June 2025 Parenta Early Years Magazine

Issue 127
JUNE 2025
Our gloriously
diverse teams
Multi-sensory
adventures for
all children
Learning
Disability Week
+ lots more
EYFS activities
inside!
This month…
Father’s
Day!
ASPIRE to well-being
well-being
to ASPIRE
The principles that enable children to thrive
Nurturing positive behaviour through outdoor nature

32
12
Hello
Welcome to our family
Welcome to the June edition of Parenta magazine!
Welcome to the June edition of our magazine, created for everyone who works in early years to help nurture the learning,
development, health, happiness, and well-being of the children in your care. As always, this issue is packed with useful
insights, fresh inspiration, and practical advice to support you and your setting.
This month, we’re shining a spotlight on nurturing positive behaviour. Outdoor education specialist Charlotte Ng, webinar
speaker Dr Sue Roffey, and childhood development expert Dr Kathryn Peckham all share their insights on how behaviourled
approaches can help children thrive. Also in this issue, we bring you a fantastic line-up of articles covering key themes in
early years care and education - from the vital role of carers and child safety in your setting, to the magic of first friendships
and nurturing empathy and compassion. Expert Dr Joanna Grace continues her fascinating exploration of sensory smell,
while Frances Turnbull delves into the power of music in toddler learning. Pam McFarlane celebrates the richness of our
wonderfully diverse teams, and Gina Bale invites us on a captivating multisensory adventure!
Save the date – 11th June! Join us for an unmissable webinar with internationally renowned early years
consultant, Dr. Sue Roffey, as we explore the incredible journey from baby to toddler to pre-schooler and gain a
deeper understanding of what’s really happening in young children’s brains. 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
16 24
Regulars
8 Write for us
36 EYFS activities: Father’s Day
News
4 What do our customers say this month?
10 Childcare news and views
Advice
28
6 Behaviour-driven development
16 National Carers Week
20 Keeping our little ones safe: Your guide to Child
Safety Week
24 Learning Disability Week 2025
28 First friendships: Supporting children’s social and
emotional growth
34 Teaching empathy & compassion in the early years
Industry Experts
38
12 Supporting through smell
14 Promoting positive behaviour through outdoor nature
22 Our gloriously diverse teams
26 Nurturing the behaviours that matter
30 ASPIRE to well-being
32 4-5-6 Toddler tricks
38 Multi-sensory adventures fuel early years development
2 June 2025 | parenta.com
parenta.com | June 2025 3

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Behaviour-driven
As an early years practitioner, you will
already know that the way a child behaves
displays much more than just the actions
of the child – it’s a window into a child’s
developmental journey, their mindset and
their emotional state. Practitioners who
are alert and informed about the real
meanings behind children’s behaviours
can use this information to inform their
practice if they observe and can read the
signs properly.
Behaviour-driven development (BDD)
in early years refers to this practice of
observing and interpreting children’s
behaviours to inform and guide their
developmental support. By understanding
the ‘why’ behind behaviours, we can
create responsive environments that
nurture each child’s growth.
What is behaviourdriven
development?
The term ‘behaviour-driven development’
originated from software development,
when a software designer, Daniel
Terhorst-North, introduced it in a 2006
article called “Introducing BDD”, aiming
to help software developers focus on
the desired behaviour of their software
rather than just writing random tests for
individual parts of it. In a way, we can
think of this as a metaphor for what BDD
has become in early years. It was like
looking more holistically at the behaviour
of the software program as a whole (the
whole child) rather than looking just at its
separate parts (the behaviour).
development
communication, offering insights into a
child’s emotional, cognitive, and physical
development. For example, when one
child lashes out at another child, a BDD
approach would try to understand this
action in a wider context; perhaps the child
is ill, hungry, anxious or feeling unsafe
for example, and this has resulted in the
behaviour demonstrated. This is not to
excuse poor behaviour – we always need
to model the positive and kind behaviours
we want and explain that hitting is not
acceptable, but understanding the ‘why’
will allow you to tailor your reaction
to aid the child’s development, rather
than a potentially damaging, ‘knee-jerk’
response. Behaviours are influenced
by the developmental stage the child
is currently at, so understanding child
development fully is important.
The importance of
observing behaviour
? Understand individual needs: Tailor
support to each child’s unique
learning style and emotional state
whether in the moment (e.g. they’re
hungry or need the loo, or more longterm
reasons, e.g. they have suffered
trauma and need to feel safe)
? Plan from a place of understanding:
Design activities and environments
that align with children’s current
interests and abilities
? Support emotional well-being: Detect
signs of distress or discomfort early,
allowing for timely intervention
Observing a child’s behaviour, their mood
and interactions with peers helps all
educators better understand the child’s
strengths, challenges and areas where
additional support is needed. This can
help:
? Promote emotional literacy
? Encourage positive social interactions
? Identify and implement targeted
interventions
which can significantly improve outcomes
for children.
Behaviour as
communication
Children, especially in their early years,
may lack the verbal skills to express
their feelings or needs. Instead, they
communicate through behaviour. For
instance, look out for:
? Tantrums which can indicate
frustration, overstimulation, or a need
for attention
? Signs of withdrawal which could
suggest feelings of insecurity, fear or
being overwhelmed by the situation
? Aggression may be a response to
unmet needs or the child resulting
to the only form of communication
they have when they have difficulty
expressing emotions
Understanding these behaviours as
communicative acts allows practitioners
to respond with empathy and appropriate
support. It is also very important to
understand how children who have faced
trauma in their early lives may behave as a
result of their trauma rather than anything
else. These children are not just “being
naughty!” Understanding trauma-informed
practice is crucial to help these children
develop their full potential and sometimes
external interventions are needed to help
them deal with their trauma.
Practical strategies for
practitioners
To effectively implement behaviour-driven
development, consider the following
approaches:
1. Regular observations
Implement systematic observation
techniques to monitor and record
children’s behaviours. This can
include anecdotal records, checklists,
or use of specific software. Regular
observations help in identifying
patterns and informing your
responsive planning.
2. Reflective practice
After observing, reflect on the possible
reasons behind certain behaviours.
Consider factors such as the child’s
environment, recent changes, trauma
background or interactions with peers.
This reflection will help you develop a
deeper understanding of the issues
and more effective responses.
3. Collaborative planning
Talk to colleagues and share
information, then use the insights
gained from observations and
discussions to plan activities or
interventions that cater to the
children’s current interests, emotional
needs and developmental stage.
However, BDD is not just about
observing negative behaviours,
but picking up on positive cues too.
For example, if a child shows an
especially keen interest in building
blocks, incorporate more constructionbased
activities to support their
development of spatial awareness
and fine motor skills.
4. Engage with families
Share observations with parents or
caregivers to gain a holistic view of
the child’s behaviour across different
settings. This collaboration ensures
consistency in support strategies and
reinforces the child’s development
both at the setting and at home.
5. Professional development
Stay informed about the latest
research and strategies in early
childhood behaviour management.
Train staff and engage in continuous
professional development to enhance
your ability to interpret behaviours
accurately and respond effectively.
Conclusion
Behaviour-driven development is a
dynamic approach in early years that
places children’s behaviours at the heart
of educational planning and support.
By observing, accurately-interpreting,
and responding to these behaviours
appropriately, early years practitioners
can create nurturing environments that
promote holistic development. Embracing
this approach ensures that each child’s
unique journey is acknowledged and
supported, laying a strong foundation for
lifelong learning and well-being.
References and further
information
? Understanding and responding to
children’s behaviour in the early years
? The key to understanding your child
? Assessing toddler development
through observation
? Trauma-informed practice
? Parenta EYFS Tracker
In early years education, BDD has a
similar emphasis, trying to understand
the child as a whole person, rather
than just identifying individual actions. It
emphasises the importance of observing
children’s behaviours as a way to better
understand their needs, interests,
and developmental stages. It’s about
recognising that behaviours are forms of
Observation is a cornerstone of all
effective early years practice. By attentively
watching and noting children’s behaviours,
practitioners can:
? Identify developmental milestones:
Recognise when a child reaches or
is approaching key developmental
stages
Research indicates that early identification
of communication and behavioural
concerns is vital for timely intervention,
Click here for
more references
& information.
6 June 2025 | parenta.com
parenta.com | June 2025 7

Write for us!
We continuously seek new
authors who would like to
provide thought-provoking
articles for our monthly
magazine.
If you have a subject you’re eager to explore
in writing, why not submit an article to us for a
chance to win?
Every month, we’ll be awarding Amazon
vouchers to our “Guest Author of the Month.”
You can access all the information here:
https://www.parenta.com/sponsored-content/
Congratulations
to our guest author competition winner, Dr Joanna Grace!
Get in touch with our team of recruitment
experts today!
Congratulations to Dr Joanna Grace, our guest
author of the month! Her article, “SENSORY: Smell”
explores the difference between sensory and
SENSORY across different sensory systems -this
time focusing on smell.
4.8
Well done Joanna!
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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8 June 2025 | parenta.com

