December 2025 Parenta Early Years Magazine

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Welcome to the December edition of Parenta magazine!

As we reach the end of another busy year in early years education, this December issue brings together a wonderful, festive

collection of articles, celebrating the season of goodwill - while offering guidance, inspiration and practical support for your

setting and the children you care for.

This month, many of our guest authors explore the themes of celebration, inclusion and connection. Dr Joanna Grace invites

us to enjoy the sensory magic of the festive period, and Frances Turnbull continues this theme through music, offering a

‘Winter Wonderland’ approach that brings movement, rhythm and story together to spark children’s imagination.

We are also delighted to feature articles that support practitioners with behaviour, communication and well-being. Dr

Sue Roffey continues her series on responding calmly to challenging behaviour, Drs Sarah Moseley and Kathryn Peckham

contribute two valuable articles on supporting children with English as an Additional Language (EAL), and we welcome new

guest author Emma Davis, who gives us some welcome inspiration for outdoor learning in these colder months!

December is also a time for reflection, and we are reminded of the importance of celebrating diversity. We explore cultures

and festivals around the world, and our article on UK Disability History Month encourages us to teach children about

difference, empathy and society in ways that feel relevant and joyful.

We hope this magazine brings you fresh ideas and a little seasonal sparkle as you close the year!

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

8 Write for us

36 EYFS activities: Christmas Time

News

4 What do our customers say this month?

6 News stories round-up: November

10 Childcare news and views

Advice

14 Language developmental milestones from 0-3

20 UK Disability History Month

26 Celebrating diversity with religious festivals around

the World

32 Festival of Winter Walks

34 Supporting young children with EAL

12 Creating and curating a sensory Christmas

16 Embracing the cold!

22 Managing the challenging: Part 2

24 Beyond words

28 Supporting EAL children with literacy

30 Winter wonderland

38 Reclaiming the magic of play in early years

2 December 2025 | parenta.com

parenta.com | December 2025 3

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, Frances Turnbull!

Congratulations to Frances Turnbull, our guest

author of the month! Her article, “Setting Up For

Pre-School Music Part 2” continues to look at ideas

on how to develop a holistic music session that

meets both physical and emotional needs, while

developing academic and social knowledge safely.

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 Frances!

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

Royal Foundation Summit

- Major tech firm to help

nurseries cut paperwork with AI

At a recent summit organised by the

Royal Foundation’s Centre for Early

Childhood, Salesforce UK announced

a new partnership aimed at exploring

how artificial intelligence can ease the

administrative burden on nurseries.

The agreement involves working closely

with the Centre and its collaborators

to understand the challenges faced

by smaller settings when adopting

technology. By studying these needs,

Salesforce plans to design tools that will

help nurseries reduce paperwork and

streamline their operations.

The announcement was one of five

business-led initiatives revealed at

the Future Workforce Summit, held at

the Salesforce Tower in London. Other

companies involved include Amazon, Coop,

Kellogg’s and Jude’s Ice Cream, each

launching new projects to support early

childhood.

According to the Royal Foundation,

Salesforce is committed not only to

developing tools to serve nurseries but

also to providing education around those

tools. The aim is to empower practitioners

in early years settings to utilise digital

innovation more effectively.

For nurseries under pressure from rising

workloads, this could be a major boost.

By reducing manual administration, early

years professionals may have more time to

focus on what matters most: high-quality

care and learning for children.

The story can be read in full, here on the

Nursery World website.

PVI nurseries grow while

childminders decline, says

NDNA

New figures from Ofsted, reported by

the National Day Nurseries Association

(NDNA), show further growth in the private,

voluntary and independent (PVI) nursery

sector - but a worrying drop in the number

of childminders.

PVI sector expands

According to the latest data, group-based

early years providers, mainly PVI nurseries,

have increased by 2 percent over the

past year. These settings now offer

approximately 1.13 million childcare places,

which amounts to 88 percent of the total

1.29 million registered places.

This expansion underlines how vital PVI

nurseries remain to delivering childcare

across England, especially for working

families who need flexible, high-quality

early years provision.

Quality remains high

Ofsted’s results suggest strong overall

performance in the sector. In the most

recent inspections, 98 percent of early

years and childcare settings were judged

to be either “good” or “outstanding.”

Remarkably, among those who had

previously been rated as “requires

improvement” or “inadequate,” 81 percent

were upgraded to “good” or “outstanding”

this year - up from 78 percent in the

previous report.

On safeguarding, the data is encouraging:

97% of recently inspected settings were

deemed effective, compared to 95 percent

a year earlier.

NDNA’s response

Purnima Tanuku CBE, Executive Chair of

NDNA, welcomed the figures: “These

statistics show how well PVI nurseries

are delivering the vast majority of early

education and care places.”

Despite the sector’s challenges - rising

costs, staffing issues, regulatory pressures

- she emphasised that PVI nurseries

continue to run to a high standard and

provide the flexibility that many families

rely on.

She also issued a warning: with Ofsted’s

inspection regime changing soon,

providers will need sufficient time and

resources to adapt.

Growing pressure on childminders

While PVI nurseries are growing,

childminders face the opposite trend.

The number of childminding settings has

dropped by 5% in the last year. This decline

could reduce choice for some families,

particularly those wanting home-based

childcare.

What it means for early years leaders

For Parenta Magazine readers - nursery

owners, managers and staff - these

figures are very significant:

Opportunities: Growth in the PVI

sector may offer more chances

for collaboration, expansion, or

partnerships

Quality matters: The strong Ofsted

ratings support the business case for

maintaining high standards, as quality

underpins sustainability

Advocacy role: NDNA’s warnings

about inspection changes suggest a

need for ongoing engagement with

policymakers

Workforce planning: As settings

expand, staffing will continue to be a

critical issue. Ensuring that nurseries

are ready to scale while maintaining

quality is key

The story can be read in full, here on the

NDNA website.

Early years coalition to update

“Birth to 5 Matters” guidance

The Early Years Coalition (EYC), which

includes the Early Years Alliance, has

announced plans to publish a second

edition of its non-statutory EYFS guidance,

“Birth to 5 Matters”.

Why a refresh?

