May 2025 Parenta Early Years Magazine

Issue 126

MAY 2025

Gender balance in

the early years

Musical fun for

babies & toddlers

Celebrating

family diversity

+ lots more

EYFS activities

inside!

This month…

Outdoor

Classroom

Fun!

Learning Outdoors

Ofsted's New Inspection Report Cards, The Best Start in

Life Pt 3, & the 3 I’s – all inside this month’s issue!

Mental Health Awareness Week - helping ourselves

& supporting our team

32

12

Hello

Welcome to our family

Welcome to the May edition of Parenta magazine!

Welcome to the May edition of our magazine, dedicated to everyone working in early years to help nurture the health,

happiness, and well-being of the children in your care. We hope you had a wonderful Easter break and are feeling refreshed

for the summer term ahead. As ever, this issue is full of useful insights, fresh inspiration, and practical advice to support you

and your setting.

This month, our focus turns to Ofsted, with must-read articles covering the new Inspection Report Cards, and part three

of “The Best Start in Life”, as well as a deep dive into The Three I’s. We also have a fantastic selection of articles exploring

mental health in the early years, family diversity, and gender balance. Expert Dr Joanna Grace talks us through sensory smell,

Frances Turnbull looks at learning through music for the little ones, Tamsin Grimmer discusses championing play in early

childhood, and we welcome new guest author, outdoor education expert Charlotte Ng!

Save the date! Join us for an exclusive consultation update and Q&A with Ofsted Inspectors at this month’s webinar on 13th

May. Register now to join us!

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 May 2025 | parenta.com

16 24

Regulars

8 Write for us

36 EYFS activities: Outdoor Classroom Fun

News

4 What do our customers say this month?

10 Childcare news and views

Advice

28

6 Understanding Ofsted’s 3 I’s in early years education

16 Taking care of you: Mental health tips for early

years practitioners

22 Gender balance in the early years

26 The role of educators in supporting mental health in

their setting

28 Ofsted’s “The Best Start in Life - Part 3”

32 Effective strategies for managing toddler biting

in childcare

34 Celebrating family diversity

Industry Experts

38

12 SENSORY: Smell

14 Learning Outdoors: Your perfect grab bag

for spring/summer

20 Ofsted’s new report cards: What’s changing for early

years – and how to get ahead

24 Setting up for baby and me: part 2

30 “Play Matters!”: Championing play in early childhood

38 “A Stitch In Time”: Building emotional scaffolding for

our youngest learners

parenta.com | May 2025 3

During an Ofsted visit, one of the key

things inspectors want to understand is

how you plan, deliver, and evaluate your

curriculum. This is often framed around

the 3 I’s – Intent, Implementation, and

Impact. But what do these actually mean

in practice? And how can you use them to

build not just good inspection outcomes,

but rich, meaningful learning experiences

for every child?

Read on to find some practical, everyday

strategies that will help you and your team

reflect on and strengthen the things you

already do.

1. Intent – What are you

trying to achieve?

Intent refers to the thinking behind your

curriculum. It’s about what you want

children to learn, experience and become.

Key questions to ask yourself:

✏ What are our curriculum goals?

✏ Do our aims reflect the unique needs

of our children and community? For

example, do we have additional

language needs or a high proportion

of SEND or disadvantaged children?

✏ Are all seven EYFS Areas of Learning

and Development supported?

✏ How do we help children prepare for

their future?

Practical tips

Planning your curriculum well will outline

your initial intentions. Here are some

simple things you can do that will allow

you to share your vision with your staff and

ensure that everyone understands your

ethos and purpose.

Understanding

Ofsted’s 3 I’s in early

years education

✏ Co-create a short, simple curriculum

statement with your team that

captures your shared vision. For

example, “We want children to

develop confidence in communicating

their needs and feelings”

✏ Involve staff and families in identifying

priorities based on your setting’s

context

✏ Use observations to shape your

curriculum intentions around the real

needs of the children in your care.

There is no ‘one-size-fits-all’ in early

years education - use the specific

needs of your own children and their

local situation

Cultural Capital and

intent

The concept of ‘Cultural Capital’ is also

closely linked to intent. Ofsted defines

this as the essential knowledge and

experiences children need to prepare

for future success. It’s more than just the

academics or a focus on literacy and

numeracy. Whether it’s baking, planting

seeds, or visiting the local library, these

moments matter and they should be part

of your intentional curriculum design –

particularly for disadvantaged children

or those with less access to enriching

experiences outside the setting.

2. Implementation –

How do you deliver it?

Implementation is all about putting your

intentions into action – it’s the “how” of

everyday practice.


✏ Having identified something we want

the children to learn, HOW do we

actually go about it?

✏ How do our daily routines, policies

and protocols work to achieve our

goals?

✏ What are we doing on a practical,

everyday basis to teach the things

we’ve identified?

To answer these questions, think about

your:

✏ Daily routines, activities and

interactions

✏ The learning environment (indoors

and outdoors)

✏ The way staff support, model and

extend learning

✏ How you respond to children’s

emerging interests and needs

Practical tips

Collecting evidence for your own records

and Ofsted’s should be an ongoing

process here and you should have

protocols for recording this information as

you go along. This should not require a

massive effort, but just the record-keeping

and admin that you do daily. For example:

✏ Have a curriculum plan for the year

that your staff follow which includes

what you will actually do – e.g.

structured playtimes, free playtimes,

music and drama schedules, outdoor

learning, PE, Forest School, trips out,

special events

✏ Use a variety of teaching methods,

such as play-based learning,

storytelling, and hands-on exploration

✏ Record your daily activities and use

tools like learning journals or progress

trackers to document children’s

achievements

✏ Share learning journals that show

how planning follows children’s

interests as well as the curriculum

✏ Model high-quality interactions and

share examples of great practice to

build consistency

✏ Organise parent/carer workshops

or events to demonstrate teaching

methods and encourage home

learning

✏ Keep records of your parent/carer

communications to show how you

have interacted with them

✏ Keep records of your CPD training and

other meetings

✏ Incorporate cultural and individual

diversity into your curriculum

✏ Train and support your staff in

understanding and tracking the 3 Is

3. Impact – How do you

know it’s working?

Impact is simply the result of your work;

what is working and what is not? More

importantly, how do you know? Impact is

about the difference you’re making to each

child’s learning, development and wellbeing.

However, it isn’t just about collecting

and reporting data – it’s about knowing

each child well and adapting to support

that child in the best way possible.


✏ Are ALL children developing secure

knowledge and skills and how do we

know this?

✏ Are they progressing across all areas

of learning and development?

✏ How do our outcomes reflect our

original intentions?

Practical tips

This is one of the areas that settings

can be most nervous about, feeling they

have to PROVE everything. But if you are

monitoring your children regularly and

responding to them, you will have all the

evidence you need. Remember, it’s not just

about collecting data – it’s what you DO

with the data that’s important. It’s OK to

say that you tried something and it didn’t

work, so you adapted and tried something

different. That shows that you are really

trying to have the impact that you intended

on the children.

Here are some things that you can do:

✏ Use stories, before and after photos

or drawings to illustrate children’s

learning journeys and their progress

✏ Encourage staff to notice, record

and share examples of meaningful

progress – use software programs or

data trackers

✏ If introducing a new system or idea,

track a small group of focus children

to evaluate what’s working and where

you can improve – include children

from different backgrounds to show

the impact on all

✏ Use team meetings to reflect on

what’s working, why and any

adaptations you make – record your

findings in a log or minutes

✏ Evidence how children are prepared

for the next stage in their education,

such as transitioning to primary school

✏ Demonstrate how children have

developed confidence, independence,

and a love of learning through

pictures, videos, performances,

competitions or charity work

✏ Provide evidence of how you meet

the needs of children with SEND or

children who have English as an

additional language

Remember - the 3 I’s are not about ticking

boxes and they are not assessed or

graded separately. These principles make

you think carefully about your curriculum:

what you want children to gain, how you

make it happen, and how you know it’s

making a difference. If you adopt these

principles in your setting, you’ll be building

a outstanding foundation for the children in

your care, regardless of any Ofsted visit.

References and more

information

✏ Early years foundation stage (EYFS)

statutory framework - GOV.UK

✏ How Ofsted inspects nurseries and

other types of daycare - GOV.UK

✏ Understanding the 3 I’s for Effective

Curriculum Design

✏ Early years inspection handbook -

GOV.UK

✏ Areas of Learning Intent,

Implementation and Impact Planning

Click here for

more references

& information.



Write for us!

We continuously seek new

authors who would like to

provide thought-provoking

articles for our monthly

magazine.

If you have a subject you’re eager to explore

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

chance to win?

Every month, we’ll be awarding Amazon

vouchers to our “Guest Author of the Month.”

You can access all the information here:

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

Congratulations

to our guest author competition winner, Dr Sarah Moseley!

Congratulations to Dr Sarah Moseley, our guest

author of the month! Her article, “Building

Communication Skills in the EYFS” explores

how oracy and communication skills are key to

children’s early learning and confidence.

Well done Sarah!

Get in touch with our team of recruitment

experts today!

4.6

A massive thank you to all of our guest authors for

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

from our guest authors on our website:

www.parenta.com/parentablog/guest-authors

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always happy to help...”


Childcare news

and views

Over £65 Million in Early Years

Funding Went Unused in

2023/24

An investigation by the National Day

Nurseries Association (NDNA) has revealed

that more than £65 million in early years

entitlement funding was left unspent on

funded childcare places by the end of the

2023/24 financial year.

In response to a Freedom of Information

(FOI) request, 132 local authorities

provided data, with 75% confirming they

had underspent their allocated funding.

Between 2018 and 2024, total underspent

funds have reached nearly £357 million.

Of the 99 councils reporting an

underspend, 19 had surpluses

exceeding £1 million. Five of these –

Leicester, Lancashire, Gloucestershire,

Worcestershire, and Essex – held onto

more than £2 million each. Essex County

Council reported the highest underspend,

holding £10.3 million at the close of

2023/24. However, the NDNA noted

that a significant portion of this may

be reconciled after year-end financial

adjustments.