Childcare news
and views
New Report Highlights Urgent
Need to Tackle Nutrition
Challenges in the Early Years
A new report from The Food Foundation
has shed light on the critical role of
nutrition in the early years and the urgent
need to address the barriers that prevent
young children from accessing healthy
food.
Government Proposes Including
Outdoor Space in EYFS Ratios to
Boost Nursery Capacity
Nurseries and childminders in England
could soon be allowed to count outdoor
space as part of their floor space
requirements under the Early Years
Foundation Stage (EYFS) regulations, if
proposed government changes go ahead.
The Department for Education (DfE) has
launched a consultation seeking feedback
on whether outdoor ‘free-flow’ areas
should be included when calculating
space requirements for children aged
two and over. This move comes ahead of
the next phase of the expanded funded
childcare offer in September and is aimed
at helping providers increase capacity to
meet rising demand.
Under current EYFS rules, while outdoor
play is encouraged, only indoor space is
considered when registering the number
of children a setting can accommodate.
The DfE estimates that around 60,000
additional early years places will be
needed between September 2024 and
September 2025 to meet projected
demand – a 5% increase.
The proposed change is part of a broader
effort to support settings in offering more
funded childcare hours. The government
highlights research showing the wideranging
benefits of outdoor play, including
improved physical health, mental
wellbeing, and problem-solving skills.
However, early years organisations have
expressed concerns that including outdoor
space in ratios could lead to overcrowding
if not properly regulated.
Neil Leitch, CEO of the Early Years Alliance,
said:
“While some providers may welcome
this flexibility, we’re concerned about
the potential impact on quality. If these
proposals go ahead, they must be properly
monitored to prevent overcrowding and
ensure children’s safety and wellbeing
remain the priority.”
Leitch also criticised the piecemeal
approach to early years policy, calling
instead for a comprehensive strategy
focused on high-quality provision and
workforce investment.
Purnima Tanuku, Executive Chair of the
National Day Nurseries Association,
welcomed the consultation but urged the
government to go further:
“This is a positive step that reflects
current thinking on the benefits of
outdoor learning. However, indoor space
requirements also need to be reviewed –
they’ve not been updated in decades. And
even if space capacity increases, many
providers still face staffing shortages. We
need a fully costed workforce strategy
to recruit and retain the skilled staff our
children need.”
A recent government survey revealed
that lower-income families are already
benefiting from the expanded childcare
offer. Among families earning £20,000–
£40,000, one in five increased their
working hours as a result. Of 2,723
parents planning to take up more hours
from September, more than half said they
would increase their working hours too.
Earlier this year, the DfE conducted a
pulse survey to assess providers’ interest
in using outdoor space more flexibly
and what barriers they face. Results are
expected this summer.
The consultation closes on Friday 11th July,
with the government due to publish its
response in the autumn.
Read the full story here, on Nursery World’s
website: Nursery World - Government
sets out plans to allow nurseries and
childminders to include outdoor space
in EYFS rules governing numbers in early
years settings
Titled Boosting Early Years Nutrition to
Support a Healthy Childhood and funded
by The Waterloo Foundation, this is the
final publication in a series exploring how
food and nutrition shape children’s health
from infancy onwards.
The report focuses on the eating habits of
children under five, both at home and in
early years settings, using a mix of new
research, case studies, and feedback from
parents and early years professionals. It
paints a concerning picture of childhood
health in England: over 20% of children
are overweight or living with obesity by
the time they start school, and one in four
shows signs of tooth decay.
Key barriers to good nutrition identified in
the report include:
Rising food prices and poverty, which
limit access to healthy options
Poor nutritional quality and marketing
of commercial baby and toddler foods
Lack of clear guidance and support
around nutritional standards
Insufficient funding for nurseries and
childminders to provide healthy meals
These factors contribute to diets that are
often high in fat, sugar, and salt, but low in
fruit, vegetables, and essential nutrients.
To tackle these challenges, the
report outlines a series of policy
recommendations, including:
Expanding the Healthy Start scheme
to reach more families and offer better
support
Making free early years meals
available to all children from lowincome
households
Introducing stricter rules on the
nutrition and marketing of baby and
toddler food
Providing more funding and support
to early years settings to deliver
nutritious meals
Establishing a clear path towards
mandatory nutrition standards for
under-fives
The Food Foundation calls on policymakers
to act now, warning that without urgent
reform, poor nutrition will continue to
impact children’s long-term health,
development, and life chances.
The full report is available from The Food
Foundation here
Read the full story here, on the Early Years
Alliance website: https://www.eyalliance.
org.uk/news/2025/05/new-reportexplores-critical-role-nutrition-early-years
10 June 2025 | parenta.com
parenta.com | June 2025 11

I am a sensory engagement and inclusion
specialist. In my work at the Sensory
Projects, I look at how inexpensive
resources can be used as sensory tools for
inclusion and explore how understanding
sensory processing can help us to better
support those in our care. I deliver training
nationally and internationally and can
often be heard saying that I wish there
were an easy way to distinguish between
sensory and SENSORY. People are
generally aware that engaging the senses
when learning is useful, but there’s a big
difference between putting out a boxload
of toys that were all marked ‘sensory’ in
the catalogue and creating a SENSORY
banquet for exploration.
In this series of articles, I’m going to talk
about the difference between sensory
Dr Joanna Grace
Supporting
through smell
and SENSORY across different sensory
systems and about the impact of sensory
engagement work on people of all
neurotypes who experience ability and
disability.
In my previous article (which you can view
online), I talked about how to offer smell
experiences in a respectful and engaging
way. I also said that smell is an emotional
sense. Do you remember I asked you if
there was a particular smell that reminded
you of your grandma? What about if I
asked about the smell of Christmas or
a comparable winter festivity? Because
smell is processed by the limbic brain, the
emotional brain, it can have a kind of timetravel
effect on us to places of emotional
resonance. Happily, the smells that usually
zap us back through our memories tend
to take us to pleasant places, but this is
not always the case (there’s a reason
why so many people hate the smell of
hospitals). Being aware that smells can
trigger memories can help you support
children who may have had something
difficult happen to them or may simply be
missing home. When a child suddenly
becomes upset, we may ask ourselves: did
someone hurt them, what happened? But
do we ask what they might have smelt?
Children often bring comfort objects in
from home. The familiarity of a well-loved
toy in the new space of a nursery or
childminder’s can give a child confidence.
But one overlooked aspect of this toy is
that it likely smells of home. What does
home smell like? Is it a particular brand
of laundry detergent? Is it the smell of
the family pet dog? Is it incense burning
from a shrine, or the food cooking in the
kitchen? Whatever it is, we all know that
people’s houses have distinct smells and
that the objects in the house acquire those
smells. A time when it can be particularly
powerful to utilise the emotional aspect of
a scent connection to home is nap time.
The pheromone smells of our nearest and
dearest are some of the most comforting
smells we can access. I don’t mean their
stinky sweat smells, I mean just the smell
of them – each person has a scent unique
to them. When a bereaved person smells
the clothes of a loved one, it is this scent
they seek. Having an item that has been
near to the child’s primary carer to offer
to them as they settle to rest can give
them olfactory support to get to sleep.
I remember one child who struggled to
settle generally but who was able to when
they brought in a pillow from home (you
don’t need the whole pillow, just the case
– so long as it had been used, rather than
freshly laundered, it would work). In my
book “Sensory-being for Sensory Beings”,
I write about how you can make items out
of natural fibre materials specifically for
holding onto comforting smells.
Because smell is an emotional sense,
it both affects and is affected by our
emotions. We smell more when we feel
happy, and having greater access to
smells can be a mood booster (be careful
how you take this – you do not want
to turn your setting into a LUSH shop.
Too many smells can be emotionally
overloading – look particularly for natural
scents, they are more likely to support
well-being than synthetic ones, which
can quickly become oppressive). In my
last article, I talked about Kate MacLean’s
smell walking and suggested taking the
children in your setting on a smell walk (it’s
a great thing to do. If you didn’t see the
previous article, please pop back and read
it now – it’s available free online). Doing an
activity like this can be an opportunity to
get a temperature read on how everyone
is feeling. People who are depressed
experience impairment to their sense of
smell, making it harder for them to connect
with and enjoy an activity like a smell walk.
In my articles about taste, I talked about
how much of our appreciation of flavour
comes to us through our sense of smell,
so if someone is down and struggling
to engage with scent, it is likely to affect
their eating too. It is worth noting that
smell is one of the senses that fails first in
old age, and this again is a place where
we see the impact on eating, as people
lose motivation to eat meals without the
enjoyment of flavour offered by smell.
This is all a lot to think about, and there
are so many other insights that could be
shared here, but I thought I would end
with some simple tips for savouring scent
in your setting:
? Open the windows. Fresh air and a
clear scent backdrop are easier for
everyone to work within
? Discourage the wearing of strong
perfumes and avoid using soaps etc.
that are heavily fragranced
? Offer a rich sensory selection of
scents through natural items that can
be smelt or not depending on the
children’s choice (think the scent squirt
bottles that I described in my previous
article)
? For yourself, take time to notice your
emotional response to smells, what
smells comfort you, what smells take
you to places in time. Appreciating
that you are doing the emotional work
of smelling will support your own
well-being and give you insight into
the well-being of others
Oh… and bad news: the smell of poo is
actually an ideal scent to have around. Up
until the age of five, children will declare
the smell of their own farts to be the best
thing in the world, and past five we stop
saying it but secretly still love it! The smells
our own body produces are some of the
most emotionally comforting smells we
have contact with.
In my next article, I’m going to be looking
at sound, as a small-letter sensory
experience and a capital-letter SENSORY
experience. I’m sure you feel like you
have quite enough noise in your setting
already, but let’s explore the nuance of rich
auditory environments and how to offer
adventures in sound.
Click here for
more resources
from Joanna:
12 June 2025 | parenta.com
parenta.com | June 2025 13