First published in 2021, “Birth to 5 Matters”

was designed to support practitioners

across all types of early years settings. The

updated edition will build on the existing

document, rather than completely rewrite

it. The review will take into account recent

research and new priorities in the sector.

Specifically, the Coalition has identified a

few areas that may need more detailed

guidance: for example, working with

under-twos (especially in light of expanded

funding for babies from nine months), and

the role of digital technology in supporting

children’s learning.

How the review will work

To shape the review, the EYC launched

a survey that ran until 24th November,

inviting input from practitioners, training

providers, researchers, and other early

years stakeholders. Respondents were

asked how they currently use “Birth to 5

Matters”, which parts are most helpful,

and where it could be improved.

In addition to the survey, there may be

opportunities to participate in focus groups

or setting visits, giving people a chance to

share their experience in more detail.

Once the initial feedback is gathered,

specialist working groups will draft the

revised guidance. After a draft is prepared,

the Coalition plans a second survey to

give the broader sector another chance to

comment before final publication.

What the Coalition says

Beatrice Merrick, Chair of the EYC,

emphasises that “Birth to 5 Matters” is

already “widely used and valued across

the early years sector.” She notes that

while a major overhaul is not on the

cards, there is “scope for some updating

and extending… to take account of new

research as well as new priorities in

today’s context.”

Nancy Stewart, who is leading the project,

adds that the Coalition is keen to hear

from a wide range of voices - including

practitioners in all kinds of settings,

researchers, and training providers - to

understand how “Birth to 5 Matters”

is used in practice, and what could be

improved.

Importantly, this time the Coalition says

it has “good lines of communication”

with both the Department for Education

and Ofsted, helping to ensure alignment

between revised guidance and other key

sources.

What this means for early years

settings

For nursery managers and leaders, this

review is a real opportunity:

Shape sector guidance: Your

feedback could influence how the

second edition of “Birth to 5 Matters”

is developed

Address emerging needs: Topics like

digital learning and under-two care

may receive more tailored guidance

Stay aligned: The close engagement

with DfE and Ofsted could help

ensure the revised guidance supports

regulatory practice

Professional involvement: Getting

involved in focus groups or setting

visits could give your setting a voice in

the process

The story can be read in full here, on the

EY Alliance website.



Dr Joanna Grace

Creating and curating a

sensory Christmas

Sensory signals of Christmas

At about this time of year, I start to ask my

children if they can smell Christmas. Noses

aloft in the early morning, the youngest

is certain he can smell its approach every

day. The eldest is more sanguine; he waits

to catch a breath of that particular chill that

signals a Cornish Christmas to us.

Sensory Christmas

From a sensory point of view Christmas

is a feast. We decorate with glimmering

lights and sparkling bits and bobs to

capture our vision. We sing carols, and

the radio fills with festive songs to delight

our ears. The tastes of Christmas: Figgy

pudding, Christmas cake, gingerbread,

are well known, but have you tried them

all? What about festive foods from other

countries. Yes, even the Japanese KFC

Christmas meal?

What about the other sensory elements?

What textures remind you of Christmas,

what smells? Are there movements, or

bodily sensations, that say ‘Christmas’ to

you?

The scent of Christmas

It can be fascinating to explore additional

sensory elements to make festive activities

more engaging. Scents are especially

fun to play with at this time of year, as

we may subconsciously crave more of

them when the weather is cold. We smell

things by dissolving scent molecules on

the moist linings inside our noses. If we’re

dehydrated, those linings become drier

and less able to capture scent: so keep

hydrated if you want to smell Christmas

approaching! When the weather is cold,

there are fewer volatile particles in the air;

in effect, there’s simply less smell.

Smell is processed by the limbic brain,

the emotional brain, so it deeply affects

our feelings. A lack of scent can make the

world feel a little echoey, a little gloomy. So

hurrah for a log-burning fire, or a festive

spiced candle, to warm both nose and

heart.

Sensory struggles

Of course, for those who find the sensory

world challenging, Christmas can feel

like an agility course all of its own. I have

a free course called “Creating Sensory

Accessibility” on my YouTube channel.

If you support people who experience

sensory overwhelm, this course (and

many of my other films) may be especially

helpful. In the meantime, consider keeping

one space free from festive stimulation,

so that if the celebrations become

overwhelming, there’s a safe place to

retreat to. Decorating bit by bit gives time

to adjust, and inviting people to take part

in decorating, or to choose what goes up

and what doesn’t, can ease them gently

into the sensory changes of the season.

Sensory stories

What sensations are personal to you?

For my sons and me, the first harbinger

of Christmas is a particular chill in the air

and a frostiness to the scent-scape around

us; for others, it might be the sherry being

poured into the cake, or the first play of “I

wish it could be Christmas every day” on

the radio.

There’s a free guide to sharing sensory

stories available on my website.

Connecting through stories, through the

senses, can be wonderfully bonding

and is a great way to include absolutely

everyone. I write stories for people with

profound disabilities, but the smallest baby

can join in smelling an orange pegged

with cloves, and someone in later life,

living with dementia, may still their body to

the sound of a familiar carol, perhaps even

remembering a word or two.

Whether it’s a sparkle of tinsel, the warmth

of a fire, or the scent of cloves and pine,

these sensory threads weave together to

form something truly special: connection.

So this Christmas, breathe it in, feel it, taste

it, and let your senses guide you to joy.

After all, the magic of Christmas isn’t just

in what we see, it’s in what we feel.

Click here for

more resources

from Joanna:

Christmas is the perfect time to cosy

up together and share a story. I have a

couple of Christmas Sensory Stories - one

about wondering whether it will snow,

and another, a humorous take on the

Christmas story itself - that I find myself

sending out a lot at this time of year. But

if you were to make your own sensory

story for Christmas, what would it contain?

Creating and curating a

sensory Christmas

Creating and curating your own sensory

Christmas is a beautiful way to be present

in the moment while making memories

that will last far beyond the season.



Language developmental

milestones from 0-3

Understanding how

communication develops

Language is an essential development of

early childhood. From a baby’s first cry to

a toddler’s lively chatter, communication is

how children connect, express themselves

and make sense of the world. In the

earliest years, every sound, look and

gesture that is given and received plays a

part in building this vital foundation.