Despite these large underspends, only

4% of 129 councils said they redistributed

any of the unused funds to early years

providers. Among the few that did were

Hampshire, Suffolk, and Nottinghamshire.

Read the story in full, here on the Nursery

World website: More than £65m early

years funding remains unspent | Nursery

Management Today

Guidance Published for local

authorities on the use of EYPP

- a new blog post from Wendy

Ratcliff, Principal Officer, Early

Education, Ofsted

“The Department for Education (DfE)

recently published guidance for local

authorities on the use of EYPP. The

Education Endowment Fund (EEF) has

also published guidance for early years

providers. This blog will discuss how we

look at the use of this vital funding when

inspecting early years providers.

As we frequently say, we are tasked with

finding out what it is like to be a child at

their early years setting.”

“In practice, this means that we must

consider what it is typically like. And

we give particular consideration to

disadvantaged children and those children

with special educational needs and/or

disabilities (SEND). This always includes

children eligible for EYPP.”

During an inspection

“During the notification call, we will ask

you if any children who attend your setting

receive additional funding. This includes

two-year-old funding for disadvantaged,

Disability Access Funding (DAF) and EYPP.

We will probably want to track the

experiences of these children throughout

the whole inspection. As our Chief

Inspector says:

‘If you get it right for the most

disadvantaged and vulnerable, you get it

right for everyone.’

“We know that if you are getting it right for

children eligible for EYPP, then all children

will benefit from high-quality education

and care.”

“We will use our inspection methodology

to have discussions with leaders, staff

and parents. These discussions will focus

on what it is like at the setting for children

eligible for EYPP. We will spend most of our

time observing the interactions between

practitioners and children, particularly

those who are disadvantaged. This will

help us to evaluate the quality of education

and care they receive.”

“We will consider the decisions of leaders

and how well funding is used. Where good

decisions are made, and disadvantaged

children receive high-quality education, it is

likely that all children in those settings are

benefiting from high-quality provision.

This might mean that the funding is used

to provide targeted interventions for

eligible children. Or it could be used for

professional development for practitioners

which improves the quality of education

they provide.”

“Strong settings will use their knowledge

of effective strategies and high-quality

education and care throughout their

practice. They will do this every day,

with all children, and particularly with

disadvantaged children. This is vital in

improving outcomes for disadvantaged

children and helping them to catch up and

keep up with their peers.”

Settings without EYPP

“If you do not have any children who

receive EYPP, we may want to know why

this is. We may look into questions such

as:

How well do leaders know their

community and the children and

families it serves?

How well do staff know the children in

their setting?

Are parents aware that there is

funding available that their children

could be entitled to?

Do parents know that funding could

support the setting to improve the

education their children receive?”

The full blog can be read here - How

we look at the use of Early Years Pupil

Premium (EYPP) in our inspections of early

years settings – Ofsted: early years

Alliance Probes Impact of

School-Based Nursery Plans on

PVI Providers

The Early Years Alliance has submitted

a Freedom of Information (FoI) request

to the Department for Education (DfE) to

investigate how the government’s push for

school-based nurseries is affecting private,

voluntary, and independent (PVI) early

years providers.

This follows the DfE’s recent announcement

that 300 schools will receive funding

to convert unused space into new or

expanded nursery provision. This is the

first step in a wider plan to establish

3,000 school-based nurseries, which the

government has positioned as central to its

“Plan for Change.”

While these plans aim to boost childcare

availability, the Alliance has raised

concerns about the potential fallout for

existing PVI providers, particularly those

already operating on school grounds.

There are fears that some may be forced

to relocate at short notice if schools decide

to open their own nurseries to access

government funding.

Government guidance acknowledges this

risk, advising schools to consider long-term

space needs before entering agreements

with PVIs or childminders. It notes that

while leases grant exclusive use of space,

they limit flexibility, whereas licences are

easier to end but require careful wording

to avoid legal complications.

The Alliance says it has already been

informed of cases where schools have

ended lease agreements with PVI

providers to set up their own nurseries in

order to qualify for the funding.

Commenting, Alliance CEO Neil Leitch

said: “We have been repeatedly assured

by government that school-based nursery

provision is intended to work alongside,

and not replace, PVI provision, and that

only schools that can demonstrate that

there is a local need for additional places

would be awarded funding.”

“And yet, despite this, we are now

receiving reports of high-quality PVI

providers being forced to seek new

premises – or worse still, close altogether

– because the school whose premises

they were previously operating from has

told them to leave. This is completely

unacceptable.”

“Private, voluntary and independent

providers are an absolutely critical part

of the early years sector, delivering the

vast majority of early entitlement places,

and providing the kind of flexible care

and education that so many working

families around the country desperately

need. Any policymaker who thinks that

school-based nurseries can ever replace

the provision delivered by PVI settings has

fundamentally misunderstood the early

years.”

“Our hope is that our Freedom of

Information Act request will help shine

a light on the true impact of the push

for more school-based nurseries on PVI

settings, and ensure that those working

in the private, voluntary and independent

sector don’t end up as collateral damage

as a result of this policy.”

Read the story in full, here on the Early

Years Alliance Website: Alliance to

investigate impact of school-based nursery

policy on PVI early years providers | early

years alliance



Dr Joanna Grace

SENSORY: Smell

I am a sensory engagement and inclusion

specialist, and 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 box load

of toys that were all marked ‘sensory’ in

the catalogue and creating a SENSORY

banquet for exploration.

In this series of articles I’m going to talk

about the difference between sensory

and SENSORY across different sensory

systems and about the impact of sensory

engagement work on people of all

neurotypes who experience ability and

disability.

This article focuses on smell. Do you

have a certain scent that reminds you of

your Grandma, or do you hate the smell

of hospitals? Smell holds extraordinary

emotional sway over us. We need to be

mindful of how we use it in our settings

to avoid emotional overload and promote

joyful memories.

Here’s how to do smell in a little letter

sensory way:

Smell: sensory

? Wear an extra spritz of your favourite

perfume to work

? Plug in a synthetic air freshener to

try and cover the smell of nappy

changing

? Hand out scratch and sniff stickers

Why isn’t this capital letter sensory? Have

you ever felt like you were getting a

headache because someone’s perfume

was so strong? Have you ever walked

back into a room and remarked on the

smell on walking back in, even though

you hadn’t noticed it when you were in

the room originally? Background smells

are just that: background, they quickly

go unnoticed. Having an environment

thick with aromas can easily give folk a

headache. And of course, little scratch and

sniff stickers pack a puny scented punch.

We need to be careful with smell, it is the

only sensory system processed by the

limbic brain, the emotional brain, which

means that whilst we can think the other

senses we feel smell, it is emotive.

Wearing a strong perfume is demanding

emotional work from people. We also

need to be mindful of choice, when we

offer a taste experience a child can choose

whether to eat it or not, if we invite them

to touch something again there is choice,

but if we plug in a diffuser their choice is

to smell or to not breathe and that is not a

fair choice.

So how can we respectfully offer capital

letter smell experiences?

Smell: SENSORY

? Stand a tuff tray of mud and sticks

and handfuls of torn up grass near

the radiator to be explored.

? Create scent squirt bottles out of

washed out drinks bottles

? Take the children on a smell walk!

Smell is the dissolving of particles in the

environment in the wet nasal lining of the

nose. There are more of these particles

when things are warm – think of the heady

aroma of summer – by putting the tuff

tray of natural resources near the radiator

you will enhance its natural pong. Natural

aromas are easier to handle than synthetic

ones and less likely to give everyone a

headache. Make sure water bottles are

available or that everyone has had a

good glug of water first, as hydration is

key to getting the most out of aromatic

experiences.

Scent squirt bottles are so much fun and

offer the choice of smell exploration to

people, rather than demanding it of them

by making the only alternative stopping

breathing. You need those drinks bottles

that have the lift up lids: wash them out,

dry and fill with something that will pack

a strong aromatic punch: orange peel,

herbs, peppermints. Screw the lids on

tight. To access the smell children can lift

the lid and squirt the scent towards their

nose.

Smell walking is a fabulous activity

developed by scent researcher Kate

Maclean. She talks about smell catching

and smell hunting, and thinking about

background smells as well as particular

scents that might pass you by. To do a

smell walk, have a drink, encourage slow

inward breath through the nose (not a

quick sniff, you’ll never work out where the

cat peed if you drag the scent particles

past the receptors too fast) and shut off

other forms of stimulation (you could try

keeping quiet and closing eyes to focus

on smell). To smell catch, you just stand

still, close your eyes and figure out what

you can smell. Try it inside and outside

and spot the difference. To smell hunt. use

your other senses to find smells, change

heights, rub things between your palms

to warm them, explore, adventure! We

tend to think of foods as smelly but this is

because we hold food beneath our nose,

hold other things there too and you’ll

discover new scents!

I said at the start of this article that smell

is an emotional affair, which makes it an

ideal sensory companion when looking

to support children. In my next article I’ll

explore some ways you might use smell

to offer support to the children in your

setting. Don’t forget this article is just one

in what is turning into something of an

encyclopaedia of sensory insight for your

settings. Check back through the others for

ideas around sight, touch, taste and smell,

and look out for sound still to come!

Click here for

more resources

from Joanna:



Charlotte Ng

Learning Outdoors

Your perfect grab bag for spring/summer

Paint sample cards

Paint sample cards are a great way to

observe colour and changing seasons.

You can get them for free in your local

hardware or paint store. I have a few

different selections for each season. With

spring offering a variety of beautiful pastel

shades of florals popping out to paint, the

landscape, think about gradient colours

of pink, purple, yellow, and green. You

can use these to match all the natural

treasures that you find or even have a

colour scavenger hunt!

Keeping organised

Keeping organised with your kit is

important, as it helps you keep track of

everything, makes it easier to find things

quickly and efficiently when you need

them, and will keep your pack tidy, so all

your resources fit in nicely. I like to separate

everything into either zip-lock bags, or the

mesh drawstring ones you get for produce

in the supermarket, that way you can

easily see what’s inside, and items that

need to stay dry are protected against the

weather.

