and efficient

environment. In this article, we will explore

some essential protocols to follow.

Clear sickness policies and

exclusion periods

One of the most effective ways to prevent

the spread of illness is by having clear

exclusion policies. By this, we mean that

it is essential to ensure parents and staff

are aware of the guidelines regarding

common childhood illnesses. For example:

? Fever: Children with a temperature

above 38°C should be sent home and

remain off until they are fever-free for

24 hours without medication

? Diarrhoea and vomiting: A strict

48-hour exclusion policy after the

last episode prevents the spread of

infections such as norovirus

? Chickenpox: Children should stay

home until all spots have crusted over,

typically five days from the onset of

the rash

? Respiratory infections (including

COVID-19): Follow current UKHSA

guidelines on isolation and testing

where necessary

Top tip: Display these policies prominently

and communicate them regularly to

parents to minimise disputes and

misunderstandings.

Emergency contact

procedures

It is crucial to have up-to-date emergency

contact details for every child. To

ensure smooth communication during

emergencies:

? Parents must provide at least two

emergency contacts

? You must review and update contact

details every term

? Have a protocol in place for contacting

parents swiftly, whether via phone,

text, or your nursery app

In cases where a parent cannot be

reached, ensure staff know the next steps,

such as escalating to a secondary contact

or seeking medical assistance if necessary.

.

First aid readiness

Having well-trained staff and adequate

first aid resources can make all the

difference in an emergency. Your setting

should:

? Ensure all staff hold a paediatric first

aid qualification, as required by the

EYFS framework

? Regularly check and restock first aid

kits

? Have clear guidance on dealing with

minor injuries, head bumps, and

more serious incidents

? Display emergency numbers,

including 999, NHS 111, and local

medical services, in key areas

Managing medication

safely

Administering medication is a serious

responsibility. Follow these steps to ensure

safe and accurate handling:

? Obtain written parental consent

before giving any medication

? Keep a medication log, detailing the

name, dosage, time administered,

and the staff member responsible

? Store all medication securely and

out of children’s reach, following

manufacturer guidelines

? Regularly review any long-term

medication plans for children with

conditions such as asthma or allergies

Accident and incident

reporting

Of course, accidents happen, but accurate

reporting ensures that patterns can be

identified and addressed. Your setting

should:

? Have an accident book to log all

incidents, including minor bumps and

bruises

? Require staff to complete reports with

details of the incident, how it was

managed, and any follow-up actions

? Inform parents promptly and provide

them with a copy of the report

? Regularly review incidents to identify

any recurring hazards or trends

Fire and evacuation

procedures

In the event of a fire or other emergency,

a well-rehearsed plan is essential. Make

sure you:

? Conduct regular fire drills to ensure

all children and staff are familiar with

evacuation routes

? Clearly display evacuation procedures

and ensure fire exits are always

accessible

? Assign roles to staff members (e.g.,

headcount, leading evacuation, first

aid support)

? Keep a grab bag with key documents,

contact lists, and emergency supplies

Staff training and

communication

Regular training ensures all staff know

what to do in an emergency. Consider:

? Annual refresher courses on first

aid, safeguarding, and emergency

procedures

? Clear internal communication

channels (e.g., walkie-talkies, apps, or

intercoms)

? New staff inductions that cover

sickness and emergency protocols

thoroughly

? Scenario-based training to prepare for

real-life situations

Communicating with

parents

Transparent communication builds trust

with parents and helps reinforce your

policies. Ensure you:

? Provide a parent handbook detailing

your sickness and emergency

procedures

? Send reminders about exclusion

policies, especially during peak illness

seasons

? Use nursery apps or emails to inform

parents of any health concerns

affecting the setting

? Encourage parents to report illnesses

promptly so that you can take

necessary precautions

Reviewing and updating

policies

Policies should evolve to meet changing

needs and regulations. Schedule regular

policy reviews by:

? Checking compliance with EYFS and

Ofsted requirements

? Seeking feedback from staff and

parents to identify any areas for

improvement

? Updating documentation to reflect

best practices and ensure all staff are

informed of changes

Conclusion

Sickness and emergencies are inevitable

in early years settings, but with the right

protocols in place, you can ensure a

safe and well-managed environment for

children and staff. By keeping policies

clear, ensuring staff are trained, and

maintaining open communication with

parents, you can minimise risks and

respond effectively when issues arise.