Managing emotions
through outdoor nature
and mindfulness
How emotional regulation
helps to shape positive
behaviour
Managing behaviour in early years can
be tricky. At this early stage, children
are still learning how to regulate their
emotions and going through so many
developmental changes neurologically
that it’s easy for them to become
overwhelmed.
Charlotte Ng
Promoting positive
behaviour through
outdoor nature
In my 20+ years as an early years
educator, and now as a mother to a
4-year-old, one of the biggest things I’ve
learned is that the first step to promoting
positive behaviour is looking at our own
behaviour first - the way that we react
in any given situation, and the way we
handle it when a child is suffering from an
emotional outburst.
Children will reflect back to you the energy
you put out and will mirror the way you
behave when you are dealing with a
stressful situation.
Remembering this is key to promoting
a positive response in an undesirable
situation, and helping children to
manage their emotions, build emotional
intelligence, and be able to self-regulate.
Being able to manage your own stress
levels and stay cool, calm and collected
will have a huge impact on how a situation
escalates or dissolves. Daily mindfulness
practices can really help to achieve this,
especially for those working with children.
Happy, healthy carers create happy,
healthy children.
Regulating the nervous system
When we become stressed, anxious or
upset, our body releases adrenaline,
which triggers our ‘fight or flight’ response.
This, in turn, also triggers the release
of cortisol, also known as the ‘stress
hormone’. In order for us to successfully
counteract this, we must take steps to
regulate our nervous system, and being
outdoors in nature and using breathing
techniques can really help bring us back
into alignment.
Taking a moment to pause and take a few
deep and meaningful breaths, focusing
solely on the air filling our lungs, is a quick
and easy way to calm our body’s physical
response and return to a state of calm,
which in turn helps us to respond in a
more collected and rational way.
For the best results, take slow, deep
breaths; inhale through the nose and
exhale through the mouth, really paying
attention to the feeling of your diaphragm
rising and falling. Once you have mastered
this, it’s a surprisingly easy skill to teach to
children.
Mindfulness practices
The more we practise mindfulness, the
easier and more effective it becomes.
Implementing this as a daily routine within
your setting can have a huge impact when
it comes to promoting positive behaviour
and managing emotions, and there’s
no better place to do this than the great
outdoors!
Simply being outside in a natural
environment is scientifically proven to
help reduce stress levels and improve our
overall sense of well-being, so getting
outside for a daily dose of nature is a must
- both for ourselves and for the children in
our care.
Techniques for teaching
children to meditate
I like to do this at the end of my sessions,
once the children have had time to expend
their energy and are more inclined to sit
and be present. I gather the group into a
circle, and they are invited to either sit or
lie down on the ground, giving them the
opportunity to either remove their shoes
and socks or place their hands on the floor
to feel the ground. Doing this instantly
gives them a sensory aspect to focus on.
A key point to mention here is that if a
child wishes to play with the earth, pick up
something on the ground and fiddle with
it, or wiggle their feet, that’s perfectly fine.
This is not about teaching the children to
sit still in a cross-legged position, pinching
their thumb and forefinger together, it’s
about teaching them to slow down and
connect.
Next, bring their attention to the sounds
around them, and ask them to listen out
for all the different sounds in nature such
as the birds, the leaves rustling in the
trees, or the sound of buzzing bees as well
as the feeling of the breeze in their hair or
the sun on their face.
Whilst they are doing this, you can
encourage them to take some deep
breaths. In through the nose, and a big
sigh or blow out through the mouth.
Demonstrate this and ask them to copy.
Make sure to use a relaxed and calm
voice, and if you have any wrigglers or
gigglers, just let them be for a moment
and give them space to let it out without
feeling the urge to tell them to stop and
be quiet. If needed, you can simply smile,
place your finger over your lips, and cup
your ear to signal that you would like them
to listen to what’s happening around
them.
At this point, I like to use an ethereal steel
drum to create some relaxing sounds for
them to enjoy, but this is optional.
This process should last between 5–10
minutes, depending on the group dynamic
and how used to this process they are.
You will find that the more you do this, the
better the children become at it, and the
longer you can do it for. The important
thing is to go with the flow of the group
and not to force it.
I like to finish by telling the children that
once they feel themselves being tapped on
the head or shoulder by another member
of staff, they can slowly open their eyes (if
they are closed), stand up and walk over
to the edge of the space we are in ready
to return to the classroom. I’ve had many
reports from classroom teachers that they
return back relaxed, calm, centred and
ready for learning.
Happy meditating!
Charlotte and fellow early years
expert Jamie Gale will be hosting
a webinar on 24th June at 7pm
which covers review and reflection
techniques - a simple yet often
overlooked strategy that can
boost children’s confidence,
resilience, and lifelong learning.
You can discover how reflection
can shape brilliant young minds by
booking your place here.
Click here for
more resources
from Charlotte:
14 June 2025 | parenta.com
parenta.com | June 2025 15

National
Carers Week
Each June, National Carers Week (NCW)
shines a spotlight on the millions of unpaid
carers across the UK who quietly and
tirelessly support family members, friends,
and loved ones. These can be anyone
from a grandparent to an older sibling and
there are an increasing number of young
carers in our communities, with the school
census in 2023 suggested that there were
39,000 ‘known’ young carers in England
alone.
In early years settings, we often
meet carers in the form of parents,
grandparents, older siblings, foster carers,
or family friends. Their roles may include
attending frequent hospital appointments,
dropping off or collecting children from
nursery, administering medication, or
providing emotional support around the
clock, when parents are at work.
Why carers matter
For those of us working in early years,
the week offers an important opportunity
to reflect on the vital role all carers play
in people’s lives, whether a young carer
or not, and to find meaningful ways to
honour and support them within our
settings and communities.
National Carers Week
2025
National Carers Week is an annual
campaign, first established in 1995, and
has grown into a UK-wide movement
involving hundreds of organisations. The
theme for 2025 is “Caring About Equality”
– highlighting the inequalities faced by
unpaid carers, including a greater risk of
poverty, social isolation, poor mental and
physical health which is a direct result of
their caring for others.
Who is classed as a
carer?
A carer is anyone who looks after another
person due to illness, disability, mental
health issues, or addiction – without
being paid to do so. Many of us will be
carers at some point in our lives, whether
supporting a parent, a child with additional
needs, or a partner coping with an illness.
A lot of carers do not consider themselves
in this role but feel they are only doing
things they should for someone they love.
But this can exact a heavy toll on the carer
that they may not initially recognise.
In the early years, the relationship
between our setting and the home is
crucial. We often talk about ‘parent
partnerships’, but it’s important to
recognise that many of the people that
our children rely on for school runs, home
routines, food and general communication
are unpaid carers who may be facing
their own personal pressures. Carers
often experience exhaustion, financial
hardship, social isolation, and poor
physical or mental health themselves.
Many are juggling work, parenting, and
caring duties all at once. For those caring
for children with complex needs, this can
be especially demanding and whilst there
is some help available, it can be difficult to
come by or inconsistent.
As early years practitioners, we’re in a
unique position to offer practical and
emotional support to carers of all ages.
Simply acknowledging that people are
caring for others and showing empathy
can make a real difference.
How to celebrate
National Carers Week
in your setting
NCW is a national campaign, but you can
take part in a meaningful and inclusive
way by celebrating in your own local
community. Here are a few ideas:
1. Raise awareness among staff and
families
Share information about Carers Week
through your newsletters, social media or
bulletin boards. Display posters or leaflets
or create a display featuring quotes from
real carers (anonymised if needed). Invite
team members to explore who the carers
are in your setting and what support
they might need. It may be that your staff
includes carers, perhaps caring for an
elderly relative or a child with additional
needs, so use this time to acknowledge
their dual roles and offer flexible working
options to support them where possible.
You can find social media resources at:
Resources and downloads | Carers Week.
2. Celebrate the carers in your
community
Create a ‘thank you’ wall or display where
children can contribute their drawings,
notes, or photos for the special adults
in their lives. These may be parents,
grandparents, foster carers, or older
siblings. It’s a gentle, child-friendly way to
recognise the people who care for them,
and it allows children to talk openly about
the special people in their lives.
You could also hold a carers coffee
morning or an afternoon tea in your
setting to show your appreciation. It
doesn’t need to be elaborate – even a
quiet moment of appreciation, a small
card or a big hug can go a long way.
3. Offer practical resources or support
Use the week as an opportunity to
signpost families to local carer support
services. Many carers don’t realise help is
available until someone points them in the
right direction. You could find out about
the carer’s allowance benefit (available
for people caring for someone else who
is on benefits, for at least 35 hours a
week and whose income is within a set
range. See Carer’s Allowance: How it
works - GOV.UK for more information on
eligibility). There are also many charities
who support carers and you could invite
a representative from a charity or local
health team to give a short talk or leave
information packs for families to browse.
Look out for downloadable materials from
Carers UK and your local council which you
can use.
4. Use stories to build awareness
Children’s books are a powerful way
to explore the themes of care and
responsibility. Choose storybooks that
feature caring relationships or diverse
family structures and use them as starting
points for discussion. For older children
in your setting, role-play and circle time
activities can encourage empathy and
understanding towards young carers.
5. Reflect on your own practices
Being a carer is challenging, and carers
often put have to put themselves out to
take others to medical appointments,
sort financial affairs or meet with social
services at times when they would
otherwise be working.
Ask yourself and your team:
Do we know who the carers are in our
setting?
Do we have systems that allow
flexibility for busy carers?
Are our policies inclusive of all types of
family structures?
Even small adjustments – like offering
flexible collection times or checking in with
a quiet word of support – can help carers
feel seen and valued.
Carers are the quiet heroes in all our
communities, holding things together in
ways that are often invisible to the outside
world. Why not use National Carers Week
to champion them at least in your setting
by giving appreciation and helping to
ease their journey in small but meaningful
ways?
References and more
information
https://www.carersweek.org/
https://www.carersuk.org/news-andcampaigns/our-campaigns/carersweek/
Click here for
more references
& information.
16 June 2025 | parenta.com
parenta.com | June 2025 17