As we enter the month of May, Beltane or

May Day is upon us, which is the midpoint

between the start of spring and the start

of summer. With its promise of warmer

weather and days spent enjoying the

sunshine, this is the perfect time to start

planning adventures to experience all the

wonders the natural world has to offer.

Providing opportunities for children to learn

outdoors does not need to be complicated.

Adopting a child-led approach and

providing a few simple resources that

can be used depending on where the

moment takes you, is key when it comes

to achieving flow and harmony in your

sessions.

I like to put together a grab bag for each

season with a few simple elements that

can provide limitless possibilities for

creativity and exploration.

So, here’s how to begin:

Grab yourself a comfortable backpack that

you can keep handy, I find having one with

a few pockets and compartments works

best, and if you can find one with a zip at

the bottom as well as the top so you can

access things more easily, even better!

Ground sheet

Living in the UK, we do need to be

prepared for all weather, so a ground

sheet for when it’s a little damp will really

help, whether you’re using it to sit on

for a story, or snack or to lay out some

resources to keep them dry. These can fold

down pretty small with a bit of practice, so

have a play around - you can always ask

the children to help pack it away during

tidy-up time.

Spotter books and field guides

Spotter books or field guides are an

absolute must! Having a handy guide to

help you and the children identify wildlife

is a great way to extend and consolidate

learning. There is something really lovely

about looking things up in a book - an

act that is fast becoming a dying skill

with the advances in technology and the

convenience of having an entire world of

information stored on the little rectangle

we keep in our pockets! Taking the time to

sit down and flick through the pages full

of beautiful illustrations almost becomes

a treasure hunt in itself, and teaches the

children not just vital skills like literacy, but

patience, initiative, and independence.

I introduced spotter books to my son from

a very young age, now 4 years old - he

loves retrieving the spotter book from

the bag and finding the information for

himself. It’s become a fun challenge and

the sense of achievement and pride that

lights up his little face when he finds what

he is looking for is magical!

I always carry the Collins guide to insects

- my copy has been a permanent fixture in

my kit bag and has been to every outdoor

session I have ever delivered since I first

began teaching outdoors. Plants and

bird books are also great; I’ve collected

a wide selection over the years that I like

to mix and match, but you can find allin-one

books that will give you snippets

from every category. “The Spotters Guide

to Woodland Life” is a great example,

try looking in your local second-hand

bookstores or charity shops.

Bug hunting kit

This doesn’t have to be too extravagant,

just a few small pots and some

magnifying glasses will do! You could also

add some binoculars for bird watching

too. Remember, even if you have a large

group, you don’t need to provide one for

each child. Having just a small handful

encourages the children to share and work

together, and the likelihood is that not all

the children will want to use them at the

same time. You can offer something else

from the bag while a child is waiting for

their turn.

Craft items

Consider a few craft items that can be

used to create many projects:

Natural jute cord, a small zip-lock bag of

clay, some colourful ribbons, a pencil case

with some paint pens, scissors, a marker,

and paper tape for labelling children’s

creations, plus a handy notepad for jotting

things down, or giving paper to children

if they wish to paint or draw a picture of

something they find in nature. It’s amazing

how a few simple resources can create

limitless possibilities when it comes to

children’s imagination.

A stick could be turned into a magical

wand, some natural materials can be

stuck together with clay to make woodland

creatures, and rocks and pebbles can be

painted for all kinds of uses.

So go ahead, and get started today on

your grab back so you’re always ready for

an adventure!

Book information

This book is a treasure trove for parents,

caregivers, and educators alike. Within

its pages, you’ll find a delightful blend

of hands-on activities and insightful

strategies to foster curiosity, creativity,

and confidence in young children. Muddy

play is more than just a fun activity; it’s

a gateway to sensory exploration and

physical development. This guide will walk

you through setting up safe, engaging

outdoor environments where children can

dig, splash, and create to their heart’s

content. You’ll learn how to turn a simple

patch of mud into a rich educational

experience that nurtures problem-solving

skills and encourages imaginative play

that are linked to all areas of the Early

Years Foundation Stage (EYFS).

Through practical tips and inspiring stories

from Charlotte’s many years of experience

in outdoor education and motherhood, the

book will show you how to recognise and

support your child’s interests and natural

curiosities. This approach not only makes

learning more enjoyable but also builds a

strong foundation for lifelong learning.

The book is sprinkled with enchanting

recipes that are perfect for little hands and

growing minds.

So, grab this guide and embark on

a magical adventure with your child.

Together, you’ll discover the joys of

muddy play, the wonders of child-led

learning, and the profound beauty of early

development. Happy exploring!

Available here.

Click here for

more resources

from Charlotte:



Taking care

of you

Mental health tips for

early years practitioners

Taking care of your mental health isn’t a

luxury – it’s essential. By incorporating

small self-care practices into your daily

routine and fostering a supportive

community, you’re not only benefiting

yourself but also setting a positive

example for the children you nurture.

Prioritising your well-being helps you

stay present, patient, and engaged,

ensuring you can provide the best possible

care. Remember, a happy and healthy

you creates a happier, more nurturing

environment for those around you.

Mental Health Awareness

Week

Mental Health Awareness Week (MHAW)

allows us to highlight the importance of

mental well-being for ourselves and our

friends and colleagues. In 2025, MHAW

will run from 12th to 18th May, focusing

on the theme of ‘Community’. This theme

emphasises the vital role that supportive

networks play in promoting mental health.

Firstly, we need to understand exactly

what mental health is.

In summary, mental health encompasses

our emotional, psychological, and social

well-being. It affects how we think, feel,

and behave, influencing our ability to

handle stress, build relationships, and

make decisions. In the early years sector,

practitioners often encounter unique

‘stressors’, from managing challenging

behaviours to balancing administrative

responsibilities. Recognising the signs of

stress, burnout, and other mental health

concerns is crucial for maintaining a

healthy work-life balance. Let’s break this

down and look at some solutions we can

incorporate into our own lives and those of

our colleagues:

Anxiety and its impact

Anxiety is a common mental health

challenge that can manifest in various

forms, including:

❤ Generalised Anxiety Disorder (GAD)

❤ Social Anxiety Disorder

❤ Post-Traumatic Stress Disorder (PTSD)

❤ Obsessive-Compulsive Disorder (OCD)

❤ Phobias

❤ Panic Disorder

The physical symptoms associated with

these factors may include:

❤ Increased heart rate

❤ Rapid or shallow breathing

❤ Feelings of restlessness

❤ Dizziness or light-headedness

❤ Muscle tension

❤ Sweating or hot flushes

❤ Sleep disturbances

Anxiety can affect multiple systems in the

body, triggering the ‘fight, flight, or freeze’

response which can have an impact on

our overall health.

Self-care strategies for

managing anxiety

Implementing self-care practices can

significantly alleviate anxiety and promote

mental well-being. Here are some effective

strategies which can be discussed with

your team:

1. Identify triggers: Recognise situations

or thoughts that provoke anxiety and

understanding these triggers is the

first step toward managing them

effectively.

2. Practice mindfulness and breathing

exercises: Engage in techniques such

as square breathing or the 4-7-8

method to reduce physical symptoms

of anxiety. Mindfulness practices, like

the 5-4-3-2-1 grounding technique,

can help anchor you in the present

moment.

3. Engage in physical activity: Regular

exercise releases endorphins, which

can improve mood and reduce

stress. Activities like walking, yoga, or

dancing can be both enjoyable and

beneficial.

4. Seek Support: Sharing feelings with

trusted friends, family members, or

professional counsellors can provide

relief and new perspectives.

5. Connect with nature: Spending time

outdoors, whether it’s a walk in the

park or tending to a garden, can have

a calming effect and enhance mental

well-being.

6. Challenge negative thoughts: Write

down negative thoughts and assess

their validity. Reframing them with

a balanced perspective can reduce

anxiety.

Promoting mental health in

your setting

Creating an environment that supports

mental health is essential for both

practitioners and children. Strategies

include:

1. Emotionally responsive care:

Acknowledge and validate children’s

emotions, helping them develop

healthy coping mechanisms and

emotional regulation skills.

2. Establish safe spaces: Create areas

where children feel secure to express

themselves without fear of judgement.

3. Encourage play: Facilitate unstructured

playtime, allowing children to

explore, create, and release emotions

naturally.

4. Introduce mindfulness activities: Teach

simple mindfulness exercises tailored

to young children to promote selfawareness

and emotional resilience.

5. Foster community connections:

Engage families and the wider

community in activities and

discussions that promote collective

well-being.

Participating in Mental Health

Awareness Week 2025

To align with the ‘Community’ theme,

here are some ideas which can be

implemented in your setting:

❤ Host community events: Organise

gatherings that bring together

children, families, and staff to

strengthen relationships and support

networks

❤ Collaborate with local organisations:

Partner with community groups to

provide resources and workshops

focused on mental health and wellbeing

❤ Share resources: Distribute

information on mental health

practices to families, encouraging a

community-wide approach to wellbeing

Conclusion

As early years practitioners, prioritising

our mental health is not only beneficial

for ourselves but also essential for the

well-being of the children we care for.

By embracing self-care practices and

fostering a supportive community, we can

create nurturing environments where both

practitioners and children thrive. Mental

Health Awareness Week 2025 serves as

a reminder of the power of community in

promoting mental well-being, encouraging

us to connect, support, and uplift one

another.

Click here for

more references

& information.



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4.6

4.6

“My tutor has been a tremendous help and

has fulfilled every request I made, no

matter how small or silly it may seem.

Thank you!”

Dannielle M.

“The service is top notch.

My tutor, follows up on me. She makes

herself available for any queries and

support me whenever and wherever

possible. It is a pleasant experience

though I'm still on the course.”

Adedayo A

“Great support from a wonderful tutor, our

student feels very supported and she is

always happy to help us.”

Aimee R

Dr Sarah Moseley

☑ Are we preparing them for their next

stage of learning (without pushing

them too hard)?

Top tip: Show how your daily routines help

children feel calm, confident, and in control

of their environment.