Proactive preparation is key to handling

the unexpected with confidence and

professionalism.

Click here for

more references

& information.



Maths is fun! I love using Maths as part of

our everyday routine in my childminding

setting; this makes learning feel more

fun rather than formal. Learning one

or two simple concepts should be the

aim, instead of too many; extensions

or adaptations can always be added

later. Remember the three I’s (intent/

implementation/impact) to help you plan

a relevant activity. Most importantly, both

adults and children must be interested

in the activity, otherwise it will not be fun

and the learning will not be as effective.

The way we teach is just as important as

how children learn; just letting a child play

is simply not enough alone, and we need

to implement a balance of child-led and

adult-led play. This is how children achieve

their next steps.

Priya Kanabar

Maths is fun!

When planning activities for children, it’s all

about understanding how they learn best.

There’s no point trying to sit a child down

with a book if they’re too busy twirling

around the room! Likewise, if a child is

deeply engaged in their own play, they

might not be interested in joining a group

game. The key is to observe how they

choose to play - because that’s how they

learn.

Repetition is a fantastic way to help

children engage with numbers during their

everyday play. For example, counting as

you walk up and down the stairs builds

a natural connection between numbers

and routine. If a child is saying numbers

aloud but skipping a few, focus on getting

the first few in order rather than expecting

them to master all ten at once. Giving

them the space to figure things out for

themselves - rather than jumping in with

the answers - helps build confidence.

When reading, try pausing for a few

seconds to let them process and respond.

A great book for this is “The Very Hungry

Caterpillar” – the children love joining in to

count all the food! Over time, they’ll start

to anticipate the next part of the story.

Dr Julian Grenier, an early years expert,

points out that reading the same book

over and over is more beneficial than

switching it up too often, so if they keep

bringing you the same one, go with it!

You can also challenge their memory by

asking, “What happens next?” This not

only strengthens recall but also teaches

them about sequencing in stories.

Maths can be a brilliant motivator for

everyday tasks too. I’ve lost count of how

many times a simple counting game has

helped a child drink more water when

they weren’t keen. Even a quick “1, 2, 3”

before using hand sanitiser can make the

task feel fun rather than a chore. The idea

is to show them that sometimes, getting

the ‘boring’ stuff done quickly means they

can move on to something much more

exciting!

Space and measure

To understand what sparks a child’s

curiosity and how they learn, we need

to be observant - picking up on the

little details in their play and making

connections. For example, if a child is

constantly scooping and pouring in

different environments, we can build on

that interest by introducing Maths. We

might count each scoop together or offer

containers of different sizes with numbers

on them to explore filling, emptying and

measuring.

For children ready for a bit more challenge,

this can develop into number recognition

and discussions about how the size and

shape of a container affect how much it

holds. We can also introduce the idea of

materials - how strong they are and why

that matters. Even pouring different liquids

brings learning opportunities! Talking

about how speed changes depending on

the weight and consistency of what they’re

pouring helps them grasp early physics

concepts in a hands-on, playful way.

The language we use is very important,

e.g. bigger/taller, heavy, light, narrow and

wide. Making comparisons and giving

children problems to solve using tangible

things.

Making links

? Loose parts (e.g. buttons of different

sizes, gems, shells, mini scoops and

bigger ones)

? Sieves and funnels – to experiment

how much will fit into a container and

fit through different-sized utensils

? Test tubes of various sizes and tiny

tongs to develop fine motor skills

Exploring shapes

If a child is often drawing circular shapes

or spinning on the spot, they’re clearly

fascinated by circles - and there are so

many fun ways to build on that interest!