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Keeping our little
ones safe
Your guide to Child Safety Week
Every year, thousands of children in the UK
are injured in accidents that could have
been avoided with a little more awareness
and the right precautions. For early years
practitioners, keeping children safe is
always a top priority - both in your setting
and by supporting families at home. That’s
why Child Safety Week 2025, running from
Monday 2nd to Sunday 8th June, is such a
valuable opportunity.
Led by the Child Accident Prevention
Trust (CAPT), this nationwide campaign
raises awareness of everyday risks and
offers practical ways to prevent accidents.
This year’s theme, ‘Safety is for Sharing’,
encourages everyone to spread expert
advice as widely as possible to help keep
children safe.
For nurseries and other early years
settings, it’s a great time to get involved -
whether that’s through fun safety-themed
activities with the children, informative
chats with parents and carers, or
simple steps to check and improve your
environment.
In this article, we’ll highlight the key safety
topics for 2025, point you to CAPT’s best
resources, and share practical tips to help
you promote a culture of safety in your
setting.
Key themes and resources for
2025
The theme of “Safety is for Sharing”
highlights the importance of sharing
accurate safety information to protect
children from harm. In today’s world,
where misinformation is widespread,
it’s crucial to ensure that families receive
reliable guidance on preventing accidents.
To support this, CAPT offers a variety of
free resources:
⭐ Fact sheets: These provide concise
information on major accident risks
and prevention tips, making it easier
for families to understand and
implement safety measures
⭐ Translated materials: Recognising
the diversity of communities, key
resources are available in multiple
languages to ensure accessibility for
all families
⭐ Session plans: Structured outlines are
provided for discussing safety topics
with children and parents, enabling
engaging and informative sessions
⭐ Activity sheets: Engaging materials
designed for children to learn about
safety interactively, reinforcing
important messages through play
and activities
⭐ Videos: Videos and images that
clearly explain safety ideas and
making it easier for everyone to
understand
⭐ Display materials: Posters and other
items to create informative safety
displays within your setting, helping to
raise awareness and keep safety at
the forefront
These tools help us guide children in
understanding everyday safety and make
it easier to share key messages with
parents and carers
Practical tips for your setting
1. Engage parents and carers: Share
CAPT’s Parent Pack, which contains
bite-sized facts and safety tips on the
main accident risks to children. Try
and encourage parents to implement
simple changes that can fit into busy
routines.
2. Incorporate safety into daily activities:
Use CAPT’s activity sheets to teach
children about safety through play.
For example, role-playing crossing the
street can instil road safety habits.
These can all be found in the Resource
Centre on CAPT’s website here.
3. Stay informed on safeguarding
Reforms: Be aware of the Early
Years Safeguarding Reforms set to
be implemented on 1st September
2025. These reforms aim to formalise
best practices and ensure consistent
safeguarding measures across all
early years settings.
4. Create a safe physical environment:
Regularly inspect your setting for
potential hazards. Ensure blind cords
are secured out of children’s reach,
as it can take just 15 seconds for a
toddler to lose consciousness if a
blind cord is caught around their neck.
5. Educate on specific risks: Utilise
CAPT’s fact sheets to inform staff and
parents about particular dangers,
such as button batteries, which can
cause severe injury if swallowed.
Using all available resources
Beyond the key resources already
mentioned, CAPT’s resource centre offers
a treasure trove of tools to help you
make the most of Child Safety Week.
From translated fact sheets for families
who speak other languages, to readyto-go
session plans and shareable
videos for staff meetings or newsletters
- there’s something for every setting.
These materials make it easy to spread
important safety messages and bring your
whole community on board.
Collaborating with the
community
Don’t forget to involve your local
community! Working with local businesses
can make your Child Safety Week activities
even more effective. You could invite
emergency services to talk to children and
parents about safety, or team up with
health professionals to run workshops on
preventing accidents. These partnerships
can provide useful advice and help
highlight the importance of safety in the
community.
Staying updated and involved
Sign up for updates from CAPT to get the
latest resources straight to your inbox. Join
the conversation on social media and use
the hashtag #ChildSafetyWeek to share
what you’re doing and pick up new ideas
from others. Staying connected is a simple
way to keep safety at the heart of your
setting all year round.
Finally...
Child Safety Week 2025 is a great chance
for early years practitioners to shine a
spotlight on accident prevention and boost
everyday safety practices. By making
the most of CAPT’s resources, involving
parents and the wider community,
and keeping up to date with upcoming
safeguarding changes, you can help build
a safer space for children to play, learn
and thrive. Remember - small steps can
lead to big changes when it comes to
protecting little ones.
Click here for
more references
& information.
20 June 2025 | parenta.com
parenta.com | June 2025 21

Pam McFarlane
Our gloriously
diverse teams
Using unambiguous communication,
e.g. “you will find it next door” – does
this mean the room next door, the
building next door or another next
door?
Providing agendas before meetings
and keeping up-to-date, accessible
diaries, schedules and reminders helps
lessen anxiety
Clear rules, policies and procedures
followed by all take away confusion
Giving people prior notice of change,
where possible, can also be helpful
When it all becomes overwhelming,
a quiet space to which a person can
retreat for a few minutes can do
wonders
Childcare teams are glorious in their
diversity! From young apprentices just
starting their careers to people in the latter
stage of their work life, all life stages are
represented. This diversity includes gender,
culture, creed and sexual orientation.
Diversity also covers neurodiversity in all
its splendid forms. It is almost guaranteed
that you will be working alongside one
or more people who are on the ASD
spectrum, or who are ADHD, dyslexic
or have another kind of neurodiversity.
Maybe you are that person!
Alongside the gifts and talents
neurodiversity brings, some challenges
may arise within a setting.
Knowledge is power, so finding out more
about this enables us to understand
others and ourselves, opening the way for
excellent cooperative working.
This topic is too broad to cover in depth, so
we shall touch gently on what we mean
by neurodiversity and look at two types
– autism and ADHD – as they pertain to
adults with whom we work.
What do we mean by
neurodiversity
Neurodivergence is a concept originally
attributed to the 1990s sociologist, Judy
Singer, a self-advocate with autism who
challenged conventional ideas about what
is considered normal and abnormal.
Singer defines neurodiversity as:
A state of nature to be respected
An analytical tool for examining social
issues
An argument for the conservation and
facilitation of human diversity
Singer further states that:
Neurodiversity refers to all humans
Refers specifically to the limitless
variability of human cognition and the
uniqueness of each human mind
It is not a ‘them and us’ scenario
Adult autism
The National Autistic Society defines
autism as a lifelong developmental
disability which affects how people
communicate and interact with the world.
Many of us have a working knowledge of
children who have ASD; however, fewer of
us recognise what autism in adults may
look like.
Many think that autism is a linear
spectrum and individuals are placed
somewhere along this line. This view is
very limiting and constrictive and does not
reflect the nuances within autism.
Dr Stephen Shore, an autism advocate
who is on the spectrum, said, “If you’ve
met one person with autism, you’ve met
one person with autism.” Individuals
diagnosed with ASD present unique
strengths and difficulties and experience
characteristics of autism in different ways.
So, if everyone is unique, what are some
commonalities amongst autistic adults?
Individuals often experience differences in
mental function, learning styles, sensory
processing, communication styles and
behaviours.
They may struggle with soft skills such as
emotional intelligence, social interactions,
the ability to work effectively within a
group and other physical behaviours like
standing too close to someone else or
speaking too loudly.
As leaders or practitioners, recognising
and understanding these traits is vital to
team unity and purpose. Getting to know
each one’s strengths and using these
brings benefits to their self-esteem as well
as to the overall success of the team.
Common strengths may include having an
excellent memory, the ability to be precise
and give attention to details, as well as
focus. Other strengths may be being
direct, open and honest, offering different
perspectives and upholding a strong
sense of fairness and justice.
Understanding some common challenges
helps us work together towards shared
goals. Some of the challenges people
may face include difficulty picking up
on unwritten social rules and engaging
in small talk. Taking things literally and
misunderstanding jokes and sarcasm can
cause misunderstandings. Understanding
the complexities of interpersonal
relationships can also impact work
relationships. Managing unexpected
change, making decisions and planning
can be tricky for many.
How can we make our
workplace a place of clear
communication, safety and
support?
Some strategies and tools we could use
include the following:
Adult ADHD
In addition to autism, some colleagues may
have ADHD. ADHD UK states that “ADHD is
a disorder that is defined through analysis
of behaviours. People with ADHD show
a persistent pattern of inattention and/
or hyperactivity–impulsivity that interferes
with day-to-day functioning and/or
development.”
There are three core symptom groups
of ADHD: inattention, hyperactivity and
impulsiveness. Finding out more about
this helps us put suitable plans in place so
everyone thrives. The ADHD iceberg image
shows that the presentation of ADHD can
take many guises. Some challenges people
face include difficulties with concentration,
short-term and working memory and a
lack of organisational skills. Many find it
hard to plan and to get a task started and
are then easily distracted by small things.
Controlling emotions can be a struggle,
and restlessness, or the need to constantly
move, can be overpowering.
All the above impact practice on the floor as
well as relationships with colleagues.
Modifying the work environment is one way
we can lessen the negative impact. Visual
prompts such as wall charts for routines,
checklists and Post-it notes for reminders
will help with remembering duties. Physical
reminders, like laying out everything
needed for tomorrow, will help with any
last-minute panic. Tasks broken down into
clear, bite-sized steps will make things
doable. Operating a buddy system for tasks
will aid in maintaining focus.
Above all, our team members need to
know they are valued, accepted and
understood. Taking time to find out how
we tick, in our own inimitable way, will
enrich the quality of our work relationships
and make our setting a place of kindness.
One setting recalls that one of their
practitioners had ADHD, which affected
every aspect of his work and home life in
various ways. For this article, we shall call
him Dylan. Several team members had
reported their lack of understanding about
Dylan’s behaviours, and this was leading
to feelings of discontent and confusion.
Mutual trust had developed between
Dylan and the manager, who suggested
he take time during a staff meeting to
explain what it was like to live with ADHD.
He spoke about what he found difficult,
but also about his strengths and what he
could offer. He answered questions others
had, which increased understanding and
built a bridge of communication that had
so far been lacking. He felt supported, and
the team felt more secure.
Let’s bring our inclusion policies to life,
ensuring the words within are actively
being played out during the day.
It’s good to remember that we truly are the
sum of all our parts. Individually diverse,
we are great – but together, we are
awesome!
Useful links
https://www.autism.org.uk
https://adhduk.co.uk
Click here for
more resources
from Pam:
22 June 2025 | parenta.com
parenta.com | June 2025 23