Top tip: Make sure safeguarding is

second nature to your team, from arrival

procedures to ongoing staff awareness.

The word “Ofsted” doesn’t usually spark

joy in early years settings. But with the

latest proposed changes following

the February 2025 consultation, some

exciting shifts could help us showcase the

incredible work happening in early years.

One of the biggest changes? A new “report

card” system, designed to break down

inspections into clearer, more focused

areas, with a brand-new emphasis on

inclusion. That means inspectors will be

looking even more closely at how well we

support all children, particularly those with

SEND or additional needs.

So, what exactly is changing, and how

can we make sure we’re inspectionready

without losing sight of what really

matters - creating brilliant, joyful learning

experiences for our little learners?

Ofsted’s new

report cards

What’s changing for early years –

and how to get ahead

What will Ofsted be

looking at?

The proposed evaluation areas for early

years are:

1. Leadership and governance: More

than just paperwork!

Ofsted wants to see strong leadership,

but that doesn’t just mean policies and

paperwork. They’re looking at how we set

the tone for our settings, ensuring that:

☑ Our team feels supported, trained,

and ready to provide great care

☑ We’re constantly reflecting, adapting,

and improving our practice

☑ Inclusion is woven into decisionmaking,

not just an afterthought

Top tip: Show off how you empower

your team, whether it’s through regular

CPD, team meetings, or just great

communication.

2. Achievement: Progress over

perfection

Forget data-heavy assessment grids,

Ofsted now wants to see real, meaningful

progress.

☑ Are children developing in a way

that’s right for them?

☑ How do we spot and support those

who need extra help?

Top tip: Focus on celebrating individual

progress - from first words to new-found

confidence, every milestone matters.

3. Curriculum: Making learning stick

Ofsted will look at:

☑ How well our curriculum supports all

areas of development

☑ How it is delivered in a way that excites

and engages young learners

☑ How language, literacy, and numeracy

are woven into everyday play and

routines

Top tip: Make sure your curriculum reflects

real children, full of hands-on learning,

playful discovery, and meaningful

experiences.

4. Teaching: More than just circle time

Good teaching in early years is about

making learning magical.

☑ Are practitioners using open-ended

questions to spark curiosity?

☑ Are they responsive to children’s

interests and needs?

☑ Is language development at the heart

of everything we do?

Top tip: Ofsted wants to see rich, highquality

interactions, so keep chatting,

playing, and extending learning in the

moment.

5. Behaviour, attitudes & routines:

Happy children, happy setting

Young children are learning how to

navigate the world, and Ofsted will be

looking at how we:

☑ Help them feel safe, secure, and

valued

☑ Teach them self-regulation skills -

without harsh discipline

☑ Foster positive relationships and

support social-emotional development

6. Children’s welfare & well-being: The

heart of everything we do

Mental health is a big focus, and Ofsted

will ask:

☑ Are children encouraged to express

emotions and build resilience?

☑ Are physical health, movement, and

nutrition embedded in daily life?

☑ Do staff truly know and respond to

individual children’s needs?

Top tip: Show off your nurturing

environment - from cosy reading corners to

mindful moments and movement breaks.

7. Inclusion: The BIG new focus area

This is the biggest change, and it’s a

fantastic opportunity to highlight the work

we do to make sure EVERY child thrives.

Ofsted will be looking at:

☑ How we support children with SEND

and additional needs

☑ How do we remove barriers

and create equitable learning

opportunities?

☑ How we promote diversity, inclusion,

and respect

Top tip: Make inclusion visible, whether

it’s through visual supports, flexible

approaches, or strong partnerships with

families and specialists.

8. Safeguarding: We know this inside

and out

Safeguarding is still woven through

everything, and Ofsted will want to see:

☑ That ALL staff know their

responsibilities and what to do if they

have concerns

☑ That children’s safety is embedded in

daily practice, not just policies

☑ That families feel confident and

supported

So, how can we prepare?

With these new proposals, we can get

ahead by:

☑ Celebrating what we already do well,

making it visible and intentional

☑ Supporting staff, ensuring everyone

feels confident in key areas

like curriculum, inclusion, and

safeguarding

☑ Talking to parents. Engaging families

is key to a strong, inclusive setting

☑ Keeping it real. The best practice is

what happens every day

By focusing on authentic, high-quality

practice, we can embrace these changes

with confidence because, at the end of the

day, early years practitioners are already

doing an incredible job.

Click here for

more resources

from Sarah:



Gender balance in

the early years

From the toys we offer to the words we

use, children pick up on the gender

messages they see and hear from a very

early point. These influences shape their

ideas about themselves and others which

is why gender balance is such a vital

consideration in early years education.

What is gender balance?

Gender balance doesn’t mean pushing

children into certain roles or steering

them away from others. It isn’t even about

making everything “gender neutral” as

many might assume. Instead, gender

balance means creating environments

where ALL children feel free to explore,

express themselves, and follow their own

interests – without being boxed in by oldfashioned

expectations or other people’s

ideals.

The problem of gender

stereotyping in early

years

Even with the best will in the world, gender

assumptions can slip into our daily practice

unnoticed unless we are vigilant and

not afraid to challenge the stereotyping

we see. Common examples are when

certain toys might be labelled – directly or

indirectly – as being for girls or boys. Or

they may be grouped together suggesting

that someone interested in playing with

one toy should enjoy playing with another.

Dressing-up areas might be dominated by

a particular set of clothing (e.g. princess

dresses), while some resources may be

offered more readily to one gender than

another.

Stereotypes also show up in our

expectations of behaviour. Are girls

praised more often for being quiet

and helpful, while boys are labelled as

boisterous or adventurous? This begs the

question: Do we respond differently to the

same behaviour depending on who is

doing it?

When children climb a tree, do you say,

“Be careful” to the girls and “That’s brave”

to the boys? These subtle differences

in language play a big part in gender

stereotyping. Phrases like “you’re such

a good girl” or “boys will be boys” might

seem harmless, but they reinforce limited

ideas about what’s acceptable for different

genders. The good news is that small

shifts in awareness can make a big

difference.

Creating a gender

balanced and inclusive

environment

The first thing to do is to work out where

you are with your current practice. If

you walked through your setting, what

messages would children pick up about

gender?

⭐ Are the construction blocks and the

home corner equally accessible to

everyone?

⭐ Are superhero capes kept next to

princess dresses?

⭐ Are children encouraged to mix

and play in all areas, or are certain

activities subtly “claimed” by one

group more than another?

These things may be very subtle and

easy to miss, but that doesn’t mean that

children’s subconscious minds do not pick

them up – they do!

Creating a balanced environment means

offering variety to all children without

restriction or judgement. Don’t label

activities or zones by gender. Instead,

offer a range of experiences that allow

children to explore their own interests,

roles and relationships in open-ended

ways. For example, group resources by

type (e.g. all the dressing-up clothes in one

place) instead of theme (e.g. ‘girls’ corner’,

‘construction area’).

In recent years, the Scottish government

launched a project called the Zero

Tolerance which focused on promoting

gender equality and challenging harmful

stereotypes, particularly in early years

education and childcare settings. You

can read more and find examples of

good practice and resources at: Feminist

Parenting | Zero Tolerance

Supporting children’s

individual interests and

identity

All children need space to develop their

own identity, free from the judgements

and assumptions of others. A child’s

interest in dolls, cars, dinosaurs or glitter

isn’t a sign of their future identity – it’s just

their current curiosity.

Use open-ended language and

encouragement. If a boy reaches for a fairy

costume, let him enjoy it without comment

– or even better, compliment his choice. If

a girl heads for the tool kit, ask her what

she’s building. Remember that children are

not born with the prejudices that us adults

have developed, so try to avoid passing

them on or reinforcing them through

conscious or unconscious bias.

Reflect on your own

practice

It’s not always easy to spot our own biases

– especially our unconscious ones. But

reflecting on our assumptions and actions

is part of good professional practice and

personal development. Encourage your

staff (and yourself) to think of times where

their own expectations about gender may

have influenced what was said or done.

Were certain behaviours excused, praised

or redirected differently depending on

whether it was a girl or a boy doing them?

Remember, this isn’t about blame – it’s

about awareness. Talking openly with

your team, setting goals for improvement,

and using staff meetings or CPD sessions

to reflect on these issues will help you

develop a more inclusive culture.

The importance of male

role models

One of the most frequently discussed

issues when it comes to gender balance

in early years is the imbalance between

men in the early years workforce which

does not reflect the percentage of men

in the total workforce population. Fewer

than 3% of early years practitioners in

the UK are male. This matters, because

for many children, especially those who

don’t have a male parent or caregiver at

home, early years settings may be one of

the only places where they see men in a

caring, nurturing role or as a positive role

model. Male staff – just like female staff –

bring their own unique perspectives, skills

and experiences to a setting. But more

importantly, their presence helps children

of all genders see that care, kindness,

patience and playfulness are human

qualities – not just “women’s work”.

What can be done?

⭐ Involve dads, uncles or grandads in

storytime or nursery events – make a

special effort to invite them in

⭐ Use books and displays that show

men in a variety of roles (e.g. nurses,

teachers, stay-at-home dads)

⭐ Celebrate the positive impact of the

male team members in your setting

⭐ Reflect on your recruitment

practices – are they inclusive and

welcoming to men?

Of course, gender balance is not just

about having male staff – it’s about

giving every child access to the full range

of learning experiences, emotions, and

identities – and showing them that they

are free to be themselves, whoever that

may be. With small, thoughtful changes to

our environments, our language and our

expectations, we can challenge outdated

ideas and give children something

even better – the freedom to explore,

to question, and to grow into their own

individual person.

References and more

information

⭐ Improving Gender Balance and

Equalities in Community Learning and

Development | Resources | Education

Scotland

⭐ Inclusive practice and equalities –

Birth To 5 Matters

⭐ Nursery World - How to achieve

gender equality through best practice

Click here for

more references

& information.