Over time, those intricate circles they draw

can even help them form letters.

To encourage their love of shapes, we can

offer plenty of opportunities for hands-on

exploration. This could mean giving them

space to spin, curling up into a ball during

yoga, or even using knives and cutters

while baking. Talking about the properties

of different shapes - then moving on to 3D

ones - helps deepen their understanding.

We can count the sides and corners

together, turning everyday play into a

learning moment without them even

realising!

Making links

? Sequences of different movements like

roly-polies and circle games like Ringa

Ringa Roses

? Exploring circular-shaped objects and

using words like ‘oval’ and ‘cylinder’

? Playing games where everyone takes

turns to roll a dice, then find that

number of a specific-shaped object

? Making big and small circles outside,

whether whole body movements or

gross motor mark-making

Sequences and patterns

Children naturally explore sequences and

patterns when arranging objects - some

like to scatter things randomly, while others

place each piece with great precision.

This can lead to fascinating conversations

about what they’re creating! They might

not even realise their arrangement looks

like something real or is purely abstract.

By asking why they chose a certain colour

order, we get a glimpse into how they see

and form patterns in their minds. From

there, we can link it to the world around

them - spotting patterns on flowers and

animals or noticing the colours of passing

vehicles. Do they follow a sequence? Are

they symmetrical? These little observations

help children connect their play to the

bigger picture of how patterns exist

everywhere.

Making links

? Play hopscotch encouraging the

children to help draw the squares and

numbers

? Hop, skip, jump to learn a sequence

of movements

? Use natural resources to create

patterns such as leaf, stone, stick and

asking the child to carry it on

? Use paper and a pencil to draw

over textured surfaces for beautiful

patterns outdoors

Alongside this, we can weave time-related

language into everyday conversations.

A simple clock can help with number

recognition, introduce fractions and even

turn the tick-tock sound into a fun way to

explore sequences.

In daily routines, children feel more secure

when they know what’s coming next and

how long they have for each task. Saying

things like “In five minutes, we’ll tidy up”

or “Mummy will pick you up at 5 o’clock”

helps them start using time-related

language themselves - making time feel

more tangible and meaningful.

Click here for

more resources

from Priya:



36 March 2025 | parenta.com

Science, technology, engineering, and

mathematics (STEM) is at the heart of

our rapidly evolving world. For young

children, these subjects can feel abstract

and complex. So, how do we make them

exciting, accessible, and fun? The answer

lies in imagination and creative role-play.

STEM is more than just logic and

structured learning - it’s built on curiosity,

experimentation, and discovery, all of

which come naturally to young children!

Early childhood is a time of boundless

exploration, where a simple cardboard

box can transform into a rocket ship, a

jungle hideout, or a cave to hide from

dinosaurs. As children engage in role-play,

they are scientists, engineers, problemsolvers,

and inventors without realising it!

By weaving STEM into playful, imaginative

experiences, we unlock the way young

children naturally learn - through

storytelling, adventure, and hands-on

Gina Bale

Bringing STEM to life

through play

discovery! Whether they are astronauts

zooming to Mars, explorers trekking

through the Amazon, or architects building

a home for dinosaurs, they’re developing

critical STEM skills in a fun and meaningful

way.

Why imagination matters

in STEM

Research shows that young children

learn best through active, hands-on

experiences. Play isn’t just fun; it’s

how children make sense of the world.

Neuroscientists have found that play

strengthens cognitive connections and

supports problem-solving, social skills, and

resilience.

When children engage in imaginative roleplay,

they take ownership of their learning.

They experiment, take risks, and develop

a growth mindset - essential qualities for

success in STEM.

Best of all, in creative role-play, there’s no

wrong answer! Children try, adapt, and try

again, like real scientists and engineers!

Let’s dive into the magic of creative roleplay

and explore how it can ignite a love

for STEM in the early years.

Bringing STEM to life through

role-play

The magic of role-play is that it transforms

everyday environments into immersive

STEM learning spaces. Here’s how we can

bring each STEM discipline to life in a way

that excites young minds:

1. Science

Children are natural scientists - they love

to ask questions, test ideas, and make

discoveries. Role-play makes science

hands-on and exciting!