Learning Disability
Week 2025
Each year, Learning Disability Week
highlights the experiences of people with
learning disabilities, promoting greater
understanding, inclusion, and support.
In 2025, the theme set by Mencap – “Do
you see me?” – asks society to recognise
the identities, contributions and voices
of people with learning disabilities. For
early years practitioners, it’s a powerful
opportunity to reflect on how we see,
understand and nurture every child in our
care.
What Is a learning
disability?
A learning disability is a lifelong condition
that affects the way a person learns and
processes information. This can include
challenges with understanding new
concepts, communication, or everyday
tasks. According to Mencap, learning
disabilities vary in severity and may
impact individuals in different ways, but by
definition, they involve reduced intellectual
ability.
This is different from learning difficulties
such as dyslexia or ADHD, which may
affect learning in specific ways but do not
involve a general impairment of intellect.
Common conditions associated with
learning disabilities include:
? Down’s syndrome
? Autism and Asperger’s syndrome
? Williams syndrome
? Fragile X syndrome
? Global developmental delay
? Cerebral palsy
Challenging behaviour, communication
issues, or physical disabilities may also
accompany these conditions.
Learning Disabilities in the Early Years
In the UK, around 1.5 million people
live with a learning disability. Of these,
approximately 351,000 are children under
18 years old. Early years practitioners
are often the first professionals outside
the family to observe developmental
concerns, making our role critical in early
identification and support.
Early signs may include difficulty with:
? Communication and language
? Concentration and focus
? Social interaction
? Motor skills
? Following instructions or routines
It’s important to note that not all children
with special educational needs (SEN)
have a learning disability. In 2019/20,
only 29% of children with a statement of
SEN or an Education, Health and Care
(EHC) plan were classified as having
a learning disability. However, within
broader SEN support (previously known
as School Action and School Action Plus),
over 228,000 children had a primary SEN
associated with a learning disability in
England.
Increasing need and
rising numbers
The number of children with SEN has been
increasing for the past several years in the
UK. Between 2021 and 2022 alone, the
number of pupils with an EHC plan rose
by 9% and has increased by a significant
50% since 2016. Yet less than 10% of
children with SEN attend special schools,
meaning the vast majority are supported
in mainstream settings.
As early years educators, we need to be
prepared to meet a wide range of needs,
often within the same room.
Causes and diagnosis
The causes of learning disabilities vary and
can include:
? Genetic conditions, such as Down’s
syndrome
? Complications during birth, such as
oxygen deprivation
? Infections or illnesses during
pregnancy or early childhood
? Trauma or accidents affecting brain
development
Diagnosis can be complex, particularly
in mild cases. Some children may
appear to cope well in certain settings
while struggling in others. This makes
observation, tracking and partnership with
parents essential to spotting concerns
early.
Your role as an early
years practitioner
You play a crucial part in a child’s journey.
From recognising developmental delays to
championing inclusivity, you help shape a
child’s educational experience and support
their family.
Here’s how you can support Learning
Disability Week 2025 in your setting:
Raise awareness
Talk to the children about differences and
diversity in age-appropriate ways. Use
storytelling, puppets, or inclusive role
play to show that everyone is unique and
valued.
Read inclusive books
Explore stories that feature characters with
disabilities. The Literacy Trust and Scope
offer excellent book lists for young children
to promote disability awareness and
empathy.
Invest in CPD
Why not dedicate this week to upskilling
your team? Gaining knowledge builds
confidence when supporting children with
additional needs.
Engage parents
Host a drop-in session to talk about how
you support children with SEN. Share
your approach to observation, early
intervention, and referrals for additional
support.
Connect with local charities
Reach out to local organisations
supporting children with learning
disabilities. They may be able to visit your
setting, offer training, or provide valuable
resources for staff and families.
Host a fundraiser
Get children involved in a simple
fundraising activity – from a bake sale to
a sponsored walk – to raise money for a
learning disability charity. It’s a fun way to
foster empathy and action.
Why it matters
Learning Disability Week is more than a
date on the calendar. It’s a call to action.
When we “see” every child – their abilities,
challenges, and potential – we create truly
inclusive early years environments. We
also help lay the foundations for a more
accepting society.
As Mencap’s 2025 campaign reminds us:
“Do you see me?” Let’s make sure every
child can confidently answer: “Yes, I am
seen. I belong.”
Get involved and share your stories with us
at hello@parenta.com
Further resources
? Mencap – Learning Disability Week
2025
? The National Autistic Society
? The PDA Society
? Challenging Behaviour Foundation
? Special Education Needs Statistics –
England
Click here for
more references
& information.
24 June 2025 | parenta.com
parenta.com | June 2025 25

Working with children in the early years
of their lives, we are gifted a powerful
opportunity. This is a time when young
minds are developing rapidly and a
child’s sense of self, security and their
relationships with the world are being
shaped by every moment of connection.
It is during this window that the seeds
of lifelong behaviours are planted – not
by strict rules or correction, but by gentle
guidance, consistency and the emotional
safety that comes from warm, responsive
care-giving.
Too often, behaviour management in
early childhood settings is framed around
expected behaviours and control. But
what if, instead, we reframed our focus
to nurturing the behaviours that matter
– empathy, self-regulation, resilience,
cooperation and kindness? What if, rather
than attempting to “fix” behaviour, we
Dr Kathryn Peckham
Nurturing the
behaviours that matter
A gentle approach to shaping
positive behaviour
sought to understand it, recognising each
reaction, each outburst, each refusal as
the form of communication it is?
Understanding the roots
of behaviour
Children are not born knowing how to
behave within the social structures of our
world. Behaviour is learned, shaped by
the responses they receive, and deeply
influenced by the emotional climate in
which they live and learn.
When a toddler throws a toy or refuses
to share, they are not being “naughty” –
they are expressing a need or emotion
they may not yet understand, let alone
be able to articulate. Perhaps they are
tired, overwhelmed, seeking connection,
or simply testing boundaries in the
only way they know how. As educators
and caregivers, our task is to become
behaviour detectives – to look beyond
the behaviour and ask, “What is this child
trying to tell me?”
This shift in perspective is vital. It invites
us to respond with empathy rather than
judgement, fostering secure attachments
that help children feel seen, heard
and valued – the very foundation of
emotional well-being and positive social
development.
The power of connection
At the heart of nurturing positive
behaviour is connection. A child who
feels emotionally safe and connected to
a responsive adult is more likely to mirror
that adult’s calmness, compassion and
guidance.
This speaks of co-regulation – the process
by which adults support children in
managing their emotions and behaviours.
This involves offering consistent, calm
responses, modelling emotional literacy
and helping children to name and make
sense of their feelings.
Consider a child who becomes distressed
during transition times. Instead of hurriedly
ushering them along or labelling them
as ‘difficult’, we can acknowledge their
feelings: “It’s hard to stop playing when
you’re having so much fun, isn’t it?” This
simple act of validation tells the child: “Your
feelings are real, and I’m here with you.”
In time, this consistent, empathetic
approach builds trust – and trust is the soil
in which positive behaviour grows.
Creating environments
that support positive
behaviour
Young children thrive in environments
that are predictable, nurturing and rich in
opportunities for exploration and success.
The physical and emotional climate of a
setting can have a profound impact on
how children behave and interact with
others.
A child-centred environment recognises
that every behaviour has a reason and
that children need more than correction –
they need guidance. Rather than punitive
systems or reward charts, which focus
on external motivators, we can nurture
intrinsic motivation by offering choices,
acknowledging effort, and celebrating
cooperation and kindness when they
naturally occur. For example, when a child
helps another, we can say, “You noticed
she needed help and you gave her a hand
– that was so thoughtful,” reinforcing the
behaviour by highlighting its impact, not
offering a sticker.
Time spent in nature, unstructured play
and sensory experiences also contribute
significantly to children’s ability to regulate
and engage positively with others.
These moments allow children to build
resilience, test boundaries safely and learn
to navigate challenges with increasing
independence.
Modelling the behaviours
we wish to see
Children are constantly observing. Our
tone of voice, the way we resolve conflict,
and how we handle frustration – these
become their templates for future
behaviour.
If we raise our voices in anger or
frustration, we are teaching children that
these are acceptable ways to manage big
feelings. But if we stay calm in moments
of stress, if we apologise when we make
mistakes, if we show kindness and
patience, we model the very behaviours
we hope to instil. This does not mean we
must be perfect.
Rather, it means being mindful and
authentic. When we acknowledge our own
emotions and talk through them aloud, we
are offering children a roadmap to selfawareness
and emotional regulation.
For instance: “I’m feeling a little
overwhelmed right now, so I’m going to
take a few deep breaths to help myself
feel calm.” These moments are powerful
lessons – not in control, but in self-care
and awareness.
Building a language of
emotion
Children benefit greatly from having a
language to express their emotions. By
introducing emotion words early and
often, we help them make sense of their
internal world. Books, songs and simple
conversations are wonderful tools to build
this emotional vocabulary. When a child
says, “I’m mad!” we can help them extend
it: “You’re feeling angry because you didn’t
get a turn yet. That’s hard, isn’t it?”
Over time, children who are supported
in understanding their feelings are
less likely to act out those feelings in
challenging ways. They become more
adept at negotiating, expressing, and even
resolving conflict on their own.
Supporting the adults
who shape behaviour
It is important to recognise that supporting
positive behaviour is not just about
strategies – it’s also about supporting
the adults in children’s lives. Caregivers
who feel overwhelmed, undervalued or
unsupported may struggle to respond
consistently or compassionately.
We must nurture ourselves and our
teams with the same empathy and
understanding we wish to give to the
children. Professional development,
reflective practice, supervision and peer
support are essential ingredients in
creating emotionally healthy spaces for
both children and adults.
After all, we cannot pour from an empty
cup.
A call for compassionate
practice
Nurturing the behaviours that matter is
not a quick fix. It is a long-term, relational
approach rooted in compassion, trust and
a deep respect for the unique journey of
every child.
By shifting our focus from “managing”
behaviour to understanding and guiding
it, we create environments where
children feel safe to express themselves,
to grow and to develop the emotional
competencies that will serve them for life.
This is what I advocate in my series of
books, “We need to look at the child not as
a problem to be solved, but as a person to
be understood.” (Dr Peckham, 2024)
So, let us choose to nurture, not control,
to guide, not punish. And to build
the foundation of behaviour not on
compliance, but on connection.
Click here for
more resources
from Kathryn:
26 June 2025 | parenta.com
parenta.com | June 2025 27