In early years settings, it important that

practitioners understand how language

develops, to spot when children may need

extra support and to create environments

where language thrives. Importantly, we

must understand that language means

far more than spoken words; it includes

facial expressions, gestures, and signed

languages such as British Sign Language

(BSL), which is a full and natural language

in its own right.

The Early Years Foundation Stage (EYFS)

identifies communication and language as

one of the three prime areas of learning,

laying the groundwork for all future

development. By tuning in to the way each

child communicates, practitioners can

support every child’s voice whether

spoken, signed or expressed in other

ways.

The journey from sounds to

sentences

Language learning begins long before

children say their first word. It starts in

the womb, where babies respond to

rhythm and tone. From birth to three,

communication unfolds through several

overlapping stages:

0–6 months: Babies respond to familiar

voices and start to make cooing and

gurgling sounds. They experiment with

tone, learn turn-taking through babble

‘conversations,’ and use different cries to

express hunger, tiredness or discomfort.

6–12 months: Babbling becomes more

complex and ordered (“ba-ba”, “da-da”),

and babies begin to recognise their own

name and a few familiar words. They

enjoy copying sounds and gestures and

start to understand simple instructions like

“wave bye-bye.”

12–24 months: The first words emerge,

usually names of familiar people or

objects. Understanding grows faster than

speech, so children may follow spoken

requests before they can respond verbally

themselves. By around 18 months, many

children have around 20–50 words; by

two, they may begin joining two words

together in simple phrases (“more milk”,

“mummy go”).

24–36 months: Vocabulary grows rapidly

in this time, with around 200–300 words

by age two and a half, and possibly over

500 by age three. Sentences become

clearer and longer, and children begin to

use simple grammar and ask questions.

It’s important to remember that these

are guidelines, not strict rules since every

child develops at their own pace. What

matters most is consistent, meaningful

interactions with care-givers. Talking,

listening, singing and playing together all

strengthen the brain’s neural pathways for

language which are being developed at a

remarkable rate.

Research from Speech and Language UK

(2024) shows that strong early language

skills are among the best predictors of

later literacy, social confidence and school

success. Likewise, the Royal College of

Speech and Language Therapists (RCSLT)

highlights the first three years as a “critical

window” for communication growth, when

the brain is most responsive to linguistic

input.

Beyond words

Communication is not always verbal,

and it’s vital to recognise and celebrate

different ways we express meaning. We all

use gestures, facial expressions and eye

contact, and some children use signing to

communicate long before they can speak.

For deaf children or those with hearing

impairments, British Sign Language may

be their first language. It follows its own

developmental path but mirrors spokenlanguage

milestones: babbling in sign

(repetitive hand shapes) in infancy, single

signed words around the first year, and

combinations of signs by age two. Using

BSL or other signing systems from an early

age promotes confidence and supports

cognitive and emotional development.

The National Deaf Children’s Society

(NDCS) provides excellent resources to help

practitioners communicate effectively with

deaf children and families.

Multilingual communication

For children growing up in bilingual or

multilingual homes, language learning can

look a little different. They may mix words

from different languages, or one language

may appear to develop more quickly. This

is completely normal and does not mean a

delay. In fact, bilingual children often show

greater cognitive flexibility and problemsolving

skills. The key is to encourage

parents to use whichever language they

are most comfortable with, as a strong

foundation in one language supports

learning in others.

How practitioners can

support early language

development

As practitioners, we play a crucial role in

shaping children’s communication skills.

The most powerful tools we have are our

time, attention and the way we respond in

interactions.

Here are some evidence-based strategies:

Be face-to-face: Position yourself at

the child’s eye level so they can see

your expressions and lip movement.

This is particularly important for

children learning BSL or with hearing

difficulties

Follow their lead: Talk about what

the child is doing or looking at, rather

than directing the conversation. This

keeps communication natural and

meaningful to the child

Repeat and expand: If a child says

“car”, respond appropriately, for

example, “Yes, a red car is driving

fast!” Expanding on their words helps

model new vocabulary and grammar

Respond to all communication:

Whether a child points, signs or

vocalises, treat each attempt as

valuable. These build trust and

motivation to communicate

Sing and rhyme every day: Nursery

rhymes, rhythm and repetition help

children hear sounds and syllables,

laying the foundation for literacy

Use books interactively: Encourage

children to point, predict and describe

pictures rather than simply listening

passively

Provide a language-rich

environment: Label everyday

objects, display familiar words, and

use open-ended questions (“What will

happen next?”)

Use simple signs or gestures:

Combining key signs with speech

supports understanding for all

children, not only those with additional

needs

Limit background noise: Turn off

TVs or music during conversations so

children can focus fully on speech and

sound

Many of these strategies are echoed in

the ICAN Early Talk framework, now part

of Speech and Language UK, which offers

free resources and training for early years

practitioners.

When to seek extra support

While every child develops differently,

practitioners should feel confident in

seeking advice if they notice persistent

concerns, such as:

Limited response to sounds or name

by 12 months

No single words by 18 months

Limited understanding or unclear

speech by age three

Early support is crucial. Work closely with

parents to share observations and, if

needed, refer to a Speech and Language

Therapist (SLT). Families can access

guidance from:

Speech and Language UK – practical

advice and milestone checkers

Royal College of Speech and

Language Therapists – professional

standards and referral guidance

National Deaf Children’s Society

– support for families using sign

language or hearing technology

References

RCSLT – Early Years Factsheet

GOV.UK – BSSLC Guidance

Speech and Language UK – Getting in

Early Report

Education Endowment Foundation –

Early Talk Boost (Second Trial)

Evelina London – Community Speech

& Language Therapy Advice



With the days shortening and the

temperature dipping, many early years

settings retreat indoors - or reduce outdoor

access. Yet this season holds such rich

potential for young children. When we,

as early years practitioners and leaders,

view winter not as a barrier but as an

opportunity, we succeed in opening up

fresh spaces for physical, cognitive, socialemotional

and sensory development.

Drawing on both practice and research,

this article explores why outdoor play in

winter matters and offers practical and

playful activity ideas you can adapt in your

early years setting.

Why winter outdoors

matters

The benefits of outdoor play across all

seasons are well-established, and winter

brings its own distinct advantages.

Emma Davis

Embracing

the cold!