✨ Bubble, bubble, pop!

Encourage your explorers to mix

“magic potions” using safe ingredients

like baking soda, vinegar, and food

colouring. Watch their eyes light up

as their potion fizzes and bubbles like

a real experiment! What happens if

we add more? Can we make new

colours?

✨ Jungle explorer!

Grab some binoculars (real or

pretend) and go on a wildlife

adventure! Hide toy animals around

the room or garden and let children

search, name, and describe them.

Where does this animal live? What

sounds does it make?

These activities help your little explorers

observe, predict, and build confidence as

they explore their world.

2. Technology

Technology isn’t just about screens, it’s

about inventing, building, and problemsolving!

✨ Blast off to space!

Give children cardboard tubes, boxes,

or plastic bottles and let them build

their rockets! Once their spaceship is

ready, they can zoom to the Moon,

float in space, and drive their Moon

buggies! What do we need to take to

space? How do astronauts move in

zero gravity?

✨ Caring for our pets!

Create a teddy bear clinic where

children use toy stethoscopes,

bandages, and thermometers to look

after their bear patients. They can

check their patient’s heartbeats, give

medicine, or wrap a sore paw. How

do vets help animals? What does a

thermometer do?

Through these playful experiences,

children become little inventors, doctors,

and explorers, seeing technology as

something they can create and use to help

others.

3. Engineering

Young children love stacking, building,

and figuring out how things work like real

engineers!

✨ Build it up, knock it down!

Give children blocks, cushions, or

empty boxes and encourage them to

build tall towers, bridges, or houses

for their toys. Let them knock them

down and rebuild - learning about

balance and strength!

✨ Rolling fun!

Make simple ramps using cardboard

or wooden planks. Let children roll

cars, balls, or toy animals down the

ramps and ask: Which one is fastest?

What happens if we change the

height? This introduces early physics

concepts like movement and speed!

These activities encourage curiosity,

teamwork, and hands-on exploration - the

foundation of engineering!

4. Mathematics

Maths is everywhere, and children

naturally explore numbers, patterns, and

shapes through play!

✨ Treasure hunt!

Hide small toys or objects around the

room and give children pirate maps

with clues. Once they have found

their treasures, they can count and

sort them by shape, colour and size,

helping them to recognise different

shapes and patterns. Then, it is time

to discover what the treasures are

used for by the pirates.

✨ Baking fun!

Encourage children to scoop, pour,

and mix ingredients like rice, water,

or real flour. Ask: Can we fill this cup

to the top? How many spoonfuls do

we need? These activities introduce

measuring, size comparison, and

volume in a hands-on way!

By making maths active and playful,

children gain confidence in numbers and

problem-solving without realising they’re

learning!

The power of imagination:

from science fiction to

science fact

Never underestimate the power of

imagination. Some of the world’s greatest

inventions began as nothing more than a

creative idea!

Think about Star Trek - touch-screens,

video calls, voice-activated assistants,

MRIs, and even automatic sliding doors

were once science fiction. Today, they’re

part of everyday life!

When children pretend to build rockets,

discover new animals, or design a home

for dinosaurs, they aren’t just playing.

Your little explorers are imagining future

possibilities.

Facilitating creativity and imaginative play

is not just about preparing children for

STEM careers. It is about helping them

become the creative thinkers, innovators,

and problem-solvers of the future.

So, are you ready to spark curiosity and

learning through play? Your little explorers

aren’t just playing - they’re shaping the

future!

Click here for

more resources

from Gina:



Looking to support early

maths development for

the children in your care?

The Education Endowment Foundation is offering fully

funded places on the Maths Champions professional

development programme, developed by NDNA. The

programme has been shown to boost maths skills for

three and four-year-olds by as much as three months.

Scan the code to find out more and

register your interest to take part!

April 2025 Parenta Early Years Magazine

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