Frances Turnbull

Setting up for baby

and me: part 2

? Placing materials to be used in highup

places, in opaque boxes, or even

loosely covered fabric, allows for

activities to occur without distraction,

and in the ideal order that you have

planned as group leader

? Ensuring that electrical sockets

are covered or out of reach keeps

little ones safe from dangerous

exploration, and having wipes handy

prevents the spread of infection

– babies naturally drool, lick and

explore everything they can

Baby music sessions are so rewarding.

While they can be tricky to run, they build

precious bonding opportunities, especially

valuable in the early days of pressure and

newness. The key to creating magical,

musical experiences is planning. This

makes sessions look so easy because, like

all good sessions, the participants don’t

actually know what has happened behind

the scenes.

Being prepared for any eventuality is the

key to success. From clear communication

with parents to room layout, people can

quickly learn your routine and choose

to work within it. For example, setting

expectations from the start with clear

explanations helps parents and caregivers

to know how to behave; clear transitions

help children to recognise when to expect

changes, and appreciate the reason that

activities happen in the sequence that you

have planned.

Part of the success of running successful

music sessions is organisation; being so

prepared that you have a work-around,

a plan B, for when things go wrong. This

can be anything, from unexpected siblings

turning up, all the way through to medical

emergencies. The more organised we

are, the more confidently we can manage

disruptions.

In this article, we will identify ways in

which we can plan for parent involvement,

setting up the classroom environment, and

instrument suggestions.

Parent involvement

From birth to 18 months, parents and

caregivers are essential to the success of

the group.

? Encouraging comments help parents

to better understand their pivotal

role in the session, welcoming their

participation and encouraging them

to feel free to focus on baby

? Activity participation should always

be optional, allowing people to feel

safe and free to share their special

moments with the group

? Creating time and space for two-way

dialogue shows that you can listen

and learn from parents, helping to

gain their trust and respect

? Talking about ways and times in

which activities could be used at

home encourages musical times to

become a lifestyle rather than an

activity. This allows activities to feel

more familiar and gives the adult

confidence in singing together

? Coming together as a group of

individuals allows both adults and

children the opportunity to connect,

affirm and build relationships,

recognising that parents are the first

and most important teachers. This can

happen in the beginning and the end,

singing greeting songs for both hello

and goodbye, or even in the middle,

having a shared circle or line dance

Room environment

The room environment is fairly

straightforward and makes the flow of the

session much easier because of the lack of

potential distraction.

? Starting with a clean floor,

encouraging bare feet allows for

natural and physical comfort and

exploration – as well as preventing

accidents from slippery socks

? It is useful to have a waiting area for

groups to arrive and keep coats and

other belongings safe

? Using banners, walls or easels allows

opportunity for useful information to

be made readily available

? All instruments should be kept in

baskets or boxes, and always only

used with adult supervision

Instruments

Instruments for babies are clearly not

going to be small pianos or even ukuleles,

but there are a number of items that

can successfully be used in baby music

sessions. Groups often provide only one

of each item – whether it is due to space

or cost. However, having enough items or

instruments for a small group to each have

one not only prevents others from feeling

like they missed out, but also allows for

each child to find different and creative

ways to play with the same item, toy or

instrument.

? Baby bells: Baby bells are often

attached to fabric strips that Velcro

together. They can be put around

arms and legs, with a quiet jingle that

little ones can hear, learning that their

simple action of kicking out can make

a gentle jingle

? Scarves: Sometimes called play

scarves or juggling scarves a foot

square (half a metre square), these

transparent bits of fabric should be

easy to hold, hide under, breathe

through, suck or chew without coming

apart at seams and becoming a

hazard. Absolutely essential

? Chime balls: These are sometimes

sold as pet chew toys, but these soft,

fabric balls should be easy to wipe,

lightweight, and even better have a

little jingle as they roll to and fro

? Egg shakers: Hand-held shakers

are fantastic, brightly coloured with

reinforced seams that withstand the

exploring hands and mouths of little

ones. Not the easiest to keep a beat

unless tapping them on body parts

? Mirrors: Hand-held, baby-friendly

mirrors hold an ongoing fascination

for little ones just learning how to

interact with their new surroundings

? Wooden clackers: Made of natural

wood, these are like egg shakers but

have a gentle wooden clacking sound

to them, making them slightly different

but just as easy to manage

? Big scarves: Transparent fabric

twice as long can be used to hide

underneath together, be used as a

tent, or a blanket, or even rock soft

toys in pretend play

? Hand drums: Hand drums are just

big enough for little ones to manage,

whether holding and tapping, or

gently beating with a soft beater.

These are great for listening to and

repeating beats and rhythms

Room settings are important moodmakers

as we know from our own homes,

and creating a safe and inviting space

allows for magical experiences. Thinking

this through beforehand allows us to focus

on the most important part of music – the

people.

Next month we will be exploring the

exciting world of toddlers aged 18 months

to 3 years, and the tricks that they get

up to!

Click here for

more resources

from Frances:



The role of educators

in supporting mental

health in their setting

A few years ago, mental health was

a taboo subject that very few people

mentioned. Nowadays, thankfully, times

have changed and everyone seems to be

talking about their mental health. But does

that mean that we all understand it, and

what role do early years educators have in

supporting mental health in their setting?

In this article we look at how early years

educators can help the mental health of

the children in their care.

What is mental health?

Mental health refers to a person’s overall

emotional, psychological, and social wellbeing.

It affects how we think, feel, and

behave in our daily lives. Good mental

health allows us to cope with stress, build

positive relationships, work productively,

and make sound decisions. Poor

mental health can affect all these areas

negatively.

It’s important to note that most people’s

mental health fluctuates as we journey

through the successes and challenges

in life; life events, our environment,

experiences and physical health can all

influence how we feel. Mental health also

exists on a spectrum and conditions that

can affect mental health include anxiety

and depression, as well as disorders such

as schizophrenia or bipolar disorder.

Understanding

children’s mental health

When we think about children’s mental

health, we often picture teenagers or

young adults struggling with stress,

anxiety or depression. But the foundations

of mental well-being start much earlier

– and young children are just as affected

by the world around them as teenagers

and adults. In early childhood, mental

health is closely linked to a child’s

emotional development and often to their

relationship with their primary caregivers

in the first few years of life. Children need

secure relationships, responsive care

and safe spaces to explore their feelings

and build resilience. If these needs aren’t

met, we may see signs like withdrawal,

aggression, sleep disruption or difficulty

settling in. If not understood early, or

the child is suffering from trauma, then

research suggests that mental health

issues can stay with the child throughout

their life, often negatively affecting their

life chances and outcomes. Research

suggests that one third of mental health

problems in adulthood are directly

connected to an adverse childhood

experience (ACE). Other research shows

that one in five children and young

people aged eight to 25 had a probable

mental health condition in 2023, and this

number has been rising since 2017, most

notably in the 17-19 age group. So this is a

growing problem.

How to recognise

childhood mental health

issues

Mental health concerns in young children

don’t usually look like adult versions

because children are still learning to

understand, control and express their

emotions. A child may not say “I’m

sad” – instead, they might present with

challenging behaviour, cling to an adult, or

refuse to engage in familiar activities. This

is why it is so important for early years

practitioners to be observant, responsive,

and tuned to the needs of the children

they support. An incident of emotional

distress may be explainable because

another child took their toy, but it could

also be a signal that the child is struggling

with their overall well-being and mental

health but are unable to express that.

Common emotional behaviours when

children are struggling include:

? A heightened emotional state

? Crying or fussiness

? Sleeping and toileting problems

? Anxiety

? Aggression

? Withdrawn behaviour

Practitioners need to be aware of these

signs and observant of changes in

children’s behaviour which may signify a

mental health problem. The government

has published some practical advice

on how to deal with these types of

behaviours, which you can access at:

Advice on how to deal with mental health

in the early years.

Usually, with proper support in nursery

and at home, these issues are transitory.

Unfortunately for some children, this is

not always the case, and these children

may need additional support or help them

with their mental health, or even with their

safeguarding.

UNICEF produced a toolkit specifically

for supporting children’s mental health

in the early years in 2023 which can be

downloaded from the link at the bottom

of this article. They suggest that even

mental health practitioners may overlook

the problem of mental health in young

children because it is still not properly

understood. It is imperative, therefore,

that early years practitioners are doing

everything in their power to address

mental health issues early to get children

additional support if they need it.

Creating a positive

mental health

environment

One of the best ways to support mental

health for early years children is to create

a calm, predictable and emotionally-safe

environment. Children thrive when they

know what to expect and feel supported

by the adults around them.

Key ingredients of a mentally healthy

setting include:

? Consistent routines that help children

feel secure and reduce anxiety

? Warm, respectful relationships

between staff and children

? Spaces for rest and calm as well as

active play

? The ability to regulate emotions

especially powerful ones such as

anger

? Opportunities to express emotions,

including through books, play and

conversation

Using books about feelings, emotion

cards, mirrors, and dolls can help children

name and understand emotions. Roleplay

also offers a chance for children

to process big feelings and try out new

responses to different situations.

The role of the key

person

The key person is crucial in helping

with mental health. Forming a strong

bond with a trusted adult helps children

develop confidence, self-worth and the

ability to manage emotions. When a

key person knows a child well, they can

spot behavioural changes early, provide

appropriate reassurance, and work

closely with families if concerns arise.

Working with families

and carers

Children’s emotional well-being is deeply

connected to what’s happening at the

child’s home. Practitioners need to build

strong, trusting relationships with families

which is a key part of supporting mental

health. Sometimes families might share

worries directly. At other times, you may

notice changes in a child’s behaviour

resulting in the need to have a gentle,

non-judgemental conversation. Either way,

it’s important to approach families with

sensitivity and respect.

Tips for engaging families around mental

health:

? Use warm and non-threatening

language

? Focus on shared goals such as: “We

both want what’s best for your child”

? Offer reassurance – you’re there to

support, not criticise

? Know where to signpost for extra help

if needed (e.g. health visitors, family

hubs, SEND support or safeguarding

people and authorities)

Supporting mental health in early years

settings isn’t about having all the answers.