For example, being outdoors in colder

weather supports children’s gross motor

coordination as they negotiate uneven

surfaces, frost, or mud. Snow, frost,

and the crisp cold air offer new sensory

experiences, with the crunch of frost

underfoot, the shimmering of ice, and the

visible breath in winter air. These cues

invite language, wonder and inquiry,

which might include “Why are my boots

crunching?”, “Why does the puddle have a

shiny lid?”, “What happens when we pour

warm water onto ice?” Also important

to mention here is the need for children

to make links between the weather and

how this makes them feel. We can talk all

we like about feeling cold or seeing our

breath, but children need these real-life

experiences to bring meaning to the

words.

Moreover, children’s social-emotional

development thrives when they take risks

in a supported outdoor environment, dress

themselves, decide which coat and boots

to wear, and collaborate with friends. This

might be building a den, measuring the

snow’s depth, or simply running to keep

warm. In this way, we can see how winter

also brings seasonal and environmental

learning opportunities. Observing leafless

trees, birds gathering at feeders, animal

tracks in damp ground or frost patterns

invites children into nature’s quieter

rhythm. This slower tempo can foster

reflection, observation and questioning -

not just for children, but us as adults too.

Finally, keeping outdoor access frequent in

winter helps to prevent settings becoming

indoor-bound, maintaining children’s

fresh-air exposure and supporting their

general well-being (vitamin D, fresh air,

movement) and avoiding the ‘cabin-fever’

slump of the darkest months.

Practical considerations

for leading winter

outdoor play

As someone who has led a setting

through change, from inadequate to

outstanding, I know how important it is

to attend to the “adult-led” scaffolding

around outdoor play. In winter, this means:

❄ Clothing and equipment: Encourage

layered clothing, waterproof

outerwear, wellies or boots, hats

and gloves. Support families by

sharing checklists or loaning extra

waterproofs if needed

❄ Shorter, frequent outdoor slots: Rather

than one long block, consider multiple

shorter breaks outside, so children

stay engaged rather than cold and

disconnected

❄ Risk assessment and supervision:

Ice, frost, slippery surfaces require

attentive supervision and perhaps

modified play zones. But risk isn’t to

be eliminated entirely; the managed

risk builds children’s experience of

navigating the outdoors

❄ Sheltered zones: If you have a canopy,

outdoor shelter, or even a clear tarpzone

with logs or crates, children

can use outdoor time even when the

weather is inclement

❄ Reflection and dialogue: Encourage

children to talk about what they see,

feel, smell, and hear. Use this outdoor

time as a springboard for language

development and vocabulary

(crackling, frosty, drizzle, mist), and

curiosity

❄ Parental engagement: Share photos,

prompts and ideas with families: “Ask

your child: what did the frost sound

like today?” or “What footprints did

you find in the snow?” Getting families

involved reinforces the value of

outdoor play through winter

Activity ideas for early

years in winter

Here are five adaptable activities that

match link to the EYFS, invite children

outdoors and promote playful enquiry.

1. Frozen tray and nature media

On a frosty morning, or by pre-freezing

trays of water with natural objects (leaves,

twigs, pinecones), invite children to ‘rescue’

the objects from the ice or examine what

happens as it melts. This offers sensory,

scientific and collaborative learning by

predicting, questioning and observing.

2. Bird-café or feeder station

Winter is a perfect time to engage children

in wildlife observation. Create a little

bird-café outdoors by filling feeders with

seeds, setting up binoculars or simple

observation sheets, inviting children to

note which birds visit, and making simple

sketches or tallying visits. This builds

environmental awareness, vocabulary,

cooperation and fine motor control

(hanging feeders, filling containers).

3. Scavenger hunt & texture walk

Create a winter scavenger list which might

include a frost-covered leaf, bare twig

silhouette, animal track, frozen puddle,

evergreen needles or bark with lichen.

Children can then explore the outdoor

space, looking, touching, and comparing.

This supports cognitive development,

categorising, comparing, vocabulary,

physical movement and curiosity.

4. Den building and winter shelter

construction

Encourage children to collaboratively build

an outdoor den or shelter using tarps,

crates, branches, logs or old blankets.

In winter, this can also be extended to

thinking about, “What makes a good

shelter from the cold/wind?”. The process

supports gross motor skills, planning,

problem-solving and social cooperation.

5. Winter story nook & outdoor cosy

reading time

Transform a sheltered outdoor corner

into a winter reading nook. This could

include rugs, cushions, blankets (weatherproofed),

and books. Children can snuggle

up for a winter-themed story and can then

be invited to act out or discuss what winter

means to them. This supports language,

communication, reflective thinking, and

makes the outdoors a comfortable and

desirable space even when cold.

Reflecting on leadership

and inclusive practice

From my own early years leadership

journey, I learned that embedding outdoor

play in all seasons, including winter, was

a key marker of setting quality. It signalled

that children had access to a broad,

rich curriculum; that risk, exploration

and curiosity were normalised and that

practitioners valued the outdoors. Sharing

key experiences with families, including

activity ideas and book recommendations,

can also inspire play and reading in the

home environment.

As you plan your winter outdoor play,

keep in mind inclusive representation

and storying. Ensure children from all

backgrounds feel the outdoors is ‘for

them’. Offer alternative dress-code support

if needed; ensure children with additional

needs access sheltered zones and

appropriate resources; invite children to

bring in winter stories from home (different

cultures’ winter traditions, for example)

and link outdoor play to those narratives.

Final thoughts

If we frame outdoor play in winter not as

a compromise but as an extension of the

curriculum, we invite children to experience

the world as it really is, throughout the

seasons. As practitioners and leaders,

when we sustain outdoor routines,

support families, adapt our environments

and reflect on our practice, we signal to

children that ‘outside’ is always part of

our pedagogy, always part of discovery,

always part of belonging.

Click here for

more resources

from Emma:



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was also a good support throughout.”

"Parenta is really supportive of their

students, Our tutor is always on the ball

with the students she has, she is responsive

to any feedback and always contactable.

She goes above and beyond for us as a

setting and our learners."

“The service has been great! From the

beginning and setting everything up to

the continued support and help from the

tutor. The tutor has been there for my

apprentice from the very start and is

always happy to help...”

