November 2025 Parenta magazine

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Industry Experts

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Welcome to the November edition of Parenta magazine!

As the nights get darker and the festive season approaches, this month’s issue focuses on how we can support children’s

behaviour by building their emotional well-being and confidence - all key to encouraging positive behaviour at this busy and

exciting time for them!

Dr Sue Roffey explores how to manage challenging behaviour by looking beyond “bad behaviour” to understand what

children are really communicating. It’s a timely reminder that connection, not correction, is the key to helping little ones thrive.

We mark Anti-Bullying Week and World Kindness Day with practical ideas to nurture empathy and inclusion, and with Road

Safety Week approaching, we share playful ways to teach vital safety lessons without fear.

Also in this issue, Gina Bale explores how rhythm, music, and movement help children manage their emotions, Frances

Turnbull concludes her series on music for pre-schoolers, Zoë Austin highlights why being heard matters, Dr Joanna Grace

encourages us to see the bigger picture, and Stacey Kelly celebrates individuality, compassion, and courage.

8 Write for us

36 EYFS activities: Managing Challenging Behaviour

News

4 What do our customers say this month?

10 Childcare news and views

Advice

12 Paracetamol patterns

16 What does listening look like?: Part 2

22 Managing the challenging: Part 1

26 10 important values to teach children: Part 2

30 Setting up for 7-8-9 pre-school time! Part 2

38 Regulation through rhythm: Why music and movement

matter in the festive excitement

Save the next webinar date – 18th November! Don’t miss the second session in our expert-led series with internationally

renowned early years consultant, Dr Sue Roffey. She will discuss supporting children’s development through clear

expectations, guidance, collaboration, and nurturing self-concept, and explore practical strategies for responding when

children’s behaviour is difficult.

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

6 Understanding non-compliant behaviour in the early years

14 Communication & language as behavioural safeguards

20 National Career Development Month

24 Caring with confidence

28 Promoting kindness and tackling bullying in early years

settings

32 Road safety in the early years

34 Supporting social-emotional learning and mental health

2 November 2025 | parenta.com

parenta.com | November 2025 3

Understanding non-

necessarily being non-compliant; they

just might not be developmentally ready

to maintain attention for that long, or

they may have undiagnosed SEND which

makes it virtually impossible for them to sit

still for long.

compliant behaviour

in the early years

Few things challenge early years

practitioners more than a child who

refuses to follow instructions, disrupts

group activities, or seems to constantly

test boundaries. We often describe this as

‘non-compliant’ behaviour, but what does

that really mean?

Is the child being deliberately defiant, or

are they communicating something they

don’t yet have the words or emotional

skills to express?

Reframing how we view non-compliance

is essential if we want to create inclusive

environments, and with Ofsted’s new

“Inclusion” area of assessment, it is

essential that we do.

What do we mean by ‘noncompliant’

behaviour?

Traditionally, “non-compliant” has been

used to describe a child who doesn’t do

what is asked of them. This could mean

refusing to tidy up, sit quietly in a circle,

share toys, or follow a daily routine.

However, this definition can be misleading.

Non-compliance isn’t often about wilful

disobedience, and we now understand

that it often reflects a developmental

stage, unmet need, or emotional difficulty.

For example:

⚙ A child who ignores instructions might

not yet fully understand what’s being

asked

⚙ A child who refuses to share could be

struggling with impulse control or a

sense of ownership

Seeing beyond the label

⚙ A child who lashes out when routines

change may be experiencing change

anxiety or sensory overload

In other words, what we perceive

as ‘non-compliance’ is frequently a

form of communication rather than

misbehaviour. The adage, “All behaviour

is communication” applies to all these

situations, and the child who appears

‘defiant’ may really mean:

⚙ I’m scared

⚙ I feel overwhelmed

⚙ I don’t feel seen or heard

⚙ I don’t know how to tell you what I

need

⚙ I need help, not I’m doing this to be

difficult

Looking beneath the

surface and asking “Why?”

When faced with challenging behaviour,

our first response should be curiosity, not

punishment. Instead of “How can I make

this child behave?”, ask, “Why is this child

behaving this way?”

This shift in mindset will lead you away

from blame and towards understanding. It

also encourages reflection about:

⚙ The child’s current stage of

development

⚙ Their emotional and sensory needs

⚙ The environmental triggers/stressors

that might be influencing them

⚙ The relationships and attachments

that can support or unsettle them

Viewing behaviour through the lens of

compassion and the “ABC model” or

antecedent, behaviour and consequence,

helps us interpret what’s really going on

beneath the surface. For example:

⚙ Discomfort could stem from hunger,

tiredness, or a difficult environment

(too noisy, too hot, too cold)

⚙ Fear might arise from separation

anxiety, unfamiliar routines, or

uncertainty

⚙ Lack of security may indicate

attachment difficulties or changes at

home

⚙ Lack of feeling seen or understood

might lead to attention-seeking

behaviour as a cry for connection

When we see behaviour as a message,

our job becomes one of translation rather

than control. And of course, we should

always be mindful of safeguarding

concerns that may cause changes in a

child’s behaviour.

Is compliance always

possible?

Before expecting compliance, it’s vital to

ask whether it is actually within a child’s

capabilities. For example, a three-yearold

who can’t sit still for storytime isn’t

Similarly, a child with sensory, or speech

and language difficulties may not be

able to process verbal instructions at the

rate they are given. Expecting instant

obedience from a child whose selfregulation

skills are still developing, can

set both practitioner and child up for failure

and frustration.

Instead of asking “Why won’t they do what

they’re asked?”, ask yourself:

⚙ Do they understand what I’m asking?

⚙ Do they have the emotional or

physical capacity to do it?

⚙ Have I given them enough time,

structure, and support to succeed?

When we adjust our expectations to fit

the child’s level of understanding, we

make a huge shift in our own mindset,

and compliance will likely become more

achievable and respectful, rather than

something we force.

Supporting children

through connection, not

correction

Once we’ve identified the possible reasons

behind non-compliance, we are much

more able to support them through

teaching and modelling rather than

punishment. Below are some practical

approaches to consider:

1. Build trust first

A strong, predictable relationship is vital

and the child’s Key Person is ideally placed

to promote this.

⚙ Always use calm, consistent tones

⚙ Offer reassurance and empathy rather

than threats or raised voices

⚙ Spend time connecting one-to-one;

even a few minutes of shared play

can make a big difference

2. Model the behaviour you want

to see

Children learn far more from what we do

than what we say. They watch us, listen,

and copy us. If we handle frustration

with patience and empathy, they’ll

eventually mirror it. Conversely, if we

become frustrated, angry or impatient, we

shouldn’t be surprised if the child starts

to imitate these behaviours. Remember,

that the children are still learning and

behaviours can be learnt too.

3. Give choices and autonomy

Offering a few simple choices empowers

children and reduces power struggles. For

example, instead of saying, “Put your coat

on now,” try, “Would you like to put your

coat on before your hat or after it?”

4. Teach emotional literacy

Help children to name and manage their

feelings, not suppress them. You could

say, “It looks like you’re feeling cross

because it’s tidy-up time. I understand so

let’s take a moment to be calm together.”

When children can label their emotions,

they’re less likely to express them through

challenging behaviour.

5. Adjust the environment

Sometimes, small changes in the

environment can make a big difference,

especially for children with SEND. Reducing

noise, shortening group times, or providing

sensory spaces can help children learn to

self-regulate.

6. Work with parents

Working in partnership with parents

helps keep consistency between

the setting and the home, but share

insights compassionately with families,

separating the behaviour from the child

themselves. Instead of focusing on the

child’s ‘problems’, explain what the child

is trying to communicate and how you’re

supporting them.

Reflect on your own

practice

Supporting non-compliant children also

means reflecting on our own responses.

We are all human, and when faced with

challenging behaviour, it’s easy to feel

frustrated or take it personally, especially

in a busy setting. But pausing to consider

our own emotional triggers can help us

respond more thoughtfully rather than

reactively.

Always ask:

⚙ What does this child need right now?

⚙ How can I teach rather than punish

them?

⚙ What might I change in my approach

to help them succeed next time?

After all, empathy and reflection are

powerful tools for both practitioners and

children.

Resources

⚙ Managing Challenging Behaviour in

Early Years Settings

⚙ Respond don’t_react_2021

⚙ Managing Challenging Behaviour In

Early Years

⚙ ABC Model of Cognitive Behavioral

Therapy



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, Stacey Kelly!

Congratulations to Stacey Kelly, our guest author

of the month! Her article, “10 Important Values To

Teach Children – Part 1” explore how our beliefs,

words, values and actions play a powerful role

in shaping how children see themselves and the

wider world.

Book a call with our expert team today!

Not ready for a call yet?

Fill out this form, and we'll be in touch!

Well done Stacey!

4.8

A massive thank you to all of our guest authors for

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

from our guest authors on our website:

www.parenta.com/parentablog/guest-authors

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Childcare news

and views

Parents get help cutting through

early-years misinformation

online

A new national campaign has launched

to support parents overwhelmed by

conflicting advice and false expectations

about early childhood - from social media

“hacks” to viral tips with no real evidence to

back them up.

Research shows that one-third of parents

of young children now turn to social media

for support - yet almost seven in ten say

they are feeling flooded by information

they don’t trust.

To support families and build on recent

government commitments regarding

early years care and support, the

campaign, titled ‘Best Start in Life,’ brings

together trusted guidance backed by the

Department for Education, the Department

of Health and Social Care, and the

King’s College London/King’s Maudsley

Partnership.