It’s about building a culture where

children feel heard, valued and cared

for. By staying curious, compassionate

and committed to well-being, early years

practitioners can make a huge difference

– one calm corner, one caring comment,

or one real connection at a time.

References and more

information

? UNICEF toolkit

? YoungMinds – Mental Health Statistics

? Help for early years providers: Mental

health for early years children

? Understanding and supporting

mental health in infancy and early

childhood – a toolkit to support local

action in the UK. - UNICEF UK

Click here for

more references

& information.



Ofsted’s “The Best

Start in Life - Part 3”

Ofsted’s “Best Start in Life” series looks at

the things that make high-quality early

years education and how practitioners

can make sure that every child gets the

strongest foundation for future learning.

Part 1 looked at why high-quality

education matters and the wider

context of curriculum and pedagogy

Part 2 focused on the EYFS three

prime areas of learning

Part 3 spotlights the four specific

areas of learning, being:

> Literacy

> Mathematics

> Understanding the world

> Expressive arts and design

Ofsted stress in Part 3, that there is no

one single way to provide high-quality

early education, saying they offer guiding

principles that early years practitioners

can consider. They also stress that the

specific areas of learning are connected

and build on each other. The report states:

“The specific areas of learning give

breadth and richness to the early

years curriculum. Areas of learning

like ‘understanding the world’ and

‘expressive arts and design’ show how

early learning is connected. Children

accumulate knowledge to apply in

different contexts. For example, children’s

growing understanding of themselves

as unique individuals, their family and

their community gives them a pathway to

learning about time and place.”

Another important aspect to consider is

that Part 3 moves away from paperwork

and policy, and dives into what

really matters in practice: adult-child

interactions, language development,

play, and the environment. These

elements aren’t about big changes or

glossy paperwork: they’re about refining

everyday practice and helping all staff

work consistently and confidently on the

things that make the biggest difference.

These include:

1. A calm, consistent and curious

environment

Children learn best when they feel

safe, settled, and secure. Well-ordered,

consistent settings with clear expectations

tend to support better learning. However,

this is not about having strict rules, but

about creating a space where children

know what to expect and feel confident to

take risks with their learning.

Think about:

Creating smooth and predictable

transitions

Whether all staff model the calm

behaviour they want to see

Making the physical space inviting,

focused, and available to all

Whether children are confident to ask

for help, solve conflicts, or take turns

Simple changes in layout, routine, or tone

of voice can make a big difference to

children’s experiences here.

2. Strong communication and

language development

These are at the heart of all early years

learning and are often referred to as the

“golden thread” running through highquality

practice. Part 3 puts renewed

emphasis on how practitioners help

children develop vocabulary, express

their thoughts, and engage in meaningful

interactions throughout the whole day.

Remember, all conversations can become

powerful learning opportunities whether

part of a structured lesson or just standing

in the lunch queue. Think about:

Using clear, rich language all the

time, not just during planned activities

Giving children space and time to

respond

Narrating your actions

Using open-ended questions

Reducing background noise

Supporting quieter children through

one-to-one moments

Modelling language in context

3. Skilled adult interactions

The quality and consistency of adultchild

interactions is a key theme in Part

3 focusing not just on what you do, but

how you do it. Again, this is not about

having practitioners who hover over

children or simply observe. Instead, skilled

practitioners can:

Tune into a child’s thinking and go

with it

Extend learning with a well-timed

comment or question

Introduce new vocabulary naturally

Scaffold problem-solving

Model curiosity, kindness, and awe

4. A well-sequenced, inclusive

curriculum

The prime learning areas are

foundational, but the four specific areas

bring breadth and richness. Part 3 reviews

each of these in detail, but the overall

message is that learning is best done

through strong adult guidance, purposeful

play, and plenty of opportunities for

children to revisit, reflect and make

connections. For example, best practice

suggests:

Using books, songs and rhymes to

build vocabulary and support early

literacy

Introducing mathematical concepts

through daily routines, stories, and

games

Exploring the natural world through

real experiences, questions and

discovery

Encouraging creative expression

through open-ended materials, nonjudgement

and drama

Literacy

Literacy gives children the tools to

communicate, understand the world and

express themselves. It lays the foundation

for later learning across the curriculum.

Key take-aways include:

Prioritise the development of

communication and language before

formal teaching of phonics or writing

Inspire a love of books, rhymes and

songs from the earliest age

Use shared book reading and

storytelling to build vocabulary,

understanding and enjoyment

Remember that literacy is not a

standalone subject but links to all

other curriculum areas

Mathematics

Mathematics builds children’s reasoning,

pattern recognition and problem-solving

skills. Early confidence can help later

success so:

Plan a curriculum that builds an

understanding of numbers, basic

operations and spatial reasoning

Combine intentional teaching with

play opportunities

Use a step-by-step, sequenced

approach to gaining knowledge

Use CPD to train and develop

practitioners’ confidence and subject

knowledge

Encourage positive attitudes to maths

using curiosity and fun

Understanding the world

This area helps children make sense of

their surroundings, develop a sense of

time and place, and understand their own

identity.

Build on children’s personal

experiences with stories and songs

Use examples and real-world

experiences to learn about time,

place, people, and technology

Use stories and experiments to

understand cause/effect and change

Strengthen children’s sense of

identity, belonging and cultural

awareness through diverse and

inclusive practice

Expressive arts and design

Part 3 acknowledges that creativity

matters, giving children the chance to

explore, express themselves and connect

with their imagination.

Include visual arts, music and

performance in your daily activities

Ensure all children, including babies,

have opportunities for sensory and

creative exploration

Introduce tools, materials and new

ideas gradually and revisit them

regularly

Help children to talk about their

own and others’ art, and use their

imagination to experiment

Use drama/role-play, movement and

storytelling to connect creativity with

communication and wider/social

learning

Other considerations

As practitioners, we know that the

early years is vital to life-long learning.

However, it’s also important to remember

that not all young children get the same

start in life. Differences in attendance,

funding, resources and help at home

mean that high-quality early years

education is vital to its effectiveness.

Effective early education requires careful

consideration of all aspects of the EYFS

learning areas, including knowledge of

how they are taught. The different areas

of learning need a tailored but connected

approach and high-quality interactions

with practitioners who engage directly

with children, rather than just observing,

are crucial. Activities alone aren’t sufficient,

but if all the pieces are in place, the

children can thrive.

References and resources

Best start in life: a research review for

early years - GOV.UK – access to all

parts

Best start in life part 3: the 4 specific

areas of learning - GOV.UK

Click here for

more references

& information.



Tamsin Grimmer

“Play Matters!”

Championing play in early childhood

When Dr Aaron Bradbury first suggested

a collaboration between different early

childhood organisations and professionals

to celebrate play, I jumped at the chance to

be involved! He tentatively invited people

via social media to express an interest

in the project and then invited them to

attend a webinar outlining his vision.

Since then, over 60 different professionals

representing both independent experts

and 25 organisations have collaborated to

write the “Play Matters” guide which has

now been published.

What is “Play Matters”?

“Play Matters” is an essential guide to play,

written collaboratively by over 60 early

childhood academics and professionals.

It was published on 18th March and

is free to download and use. “Play

Matters” champions play and explains

how play can support children’s holistic

development and foster creativity, curiosity

and critical thinking amongst other skills.

Each chapter has links to practice with

case studies, reflective questions and

ideas of how to implement play in relation

to the themes discussed. The foreword

is written by acclaimed author Michael

Rosen which explains how important play

is to children.

There are chapters on the following:

1. Play and joy - This chapter examines

the joy of play, children’s rights to

express joy and the biochemical

processes involved in joyful play.

Becoming curators of joy is a key

chapter component and advice is

offered on becoming curators of play.

2. Playful learning from birth - With a

focus on children from birth, chapter

2 illustrates the important role of play

in the earliest stages of children’s life.

The chapter offers some excellent

discussion around enhancing playful

learning in the nursery.

3. The playful brain - The authors of

chapter three take us on an incredible

journey through human evolution

and the way this predisposes us as

humans to want to play.

4. Quality play - In chapter 4, the

authors provide a definition of quality

play and highlight the importance

of training in understanding the

misconception that schooling is more

important than play.

5. Play and technology - This chapter

acknowledges that technology is an

essential part of children’s everyday

experience of the world and offers

suggestions for how early childhood

professionals might meaningfully

incorporate technology to support and

enhance children’s play.

6. Play and special educational

needs and disabilities - The chapter

reiterates that play is much more

important than ‘just play’ but an

essential component of all domains of

children’s development. The chapter

confirms that play is especially

important for children with SEND.

7. Physical development, outdoor

learning and play - Chapter 7

highlights the essential role of

physical play and its association with

educational outcomes. The chapter

calls for a better understanding of

play in the natural world and offers

an interesting case study of an

inner-city setting’s efforts to embrace

the outdoors with limited personal

outdoor space.

8. Play in the early years curriculum

- Chapter eight examines play in the

early years curriculum and provides

the declarative statement that “It is

okay to play”. The value of a playful

environment and importance of

practitioners in facilitating play are

also highlighted.

9. Play in school-based settings

- Chapter nine examines play in

schools and argues that limited play

opportunities can cause a diminished

sense of self. Continuous provision,

experiential learning, playful learning

and project-based learning are key

highlights.

10. Play and sustainability - Exploring

the UN Sustainability Goals,

chapter 10 identifies the ways in

which sustainable play should be

implemented through a rights-based

lens. The chapter suggests action

oriented, transformative pedagogy as

essential in developing sustainable

play.

11. Play, love and nurture - The pivotal

role of a loving pedagogy is explored

through chapter 11’s approach on

love and nurture in the early years.

The connection between play, love

and nurture, offering child-centred

strategies and drawing examples

from practice are also explained.

12. Play therapy - Chapter 12 identifies

the multitude of ways Play Therapists

make effective use of the therapeutic

power of play as a psychotherapeutic

agent to enhance learning.

13. Challenging play - Highlighting the

importance of risky play, war and

weapon play, rough and tumble play,

chapter 13 examines the nature of

challenging play. The importance of

practitioners in recognising schematic

play as play, and not poor behaviour,

is also considered.