4.8

UK Disability

History Month

Creative and fun ways to

celebrate

Celebrating UK Disability History Month

doesn’t have to be complicated. With

imagination and empathy, you can create

activities that build understanding through

play, art and exploration. Here are a few

ideas to get you started:

1. ‘Different Abilities’ Day

Invite children to experience simple

challenges that encourage empathy and

teamwork. Try painting while blindfolded,

walking along a line using only one

leg, or communicating without words.

Afterwards, talk about how it felt and what

helped. Emphasise the idea that everyone

has strengths and that working together

helps us achieve more.

5. Invite visitors or experts

Consider inviting a guide dog trainer, a

local Paralympian, or a representative

from a disability organisation to visit your

setting. Their real-life stories can bring

understanding and respect to life for

young children.

6. Try something new – ‘Super Senses

Week’

For a more unusual twist, hold a ‘Super

Senses Week’ where children explore how

we all experience the world differently.

Create sensory stations that highlight

touch, smell, taste, sound and sight. For

instance:

⭐ Smell herbs and spices and describe

them

⭐ Try different foods or textures

⭐ Listen carefully to quiet sounds

outdoors

⭐ Explore textured materials and match

them by feel

⭐ See if you can communicate by using

hand gestures only

⭐ Nick Vujicic, who was born without

limbs, and became a motivational

speaker, and who inspires millions

with his message of self-acceptance

and perseverance

Embedding inclusion all

year round

While UKDHM provides an ideal moment

to focus on inclusion, the values it

promotes should underpin your practice all

year long, so use the month to audit your

provision and reflect on your environment.

For example:

⭐ Are your displays diverse and

representative?

⭐ Are toys and resources inclusive?

⭐ Do your books and songs reflect

different families, abilities and

backgrounds?

Every November, UK Disability History

Month (UKDHM) shines a light on the

history, achievements and ongoing

struggles of disabled people in the

UK. Running from 14 November to 14

December 2025, this annual event reminds

us of the importance of inclusion, equality

and respect for difference, no matter what

that difference is. The month is supported

by the website at UK Disability History

Month, with resources which explore key

themes such as rights, education and

access. This year it is also offering debate

around the idea of disability rights, life and

death to engage with current topics.

Attitudes and values begin at home, but

early years settings can help develop

children’s ideas, and we have a perfect

opportunity to celebrate diversity and

teach empathy in a joyful, practical way. By

helping children see disability as a natural

part of human variety, we can lay the

foundations for a more understanding and

compassionate future for all.

Understanding disability

from an early age

Young children are naturally observant.

They notice differences in appearance,

movement and communication long

before they have the language to

describe them. Rather than avoiding these

conversations, as early years practitioners,

we can use them as opportunities to talk

about what makes each of us unique.

The Early Years Foundation Stage

(EYFS) requires practitioners to promote

inclusion and equality, as do Ofsted

and the education watchdogs of the

devolved nations. This doesn’t just mean

making reasonable adjustments to the

environment; it’s also about promoting

attitudes of respect and acceptance.

Talking positively about disability helps

children to understand that everyone

has strengths and challenges, and that

support and kindness help us all to

flourish.

There are many simple, age-appropriate

tools which can help you start these

conversations, such as:

⭐ Council for Disabled Children’s Toolkit

which offers practical ideas for

activities and story sessions

⭐ The BBC’s “Something Special”

programme, presented by Justin (Mr

Tumble), introduces Makaton signing

and celebrates difference through fun

and familiar storytelling

⭐ Tapestry Reflection Toolkit encourages

educators to consider areas where

provision may need adjustment, in

order to support children with learning

differences and disabilities

By using inclusive resources regularly, we

can ensure that diversity and inclusion is

embedded in our practice as part of the

everyday learning environment rather than

an occasional theme.

2. Inclusive storytime

Choose picture books that reflect a

variety of abilities and experiences. Some

appropriate titles include:

⭐ “Susan Laughs” by Jeanne Willis

⭐ “Perfectly Norman” by Tom Percival

⭐ “The Black Book of Colours” by

Menena Cottin

Follow the stories with discussions about

kindness and difference, encouraging

children to share what makes them special

too. You can find more inclusive stories at:

Inclusive books - BookTrust.

3. Music and movement for all

Music is a brilliant equaliser. Make your

own shakers or drums and use sensory

props such as scarves or beads so

everyone can join in, regardless of mobility

coordination. Ensure you use instruments

that children can feel as well as hear.

4. Create a ‘Talent Tree’

Help children to make a handprint which

will form the ‘leaves’ of the tree, and mark

each with a special talent that person has.

You can add to the tree during the month

when you notice something extra that

people do to include others. Displaying

this publicly shows how small acts of

compassion can create a community of

care.

This type of sensory exploration helps

every child appreciate their body’s unique

abilities and deepens their understanding

of difference.

7. Share stories from inspiring people

Children are naturally inspired by stories

of people who have faced challenges and

achieved great things and this month, why

not introduce some positive role models to

help them understand that disability does

not define someone’s potential.

Here are a few wonderful examples:

⭐ Ellie Simmonds, the Paralympic

swimmer who has shown courage,

determination and joy in sport

⭐ Ade Adepitan, wheelchair basketball

player and TV presenter, who uses his

platform to promote accessibility and

inclusion

⭐ Rose Ayling-Ellis, the first deaf winner

of “Strictly Come Dancing,” who has

raised awareness of British Sign

Language and representation of

disability in the arts

Inclusion also extends to staff and families.

You might take this opportunity to revisit

your equality policies or training, ensuring

that barriers are minimised for everyone.

Involving parents in celebrations, through

open days or small projects, can also

help reinforce a shared message of

acceptance.

By celebrating UK Disability History Month

with creativity, compassion and curiosity,

we can nurture a generation of children

who see difference not as a barrier or a

problem to be ‘solved’, but as something

natural that makes the world a richer,

kinder and more inspiring place.

References and resources

⭐ Council for Disabled Children Toolkit

⭐ Inclusive books - BookTrust

⭐ Equaliteach



Even with the best intentions and clear

routines, children’s behaviour won’t always

go to plan. When emotions run high or

boundaries are tested, knowing how to

respond calmly and effectively makes all

the difference. In this follow-up article,

Dr Sue Roffey shares practical strategies

for managing challenging behaviour –

from checking what might be causing it,

to setting clear expectations, curtailing

unwanted attention, and supporting

children to regulate their emotions with

empathy and consistency. Most of these

strategies begin with a ‘c’. This helps in

remembering what they are.