What the campaign offers

A new film featuring childpsychologist

Sam Wass, emphasising

the importance of simple everyday

activities like reading, talking and

playing with young children

Collaboration with the children’s brand

Peppa Pig, delivering trustworthy

content to families via online channels

such as the “Muddy Puddle Parenting”

platform

Support for local “Family Hubs” in 65

new areas, backed by a £12 million

grant to help build places where

families can access trusted in-person

advice and resources

According to Professor Stephen Scott of

King’s College London, the sheer volume

of information online - combined with

the low credibility of some sources - is

undermining parents’ confidence and

making key decisions harder.

By offering a single, reliable gateway

to guidance around feeding, sleeping,

speech, early learning and finding local

childcare, the campaign aims to give every

child the best possible start.

Education Secretary Bridget Phillipson said:

“The path to opportunity for every child

begins in the early years, and ensuring

children are ready to learn and thrive

when they start school is vital - yet new

parents face an overwhelming amount of

conflicting online information. That’s why

we’re cutting through the noise with our

new nationwide campaign, giving parents

an evidence-backed alternative to the

barrage of unchecked and sometimes

unreliable advice.“

“Through our Best Start website, Family

Hubs or funded childcare, our Plan for

Change is making support from trusted

professionals available wherever parents

turn - giving every child the best possible

start in life.”

Health and Social Care Secretary Wes

Streeting said: “In between sleepless

nights, potty training and weaning

their children, it’s no wonder so many

knackered parents feel they need to

turn to unverified social media posts for

advice about their child’s health and

development. But it’s vital they get reliable

information - and that’s why this Best Start

in Life campaign is so important, and the

health benefits are so clear. When parents

get the right advice on things like nutrition,

sleep and development, children arrive

at school ready to learn, with stronger

immune systems and better mental health

that can last a lifetime. As a child who

grew up in poverty, I know how critical it

is for parents to have access to evidencebased,

expert advice exactly when and

where they need it, and this campaign is

providing exactly that.”

The article can be read in full on the

Government website here: Parents

supported to navigate early years

misinformation online - GOV.UK

Think Tank Warns: EHC Plans

“No Longer Fit for Purpose” as

Demand Soars

A recent report from an education think

tank has raised serious concerns about

the current system of Education, Health

and Care (EHC) plans, arguing that it is

struggling to keep up with demand and no

longer serves families effectively.

According to the research, requests for EHC

assessments have increased by around

250 per cent since 2014.

The think tank claims that the volume

of applications has outpaced the

system’s capacity, putting pressure on

local authorities and families alike

It suggests that what began as a

safety net for children with the most

complex needs is now being relied

upon as a “default” route to access

any additional support

The argument is that the statutory

EHC framework is being used to

compensate for inconsistent or

insufficient SEN support in mainstream

settings, rather than being reserved

for children whose needs truly require

it

Critics say that many children who might

be adequately supported through SEN

support are pushed toward applying for

EHC plans because other routes of support

are unreliable or unavailable.

The variation in how “ordinarily

available provision” and SEN support

are implemented across local

authorities creates inequalities - a

child’s prospects may depend more

on where they live than on their actual

needs

The burden also lies on specialist

services, which are already stretched.

In many areas, waiting times for

assessments (e.g. for speech and

language therapy, educational

psychology) are lengthy, delaying the

EHC process further

The report highlights that many local

authorities are failing to meet the statutory

20-week deadline for issuing new EHC

plans, resulting in months (or more) of

uncertainty for families.

Where parents disagree with

decisions made by local authorities -

whether about eligibility, content, or

provision - they can appeal through

the SEND Tribunal. However, the

process is complex and resourceintensive

The think tank lays out several

recommendations and observations:

1. Strengthen non-statutory support:

Schools and settings should be better

resourced and held accountable to

deliver quality SEN support, reducing

the need for EHC assessments in

many cases.

2. Clearer national framework: A

unified set of guidelines for ordinarily

available provision and SEN support

could reduce variation and bring

consistency across local areas.

3. Statutory reinforcement: Some argue

that SEN support should have legal

backing so that families can hold

schools and authorities to account

and not feel compelled to seek EHC

plans as the only recourse.

4. Prioritise early intervention and

inclusion: Investing in earlier support,

universal approaches, and inclusive

settings could prevent escalation

of need that leads to expensive,

specialist intervention.

The story can be read in full on the Nursery

World website here.



Have you ever intervened in an argument

between two toddlers with an appeal

to look at a bigger picture? Yes, you

might have had the toy first, and no, they

shouldn’t have snatched it off you, but

that doesn’t make it right to hit them. The

immediate problem is who has the toy.

The bigger picture is the wrongness of

hitting each other. To the toddlers, the toy

is the most important thing; the adult will

have to really assert themselves to get

them to stop squabbling over the toy and

think about whether they want to hit or not.

These patterns repeat in the adult world.

We get stuck in arguments about who

is right and who is wrong, and they feel

so important that it’s hard to look at the

bigger picture. The current paracetamol

debacle is having an impact in all sorts of

directions, so let’s step back. What is the

argument? What are the consequences?

Why has it come about?

Dr Joanna Grace

Paracetamol patterns

the NHS releasing a statement to remind

everyone that paracetamol is entirely safe

for pregnant people to take.

An online friend was hurt by the

NHS statement. I read it as the NHS

contradicting the President, but my friend

objected to the word “safe.” If paracetamol

were linked to autism, it would then be

“unsafe” – implying autism is a bad thing.

They were autistic; I am autistic.

While we focus on paracetamol, we miss

something more dangerous. The President

speaks of autism as a disease, an

epidemic, something to fear – and people

listen. Why? Perhaps families of autistic

people in the USA struggle for support

and are subjected to harmful ‘treatments.’

In a place where autistic people were

understood and education helped them

thrive, such rhetoric would be harder to

sell. These views spread here too. People

have told me they agree with him. We

can question our own provision and

societal understanding. We might want

to argue they are wrong, but asking what

experiences justify their beliefs could move

us further forward.

We cannot sit outside of these things.

We are always a part of them. Our

understanding of autistic people, the

words we use to talk about the autistic

experience, all contribute to the social

environment everyone lives in.

I have worked with many families who

are really struggling: loved ones not

eating; loved ones causing physical

harm to themselves or others; loved

ones in extreme mental health crisis. If

we view this stress and this struggle as

equivalent to autism, then of course, we

want autism cured. But we are back to the

correlation, not cause, conversation again.

Is being autistic causing these struggles?

I remember one young man I knew who

repeatedly bashed his head into walls,

onto the floor. He was autistic. It looked

like an awful life. His being autistic was

always the reason given for his head

banging. Years later, he happened to meet

a learning disabilities nurse who watched

his behaviour and figured out that he

had been suffering from migraines; with

the proper treatment, the head banging

ceased. He wasn’t suffering from being

autistic; he was suffering from not being

understood.

What is gained by making autism into

some sort of monster to be feared? Would

it make a good excuse for poor provision?

The stress of families is not caused by

failings of the state; it’s caused by the

monster of autism. We could ponder why

the President seems so sure of a drug

‘cure’ for autism; many questioners online

ask whether he stands to gain financially

from leucovorin becoming the answer to

autism.

I saw a placard waved in a protest

recently, felt tip pen scrawled across

corrugated cardboard, it read: “Rich men

spread fear to stay rich”. The polarisation

of society, into ever more extreme ‘them

and us’ groups, creates wealth for a few

and fear for everyone else. Social media

metrics push us toward increasingly

extreme versions of what we already

agree with. Autism, migrants, trans rights,

politics – whatever it may be. The bigger

picture is not whether paracetamol causes

autism, but how we reach across divides,

listen to those we disagree with, and help

people feel safe and supported.

Have you ever known a toddler to stomp

and lash out because they were upset?

Did you retaliate or offer comfort? Once

cuddled rage turns to snotty tears, and

somewhere at the end of it, you might get

a genuine “I’m sorry”. We have the skills

to deal with polarisation and fear. We just

need that moment to step back, breathe,

and see the person on the other side.

It is easy to write about, hard to do.

Political rhetoric in America has led us

to a point where the President felt it

appropriate to name paracetamol as the

cause of autism. To debate, we need a

shared frame of reference. Mine is science,

and the findings are clear: paracetamol

does not cause autism (see study of

2.4 million children). A friend online

commented, “But he must be getting his

research from somewhere”, and they’re

right, he is: from a few studies showing

a correlation (other studies show no

correlation). Correlation does not equal

cause. Ice cream sales and shark attacks

both rise in summer, but one does not

cause the other. Piracy dropped as global

warming increased, but having more

pirates won’t cool the planet!

Not everyone accepts science as the

frame of reference. We could turn

that into the next standoff: science vs

conspiracy theories. Conspiracy theorists

point to times when science was wrong

or agendas hidden. They have a point.

Researchers reply that the scientific

method protects against bias. They too

have a point. Taking a step back, ask why

people subscribe to each side. Those

who trust research likely find it easy to

understand. Those who turn to conspiracy

may have been excluded, let down, or

mistrustful of institutions. It becomes about

trust. Politicians in the UK and the USA

have openly declared they’ve had enough

of listening to experts, signalling a shift in

the basis for decision-making.

In a debate (the toy one, the paracetamol

one, the research vs conspiracy theory

one), people are very committed to

asserting their position. But sometimes

the tug of war can dissolve when effort is

turned to understanding the other side, to

ensuring that the other side knows they

are heard and understood, respected and

cared about. Perhaps, as you dealt with

the toy snatching scenario, you spent time

telling the child who snatched the toy that

you know they wanted the toy, and you

know they find waiting for it difficult, and

you know they feel sad and so on. The

more that a child feels understood, the

less they need to shout about their desire

to have the toy now. Adults repeat the

same patterns in more elaborate ways.