14. The future of play - In this final

chapter, the editor Dr Aaron Bradbury

summarises the importance of play

with the timely reminder that “Play

Matters”, now and always.

I was involved in writing and editing two

of the chapters – the one on love and

nurture and the one on challenging play.

Regarding play, love and nurture, the

chapter focuses on how love and nurture

is child-centred, children learn best

through loving and nurturing relationships,

how positive, consented touch can support

children’s development and how love and

nurture fosters a sense of belonging. The

challenging play chapter discusses risky

play, war and weapon play, rough and

tumble play and considers how some

schematic play can be misinterpreted as

poor behaviour.

The “Play Matters” guide is a

comprehensive document and is free to

download at:

early-years-reviews.com

Scan the QR CODE below:

It has been made freely accessible to

ensure that all educators, caregivers, and

policymakers can benefit from the insights

and guidance provided. The document is

available now, and the team behind “Play

Matters” encourages sharing it widely to

maximise its impact.

Click here for

more resources

from Tamsin:



Effective strategies

communicate their needs; simple phrases

like “I’m angry” or “I want a turn” can

help children express themselves without

resorting to biting.

for managing toddler

3. Promote social skills and

emotional regulation

Social and emotional learning is key

in preventing biting, and you can help

children develop empathy and selfregulation

skills by:

biting in childcare

Biting is a common behaviour in toddlers,

often leaving childcare practitioners

searching for the best ways to manage

and prevent incidents. While it can be

distressing for both the child who bites

and the one who is bitten, biting is usually

a phase that children grow out of as they

develop better communication and social

skills. Understanding why children bite and

taking proactive steps can help create a

safe and supportive environment for all

children in your care.

Why do toddlers bite?

Understanding the reasons behind biting

is the first step in effectively managing

it. Let’s look at some of the reasons why

toddlers may bite:

? Communication difficulties – young

children may struggle to express their

needs, leading to frustration and

biting to communicate

? Exploration and sensory seeking

– some toddlers use their mouths

to explore the world around them,

similar to how they put toys or objects

in their mouths

? Frustration or anger – when

overwhelmed by emotions, toddlers

may bite as an immediate response

to stress or frustration

? Need for attention – if biting results

in immediate attention from adults,

children may repeat the behaviour to

gain more interaction

? Teething discomfort – teething pain

can make children more likely to bite

objects, toys or even people to relieve

discomfort

? Overstimulation or tiredness – a child

who is overstimulated, tired or hungry

may be more prone to biting due

to a reduced ability to regulate their

emotions

By understanding why a child bites,

practitioners can respond in a way that

helps stop the behaviour and prevent

future incidents.

Strategies to prevent and

manage biting

1. Observe and identify triggers

Closely monitor the child to identify specific

situations or triggers that precede biting

incidents. Are they biting during group

activities? Is it happening when they are

tired or frustrated? Keeping a log of when

and where biting occurs can help pinpoint

patterns and guide your approach to

addressing the root cause.

2. Teach alternative

communication skills

Biting often happens because children lack

the language or social skills to express

their feelings. Try encouraging toddlers to

use words, gestures or picture cards to

? Reading books about feelings and

discussing emotions

? Teaching simple problem-solving

techniques, like asking for help or

using words instead of actions

? Encouraging turn-taking and sharing

through group activities

By reinforcing these positive behaviours,

children learn to express their needs in

more appropriate ways.

4. Establish consistent routines

and boundaries

A predictable routine helps toddlers

feel safe and less stressed, which can

reduce biting. Smooth transitions between

activities and visual schedules help them

know what’s coming next.

Clear, consistent rules also teach children

what behaviour is okay. If a child bites,

stay calm and firmly remind them, “Biting

hurts. We don’t bite.”

5. Reinforce positive behaviour

Encouraging positive behaviours is often

more effective than simply reacting to

negative ones. Praise children when they

use their words, take turns or express

frustration in healthy ways. Some simple

reinforcement strategies could include:

? Verbal praise (“Well done for using

your words!”)

? Stickers or reward charts for positive

interactions

? Offering attention when children

behave well, reducing the need for

attention-seeking behaviours like

biting

6. Supervise and step in early

Keep a close watch on children to help

prevent biting. If you see a tense situation,

step in before a bite happens. If a child

does bite, calmly separate them, avoid

shaming, and guide them toward better

ways to express their feelings.

7. Help with teething

If a child is biting due to teething, provide

safe teething toys or chilled items to

soothe their gums. Talk to parents to make

sure they’re also offering teething relief at

home.

8. Work with parents

Parents may feel worried if their child

is biting, so approach the conversation

with understanding. Share what you’ve

observed and work together on ways

to stop the behaviour. Reassure them

that biting is a normal stage and can be

managed with the right support.

9. Have a clear biting policy

A formal policy helps everyone respond

consistently. It should include:

? How staff will track and manage

biting

? How and when parents will be

informed

? Ways to help children learn better

behaviours

? Prevention strategies used in the

setting

Make sure parents know about this policy

from the start and that it’s easy to access.

Responding to a biting

incident

Despite the best preventative measures,

biting may still occur. When it does, follow

these steps:

1. Remain calm and separate the

children – reacting with anger or

frustration can escalate the situation.

2. Comfort the bitten child – provide

immediate attention and reassurance.

3. Address the biter calmly – use simple

language to explain that biting hurts and

is not acceptable (“Biting hurts. We use our

words instead.”)

4. Redirect to an appropriate activity

– offer an alternative way for the child to

express themselves, such as squeezing a

stress ball.

5. Inform parents – communicate with

both sets of parents, focusing on the

strategies being used to manage the

behaviour.

6. Track patterns and adjust strategies

– keep records of incidents to identify

patterns and refine prevention techniques.

Conclusion

Managing toddler biting in childcare takes

patience and a proactive approach. By

understanding why children bite, teaching

them better ways to communicate,

encouraging positive behaviour and

keeping parents informed, you can

help reduce biting and create a calmer

environment.

Remember, biting is usually a short phase,

and with the right support, children will

learn better ways to express their feelings.

Click here for

more references

& information.



Celebrating

family diversity :

How we can embrace

International Family Equality Day

International Family Equality Day (IFED)

takes place on the first Sunday of May,

with the next celebration on 4th May

2025. It began as a way to support LGBT

families and promote their rights but has

since grown into a global celebration of all

family types.

IFED is a great chance for early years

practitioners to celebrate family diversity

and create an inclusive environment where

every child feels valued and understood,

promoting the British value of mutual

respect and tolerance.

Understanding family

diversity

Families come in various shapes and sizes,

including single-parent households, samesex

parents, blended families, extended

families, and families with adopted or

fostered children. Acknowledging this

diversity in our settings helps children

appreciate that love and support define a

family, rather than a specific structure.

Why celebrate IFED in early

years settings?

We know that early childhood is such a

formative period during which children

develop their understanding of the world

and their place within it. By celebrating

IFED, we can:

? Promote inclusivity: Ensuring that all

family types are represented and

respected within the setting fosters a

sense of belonging among children

? Challenge stereotypes: Introducing

children to diverse family structures

helps undo any preconceived notions

and biases they may encounter

elsewhere

? Enhance social skills: Encouraging

discussions about diversity aids in

developing empathy, respect, and

open-mindedness among peers

Implementing IFED

celebrations in our settings

To effectively celebrate IFED, we can

incorporate a range of activities tailored to

young children:

1. Inclusive storytelling:

? Diverse books: Curate a selection of

storybooks that depict various family

structures, cultures, and traditions.

Reading these stories aloud can spark

conversations and questions among

children

? Family book creation: Encourage

each child to create a page about

their family, compiling them into a

collective “Our Families” book for the

classroom, which can also be shared

with parents

2. Family tree projects:

? Personalised trees: Assist children

in crafting their own family trees,

allowing them to represent their

unique family dynamics creatively

? Discussion circles: Incorporate group

discussions in your day where

children can share stories about their

families, promoting understanding

and appreciation of differences and

similarities

3. Cultural exploration:

? International Cuisine Day: Invite

families to share traditional dishes

from their cultures, providing a

sensory experience that celebrates

diversity

? Music and dance: Introduce songs

and dances from various cultures,

encouraging children to participate

and learn about different traditions

5. Community engagement:

? Guest speakers: Invite family

members from different backgrounds

to share their experiences, offering

children real-world insights into family

diversity

? Field trips: Organise visits to local

cultural centres or community events

that celebrate diversity, providing

experiential learning opportunities

Creating an inclusive

environment beyond IFED

While celebrating IFED is a significant step,

growing an inclusive environment requires

ongoing commitment:

? Inclusive resources: Ensure that books,

toys, and learning materials reflect

a diverse range of cultures, abilities,

and family structures

? Staff training: Provide regular diversity

and inclusion training for staff to equip

them with the knowledge and skills to

support all children effectively

? Policy development: Establish clear

policies that promote equality and

address discrimination, ensuring a

safe and supportive environment for

every child

? Family workshops: Host workshops

where families can share their

traditions, stories, and experiences,

enriching the learning environment

? Collaborative projects: Encourage

families to participate in creating

classroom displays or contributing to

cultural events, fostering a sense of

community

? Open communication: Maintain open

lines of communication with families

to understand their backgrounds and

incorporate their perspectives into the

curriculum

Conclusion

Celebrating International Family Equality

Day in early years settings is a great way

to recognise the many different types

of families in our society. By including

diverse activities and creating a respectful,

inclusive environment, practitioners

help children grow into accepting and

empathetic individuals. Embracing family

diversity enriches learning and prepares

children for life in a multicultural world.

4. Expressive arts and design:

? Family portraits: Provide materials for

children to draw or paint pictures of

their families, displaying the artwork

to honour each child’s background

? Diversity collage: Create a

collaborative collage that includes

images representing diverse families,

fostering a visual appreciation of

inclusivity

Parent engagement

Involving families in IFED activities

strengthens the all-important homesetting

connection and reinforces the

values of inclusivity:

Click here for

more references

& information.