Dr Sue Roffey

Managing the

challenging: Part 2

Responding calmly when behaviour is tough

Checking contributory

factors

None of us is at our best when we are

tired, hungry, hurting, uncomfortable,

upset or anxious. And any of these factors

can impact a child’s behaviour. Any

strategy will be more effective if you can

attend to these basic needs first. Young

children are rarely able to articulate why

they are out of sorts, however much we

might ask. Some contributory factors

are more obvious than others, such as

being unwell or hungry. It can be hard to

recognise that children are tired when they

look and sound the opposite. Avoiding

stimulating activities alongside having

nap and bedtime routines helps to reduce

the wild behaviour that may accompany

exhaustion.

Clear communication

Communicate what is wanted – clearly,

concisely and consistently. If someone

says to you, “Don’t run,” the image in your

mind is someone running. If you say to a

child, “Hold my hand, please,” the image

in their brain is the behaviour you want.

Whenever possible, tell children exactly

what is wanted, briefly and in a language

they can understand. There may be

occasions when you ask the child to repeat

back to you what you have said, and then

tell them what a good listener they are. It

is also easier for a child to do something

rather than to stop doing something.

Curtailing attention

Attention is very rewarding. Look at the

efforts some adults make to get noticed!

So, when a child is not behaving in the

way you want, the last thing you should

be doing is rewarding them with extra

attention.

1. State what is expected. If the child

does as they are asked, give positive

feedback straight away and show you

are proud of them. A high five is as

good as words.

2. If they continue with unwanted

behaviour, say you will ask them one

more time. Do not threaten or bribe,

just state calmly what you want them

to do.

3. If the difficult behaviour continues,

place your attention elsewhere – to

other people, to the task in hand or

anything else.

4. You may like to say briefly just once,

‘you know what to do,’ but avoid all

cajoling, arguments or pleading.

5. You may like to say you are taking no

notice of them until they do what you

have asked – but only say this once.

6. As soon as the child complies, smile

and thank them.

It is important to realise that this strategy

is unlikely to work in the short term if the

child has already become used to getting

attention this way – in fact, it might get

worse. But stick with it, because in the end,

it will have the impact you need.

Corners, collaboration and

creativity

Sometimes children get themselves into a

right pickle and can’t back down. Rather

than insisting on obedience, the best

approach is to offer an alternative scenario

in which you and the child collaborate to

do things together. Adding a fun element

also works well. This can be singing

together as you complete a task or letting

the child win in a competition about who

can do something the quickest.

Or closing your eyes and counting and

seeing how much they can do before

you get to a certain number. Things like

flashing electric toothbrushes can be a

real incentive to a reluctant toddler.

Calming strong feelings

Many young children are overwhelmed by

strong emotions – this can be excitement

as well as frustration, fear and fury. They

have not yet learnt emotional regulation

– being able to calm themselves down.

It’s a skill many adults don’t develop, let

alone a three-year-old. It is not useful to

ask why a child is ‘behaving like this’ as

they might not even know the reason,

and anyway, can’t think straight when

powerful emotions take over. Early years

practitioners routinely focus on coregulation,

which involves a trusted adult

staying calm, validating and verbalising

what the child is expressing and perhaps

why. “It seems that you are really upset

that Arlo knocked your tower down. I am

not surprised, that would make anyone

upset”. You might like to add ‘but throwing

the bricks doesn’t help and might hurt

someone’.

Expressing feelings is fine, especially if

they can use words to do this; hurting

people isn’t. When a child is distraught,

modelling deep, regular breathing and

encouraging them to do the same can

help. The Sesame Street video, “Belly

Breathe” is an oldie but goodie to show

how to do this. Some children will respond

well to a comforting physical touch, for

others, it is better to keep some distance,

as a cross face or finger will increase the

sense of threat and heighten the emotion.

What is important here is the trusted adult

being emotionally regulated themselves –

or at least looking like they are!

Consequences

Natural consequences are qualitatively

different from dishing out punishment. If a

child hurts another, a natural consequence

would be to remove them from the game

they are playing. If they refuse to put on

clothes suitable for the weather, they will

be uncomfortable. If this is not unsafe, it

might be an idea for them to experience

a natural consequence – at least for a

short while. Saying sorry is not a useful

consequence as it has little meaning.

Talking with children about ‘doing sorry’

encourages them to problem-solve and is

much more meaningful to everyone.

Comfort and conversations

When children have been challenging, they

are likely to also be distressed. Comforting

them after the situation has been resolved

would perhaps include a cuddle, but

importantly, telling them clearly that it is

their behaviour that is unwanted, but they

are loved. This connected moment is the

time for a follow-up conversation where

you ask what happened and what they

could have done instead. Point out the

natural consequences and talk about what

they might do next time. The more you

do this, the more strategies your child will

have for managing challenges themselves,

and you will have to do this less!

And finally... one last comment: Most

people agree that smacking children is

a really bad idea. But shouting can also

be unhelpful and possibly damaging,

especially if it happens often. Children pay

most attention to the volume and may just

tune out. Shouting, however, generates

fear, and if words are negative, can

undermine a positive sense of self.

Appropriate behaviour has to be learnt

within the context of a supportive, trusting

relationship, whether that’s in your

setting or at home. How we respond

when children are not behaving well can

make all the difference to whether or

not we enable them to grow into kind,

considerate, well-regulated young people

who are proud of themselves. It’s worth

the effort.

Click here for

more resources

from Sue:



Walk into any classroom and you can

be greeted by a glorious symphony of

languages. Children chat in Arabic, Urdu,

Tagalog and English. Some are teaching

a new friend how to say thank you in their

language; others are still listening quietly,

absorbing the rhythm of the words around

them. But as teachers, we hear more than

words - we hear belonging being built in

real time.

Teaching abroad may add additional

complexities, but what strikes me most

about working in the Middle East is how

Dr Kathryn Peckham

Beyond words

What teaching EAL learners in

the Middle East taught me about

language, learning and belonging

much it has taught me about language

learning - and how much of it applies to

classrooms back home in the UK.