The human impact of the paracetamol

debacle is very sad. Working in the early

years, you’re often meeting families who

are pregnant or seeking to get pregnant.

You are someone those people trust,

someone to ask, “Do you think I should

take paracetamol? Should I avoid it, just in

case, better safe than sorry?” You’re also

someone who meets their child alongside

other children when they’re very young.

You might be the person who spots that

their child is neurodivergent. Now, when

you broach talking to them about this,

will they think you’re accusing them of

taking paracetamol during pregnancy? If

this debate frames doing that as a bad

thing, then it would be like accusing them

of drinking during pregnancy. One of the

ripples from the paracetamol palaver was

Click here for

more resources

from Joanna:



Communication

& language as

behavioural safeguards

3. Scaffold conversational turns

Developing the ability to have

conversations is important, but children

need to learn how to do this and how to

engage in a two-way conversation. You

can help by asking open questions and

scaffolded prompts, such as: “Tell me

more about that…” or “Why do you think

that happened?” Remember to give the

children space to think and respond and

avoid answering for them. Encourage

peer-to-peer talk by pairing children up

so they can share their thoughts before

asking them to respond in front of a large

group.

When we think about safeguarding, we

often immediately think of protecting

children from harm, ratios, safe

environments, and policy checks. But

there’s another subtle layer that can help

protect children and keep them safe.

This is the development of their own

communication and language skills.

Children who can understand what’s being

asked of them and express their needs

in ways that others can interpret correctly

and understand, are less likely to have

behaviours that result from frustration, fear

or confusion. They will be more able to ask

for help when they need it and express

their emotions when needed.

We know that behaviour is communication,

so it follows that the stronger a child’s

communication and language skills are,

the steadier and more regulated they can

become. No wonder that “Communication

and Language” is one of the prime areas

of learning in the EYFS.

What research tells us

There is a significant body of evidence

linking language difficulties and

behavioural challenges in young children:

A study on co-occurrence of language

delays and externalising behaviours

found that children with receptive

and expressive language delays are

at heightened risk of non-compliant,

aggressive, or oppositional behaviour

A study by the University of Bristol,

reported that early language ability

is one of the strongest predictors

of future success or struggle in life,

including behaviour, mental health,

and academic achievement:

✏ Children with speech, language,

and communication needs (SLCN)

are significantly more likely

to experience emotional and

behavioural difficulties

✏ 81% of children with emotional

and behavioural disorders have

significant speech, language, and

communication needs

✏ At least 60% of young

offenders have language and

communication needs

But interventions help:

Research into social-emotional and

language development highlights

that better language competence

supports children in understanding

and managing social interactions,

reducing misunderstandings and

conflicts

The Education Endowment Foundation

(EEF) reports that communication

and language interventions can

bring about an average gain of

seven months’ additional progress in

children over a year

A 2024 paper argues that emotional

language input such as talking about

feelings and mental states benefits

social and emotional learning. This

means that children learn why and

how to express themselves, not just

what to say

These studies all report a consistent

insight that limited communication acts

as a stress point that the children can’t

negotiate, clarify, or explain, resulting in

frustration and misunderstanding, and

challenging behaviour.

What does this mean for

early years practitioners?

We’ve said that Language and

Communication is a prime learning area

in the EYFS. This area includes listening,

attention and understanding as well

as speaking. We also know that not

all children have the same access to

language-rich environments at home.

Fortunately, there are many practical

strategies to embed communication

growth throughout the day.

1. Create a language-rich

environment

Children can’t pick up language and

vocabulary if they don’t hear it, so creating

a language-rich environment in your

setting is vital. Talk about and label your

daily routines, areas and actions, as

well as children’s emotions. Use visual

supports, signs, gesture cues, and

timetables with images to support the

children’s understanding of the words they

hear. Narrate your own actions like, “Now

I’m going to wash my hands” and use

parallel talk to describe what the child is

doing as they do it.

2. Model clear, age-appropriate

language

Use language that is appropriate to the

age of the children and remember that

babies need to hear language too. Use

short, simple sentences and pauses to

check for understanding. Use repetition

and paraphrases to check and confirm

what is meant, such as: “You want the

red block? That’s the red one, yes?” As

children, develop, you can gradually

build complexity into the language and

sentences that you use.

4. Teach emotional vocabulary

This is one of the most important

things to do. Giving children a voice to

express how they feel is the foundation

on which they grow. Introduce feeling

words (sad, frustrated, excited, worried)

and use stories or puppets to discuss

how characters feel and why. Model

expression: “I feel frustrated because the

book is heavy; I’ll take a breath.”

5. Use interactive dialogic

reading

Interactive dialogic reading is a

powerful, research-backed approach

to reading aloud with children that

transforms passive listening into active,

engaging conversation. Instead of

simply reading to a child, the adult reads

with them, encouraging questions,

predictions, and reflections that deepen

their comprehension and language

development.

For example:

Pause during reading to ask predictive

or explanatory questions, e.g. “What

do you think will happen next?”

Encourage children to infer,

summarise, and relate stories to their

own experience to help them practise

language, reasoning, and emotional

reflection

6. Provide targeted support

Use small-group or one-to-one support

programmes that can help support

children with speech and language

difficulties and train staff to implement

these strategies. The EEF’s evidence

suggests that settings where staff

are trained to deliver communication

programmes see stronger gains. These

could also help motivate your staff through

CPD.

7. Collaborate with Speech &

Language Therapists (SLTs)

Where you recognise that there is a

problem, it is important to consult with

parents and seek professional advice from

SLTs if there is provision in your area.

Invite SLTs to provide training,

coaching, and modelling in situ,

perhaps as a workshop training

session. You could invite parents to

this as well

Integrate SLT goals into your daily

curriculum

Share observations from your setting

to help therapists tailor support

8. Reflect

To improve the development of language

skills in your setting, it is vital to audit your

provision, reflect on it and then plan your

next steps. That could mean training staff,

creating a communication and language

plan and reflecting on the result. And

remember to share success stories with

parents/carers when a child

uses language rather than behaviour to

communicate. They are developing the

skills they need to thrive.

References and more

information

Co-occurrence of linguistic and

behavioural difficulties in early

childhood

Endowment Education Foundation

The School of Education Blog

Taylor & Francis Online

Learning through language



Zoë Austin

What does listening look

like?: Part 2

remembered the game the next time I saw

him and gave me direct eye contact as he

sounded a vocalisation in my direction and

smiled as he heard it repeated back.

What this made me consider is the

importance of being listened to and heard

(which are not necessarily the same thing).

We work with the youngest of children,

those who communicate without spoken

language or, if they do, whose language

use may be sporadic, idiosyncratic, and

certainly not as articulate as that of an

adult. Without realising it, we tune to each

child’s communications, and we learn to

speak their language. We can, in time,

understand what they’re saying to or

showing us, when a stranger witnessing

the same behaviour would be baffled.

That sense of bafflement may be even

more prevalent amongst inexperienced

adults witnessing autistic communication.

If an adult takes the time and

consideration to understand vocalisations

as, yes, a form of communication but

also, perhaps, a type of stim: (a repeated

physical action which brings neurological

equilibrium and/or sensory enjoyment),

they may be able to meet that child

where they are and communicate in a

way which works best for that child. I

could be wrong, but I got a real sense

of Bob enjoying being heard by me

and witnessing the proof of this in my

repetition of his vocalisations. Because the

sounds which issue from Bob‘s mouth are

particular to him, they may be discounted

by the neurotypical society; dismissed

as meaningless, inferior to the verbal

communications of his neurotypical peers.

But to think such things would be to do

him a great disservice: he’s a beautiful boy

who deserves to be heard.

Call to action

As ever, I present these reflections in the

hope that they will provoke your own. And

by way of conclusion, I offer these next

steps:

? Remember that communication is a

two-way street: it is as important that

we listen to all children as they listen

to us. Perhaps even more so. And it is

a special responsibility for us to adapt

our practice to hear children whose

communications might be ignored by

an unkind society

? Consider the rules you have around

listening in your provision. Do you

have times of the day when you

expect children to listen to you, such

as circle time, storytime, or home

time? How do you know the children

can listen to you at those times? Do

they have the energy to do so? Do

they have fidget or movement options

if needed, so part of their brain may

be occupied to enable their listening

to you? Must they be sitting down to

participate in listening activities, or is

the child who wanders the room as

included as the quiet, cross-legged

child who remains seated for the

duration of “Supertato”?

? What are your motives for wanting

children to listen to you? Is it for their

safety, well-being, or education? Or is

it because you feel you need to control

them and that they should show their

respect for you by listening to your

every word? I’m sure there aren’t

any Miss Trunchbull-types reading

this, but we are all products of the

conditioning we have experienced so

far in life. Keep the intention behind

your desire for children to listen to you,

as whatever is best for them

? Examine your own listening style.

When do you find it easiest to

listen? Can you remember your own

listening/learning experience in the

early years and school? Can you use

what works for you to support any of

your children?

Safe travels and happy listenings,

Zoë

In Part 2 of her article on listening, Zoë

continues her reflections with another

powerful story - this time about “Bob,” a

young autistic child who reminds us of

the importance of being heard. She also

leaves us with practical questions to help

us reflect on how we approach listening in

our own settings.

Bob

Another child I’ve seen this week (let’s

call him Bob) got me thinking about the

importance of being heard, even when our

language is particular to ourselves. Bob is

nearly 4 years old and is autistic.

Apart from two or three words, Bob

communicates through facial expression,

body language, and a beautifully diverse

selection of vocalisations. This child can

growl like a bear, hoot like an owl, or

nee-naw-nee-naw like an ambulance. (He

doesn’t deliberately mimic these things;

it’s just what his sounds remind me of).