First friendships
Supporting children’s social and
emotional growth
Do you remember your very first friend?
The one you shared your sweets with,
kissed freely, and comforted in the
playground? In the early years, friendships
are more than just fleeting connections
– they are the building blocks for future
social and emotional development. The
first friendships a child makes can be
joyful, unpredictable, and full of learning
opportunities. Whether it’s a shared giggle
over a game, a comforting hand on the
shoulder, or even a squabble over a toy;
these moments help children explore
empathy, cooperation, and resilience.
For early years practitioners,
understanding how friendships form and
how to gently support them, is a vital part
of helping children grow into emotionally
aware, confident individuals.
How friendships form in
the early years
Children’s ability to form friendships
develops gradually. In the toddler years,
most children engage in parallel play,
meaning they often play alongside one
another without much direct interaction.
As they grow older, especially between
the ages of 3 and 5, they begin to enjoy
associative and cooperative play, which
involves sharing ideas, taking turns, and
working towards a common activity, often
with much negotiation!
Psychologist, Robert Selman, published
research based on systematic interviews
with children of different ages and
created a 5-level framework for
understanding developmental trends in
children’s friendships. Level 0 relates to
the early years, with levels 1-4 based on
increasingly older children.
Young children in the early years see
friendships as fun and spontaneous
connections, mostly based on shared
activities and the proximity of the other
people. They may gravitate toward
peers who enjoy the same games and
experiences, but their friendships tend
to be fleeting or centred on the moment
rather than on long-term bonds.
Children’s ability to understand different
perspectives at this age is quite limited.
They assume others think the same way
they do, which can lead to frustration
when their playmate expresses a different
viewpoint or wants to do something
different. This often results in emotional
reactions and has been labelled the “I
want it my way” phase. For example, a
child might suddenly declare, “You’re not
my friend today!” simply because they
want to do something different.
Despite these ups and downs, these
early years friendships do show some
continuity. Research has found that a
majority of pre-schoolers who consider
each other friends continue to do so
several months later, even though their
interactions may fluctuate from day to
day.
So, whilst early friendships may be
short-lived or change frequently, don’t
be fooled into thinking these friendships
don’t matter – they do! Through these
first relationships, children learn how
to navigate the complex world of social
interactions. Their ability to connect
with others depends on many factors,
including their temperament, their stage
of language development, and their
emotional security. Some children are
naturally sociable, while others may
take longer to feel confident – both are
completely normal. Shy children may need
more time to feel confident, so allow that.
The role of practitioners
in nurturing positive
relationships
You can play a central role in helping
children form and sustain friendships,
starting with creating a safe, inclusive,
and welcoming environment where
every child feels seen and valued. When
children feel emotionally secure, they are
more likely to engage with their peers and
take social risks.
Practitioners also model positive social
behaviours which children watch and
pick up on as ‘the norm’. This could be
as simple as offering a warm greeting,
showing respect for others’ ideas, or
sharing well. These small acts teach
children what kindness and empathy look
like in action.
One of the most powerful things you can
do is notice when friendships are forming
and offer support with a ‘light-touch’. For
example, you might comment on shared
interests, (“You both love cats”) or suggest
activities that encourage more teamwork
(“Let’s see if we can do this together”).
Some children benefit from a little
encouragement to get started, so a quiet
word of encouragement or the chance to
join in with a familiar adult can make all
the difference.
Teaching key social skills
We learn social skills through friendships,
but the skills children need don’t always
come naturally. You can help children
develop empathy, sharing, and conflict
resolution through a mix of modelling,
storytelling, and play.
? Help children understand and
name their own emotions whether
positive or negative. This is crucial
for developing emotionally intelligent
individuals
? Use storytime to explore how different
characters feel and why, and talk
about emotions as they come up
(“It looks like Jack is sad because he
wanted a turn”)
? Activities like role play or puppets
are perfect for putting children in
someone else’s shoes and learning
how other people think and feel
? Games with clear turn-taking
structures can help children practise
sharing and turn-taking skills in a
playful context
? Set up small group tasks where
children work towards a shared goal
(e.g. building a tower or creating a
collage)
Dealing with challenges
First friendships aren’t always smooth
sailing. Sometimes, children feel left out
or excluded, whether intentionally or
unintentionally. You can respond gently
and pro-actively by:
? Encouraging inclusive play (“Let’s find
a way for Jamie to join in”)
? Helping children express how they
feel if they’ve been left out
? Offering alternatives to one-to-one
friendships, such as playing in a
small group
For children who experience big emotions,
(and they all do!), friendships can be both
exciting and sometimes overwhelming.
A close friendship might lead to intense
reactions when there are disagreements.
In these cases, support children in
recognising their feelings and taking
calming steps like deep breaths, a quiet
space, or help from an adult. Whilst
your instinct might be to try to ‘fix’ every
argument, think about how you can guide
children through the process of solving
problems themselves. For example:
? Encourage children to say how they
feel: “I don’t like it when you take my
toy”
? Help them listen to each other’s point
of view
? Model phrases they can use: “Can I
have a turn when you’re finished?”
? Support them in finding a solution
– whether that’s swapping toys,
setting a timer, or agreeing to play
something else
It’s also important to remember that
these skills are still developing so children
will need lots of repetition, support, and
patience.
As an early years practitioner, your role is
vital in guiding and supporting these first
friendships. By creating a nurturing space
where children feel safe, seen, and socially
connected, you are helping them build
skills that will last a lifetime.
More information
? Selman’s Stages of Friendship
Development | SpringerLink
? https://reachlink.com/advice/theimpact-of-childhood-friendships-ondevelopment
? https://www.psychologytoday.com/
us/blog/growing-friendships/201202/
childrens-growing-friendships
? Connecting with each other –
supporting children to make friends |
early years alliance
Click here for
more references
& information.
28 June 2025 | parenta.com
parenta.com | June 2025 29