EAL: A familiar story, in a

different key

If you work in a UK classroom, you are

already teaching multilingual learners.

More than 1 in 5 children in UK schools

speak English as an additional language.

For some, this brings cultural richness

and resilience; for others, it can mean

uncertainty, silence or a quiet sense of

being “other”.

In the Middle East, those same dynamics

exist - but magnified. In one of my Year

2 classes, 14 different languages are

spoken at home. That means 14 different

ways of structuring thought, storytelling

and emotion. It’s a challenge, yes - but

it’s also a gift. Because when you work in

such multilingual communities, you stop

seeing language as a barrier to learning.

You start seeing it as the medium through

which learning happens.

This shift changes everything.

Lesson one: Language

belongs to everyone

Too often, we imagine EAL provision as

something extra - the job of a specialist or

a small intervention group. But language

lives in every classroom interaction. It’s in

the questions we ask, the expectations

we set, and the patience we show while a

child searches for the right word.

One of the best strategies I’ve learnt is

to make language visible and lived. We

label everything, of course, but we also

use those labels. We point, touch, gesture,

repeat. We act out new vocabulary. We

make mistakes ourselves - and laugh

about them. The message is always:

Language is for you. It belongs to us all.

Try this simple technique: when

introducing new vocabulary, show it

in context - with actions, pictures, and

emotion. Encourage your children to say it

in their own language too, then celebrate

that translation. Suddenly, you’re not just

teaching English. You’re teaching curiosity,

connection and confidence.

Lesson two: The power of

the mother tongue

When I first arrived in the Middle East as

a visitor, I quickly realised how vital it is

for us to maintain our home language.

For many families, English is the bridge to

opportunity, but their mother tongue is the

bridge to identity.

In the UK, we sometimes worry that

home languages will “interfere” with

English development. But research -

and experience - tells us the opposite.

The stronger a child’s first language

foundation, the faster their second grows.

So, wherever you teach, invite home

languages into your classroom.

Ask children to share a greeting or a story

from home. Display multilingual books.

Include parents in reading activities - even

if they read in another language. When

we celebrate linguistic diversity, we’re not

just building vocabulary. We’re building

belonging.

with feeling - and when that feeling is

respected, their English flows more freely.

Back in the UK, where the curriculum

can feel crowded and the pressure

high, it’s easy to overlook that emotional

connection. But a child who feels

seen will always learn faster. So, give

time for personal talk. Ask about the

home. Encourage humour, gesture and

storytelling. EAL progress depends as

much on trust as it does on teaching.

Lesson four: Every teacher

is a language teacher

It is so important to move away from

thinking of “EAL support” as something

separate. Instead, every moment is an

opportunity to teach language. And you

will do this best when you share strategies,

plan collaboratively and model spoken

English throughout the day in accessible,

meaningful ways.

Scaffold language across the curriculum:

visuals, sentence starters, vocabulary

walls. Plan for talk, not just writing. Make

space for peer teaching. And most

importantly, model the joy of learning

languages yourself as you let children

see you curious and courageous. It’s

contagious.

Lesson five: Growth for

teachers too

If you’ve ever wondered what it might

be like to teach abroad - especially

in the Middle East - I can only say: it’s

transformative. You learn to teach in ways

that reach across language, culture and

experience. You learn flexibility, empathy

and creativity like never before. And you

gain a renewed appreciation for the

beauty of language itself.

In the Middle East, I have found that the

principles of strong EAL practice are the

same as those that make great teaching

anywhere: clarity, compassion, curiosity

and connection. But here, they are

amplified - because you see immediately

how powerful they are.

broaden your perspective - it deepens your

practice.

Language, love and

learning

Wherever we teach - Manchester or

Kuwait City - language is not just a tool

for communication, it’s the heartbeat of

connection. Our EAL learners remind us

of that every day. They remind us to listen

more deeply, to teach more creatively, and

to celebrate every small victory along the

way.

For me, working in the Middle East hasn’t

just changed how I support teaching.

It’s changed how I see learning - as

something that transcends words, borders

and cultures.

And perhaps that’s the lesson we can

all take into our own classrooms this EAL

month: when we nurture language, we

nurture humanity itself.

Click here for

more resources

from Kathryn:

Lesson three: Emotion

unlocks expression

In the Middle East, we are blessed with

strong family bonds and emotionally-rich

cultures. Children express themselves

So if you’re an educator in the UK looking

to grow, to challenge yourself, or to

rediscover the joy of why you teach, check

out our new course Teaching and Learning

in International Schools. And discover

that teaching internationally doesn’t just



Celebrating diversity

with religious festivals

around the World

December is a month full of light, warmth,

and celebration across the globe. While

many of us in the UK naturally associate

December with Christmas, this month

holds deep significance for a range of

religious and cultural traditions.

For us in early years education, exploring

these festivals provides a wonderful

opportunity to teach children about

diversity, inclusion, and respect from a

young age. By learning about different

customs and practices, children develop

empathy, curiosity, and a broader

understanding of the world.

Christmas (Christianity):

25th December

Christmas is one of the most widely

recognised religious festivals in the world.

For Christians, it marks the birth of Jesus

Christ, and celebrations include attending

church services, singing carols, and

sharing meals with family and friends

(and of course, the giving and receiving of

gifts!).

In early years settings, Christmas can be

approached creatively and inclusively,

focusing on:

? Storytelling: reading age-appropriate

nativity stories

? Creative play: making nativity scenes

or simple crafts

? Music and movement: singing carols

or playing musical instruments

Importantly, while Christmas is widely

celebrated, practitioners should remember

that not all children may observe it at

home, and activities should remain

sensitive and optional.

Hanukkah (Judaism): Dates

Vary (Usually late November

to late December)

Hanukkah, also called the Festival of

Lights, is an eight-day Jewish celebration

that commemorates the rededication of

the Second Temple in Jerusalem and the

miracle of the oil that lasted eight days. In

some families, there is a tradition of giving

small gifts on all eight nights.