Earlier this week, as he was pacing around

his home, curious about the work I was

doing with his older brother, he began to

vocalise. A technique I picked up when

training to be a music therapist 3000 (!)

years ago is that of mirroring: of repeating

back sounds which a client makes and, in

doing so, creating a sort of piece of music

together. Whenever Bob vocalises around

me (and this is perhaps due to my own

echolalic tendencies), I immediately mirror

back the same sound to him. On the day

in question, once I had echoed him two or

three times, he looked at me and smiled;

he realised what I was doing.

He understood that I was copying him,

and, therefore, he could control what

came out of my mouth. He became more

experimental with the sounds he was

making, then giggled when I repeated

them back to him. He then added gestures

to the interaction: raising both hands

above his head, then letting them flap

back down to his side, and again giggling

as I did the same. He paused for a

moment, then clapped his hands. I did the

same. He laughed. My facial expression

was mirroring his, too. We were both full

of joy.

Bob can often be a solitary little chap,

taking himself into a corner to play with

cars or into the garden to let pebbles drop

from his raised fingers. It is rare to have

a sustained interaction with him, which

made this time all the more special. He

Click here for

more resources

from Zoë:



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experts today!

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with the students she has, she is responsive

to any feedback and always contactable.

She goes above and beyond for us as a

setting and our learners."

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4.8

National Career

Development Month

Every November, the National Career

Development Association (NCDA) in the

United States marks National Career

Development Month. It’s a time to raise

awareness of career planning and lifelong

learning, and although it’s an American

initiative, many UK and international

companies use the month to promote their

own career development paths.

For nursery owners, managers, and

practitioners, the month offers the perfect

opportunity to reflect on how we support

staff at every stage of their career journey,

not just when they’re starting out. Career

development is a lifelong investment in

people, and that leads to quality childcare.

Why career development

matters in early years

Career progression can be a challenge

in early education, where roles can be

stressful and day-to-day demands on

staff are high. Yet, without opportunities

to grow, even the most passionate

practitioners can lose motivation or move

on. Recruiting staff is time-consuming

and costly and replacing qualified and

experienced professionals is not easy.

Properly supporting staff to continue

learning, stretch themselves and progress,

not only benefits their own confidence,

but also improves outcomes for children

because motivated practitioners bring

new ideas, reflective practice, and greater

enthusiasm into the setting. And a low

staff turnover rate means you keep

consistency high for your children. So

why not use this month to look at ways

you can improve your staff development

processes? It doesn’t matter if you are a

large multinational franchise or a small

independent, looking after your staff will

benefit your business.

National Career Development Month is an

ideal time to ask yourself:

? How do we recruit the best people

and facilitate their learning?

? How do we nurture continued

professional development (CPD) in our

setting?

? What could we do better to help staff

plan, and accommodate their next

steps?

Here are some ideas to help you structure

a review.

1. Review and refresh your training

pathways

Start by taking stock of what you already

have in place. Do you have a clear career

development framework that maps out

potential routes from apprentice to senior

practitioner or manager?

? Update training plans: Review your

setting’s annual training calendar to

ensure it includes a mix of mandatory

(e.g. safeguarding, paediatric first

aid) and developmental courses (e.g.

SEND, leadership, outdoor learning)

? Encourage staff to create a personal

CPD log: Ask each team member

to record training, workshops, and

webinars completed throughout

the year. Even short courses or

online micro-learning can reignite

enthusiasm and show staff that

development is valued

? Schedule one-to-one reviews:

Use November as a prompt for

professional discussions. Ask staff

what they’d like to learn next and how

you can help them achieve it

2. Develop your workforce through

apprenticeships and internal

progression

Apprenticeships are one of the most

effective ways to attract and retain people

in the early years sector. They offer new

entrants a pathway into childcare while

giving settings the chance to shape staff

skills from the ground up.

? Promote apprenticeships locally by

contacting nearby schools, colleges,

and job centres or by contacting

Parenta’s recruitment arm to advertise

your opportunities

? Set up a mentoring programme

and pair apprentices or new recruits

with experienced practitioners who

can provide daily guidance and

encouragement

? Map out what happens after the

apprenticeship, for example, could a

Level 2 learner move to Level 3, or a

Level 3 to Level 5?

Remember that apprenticeships are not

just for school leavers coming into the

profession. There are apprenticeships at

Level 5 and for those wishing to qualify as

an Early Years Teacher. So research the

different options that may be available.

3. Encourage more men into the sector

Only around 3% of early years staff in the

UK are male - a figure that has changed

little over the past decade. National Career

Development Month is an opportunity to

challenge stereotypes and promote the

message that working with young children

is a career for everyone.

? Highlight male role models in your

own setting on your website or social

media

? Run a “Men in Childcare” open day or

feature stories from male practitioners

in your newsletters

? Partner with local schools or

community groups to speak about

early years careers to teenage boys

and careers advisers

Children benefit greatly from seeing both

men and women in caring, educational

roles, so making this visible can help

promote diversity and attract people from

a wider talent pool.

4. Offer flexibility and promote a good

work-life balance

One of the key reasons that people

leave their jobs is the struggle to balance

demanding work with other family or study

commitments. Use this month to explore

creative ways of offering flexibility to your

staff, such as:

? Flexible scheduling including termtime

contracts, four-day weeks, or job

shares

? Support for external CPD and study by

allowing time off or offering funding

to help staff gain additional relevant

qualifications

? Introduce well-being initiatives that

promote mental health awareness

or offer access to counselling

schemes. You could also consider staff

appreciation days or social events

Being flexible as a manager may seem

difficult at first, especially when you have

rotas to fill and ratios to meet. But flexibility

helps retain experienced practitioners who

might otherwise leave the sector due to

burnout or other personal reasons. Talk to

your staff to find out what would suit them.

You may find that when one person wants

to reduce their hours, another may be just

as grateful to increase their own.

Flexible working also makes a career

change to early years more attractive to

newcomers, especially parents returning

to work and career changers looking for

more meaningful roles.

5. Celebrate your staff’s success

It’s important to celebrate your staff’s

successes. But do you celebrate in a way

that they engage with and look forward

to? Have you asked them what they want

or how they’d like to be recognised? Many

businesses may create a token ‘Employee

of the month’ or similar title, but if the tin

of biscuits or box of Quality Street you give

them as a reward is met with derision

behind your back, you haven’t motivated

or empowered your team. That’s not to say

that small gestures are not appreciated;

they often are. But take the time to talk to

your staff and ask them what would really

motivate them – it may not be what you

think!

Career development isn’t a one-month

project but an ongoing journey. The best

settings make it part of their everyday

conversations so they can nurture all

generations of early years professionals,

as much as the children they look after.

More information

? National Career Development

Association (NCDA)

? Parenta apprenticeships



Dr Sue Roffey

Managing the

challenging: Part 1

Helping children learn what’s ‘OK’

naughtiness is often just part of the natural

process of growing up and learning new

skills.

Babies, for example, are often described

as “good” if they sleep a lot or rarely

cry - but a wakeful, lively baby who

seeks attention and connection is also

developing exactly as they should.

Toddlers want to do things for themselves

and can become frustrated when they’re

not allowed to; this is a positive sign of

independence, even if it creates challenges

for busy parents, carers and early years

practitioners. Pre-schoolers, too, are

learning to imagine, create stories, and

understand how others think. Sometimes

their vivid imaginations blur into what

looks like lying - but it’s really a sign of

cognitive growth, not mischief.

As children move through each stage, their

understanding of themselves and others

expands, and their needs evolve. What

they can manage at two years old will be

very different by the time they’re five or

six. Recognising this helps adults respond

with empathy and perspective rather than

frustration.

Each phase brings new opportunities for

learning and connection - for children

and for the adults guiding them. Seeing

behaviour as communication rather than

confrontation helps everyone stay calmer

and more constructive, turning tricky

moments into teachable ones.

Promoting the positive

Much of my last webinar with Parenta

focused on shaping positive, wanted

behaviour - the kind of behaviour that

supports learning, relationships, and a

happy, thriving environment. If we don’t

start here, we often find ourselves facing

far more challenges, trying to manage

behaviour rather than guiding it. A crucial

starting point is recognising the power

of modelling: children are constantly

observing and absorbing what they see

and hear. They take cues from our words,

actions, and attitudes, often imitating

them in ways we might not immediately

notice.

Another essential element is focusing on

what we want to see, rather than what

we want to avoid. This means actively

noticing and acknowledging when a

child is behaving well. When doing so, it’s

particularly effective to use the language

of strengths. Praising children for being

responsible, kind, thoughtful, creative, or

hard-working helps them internalise these

qualities and motivates them to live up to

these expectations. On the other hand,

labelling a child as lazy, selfish, or naughty

creates a self-concept that is limiting -

something they might struggle to rise

above. Words really do matter, far more

than we sometimes realise.

We also explored the value of clear

expectations and regular routines. Children

feel secure and confident when they know

what is expected of them and what comes

next in their day. Predictable routines

reduce anxiety, support self-regulation,

and give children the framework to

practise positive behaviour consistently.

By focusing on what children do well,

helping them understand their strengths,

and combining this with clear expectations

and consistent routines, we lay the

foundations for lasting positive behaviour.

Encouragement and recognition build

confidence and a sense of belonging,

while modelling kindness, respect, and

thoughtful behaviour teaches children far

more than words alone ever could. This

approach doesn’t just shape behaviour

in the moment - it helps children grow

into capable, caring young people who

understand how to make positive choices,

contribute to their communities, and

navigate the world with confidence and

empathy.