Dr Sue Roffey
ASPIRE to well-being
The principles that enable
children to thrive
Parents naturally want the best for their
children, but what does that really mean?
Some give them everything they ask for,
others focus on academic success, and
many just want them to be happy. Yet
none of these alone guarantees true,
lasting well-being. So, what does?
ASPIRE stands for agency, safety, positivity,
inclusion, respect, and equity. These
principles are grounded in decades of
research into well-being and healthy child
development. While they work together,
we will explore each one individually –
what it means, why it matters, and simple
ways we can help nurture it in children’s
lives.
Agency
From the earliest days, children want
to impact their world. They smile by six
weeks old and soon choose what to play
with. As they grow, they explore their
environment – often to the frustration of
busy parents. But children aren’t empty
vessels or robots to be programmed –
they’re natural, active learners. Yet when
parents step in too often because it’s
quicker or easier, and then get frustrated
when children are slow or make mistakes,
it can undermine confidence and lead to
passivity.
Fostering agency comes down to two key
things: opportunity and encouragement.
Involving children in everyday tasks – like
tidying, dressing, meal prep or shopping –
helps build their sense of self. While openended
choices can overwhelm, offering
limited options and praising effort helps
children grow in confidence and belief in
their abilities.
Safety
This covers physical, emotional,
psychological and digital well-being. It
means not being harmed, threatened,
humiliated, or living in fear. Children need
to feel safe, but also learn to assess risk.
While parents can’t shield them from every
danger, they can help children understand
and manage risk themselves. Constantly
saying “be careful” isn’t always helpful.
Watch children in a playground – they test
limits, learn what they can do, and build
skills. Generally, they can be trusted to
stay safe, but may need support in being
aware of others.
Emotional safety relies on language.
Labels like “lazy”, “useless” or even
“naughty” can shape how children see
themselves. Supporting psychological
safety means treating mistakes as
learning opportunities – not signs of
failure, but things they haven’t mastered
yet. Digital safety is a growing concern,
as online content poses serious risks to
well-being. That’s why parents should limit
and closely monitor device use for as long
as possible.
Positivity
Thriving children are playful, active and
creative. Free play supports mental health,
yet it’s declining – a growing concern.
Away from screens and constant tutoring,
children have more chances to imagine,
solve problems and engage with the
natural world. They don’t need costly
plastic toys; sticks, stones, water and
paper offer endless creative potential.
Even a trip to a charity shop can stock a
dressing-up box affordably.
As mentioned, words matter. Using
strengths-based language isn’t about
empty praise or academic focus – it’s
about building a healthy self-image.
Noticing and acknowledging when
children are kind, helpful, determined
or fair helps shape a positive identity.
Sometimes, offering the right opportunities
– like encouraging a child to gently stroke
an animal – can reveal and nurture
emerging strengths.
Inclusion
Feeling a sense of belonging is a key pillar
of resilience. Knowing someone believes
in you and that you matter offers powerful
protection during tough times. Prilleltensky
(2021) defines mattering as not just being
valued but also being able to contribute –
this means participation.
With the best intentions, parents
sometimes shield children from difficult
situations like loss, illness or family
breakdown. But excluding them can leave
children feeling confused and left out.
Giving age-appropriate information and
offering simple ways they can help, fosters
connection. For example, if a parent is
upset, asking for a hug gives the child
both a sense of purpose and emotional
support. When visiting a nursery or
school, families might ask about inclusive
practices and how the setting helps every
child feel like they belong.
Respect
We all recognise when respect is
present – or even missing. It’s shown
through how we treat others, consider
their circumstances and avoid snap
judgements. Sadly, respect is under threat,
especially for those who are different, and
increasingly, for women. From an early
age, children need to hear positive stories
about diversity and see respect being
modelled. This means being treated with
courtesy, care and consideration – and
being truly listened to. While it can be hard
for adults to give undivided attention, avoid
interrupting and ask thoughtful questions,
children need these experiences to learn
what respect feels like and how to show
it. A simple way to do this is by asking
children at bedtime about the best part of
their day – helping them feel heard and
ending the day on a positive note.
Equity
While we share a common humanity,
each of us is wonderfully unique. For all
children to thrive, adults must be flexible.
Parents can either embrace the child they
have, loving and accepting them as they
are, or try to mould them into something
they’re not. Some children are full of
energy and need physical activity; others
are more thoughtful or creative. Helping
each child become their best self means
understanding what they need to flourish
– what they enjoy, value and respond to.
Equity starts with truly seeing your child:
watching, listening, learning, accepting
and loving them for who they are.
References
❤ Prilleltensky, I. & Prilleltensky, O. (2021)
“How People Matter: Why it Affects
Health, Happiness, Love, Work and
Society.” Cambridge University Press
❤ Roffey, S. (2024) “ASPIRE to Wellbeing
and Learning for All in Primary
and Early Years: The principles
underpinning positive education.”
Routledge
❤ Roffey, S. (2024) “ASPIRE to Well-being
and Learning for All in Secondary
Settings: The principles underpinning
positive education.” Routledge
Click here for
more resources
from Sue:
30 June 2025 | parenta.com
parenta.com | June 2025 31

Frances Turnbull
4-5-6
Toddler tricks
This month we’re moving on to setting
up music sessions for children between
18 months and 3 years. Many child
development experts, notably Piaget
and Vygotsky, identified stages or zones
when children are more able to learn new
skills based on their previous abilities. In
this series, I aim to identify the ways in
which music can work with these special
developmental periods, making sessions
more accessible and enjoyable for littlies,
and easier for the grown-ups leading the
sessions.
Toddlers aged 18 months to 3 years are
quite different to babies. I am including
this relatively wide group to allow for
individual levels of development – we all
develop at different rates, so there will
be some children more advanced and
others less developed. This grouping
should be able to span the range of
development, allowing for both early and
late developers to feel confident, interested
and challenged together.
Little ones 18 months to 3 years:
? Use “NO” often and insist on doing
things themselves
? Can get easily frustrated and
distracted, learning from adult
behaviour
? Resort to tantrums if feeling
misunderstood
? Are still learning to identify colours
and numbers
? Are still learning to identify, recognise
and explain emotions
? Gain confidence and reassurance with
ritual, routine and repetition
? Often love bathing and playing with
water
? Are developing the ability and
understanding of sharing
? Are increasing their vocabulary
? Are learning to match and keep the
beat
Apple tree
Apple tree, apple tree
Will your apple fall on me?
I won’t cry and I won’t shout
If your apple knocks me out
Toddlers are growing in confidence all
the time. They have mastered or are
mastering skills like holding on and letting
go, so they can start to pass objects to
each other, around in a circle. They often
enjoy suspense and surprise, and these
are elements that help to develop their
patience and turn-taking skills. These are
early steps towards more complex skills
like following rules in a game, standing
in a queue, saving money and delayed
gratification, all of which build resilience.
The game is played by passing an “apple”
around a circle – a ball or soft toy would
also do. Younger children often develop
these skills better by starting to pass a
toy or ball to each other while sitting in
pairs across from one another. The trick is
to pass slowly enough to match the beat
of the song, e.g. APPLE tree APPLE tree,
WILL your apple, FALL on me?, I won’t cry
and I won’t shout, IF your apple, KNOCKS
me out – passing on the words in bold.
Not only does this avoid the apple only
being passed between friends, but it also
reinforces musical skills like pulse and
rhythm, making it easier for them to learn
to sing and dance as they get older.
Bell horses
Bell horses, bell horses
What time of day?
One o’clock, two o’clock
Time to away
This is a follow-the-leader game for
confident walkers, balancing controlled
activity with a burst of excitement. It can
be introduced musically by sitting in a
circle with instruments – jingle bells or
mixed percussion (shaking/tapping/
ringing) – where children use a beater or
tap the instrument on their knee or hand.
Following modern language development,
I usually change the last line to “time to run
away” – which also changes the pattern of
long and short beats.
Whichever way you sing it, it finishes on
“away” with jingling, tapping or shaking
the instrument quickly, as if you were a
horse racing away. Then the instrument
is passed to the next child (on the left, for
example), and the game starts again,
tapping to the beat.
Confident walkers and older children can
use hula hoops to keep distance and
practise following and leading. One child
holds the hula hoop from the inside while
the other holds it from the outside, holding
the edge as if it were horse reins. The
child in the hula hoop walks to the beat
in any direction, careful not to bump into
other “horse-rider” pairs. The child on the
outside follows by matching their steps
to the “horse”, without pushing or pulling
the hoop. On “away”, both run madly and
then swap roles, so that each gets a turn
leading and following.
Charlie over the ocean
CALL (RESPONSE)
Charlie over the ocean (Charlie over the
ocean)
Charlie over the sea (Charlie over the sea)
Charlie caught a big fish (Charlie caught a
big fish)
Can’t catch me (Can’t catch me)
Singing while playing games develops the
ability to do two things at once, engaging
both sides of the brain and improving the
capacity to plan ahead and automate
repetitive or predictable actions, while
playing a version of duck-duck-goose.
With children sitting in a circle, the pulse
can be reinforced by all tapping their
knees as they sing. One child walks
around the circle singing the CALL part,
stepping to the beat. The others tap
the beat on their knees and sing the
RESPONSE. On the last line, the CALL child
either drops a toy fish behind another
child, or gently taps them on the shoulder,
and runs around the circle faster than the
other child to sit down and continue the
game.
An alternative – as so many songs can be
turned into versions of duck-duck-goose –
is to have three children around a bucket,
each with a ball. The adult sings the call,
and children throw balls (“fish”) into the
bucket as they sing the response, one at
a time at the start of each line. On the last
line, “can’t catch me”, children run around
the area and move to a different bucket to
collect another ball and play again.
Music, specifically singing, is a great way
to develop movement, planning, cooperative
and language skills in a fun,
accessible, non-competitive way, far from
desks and sedentary behaviour. Try it out
today!
Click here for
more resources
from Frances:
32 June 2025 | parenta.com
parenta.com | June 2025 33