EYFS activities:

Paint Your Own Stone Ladybirds

Turn ordinary stones into bright and cheerful ladybirds with this easy-peasy painting activity. Great for little

artists and a great way to explore colours, shapes, and nature!

You will need:

Smooth, clean stones

Red paint (make sure you have

child-friendly paint)

Black paint/a black marker

Method:

White paint or white

paint pen

Paintbrushes

Optional: Clear varnish

or PVA glue for a shiny

finish

Step outside this month and let little hands explore, create, and learn with these fun outdoor activities -

where nature becomes the best classroom!

Make Your Own Stick Man

Inspired by the beloved “Stick Man” story by Julia Donaldson, this fun and easy craft brings the character

to life using real sticks and a few craft supplies. Perfect for little hands and outdoor explorers!

You will need:

A couple of small sticks or twigs (one longer for

the body, one shorter for the arms)

Googly eyes (or draw your own)

Brown pipe cleaners or string (optional)

Glue

Green paper or felt (for leaves)

Scissors

Black pen or marker

Method:

1. Pick your sticks. Find two sturdy sticks – one for the body and one you can break in half for the arms. Make

sure they’re clean and dry.

2. Make the body and arms. Glue the shorter stick across the longer one to make a "T" shape. This is your

Stick Man's body and arms.

3. Add eyes .Stick on googly eyes near the top of the long stick. If you don’t have googly eyes, draw some

with a black pen!

4. Make a mouth and eyebrows. Use your marker to draw a little smile and two small eyebrows above the

eyes.

5. Wrap the arms (optional). If you want, wrap brown pipe cleaners around the arms and body to give him a

twiggy texture.

6. Add leaves. Cut out a few small leaf shapes from green paper or felt, then glue them onto Stick Man’s

arms or head.

7. Let it dry. Give everything time to dry fully before playing or putting Stick Man on display.


1. Choose your stones - Pick smooth, flat stones that fit in the palm of a child's hand. Wash and dry them if

they’re dirty.

2. Paint the stone red - Cover the whole top of the stone with red paint. Let it dry completely.

3. Add a black head - Paint a small black semicircle at one end of the stone. This is the ladybird’s head.

4. Draw a line down the middle - Use black paint or a black marker to draw a line down the centre of the red

area – these are the ladybird’s wings.

5. Add spots - Paint black dots on both sides of the wings. You can do 3 or 4 on each side – whatever looks

cute!

6. Add eyes - Use a dot of white paint or a white paint pen to make two eyes on the black head. Let them dry.

7. Optional: Varnish - Once your ladybird is dry, you can brush on a coat of clear varnish or PVA glue to make it

shiny and more weatherproof.

Create Your Own Flower Crown

Whether it’s for pretend play, a spring celebration, or just for fun, this easy flower crown craft

lets little ones feel like royalty using real leaves and flowers from the garden or park.

You will need:

A strip of card (long enough to

wrap around the child’s head)

Tape or a stapler

Hole punch (optional)

Real or fake flowers and leaves

Glue or double-sided tape

Scissors

Method:

1. Make the crown base. Cut a strip of card to fit around the child’s head like a crown. Secure the

ends with tape or a stapler to form a circle.

2. Go on a flower hunt. Head outside and collect small flowers, petals, leaves, or even feathers. Try

to pick things that aren't too heavy or wet.

3. Add glue or tape. Put glue or double-sided tape all the way around the outside of the card crown.

4. Decorate with nature. Carefully press your flowers, leaves, and other natural bits onto the sticky

strip. Layer them up to make it extra fancy!

5. Let it dry. If you’ve used glue, give it a little time to dry before wearing it.

6. Wear your crown! Pop it on and show off your nature-inspired creation. Perfect for playtime or

photos!

We often talk about preparing children for

the future but what if we shift the focus

to how we can support their emotional

well-being right now? Mental well-being in

the early years is not just a ‘nice to have’;

it’s the foundation for lifelong learning,

relationships and resilience. And it starts

right from birth.

As early years educators, practitioners

and parents, we are in a unique position

to shape these crucial first steps. Drawing

from the Department for Education’s

guidance on mental health in early years,

children and the inspiring “A Stitch in Time”

report by the Director of Public Health and

Communities, let’s take a closer look at

what mental well-being means for our

youngest learners - and how we can help

them thrive.

Mental well-being in babies

and toddlers: What does it

look like?

Mental well-being in early childhood is

all about how little ones feel, how they

express and manage emotions, and form

relationships. This is the invisible thread

that runs through their development - from

cuddles to tantrums and transitions.

The Department for Education reminds us

that babies and toddlers are born with

the capacity for connection, but not the

ability to self-regulate. That’s something

they learn over time - through loving

relationships and consistent care.

Gina Bale

“A Stitch In Time”

Building emotional scaffolding for

our youngest learners

the world is a safe place. When a toddler

throws a wobble and is met with calm and

understanding, they start to understand

their feelings and how to manage them.

These tiny, everyday moments are the

foundation of well-being and resilience.

Why it matters

Mental well-being is not separate from

learning - it’s at the heart of it.

Children who feel safe and secure are

more open to exploring, asking questions,

and taking those brave first steps into the

wider world.

This idea is beautifully illustrated in

Maslow’s hierarchy of needs. The pyramid

shows that before a child can truly learn

and thrive, their basic needs - like feeling

safe, nurtured and emotionally secure -

must come first.

When we meet those foundational

needs through warm relationships,

responsive care and consistent routines,

we give children the emotional scaffolding

they need to climb to higher levels of

development - confidence, independence

and creativity.

When a child is struggling emotionally,

perhaps due to trauma, neglect, or simply

not having their emotional needs met,

they can find it harder to engage, connect

and grow. Early intervention matters. The

earlier we act, the greater the impact.

The role of the adult: a secure

base

We are the emotional anchors in our

children’s lives. Whether you’re a parent, a

practitioner or both, your calm presence,

warm voice and consistent routines

provide the stability children need to thrive.

Here are some powerful ways we can

support children’s mental well-being every

day:

✨ Be responsive: Tune in to children’s

cues and respond with empathy.

A baby’s cry is their way of

communicating. A toddler’s outburst is

often frustration in disguise

✨ Name emotions: Help children identify

and label what they’re feeling, e.g.,

“You’re feeling cross because it’s time

to tidy up” or “That made you happy,

didn’t it?”

✨ Model calm: Children learn emotional

regulation by watching us. Taking

deep breaths, using calm voices and

showing how we handle big feelings

is key

✨ Create predictable routines: Familiarity

helps little ones feel safe. Knowing

what comes next in the day supports

a sense of security

✨ Play, play, play: Through play,

children process emotions, explore

relationships and develop resilience.

Whether it’s peekaboo, small-world

play or active role-play like our

Littlemagictrain resources, every

game is a chance to connect and

grow

Connection is the cornerstone

Strong, secure relationships are the

number one protective factor for children’s

mental health. This doesn’t mean we

have to be perfect (it’s not possible), but it

means that we are there for our little ones,

consistently and kindly, every day.

The “A Stitch in Time” report highlights the

importance of connected communities.

Children don’t develop in a vacuum. They

need supportive families, practitioners

and environments that understand and

prioritise mental well-being.

When early years settings become places

where children feel seen, heard and

valued, we build confident learners - but,

most importantly, emotionally-healthy

humans.

Support for all

It is important to remember that children

with additional needs may experience

and express emotions differently. They

might need extra time, different strategies

or more tailored support to feel safe and

understood.

But the principles remain the same -

connection, consistency and compassion.

Using movement, music, visual cues or

sensory tools, like those I have built into my

early years resources help children with

additional needs feel included, capable

and joyful in their emotional journeys.

The bigger picture

shared responsibility that spans families,

nurseries, childminders, schools and

communities. It’s about investing and

nurturing the early years with patience and

a long-term view.

Imagine the ripple effect when a baby

learns to trust, a toddler learns to name

a feeling, and a pre-schooler learns to

pause and breathe before reacting. Those

aren’t small wins, they’re life-changing

skills that can shape a child’s future.

Let’s keep talking

The more we talk about children’s mental

health, the more we remove the stigma

and raise awareness. It’s not about adding

more to our plates - it’s about recognising

that so much of what we already do is

powerful, protective and priceless.

From a gentle cuddle after a tumble to a

shared giggle during a magical journey to

the moon, these moments matter more

than we realise.

So, let’s keep weaving this golden thread

of emotional well-being through everything

we do. Because a stitch in time does save

more than nine… it shapes lives.

References

✨ Department for Education (n.d.).

Mental health for early years children.

Retrieved from Department for

Education website

✨ Oxfordshire County Council (2025). A

Stitch in Time: supporting the mental

well-being of young people today to

improve their prospects for tomorrow.

Retrieved from Oxfordshire County

Council website

✨ Maslow, A. H. (1943). A theory of

human motivation. Psychological

Review, 50(4), 370–396. https://doi.

org/10.1037/h0054346

5 daily well-being boosters

for little ones

✨ Morning moments of connection:

Greet each child with warmth and eye

contact. A smile, a cuddle, a “Good

morning, I’m so happy to see you!”

sets the emotional tone for the day

✨ Move, sing and play: Use movement

and music to help children express

and regulate emotions. A silly song

or dancing freely as play is emotional

gold

✨ Name the feeling: Support emotional

literacy by helping children identify

what they feel

✨ Pause and breathe: Take short

mindfulness moments. A few deep

breaths, watching leaves move, or

listening to gentle sounds can calm

busy little minds

✨ End the day with kindness: Reflect

on one lovely thing that happened -

something fun, kind or brave. “What

made you smile today?” helps build a

positive emotional memory bank

Remember, little ones don’t need

perfection - they need connection.

Your calm voice, kind eyes and

nurturing presence are their greatest

emotional anchors.

Click here for

more resources

from Gina:

When a baby cries and a responsive adult

soothes them, they begin to learn that

As the public health report reminds us,

supporting mental well-being is not just

the job of health professionals. It’s a



May 2025 Parenta Early Years Magazine

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