Every child is learning about the world

– and that includes learning what

behaviour is appropriate, when, and

where. What adults sometimes see as

‘bad behaviour’ is often simply part of

normal development, as children test

boundaries, express emotions, and grow

in independence. In this first article of

a 2-part series, Dr Sue Roffey explores

how understanding children’s behaviour

through a developmental lens - and

focusing on what we want to see more of

– can help build confidence, co-operation

and positive self-esteem in young children.

It might come as a surprise, but there’s

rarely such a thing as bad behaviour –

only inappropriate behaviour that happens

in the wrong place, at the wrong time.

Context matters. Screaming, for instance,

might be perfectly acceptable at a football

match, a concert, or when something

feels frightening – but it’s less welcome

in a quiet classroom, on a bus, or during

storytime!

For young children, learning these

distinctions takes time, patience, and

plenty of adult support. They are constantly

exploring and experimenting, trying to

make sense of the world and how they

fit within it. What’s fine in one situation

might not be in another – and that can be

confusing.

As children grow and their environments

change, so too do the expectations

placed on them. This process of learning

what’s ‘OK’ isn’t about being obedient or

well-behaved for the sake of it; it’s part

of developing self-awareness, empathy,

and emotional understanding. With

calm, consistent guidance from adults,

children begin to realise that behaviour

isn’t simply ‘good’ or ‘bad’ – it’s a way of

expressing needs, feelings, and growing

independence as they learn how to

navigate the world around them.

Think development, not

deliberate!

When we view children’s behaviour

through a developmental lens, everything

begins to make more sense. What might

look like defiance, stubbornness, or

Click here for

more resources

from Sue:



World Diabetes Day, held on 14th

November, raises awareness of a

condition that affects millions of people

worldwide - including children. In the UK

alone, around 40,000 children and young

people live with diabetes, most of them

with Type 1 diabetes.

For early years practitioners,

understanding this condition is crucial.

Young children rely on the adults around

them to keep them safe and supported,

especially when they’re still learning to

recognise and communicate how they feel.

This month offers a valuable opportunity to

refresh knowledge, review care plans, and

promote healthy lifestyle messages across

your setting.

Understanding diabetes in the

early years

Diabetes is a long-term condition that

affects how the body uses glucose -

the main source of energy from food.

Normally, the hormone insulin helps

glucose move from the blood into the

body’s cells. In diabetes, the body either

doesn’t produce insulin or cannot use

it properly, leading to high blood sugar

levels.

There are two main types of diabetes seen

in children:

✨ Type 1 diabetes – an autoimmune

condition where the pancreas stops

producing insulin. It isn’t caused by

lifestyle or diet and must be managed

through daily insulin administration.

Most children diagnosed with

diabetes have Type 1

✨ Type 2 diabetes – more often

associated with lifestyle factors such

as diet, weight, and physical inactivity.

Although rare in very young children,

Caring with

confidence

Supporting children with diabetes

it is becoming more common in older

children and teenagers

Children with diabetes can live full, active

lives - attending nursery, playing with

friends, and taking part in all activities -

but they depend on consistent care and

understanding from those who look after

them each day.

Why we must be aware of

diabetes

In nurseries, pre-schools, and child

minding settings, staff play a vital role

in spotting early signs, preventing

emergencies, and supporting children’s

well-being. Because young children

may not yet recognise or describe their

symptoms, early years practitioners

are often the first to notice something is

wrong.

Common early signs of diabetes include:

✨ Excessive thirst and frequent urination

✨ Tiredness or irritability

✨ Sudden, unexplained weight loss

✨ Increased hunger

✨ Sores or infections that are slow to

heal

Recognising these symptoms early and

sharing observations with parents or

carers can make all the difference. A

timely diagnosis allows children to receive

the treatment they need and prevents

potentially serious complications.

Practical guidance

Caring for a child with diabetes requires

teamwork between practitioners, parents,

and healthcare professionals. With good

communication and planning, your setting

can provide a safe, inclusive environment

for every child. Let’s look at this in more

detail:

1. Have a clear care plan

Every child with diabetes should have an

Individual Healthcare Plan (IHP) created

with input from parents and medical

professionals. This plan outlines:

✨ Insulin management and delivery

methods

✨ Blood sugar monitoring times and

targets

✨ Signs and treatment of

hypoglycaemia (low blood sugar) and

hyperglycaemia (high blood sugar)

✨ Emergency contact details and stepby-step

procedures

Ensure all staff – whether they are

permanent, temporary, or supply - are

aware of this plan and confident about

what to do if the child becomes unwell.

2. Create a supportive environment

Children with diabetes need to feel

included and comfortable managing their

condition. Make daily routines flexible

enough to allow for snack times, blood

sugar checks, or insulin administration

without unnecessary attention.

You can help by:

✨ Storing snacks and medication safely

but accessibly

✨ Providing a clean, sanitised and

private area for blood glucose checks

or injections

✨ Supporting the child to eat at regular

intervals

✨ Reassuring the other children and

explaining, in simple terms, that

everyone’s body works differently

A sensitive and inclusive approach helps

children feel secure, capable, and equal to

their friends.

3. Stay trained and confident

Regular medical training is vital for all

early years staff. At least one member of

staff on duty should be trained in diabetes

management and emergency procedures,

including recognising and responding to

low blood sugar episodes. Confidence and

preparation help ensure a calm response

if the child shows signs of distress or

unwellness. Remember, early intervention

prevents emergencies.

Promoting healthy habits for

all children

While World Diabetes Day is a time to

focus on those already living with the

condition, it’s also an opportunity to

promote healthy habits for every child.

Nurseries and preschools are the perfect

places to introduce the foundations of

lifelong health. Through daily routines,

play, and conversation, practitioners

can help children make positive choices

without making food or health a source of

anxiety.

Encourage:

✨ Balanced snacks – offer fresh fruit,

vegetables, and wholegrain foods

instead of sugary treats

✨ Active play – daily physical activity

(regardless of how much outside

space you may have) helps children

develop strong bodies, healthy hearts,

and good emotional well-being

✨ Positive food language – instead

of labelling foods as “good” or

“bad,” talk about “everyday foods”

and “sometimes foods” to promote

balance

These small, but consistent messages and

strategies about healthy living can support

children’s physical and emotional health

and reduce the long-term risk of Type 2

diabetes.

Building confidence and

communication

Working closely with parents is key to

providing consistent support. Families

of children with diabetes often become

experts in their child’s care, and their input

is invaluable. Regular communication

ensures everyone understands what’s

working and where extra help may be

needed.

You can build strong partnerships by:

✨ Scheduling regular check-ins with

parents

✨ Sharing observations through your

daily diary or digital app

✨ Asking open questions about any

recent medication or routine changes

✨ Inviting healthcare professionals to

review the setting and offer advice

When families feel listened to and

supported, they have greater confidence

that their child is safe and happy at

nursery.

Top tips

✨ Keep healthcare plans current and

easy for all staff to access

✨ Include parents in all decisions about

the child’s care

✨ Encourage inclusion - never single out

a child because of their medical needs

✨ Recognise early signs of low or high

blood sugar

✨ Provide balanced meals and

encourage active play

✨ Stay calm in emergencies - your

confidence reassures children and

parents alike

World Diabetes Day 2025 is more than an

awareness campaign - it’s a chance to

reflect, learn, and act. By understanding

diabetes and implementing effective care

practices, early years professionals can

make a genuine difference in children’s

lives.

Whether it’s through reviewing care

plans, refreshing staff training, or simply

encouraging healthy habits, every step

helps ensure children with diabetes - and

those at risk - are supported to thrive.

Let’s use this November to celebrate

inclusion, understanding, and health in the

early years - because with the right care

and awareness, every child can enjoy a

safe, active, and happy start in life.

Resources:

Diabetes UK – World Diabetes Day

Diabetes UK – caring for children

NHS – children and young people’s toolkit



Stacey Kelly

10 important values to

teach children: Part 2

Building character, empathy

and courage

In the first half of this series, Stacey Kelly

explored some of the core values that

help children build resilience, confidence

and self-belief. In this second part, the

focus turns to lessons that encourage

individuality, empathy and courage -

qualities that not only support personal

growth but also help children form strong,

positive relationships with others. These

final values will inspire children to embrace

who they are, step outside their comfort

zones, and face the future with curiosity

and confidence.

It’s okay to be different

Our differences make us unique and set

us apart from everyone else. In a world of

people trying to fit in, we need to teach our

children to be bold and to embrace their

individuality. Those who are brave enough

to walk to the beat of their own drum are

often those who change the world.

By teaching children to celebrate their

differences, we are teaching them to fully

embrace who they are and to stand tall as

their most beautiful and authentic selves.

We are here to guide children to become

the best version of themselves – even if

that is nothing like us.

What you believe and say

to yourself is true

In the words of Henry Ford, “Whether you

think you can or think you can’t, you’re

right.” Our brain absorbs the words we say

to ourselves as truth, so it is important to

have positive self-talk. Practising positive

affirmations with children every day is a

great way to encourage positive self-talk

and to instil self-belief. We also need our

own words to reflect a belief in children

because the words we say to them also

become the inner voice that guides them.

Gratitude attracts

positivity

Studies have shown that practising

gratitude daily improves health and

happiness. We can sometimes get trapped

in negative thoughts. However, by taking 5

minutes each day to think about what we

are grateful for and why, we can break a

negative cycle within our minds because

the state of appreciation cannot coexist

with negativity. Once we start to see the

beauty in everyday things, we realise how

lucky we truly are.

Here are some examples that you can use

with children:

? ‘Thank you for my eyes because I can

see’

? ‘Thank you for my friends because

they play with me’

? ‘Thank you for my coat because it

keeps me warm’

Start the sentence and ask children

to finish it until they become confident

enough to create their own:

? ‘Thank you for __________ because’

The word ‘sorry’ means

nothing without change

We often insist on children saying

‘sorry’ when they do something wrong.