Teaching empathy
& compassion in
In early childhood, children build the
foundations of who they will become – not
just intellectually, but emotionally and
socially. As early years practitioners, we’re
not only teaching the basis of language,
communication and numeracy, we also
have a duty to guide our children through
the complex landscape of human feelings
and emotions. Two of the most important
values we can help them develop
in relation to this, are empathy and
compassion, essential for building healthy
relationships, managing conflict, and
developing emotional intelligence.
What do we mean by
empathy and compassion?
Empathy is the ability to understand
and share someone else’s feelings. For
example, empathy is shown when a child
sees a friend crying and feels sad too – or
stops to think about how someone else
might be feeling.
the early years
Compassion goes a step further. It’s the
motivation to help when someone is in
distress. We see compassion at work
when that same child fetches a tissue for
their friend or offers them a comforting
hug.
Both are vital for social development, so
when we teach empathy and compassion,
we are helping children build selfawareness,
emotional regulation, and
strong, respectful relationships.
Why do these matter in
early childhood?
Research shows that children who develop
strong empathy and compassion skills are
more likely to:
? Build secure friendships and positive
peer relationships
? Resolve conflicts peacefully
? Develop resilience and confidence
? Be less likely to bully others
? Thrive in collaborative learning
environments
In fact, empathy is increasingly seen as
a core life skill, not a ‘nice to have’, but a
fundamental part of what it means to be
emotionally healthy and socially capable in
today’s complex and interconnected world.
The role of practitioners
Children learn by watching. Our words, our
tone, and our actions are our children’s
biggest teachers. When we respond to
children with warmth and understanding,
when we treat others kindly and speak
about emotions openly, we model the
behaviours we hope to see in them - and
they copy us. If they see us act with fear,
panic or indifference, they will copy this
too. They won’t know the words, and often
they will not fully understand the impact
that these actions have, but they will copy.
In the early years, small moments matter.
A quiet “That looked like it hurt – are you
okay?” or “I can see you’re really upset.
Do you want to tell me about it?” sends
powerful messages about how we value
feelings, both our own and those of others.
Hollywood has given us a
helping hand
We know we need to talk to children
about emotions, and we often use stories
and books to do this, helping us to open
the subject and start a conversation.
Hollywood has given us another way
through the engaging animated films in
the “Inside Out” franchise. There are two
films already and the success of these
means that another is very likely in the
planning. This clever and colourful story
takes children inside the mind of a young
girl named Riley, where her emotions
– personified as Joy, Sadness, Anger,
Disgust, and Fear – each have their part
to play in helping Riley develop into a
well-rounded, secure human being. In
the second film, we are introduced to
more complex emotions such as Anxiety,
Envy, Nostalgia and Ennui (representing
teenage boredom), but the first film could
be used as a way to introduce the idea
of emotions, including empathy and
compassion to early years children.
Here’s how you could use it in your setting:
? Emotion sorting: After watching
a short clip or reading a picture/
colouring book version, ask children
to sort pictures or toys into different
‘emotion stations’ labelled with a
picture of the corresponding emotion,
e.g. Joy. This helps develop their
emotional literacy and recognition of
facial expressions
? Create emotion characters: Invite
children to make their own characters
for different feelings they have using
puppets, drawings, or soft toys
? “How would you feel?” scenarios:
Use simple stories or pictures and
ask, “How do you think she feels?”
or “What could he do to help?” This
helps children understand that one
person can help another through their
emotional struggles
The film also has a larger message,
which helps children understand that ALL
feelings are valid, even sadness – and that
recognising your own emotions is part of
being human.
Other ways to help
There are lots of other ways to develop
these emotions in your children.
1. Label emotions
Young children often experience emotions
without knowing what they are. Help
by giving them the words they need. By
acknowledging them and then labelling
them naturally, you help children tune into
their own feelings and start to recognise
them in others.
For example:
? “You look really disappointed. Was it
because the game ended?”
“I can see you’re excited! Your smile is
so big!”
2. Use stories and picture books
Books offer wonderful opportunities to
explore feelings. Ask questions like:
? “How do you think the character feels
now?”
“What would you do if that happened
to you?”
These open-ended questions encourage
perspective-taking – a key part of
empathy.
3. Encourage helping behaviours
Recognise and reinforce small acts of
kindness:
? “That was so thoughtful – you shared
your snack when your friend dropped
theirs.”
? “Thank you for helping tidy up. That
really helped us all.”
Create a kindness jar or board to celebrate
moments of compassion in your setting.
4. Role-play real-life scenarios
Children love pretend play so use it to
rehearse empathy:
? “Let’s pretend your friend is sad
because they lost their teddy. What
could you say to help?”
? “Your friend is nervous about starting
nursery – how might you help them
feel welcome?”
This kind of rehearsal helps children build
a ‘toolkit’ of authentic caring responses.
5. Create calm and reflective spaces
A cosy corner with soft cushions, emotion
cards, and calming books gives children
a safe space to unwind and connect with
their feelings. Use this area to support
emotional conversations and one-on-one
support when needed.
6. Model how to repair relationships
When we slip up (and we all do), it’s
powerful to model how we can repair any
relationships that may have suffered:
? “I’m sorry I was short with you earlier.
I was feeling rushed, but I didn’t mean
to upset you.”
This shows children that empathy also
means taking responsibility and being kind
to ourselves.
The long-term impact
When we prioritise empathy and
compassion, we’re helping children
become better communicators, better
friends, and more resilient humans. These
are qualities that last a lifetime – long
after the nursery toys are packed away.
By creating emotionally rich environments,
we empower children not just to know
how others feel – but to care enough to
help them. And that, ultimately, is how we
shape a kinder world.
References
? https://www.bbc.co.uk/tiny-happypeople/articles/z26nwsg
? https://www.unicef.org/lac/en/
mission-3-empathy
? https://www.teachearlyyears.
com/a-unique-child/view/developingempathy
? https://alphaplus.co.uk/insights/
understanding-the-development-ofempathy-in-childhood/
? https://www.ywcagla.org/blog-1/
how-to-teach-children-empathybuilding-the-foundation-for-positiverelationships-1-pH0P1
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more references
& information.
34 June 2025 | parenta.com
parenta.com | June 2025 35

36 June 2025 | parenta.com

“Teaching in a sensory way is super
inclusive as it invites everyone to join in,
no matter where they are cognitively.
When our senses are involved in learning
and participation, more of our brain is
stimulated - this is what makes it more
interesting and makes us more likely to
retain that information. Think of the lessons
you remember from school: it’s likely they
were the ones with the Bunsen burners,
or where you sang or moved - the ones
where your senses were involved.”
- Joanna Grace, The Sensory Projects
Gina Bale
Multi-sensory
adventures fuel early
years development
Storytelling: The gateway
to imagination and
connection
Stories are where it all begins. Long
before children can read or write, they are
storytellers through play, gestures and
sound. Storytelling helps them express
feelings, explore ideas and understand the
world around them.
Interactive storytelling makes learning
come alive. Tiptoeing through the Amazon
or dancing with a dinosaur lets children
become part of the story. It nurtures
creativity and brings learning into the
body, mind and heart.
Through stories, children build vocabulary,
develop sequencing skills and understand
how events connect. But stories do even
more. They foster empathy, helping
children step into someone else’s shoes
and connect emotionally with others.
Storytelling is also naturally inclusive.
Children can join in through movement,
sound or expression, and there’s no
need for perfect words. For children
with additional needs, storytelling offers
a multi-sensory space where they can
participate and shine.
At its core, storytelling builds connection.
When a child engages with a story,
especially one shared in a group, they feel
part of something bigger. They are not just
listening.
They contribute, respond and share in
a communal moment of wonder. That
shared experience is the heartbeat of
emotional and social development in the
early years.
Movement: Learning
through the body
Movement is how young children learn
best. From crawling and rolling to dancing
and stomping, each movement supports
cognitive, emotional and physical growth.
Adding movement to learning helps
children explore, express and remember.
It supports memory, problem-solving and
motor skills. Whether they’re acting out
a story or clapping to a rhyme, they’re
building essential brain connections.
Think of a child pretending to be a
galloping horse or hopping like a frog
across a pond. These aren’t just bursts
of energy - they’re learning in action.
Movement develops spatial awareness,
balance, coordination and rhythm. These
are skills that support everything from
handwriting to emotional regulation.
Even simple movements, from crawling
like a bug to jumping like a frog, help
with coordination, balance and focus.
For children who find words challenging,
movement provides a meaningful way to
engage.
Movement also supports self-regulation.
When children can move, they can release
energy, refocus and regain calm. This
is especially important for children who
experience sensory overwhelm or who
find transitions difficult.
And the best part? It doesn’t require
fancy equipment. Imaginary play through
movement makes learning joyful,
memorable and accessible for all children.
Music: The heartbeat of
memory and language.
Music is a powerful learning tool. It
supports emotional regulation, routine and
creative expression while boosting brain
development.
Songs with rhythm and rhyme help
children build listening skills, phonological
awareness and vocabulary. These are
key steps towards reading. A well-loved
song becomes a learning anchor, helping
children predict, remember and join in.
Music also encourages movement.
Clapping, stomping and swaying support
coordination and physical development.
For children who are non-verbal or have
additional needs, music offers a universal
language for expression.
Together, music and movement provide
every child with a way to participate,
communicate and connect.
And it’s not just about learning outcomes.
Music creates joyful memories and a
sense of belonging. A familiar song can
comfort, energise or signal a change
in activity. It becomes a thread that ties
learning moments together throughout the
day.
Importantly, both music and movement
are universal languages. They allow all
children to participate, regardless of verbal
ability, background or developmental level.
These sensory-rich experiences can open
the door for children who might otherwise
feel on the edges, offering them a way to
connect, contribute and truly shine.
A space where every child
can thrive
Every child learns differently. A multisensory,
interactive story-led approach
ensures that all children can take part and
feel successful.
For children with additional needs,
traditional learning methods can be
limiting. But when we use sensory cues,
rhythm, movement and visuals, we open
the door to engagement.
✨ A musical prompt might help a child
transition
✨ A repeated gesture might support
understanding
✨ A story acted out with props allows
non-verbal children to join in
These inclusive practices benefit everyone.
They allow children to learn at their own
pace and show us what they know, in their
own way. Inclusion doesn’t need to be
complicated. It just needs to be thoughtful.
Multi-sensory approaches celebrate
children’s strengths. They say, “Come as
you are. Let’s find your way to learn.” When
children feel safe and included, they thrive
socially, emotionally and academically.
Are you ready to keep
storytelling playful and
imaginative?
In the early years, learning is lived through
the senses. When we make storytelling
playful and enrich it with movement and
music, we create powerful and meaningful
learning moments.
This isn’t about polished performances.
It’s about joyful, shared experiences:
pretending, singing, moving and
imagining together.
As educators and parents, we can bring
learning to life through sensory play. We
can help every child feel confident, curious
and connected.
Let’s keep storytelling playful, imaginative,
moving, musical and magical, because
this is where real learning begins.
Click here for
more resources
from Gina:
38 June 2025 | parenta.com
parenta.com | June 2025 39