However, by doing this, we run the risk of

teaching them that the word ‘sorry’ alone

makes problems magically disappear.

Alongside apologies, it is also important

to encourage children to identify what they

did, the impact it had on the other person

and also what they could do differently

in the future to avoid making the same

mistake. There are so many people who

perpetually say ‘sorry’ and then continue

to do the same thing again and again.

For children to learn about responsibility

and the meaning of a true apology, we

must give context to this magic word when

we are asking them to say it. We also

need to put more focus on developing

their empathy and understanding of the

situation, rather than just their ability to say

a word that, let’s face it, means nothing

without a change of behaviour.

A person’s brilliance

lives outside of their

comfort zone

To reach our full potential, we have to step

out of our comfort zone, which means

stepping into unfamiliar territory. Many

people struggle with this because it can

often lead to failure. However, despite this

being true, it also provides an opportunity

for growth and a step closer to our

brilliance. To become the best that we

can be, we must push ourselves beyond

our limits. Stepping out of our comfort

zone feels scary at first, but over time,

what once felt daunting becomes easier,

and suddenly what we feared becomes

something we can do with ease.

Our comfort zone is forever expanding,

and the more we can push its limits, the

more we will evolve as people. We need to

teach children to be brave and give them

opportunities to try new things where

success isn’t guaranteed. The more at

ease children are with failure and ‘having

a go’, the further they will go in life.

Stacey Kelly has created a range of

storybooks to teach important life lessons/

values and to nurture emotional wellbeing.

Visit here to find out more: www.

earlyyearsstorybox.com

Click here for

more resources

from Stacey:



Promoting kindness

and tackling bullying in

early years settings

In November, two important awareness

events fall just days apart – Anti-Bullying

Week (10th to 14th) and Kindness Day UK

(13th). For us, in the early years sector,

these occasions provide an excellent

opportunity to reflect on the culture of our

setting and to strengthen the skills and

values that help children grow into kind,

respectful, and empathetic individuals.

While bullying is less common in the

early years than in older age groups,

the foundations for social behaviour

are formed in these crucial first years.

By embedding kindness, empathy, and

positive communication early, we can

help reduce the likelihood of bullying

behaviours developing later in life.

Understanding bullying in

the early years

The word “bullying” might conjure images

of school playground disputes, but it’s

important to remember that young

children are still learning social norms,

impulse control, and emotional regulation.

Behaviour that might feel like bullying –

excluding others from play, using hurtful

words, or snatching toys – is often the

result of limited social skills rather than

malicious intent.

However, repeated behaviours that

cause distress still need to be addressed

quickly and sensitively. Anti-bullying efforts

in early years settings are less about

discipline and more about teaching,

modelling, and reinforcing positive

behaviours.

The role of kindness

Kindness Day UK is a celebration of

small acts that make a big difference. In

an early years setting, kindness can be

encouraged through everyday activities

– from sharing crayons to comforting a

friend who’s upset.

When kindness is embedded in daily

practice, children learn to value cooperation

over competition and empathy

over exclusion.

Proven, practical

strategies you can embed

in your setting

1. Model the behaviour you want to

see

Children learn far more from what they

see than from what they are told. If they

observe educators handling conflict

calmly, apologising when they’ve

made a mistake, and showing care for

others, they’re more likely to mirror that

behaviour. Encourage your team to:

⭐ Greet each child warmly every day

⭐ Show appreciation (“Thank you for

helping tidy up, that was thoughtful”)

⭐ Use a gentle tone and open body

language

2. Use positive language

Instead of focusing on what children

shouldn’t do, guide them towards what

they can do:

⭐ Say: “Let’s use kind hands” instead of

“Don’t hit”

⭐ Say: “Can you find a way to take

turns?” instead of “Stop fighting over

the toy”

Positive phrasing helps children focus on

solutions rather than problems.

3. Teach emotional literacy

Many challenging behaviours stem from

children not knowing how to express their

feelings. Our job is to help children identify

emotions in themselves and others. Try

these techniques:

⭐ Use mirrors to help them recognise

facial expressions

⭐ Read books with characters showing

a range of emotions and talk about

them

⭐ Create a “feelings board” where

children can place their name or

picture under how they feel

4. Introduce conflict resolution skills

Even very young children can learn simple

ways to solve disagreements. A “peace

corner” or “friendship bench” can give

them a safe space to work things out.

Teach them a simple framework:

1. Stop and take a breath.

2. Say what happened.

3. Say how you feel.

4. Work together on a fair solution.

5. Celebrate acts of kindness

Create a kindness tree or wall where

children’s kind actions are recognised.

This not only rewards positive behaviour

but also inspires others.

⭐ A leaf on the tree could say: “Alex

helped Mia put on her coat today”

⭐ Encourage children to notice each

other’s acts of kindness, not just their

own

6. Provide co-operative learning

opportunities

Set up activities where children must work

together to succeed, for example, building

a tower, completing a puzzle, or roleplaying

in the home corner.

When children collaborate, they learn

patience, negotiation, and shared

problem-solving.

7. Involve parents and carers

Bullying prevention and kindness

promotion work best when reinforced at

home.

⭐ Share your setting’s approach to

kindness and conflict resolution

⭐ Suggest books or games families can

enjoy together that promote empathy

⭐ Keep communication open so parents

can share any concerns

8. Watch for patterns

If certain children seem to be consistently

on the receiving or giving end of negative

behaviours, observe carefully. Is it always

during transitions? At certain play stations?

With specific peers? Once patterns are

spotted, you can adjust the environment

or provide extra support at those times.

9. Celebrate differences

Children are naturally curious about

differences in appearance, ability, and

background. Let’s use this curiosity to

promote respect and inclusion.

⭐ Incorporate books, songs, and

resources that reflect a wide range of

cultures and family structures

⭐ Talk openly and positively about

differences

⭐ Make sure every child sees

themselves represented in your

setting

10. Embed anti-bullying and kindness

into the curriculum

Don’t save these topics for one week in

November – make them part of everyday

life.

⭐ Link to the EYFS Personal, Social, and

Emotional Development (PSED) goals

⭐ Plan regular circle time discussions

about friendship, helping, and

respect

⭐ Reflect as a team on how your setting

models and reinforces these values

UK Anti-Bullying Week

2025 theme

Each year, the Anti-Bullying Alliance sets

a theme for Anti-Bullying Week. Activities

often include Odd Socks Day, where

children and staff wear mismatched

socks to celebrate individuality. This lighthearted

approach helps reinforce the idea

that differences should be celebrated, not

criticised.

World Kindness Day

activities for early years

Here are some simple ideas you could run

in your setting:

⭐ Kindness challenge: Encourage

children to do three kind things that

day

⭐ Kindness stones: Decorate pebbles

with kind words or pictures and hide

them in the garden

⭐ Compliment chain: Pass a ball of

yarn, giving a compliment each time –

watch the web of kindness grow

⭐ Storytime: Read books such as “Have

You Filled a Bucket Today?” or “Kind”

and discuss the themes

Why this matters

While early years children may not engage

in bullying in the way older children do,

the behaviours, attitudes, and emotional

habits they form now will shape their

relationships for years to come. By actively

promoting kindness and teaching conflict

resolution, early years educators are laying

the foundation for a generation that values

respect, empathy, and inclusion.

Final thought

Anti-Bullying Week and World Kindness

Day are timely reminders that even the

smallest moments can shape a child’s

social and emotional development. When

we model kindness, celebrate differences,

and teach children how to navigate conflict

constructively, we not only address noncompliance

and negative behaviours – we

prevent them from taking root in the first

place.

In early years education, kindness is more

than a value – it’s a lifelong skill.



Frances Turnbull

Setting up for 7-8-9

pre-school time! Part 2

? Designated activity centres – these

are already considered best practice,

but worth reinforcing, as children

thrive on predictability and routine

? Allowing opportunities for barefoot

play – we learn through our feet as

much as our hands, so it is helpful to

have clean, clear areas to go barefoot

? Designated coats/bags areas –

particularly important for groups that

children may need to travel to, as

most nurseries will already have this

in place

Involving parents can be an effective way

to support families in managing the often

busy and overwhelmingly demanding

life of parenthood. Creating an open

and welcoming musical environment

can actually be a powerful behaviour

management technique, allowing children

to explore freely and safely. The following

songs could easily be used in any group:

Hickory dickory buttercup

Hickory dickory buttercup

How many fingers do I hold up? (FOUR!)

FOUR you see, and FOUR you say

Can you count to FOUR today? 1-2-3-4

This is a lovely, gentle, sitting-down song

that helps with maths practice. Mixing up

fast-paced or active songs with slow or

gentle songs allows time for processing,

thinking, and mental re-grouping. This is

also a gentle way to encourage everyone

to have a go without pointing out wrong

answers. It also develops theoretical

thinking based on objects (counting out

numbers on fingers) as well as sequencing

(counting up to the number).

Musically, this song develops the

descending major triad, allowing children

to start hearing and recognising patterns

that they will find in many songs.

movement going forward, and there you

are – skipping!

Musically, this song uses the ‘siren’/

ambulance call of the minor third, a very

common tune that children use in games

and calling each other. This is a great

place to start children singing successfully

in tune!

We conclude our setting up for preschoolers

music sessions by looking

at family involvement and classroom

environment. This article aims to give ideas

on how to develop a holistic music session

that meets both physical and emotional

needs, while developing academic and

social knowledge safely, and all working

within the context of fabulous preschoolers!

While some pre-schoolers never stop

talking, describing, asking, and even

inventing jokes, others don’t say much

at all, leaving parents and family unsure

of what they do all day, what they like,

and even what interests they may have

as individuals. Getting parents involved

can be done in different ways: attending

special pre- or after-work sessions;

holding mini, end-of-term interactive

performances, or even sending home a

weekly take-home sheet of activities with

a personal observation. These ideas go a

long way in both supporting the parentchild

bond, as well as establishing yourself

as a caring and invested educator.

Pre-schoolers are often inquisitive, daring

and independent. This said, they still need

the emotional support and security of

family, and including parents in the ‘shows’

can work towards reducing any anxiety of

being on show, both now and as adults

in the future. You may like to begin the

session by getting children to ‘teach’ their

adults a simple circle or partner dance,

and sing a song together while playing

instruments that you all pass around. If

children are confident at performing a

circle dance/game together, adults could

watch first and then join in. Aim for noncompetitive,

everyone-wins situations

so that every child stands out to their

adult for their competence and growing

independence!

The classroom set up is often the most

challenging – finding or creating a

clear space can be difficult in areas that

alternate between play, reading, eating

and sleeping! Clear space is a great

way to boost creativity and imagination,

especially within the creative arts, so it

may be useful to plan for this as a part of

everyday music.

Additional points to consider in creating a

clear space include:

? Making the room safe – identifying

and removing electrical and

hazardous items

? Having shelves to support clear

areas – adult-height for items needing

adult supervision, and child-height

for developing independence and

self-control

Bow wow wow

Bow wow wow

Who’s dog art thou

Little Tommy Tucker’s dog

Bow wow wow

This is a lovely clapping song for preschoolers,

also using the same formation

from last month! The benefit of this

arrangement is that all are involved and

focused – or the game doesn’t work! Start

introducing it by all standing in a simple

circle facing you (inwards) and having

everyone copy your actions while they can

see you. Once children are confident, they

develop into an inner and outer circle.

Bow wow wow (clap-clap-clap)

Who’s dog art thou? (knees-knees-knees)

Little Tommy Tucker’s dog (link arms with

imaginary partner, and turn in circle)

Bow wow wow (step to the left while

clapping)

Musically, this song develops the

ascending major triad, familiarising

children with an important musical pattern

found in most music. Easy to learn and

sing successfully!

Ickle ockle

Ickle ockle bluebottle

Fishes in the sea

If you want a partner

Just choose me

This lovely little song can be used as a

duck-duck-goose game. It could also be

used to develop gross motor movement

through skipping, and ending in children

skipping to the nearest person, which may

not always be their closest friends!

Skipping starts with hopping on each leg,

and for those who are not able to skip yet,

can even begin with holding on to nearby

furniture or walls for balance initially.

Hopping on the left leg 8 times, then the

right leg 8 times. Hopping on the left leg

4 times, then the right leg 4 times. Then

hop on the left leg twice, then the right

leg twice. Develop the double-hop into

Creating a supportive and inspiring

environment often doesn’t require much

more than a little thought and imagination.

We couldn’t possibly know where our

humble beginnings may lead each child.

We know they will face challenges, as we

have, and giving children the memory

of finding solace, safety and freedom in

music is a gift that will last throughout their

lifetime.

Click here for

more resources

from Frances:



Road safety in

the early years

Teaching our little ones to

stay safe

Every November, communities across the

UK come together for Brake’s flagship

awareness campaign – Road Safety

Week. In 2025, it runs from 16th to 22nd

November, giving all those who work

in early years a golden opportunity to

incorporate vital safety messages into their

daily routines. The theme for this year is

“Helping every child take their first steps

towards a lifetime of safe travel”.

For those of us working with very young

children, this can feel like a daunting

task. How do you teach a three-year-old

about traffic dangers without frightening

them? The good news is you don’t have

to approach it with warnings alone –

Brake’s “Beep Beep!” Day offers an ageappropriate,

playful way to introduce these

concepts. Designed for children aged

2-7, it uses simple visuals, fun activities,

and familiar characters to make learning

about road safety both memorable and

enjoyable.

Why road safety matters in

the early years

Anyone who has spent time with toddlers

knows they’re curious, fast-moving,

and wonderfully impulsive. But those

same qualities mean they cannot judge

speed or distance accurately – skills that

only develop much later. That’s why it’s

essential to build good habits early.

By introducing safe road behaviours now

– holding hands near roads, stopping

before crossing, and sitting in the correct

car seat – we’re giving children life-saving

tools they’ll carry with them into adulthood.

These aren’t just rules; they’re habits that

become second nature.

Let’s look at some ways to get involved:

1. Register for Road Safety Week

By signing up for Road Safety Week, your

setting gains access to a free action pack

full of ready-made ideas, stories, and

activities. The resources are tailored to

various ages – including early years – so

you can integrate them easily into your

curriculum.

In practice, this could mean:

? Using storybooks, songs, and rhymes

about safe travel during circle time

? Creating cut-out road and crossing

templates for small-world play

? Inviting local police or a ‘lollipop

person’ to visit, helping children see

real-life road safety in action

2. Host a Beep Beep! Day

Beep Beep! Day focuses on three simple

messages for young learners:

1. Hold hands with a grown-up near

roads.

2. Cross at safe places with an adult.

3. Always use a child car seat in

vehicles.

Ideas to bring it alive:

? Create a ‘practice pavement’ with

tape on the floor where children can

rehearse stopping, holding hands,

and waiting

? Set up a parents’ information corner

with take-home tips

? Present each child with a Beep Beep!

Champion certificate to celebrate their

learning

3. Introduce the Green Cross Code –

simply

The Green Cross Code – Stop, Look, Listen,

Think – is the foundation of pedestrian

safety in the UK. Even the youngest

children can grasp the basic sequence.

To embed it:

? Teach one step at a time, using

actions to reinforce the words

? Turn it into a catchy song or rhyme

? Role-play crossing the road in your

setting – one child plays the “car”

while the other practises being a safe

pedestrian

4. Connect learning to everyday life

Children remember best when lessons are

linked to their real-world experiences.

While on a walk, you could:

? Narrate what you’re doing: “We’re

stopping at the curb so we can check

for cars”

? Ask simple questions: “Where’s a

safe place to cross?” or “Why are we

holding hands?”

? Keep the language short and clear:

“Cars go fast, so we wait for an adult to

help us cross”

5. Keep it playful!

Road safety doesn’t have to feel like a lecture

– in fact, it shouldn’t. Through imaginative

play and creativity, children can explore

safety in a stress-free way.

Try:

? Road mats with toy cars and people to

practise stopping and crossing

? Poster-making sessions with “Stop, Look,

Listen, Think” as the theme

? A role-play crossing with traffic lights (red

means stop, green means go)

6. Involve families and the wider

community

Consistency between home and setting

makes the learning stick.

You might:

? Send home the three Beep Beep!

messages with a fun activity for parents

to do together

? Host a road-safety walk with families,

modelling safe habits

? Share photos or videos of children

practising road safety (with

permissions), so parents can continue

the conversation at home

7. Link to the EYFS

Road safety fits naturally into Personal,

Social and Emotional Development (PSED)

and Physical Development within the EYFS.

? Holding hands, waiting, and listening

support self-regulation and fine motor

control

? Talking about feeling safe builds

emotional vocabulary and empathy

? Understanding and following road

safety rules supports early citizenship

and community awareness

8. Celebrate and reflect

At the end of Road Safety Week, or your

Beep Beep! Day, take a moment to reflect.

Ideas:

? Display a “Safe Steps Gallery” with

photos or artwork from the week

? Ask children to share one thing

they’ve learned about road safety

? Keep reinforcing the messages

throughout the year – safety is not a

one-off lesson

Bringing it all together

Teaching road safety to young children

isn’t about overwhelming them with

dangers – it’s about gently guiding

them towards safe, confident habits

through play, modelling, and repetition.

Brake’s resources make this easy, giving

you everything you need to turn an

abstract concept into a tangible, fun, and

memorable learning experience.

When we hold a child’s hand and teach

them to stop, look, listen, and think, we’re

doing more than helping them cross the

road safely – we’re setting them on a path

towards independence, awareness, and

care for themselves and others.

And that’s a journey every early years

professional can be proud to support.



Supporting social-

emotional learning and

In early years practice, supporting

children’s social-emotional learning (SEL)

and their mental health isn’t an add-on; it

is the foundation. When children feel safe,

understood, and emotionally regulated,

they can engage more deeply, build

stronger relationships, and learn more

effectively.

There is strong evidence linking socialemotional

health with improved wellbeing,

learning, and behaviour in adult life:

? Research highlights that early

intervention with emotional coaching,

positive behaviour support, and

secure adult-child relationships can

reduce future behavioural and mental

health difficulties

? Structured SEL programmes

can significantly improve social

competence and reduce emotional

distress

? UK-based trauma-informed practice

studies show that settings who

embed predictable routines, emotion

coaching, and relational approaches

report calmer classrooms and

stronger staff-child bonds

mental health

? Tools such as the Strengths and

Difficulties Questionnaire have shown

that early identification and support

for emotional needs can prevent

longer-term issues

Taken together, this evidence reminds

us that nurturing emotional literacy and

well-being is vital for children’s future wellbeing.

Understanding the

link between socialemotional

learning and

mental health

While the two terms are often used

together, they are different:

? Social-emotional learning (SEL) is

about teaching children social skills,

such as recognising emotions,

empathy, self-regulation, cooperation,

and problem-solving

? Mental health support builds on this

but includes targeted care for children

who may be experiencing anxiety,

trauma, attachment difficulties, or

other emotional struggles

So, SEL is the foundation and mental

health support provides the scaffolding to

support children if they start to wobble.

Practical strategies

to strengthen SEL and

mental health

The evidence base for both SEL and mental

health support is wide. Here are some

approaches that you can use as part of

your everyday practice.

1. Train staff

Training staff in topics such as Adverse

Childhood Experiences (ACEs), or traumainformed

practices and social stories can

help to raise awareness of the issues

and standards in your setting. This leads

to improvements for children and works

well if all teachers and staff are involved.

There are many courses either in person or

online that are CPD accredited to help staff

understand the difficulties that children

face, and trauma-informed toolkits can

help. Best practice suggests that these

should be incorporated into your training

schedule and reconsidered often in both

formal and informal meetings to keep

learning fresh in everyone’s mind.

2. Emotion coaching and reflective

listening

Emotion coaching should be something

that all practitioners do. When a child

is upset or dysregulated, start with

empathy, not correction, and cultivate a

curious approach to try to understand the

child(ren) rather than penalise them. You

can do this by first validating their emotion,

for example: “I can see you’re upset. I

wonder if it’s because you felt left out?”

Naming the emotion gives the children

the vocabulary around emotions and

validating them helps them understand

that they are part of everyday life. You can

then offer them choices or co-regulation,

for example: “Would you like to sit quietly

with me or take a few breaths first?”

This helps children learn that emotions

are safe to express and that trusted adults

can help them manage big feelings. It is

important here to remember that what

seems unimportant to an adult, can seem

huge to a child, so remember to view

things from the child’s perspective.

3. Embed short, consistent SEL

moments

Integrate small, frequent SEL opportunities

throughout the day. This could include

morning check-ins using emoji cards or

coloured pegs to help children tell you

about their mood. You could also use circle

time discussions to learn about feelings

and what to expect in different social

situations. Using puppets with stories

works well to explore conflict resolution

and empathy, whilst regular repetition

will help children build an emotional

vocabulary and see that feelings are

normal, and something they can learn to

manage.

4. Create predictable, emotionally safe

environments

Children thrive on structure and familiarity,

so find ways to build this into their day to

help them feel safe. Use visual timetables

to make routines predictable and provide

‘calm corners’ or sensory areas they can

use if they feel overwhelmed. There is a

balance to be struct between keeping

environments attractive and engaging

whilst being mindful of sensory overload.

A setting that feels calm, safe, and

consistent helps children regulate and

trust themselves and their environment.

Allowing children to take an active part

in some decisions will also build up their

confidence and agency.

5. Model emotional regulation

Children learn emotional control by

watching the adults around them and so

modelling the behaviours you are trying to

encourage, is important. You can:

? Narrate your own feelings, for

example: “I’m feeling a bit cross that

we’ve run out of glue sticks. I’ll take a

deep breath and find another way”

? Acknowledge mistakes: “I forgot to get

the paints, but I’ll fix that now”

? Demonstrate recovery: “That was

tricky, but I stayed calm and sorted it

out”

These approaches will show children your

self-awareness, resilience, and problemsolving

in action and serve as the model

they aspire to.

6. Use play to explore social scenarios

Play is a powerful way to teach social and

emotional lessons. Setting up imaginative

role-play areas, such as a home corner,

vet clinic, or space station invites children

to step into different perspectives,

navigate social dynamics, and express

their emotions in a safe, creative space.

They also naturally develop collaboration,

empathy, and problem-solving. By

observing and gently scaffolding these

interactions, you can help children develop

key SEL skills like turn-taking, emotional

regulation, and conflict resolution. Play

becomes not just a fun activity, but a

rehearsal for real-life relationships and

emotional resilience.

7. Share strategies with parents and

carers

Not all families will have strategies to

help their children develop social and

emotional skills. This is where you can

help your children by extending your reach

to include their families and carers. Run

workshops that educate parents/carers

about these issues and share strategies

on how to support and continue socialemotional

learning at home. Be mindful of

different family situations and approach

this sensitively, especially if you are talking

about ACEs which may still exist for some

children.

8. Involve other professionals if needed

If you feel there is a significant or unmet

need with emotional regulation or

mental health, or if there is an ongoing

safeguarding concern, it is important to

talk to your DSL or to consider referring

children to other professionals such

as speech and language therapists,

educational psychologists, or CAMHS if

concerns arise.

References

? Education Endowment Foundation

(2023). Early Years Toolkit

? Social and Emotional Learning

Associated With Universal Curriculum

? Trauma-Informed Care in Early

Childhood Education Settings

? NEU: Trauma-informed practice

? The Strengths And Difficulties

Questionnaire (SDQ




The twinkle of lights and the sparkle of

glitter make the run-up to the festive

season magical.

But for many children, this time of year also

brings overstimulation, disrupted routines,

and a rollercoaster of emotions. While

excitement is wonderful, it can quickly spill

over into overwhelm. Supporting children’s

regulation becomes even more important

in November and December.

One of the simplest and most joyful

tools at our disposal is rhythm. Add in

movement, and you have a powerful

recipe for calm, connection, and festive

celebration.

Gina Bale

Regulation

through rhythm

Why music and movement matter in

the festive excitement

Why regulation matters

Regulation is our ability to manage

emotions, energy, and behaviour in

different situations. This doesn’t come

naturally; it’s a skill we develop over time.

For young children, this ability grows with

the support of trusted adults.

During the festive season, sensory

input can skyrocket - from bright lights

and loud music to changing routines

and heightened anticipation. For some

children, especially those with SEND or

EAL, this overload can be particularly

challenging. They may find it harder to

cope with change, communicate their

feelings, or settle after a festive party or

performance. Without strategies to support

regulation, small stresses can quickly turn

into meltdowns or withdrawal.

That’s where the magic of rhythm and

movement steps in.

Movement and sound:

Tools for regulation

Some children need movement and

sound to help their bodies and brains find

balance when excitement is in the air.

The vestibular system manages balance

and movement, while the auditory system

processes rhythm and sound. Together,

they support emotional regulation.

Gentle, repetitive motions such as rocking,

swaying, or walking in time to music can

slow the heart rate and calm a busy brain

– and adults included!

Rhythmic sounds from singing a carol,

jingling bells, or clapping to a steady beat

give children a pattern to follow, helping

them organise their thoughts and actions.

For many children, especially those

with sensory differences, rhythm and

movement are not just fun; they are

essential. What might look like fidgeting,

humming, or dancing on the spot is often

a child’s way of finding calm in a sea of

sensory excitement.

By offering opportunities for movement

and rhythmic sound, through festive

songs, imaginative role-play, or a

quick ‘reindeer gallop’, you create an

environment where children can selfregulate,

connect, and thrive.

The power of rhythm

From the steady thump of a heartbeat to

the soothing sway of a lullaby, rhythm is

woven into the fabric of life. It is grounding,

predictable, and reassuring. Children

instinctively respond to rhythm because it

offers structure and security.

Singing a repetitive song, chanting a

rhyme, or clapping along to a steady beat

gives children an anchor. It slows racing

thoughts, helps coordinate movement, and

creates a shared experience. Something

as simple as a hand-clapping game or

moving to a beat can bring a group into

sync, helping everyone feel calmer and

more connected.

Movement as release and

reset

Excitement builds up inside little bodies,

and if it doesn’t have somewhere to go,

it bubbles over. Movement provides a

safe outlet. Jumping, swaying, wriggling,

and dance gives children the chance to

release their pent-up energy while also

developing balance, coordination, and

spatial awareness.

But movement isn’t only about release - it

is also about reset. Creative, active roleplay

helps children shift gears emotionally.

Imaginative movement experiences build

language, support emotional expression,

and strengthen social connections, turning

a potentially frazzled moment into a rich

learning experience.

In practice

The beauty of rhythm and movement is

that it doesn’t require fancy equipment or

hours of planning. Here are a few quick

and easy ideas you can weave into your

festive season:

✨ Transition tunes: Use short, familiar

songs with a steady beat to signal

transitions. For example, a gentle

walking song between spaces or

activities helps children stay calm and

focused

✨ Festive role-play movement:

Encourage children to move as quietly

as elves, gallop like reindeer, or create

snow angels together. These playful

actions channel excitement into

imaginative movement

✨ Instrument exploration: Hand out

simple percussion instruments and

let children use them as you sing and

listen to festive songs. The sound

and movement bring focus, while the

group activity strengthens connections

✨ Scarf or ribbon play: Give children

scarves or ribbons to swirl, swoosh,

and wave. These movements are

soothing and allow expression

without words

✨ Quick reset activities: When children

become overwhelmed, simple

activities such as swaying side to

side, drumming gently on the floor,

or humming a tune can help them

re-centre

Each of these ideas can be adapted for

small or large groups, indoors or outdoors,

and tailored to the needs of individual

children.

The ripple effect

Supporting regulation through rhythm and

movement not only benefits children, but

practitioners often find themselves calmer

when they use rhythmic routines and

shared movement experiences. The group

atmosphere shifts to collective joy when

you have potential chaos.

Instead of fighting against festive energy,

rhythm, and movement, allow practitioners

to harness it. The result is a room filled

with connection, a space where every child

feels safe, included, and able to enjoy the

magic of the season.

Conclusion

The festive season can bring stress, but

it also brings wonder, excitement, and

endless learning opportunities. It can

also be overwhelming for young children,

but by weaving rhythm and movement

into daily routines, practitioners can offer

children tools for regulation that are both

fun and effective.

As the lights twinkle and the celebrations

unfold, remember: the steady beat of a

song or the gentle sway of a movement

may be just what a child, or an adult,

needs to find their calm. And in that calm,

the true joy of the season can sparkle

and shimmer... perhaps alongside a few

yummy mince pies!

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from Gina:



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November 2025 Parenta magazine

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