Key traditions include:

? Lighting the menorah: each night, a

new candle is lit to symbolise hope

and light

? Playing dreidel: a traditional spinning

top game often enjoyed by children

? Eating foods fried in oil - such

as latkes (potato pancakes) and

sufganiyot (jam-filled doughnuts)

In your setting, you can introduce

Hanukkah by:

? Making paper menorahs with children

? Counting and lighting pretend candles

to explore numbers and sequencing

? Discussing the concept of light in

winter, tying it to science and nature

play

Advent (Christianity): 1st -

24th December

Advent is the period leading up to

Christmas in the Christian calendar.

Traditionally, it is a time of preparation and

reflection, often marked using an Advent

calendar or lighting Advent candles.

For early years practitioners:

? Advent can be a tool to teach

patience, anticipation, and counting

? Children can explore daily crafts or

reflections, encouraging mindfulness

and focus

? You can celebrate Advent in a nonreligious

way by focusing on the

excitement of waiting and enjoying

daily traditions - for example, waiting

to see what is in each day’s window

of an Advent calendar

Bodhi Day (Buddhism): 8th

December

Bodhi Day celebrates the day Siddhartha

Gautama, the Buddha, attained

enlightenment under the Bodhi tree.

Observances typically include meditation,

reflection, and learning about compassion

and wisdom.

In your setting, you could:

? Create peaceful spaces for quiet

reflection or simple guided breathing

exercises suitable for children

? Explore stories about kindness,

helping others, and making good

choices, which align with Buddhist

teachings

? Encourage art and craft activities

such as leaf rubbings or paper trees,

connecting the Bodhi tree to sensory

and creative play

Yule (Pagan/Wiccan): Around

21st December

Yule marks the Winter Solstice, the

shortest day and longest night of the

year. Celebrated by Pagan and Wiccan

communities, it focuses on the return of

the sun and light.

Ways to introduce Yule concepts to the

children could include:

? Discussing seasons, daylight, and

nature cycles

? Creating sun-themed crafts using

paints or collage materials

? Using stories, songs, or movement to

celebrate light, warmth, and nature

Yule can be celebrated in a non-religious,

nature-focused way, making it suitable for

all groups of children.

Kwanzaa (African-American

cultural festival): 26th

December to 1st January

Kwanzaa is a week-long celebration

rooted in African heritage and culture,

honouring community, family, and cultural

identity. Each day focuses on one of the

seven principles, such as unity, creativity,

and responsibility.

Early years activities could include:

? Creating kinara candle displays

and explaining what each candle

represents

? Exploring music and dance from

African cultures

? Sharing stories and crafts connected

to family, community, and gratitude

Kwanzaa provides a wonderful

opportunity for children to learn about the

importance of values and traditions, and to

celebrate diversity in heritage.

Festivals of light: Common

themes

Many December festivals share common

motifs that can be explored in your early

years setting:

? Light in the darkness: Hanukkah,

Christmas, Bodhi Day, and Yule all

celebrate light during the darker

winter months

? Family and community: Kwanzaa,

Christmas, and Hanukkah emphasise

family bonds and communal support

? Reflection and gratitude: Advent,

Bodhi Day, and Kwanzaa encourage

mindfulness, thankfulness, and

sharing

? By exploring these shared ideas,

children begin to understand universal

values across different faiths,

promoting empathy and respect

Practical tips

1. Be inclusive and optional

Always present festivals as an opportunity

to explore, not a requirement to

participate. Respect children’s home

traditions and beliefs.

2. Use storytelling and sensory

experiences

Children engage best through handson

activities, music, movement, and

storytelling rather than purely factual

lessons.

3. Connect to wider learning

Festivals can link to numeracy, literacy,

arts, science, and social development.

For example, lighting candles introduces

counting; baking traditional foods

introduces weighing and measuring; and

creating crafts builds fine motor skills.

4. Celebrate similarities and

differences

Highlight what festivals have in common -

lights, family, generosity - as well as what

makes each unique. This encourages

curiosity and acceptance.

5. Invite families to share

Many families are eager to contribute

stories, songs, or traditional crafts.

This builds community and ensures

authenticity.

A month of learning and

inclusion

By celebrating the many festivals that take

place in December, we can help every child

feel valued and teach them to appreciate

different cultures.

Rather than focusing solely on Christmas,

try to:

? Encourage multicultural story time,

featuring Hanukkah, Bodhi Day, Yule,

Kwanzaa, and more

? Integrate music, dance, food, and art

from different traditions

? Explore light, nature, community, and

reflection in ways that resonate with

children’s everyday experiences

When celebrated thoughtfully, December

becomes more than a holiday season - it

becomes a time of connection, curiosity,

and learning.

Let December in your setting be a

celebration of diversity, learning, and joy

- a month where children not only explore

new cultures but also grow in compassion,

curiosity, and confidence.

Remember to explore our festive activities

for EAL children on page 36, which children

can enjoy at nursery and take home to

share with their families!



Dr Sarah Moseley

Supporting EAL children

with literacy

A guide for practitioners and parents

✏ Talk in your home language: Use

your first language to describe daily

routines, chat about what you see,

or ask your child to retell their day.

Mixing languages (sometimes called

“code-switching”) is completely

natural and shows that your child is

making important links between both

languages

✏ Share stories every day: Reading

together is powerful, whether it’s a

favourite storybook, a dual-language

book, or simply making up your

own tales. Talk about the pictures,

guess what might happen next, and

encourage your child to retell the story

in their own words

Dual-language books

These are a powerful bridge between

home and school. Try:

✏ Mantra Lingua – 50+ languages, with

audio support

✏ BookTrust – free Bookstart packs

✏ Little Linguist – bilingual picture books

and dictionaries

Try this in your setting: Send duallanguage

books home so families can

read in their strongest language, then

revisit in English during circle time.

Technology that helps

For many children, starting nursery or

school means learning English alongside

their home language. Known as English

as an Additional Language (EAL), this is

a huge opportunity - but it can also feel

daunting. Parents often ask: “Should we

only use English at home?” The answer is

clear: every language a child learns is an

asset.

A strong foundation in a child’s first

language helps them develop important

communication skills, build confidence,

and strengthen family and cultural

connections. Far from holding them back,

using their home language gives children

a valuable head start - it supports brain

development, makes it easier to pick up

new languages like English, and enriches

their vocabulary overall.

When parents continue to talk, read, and

sing in their home language, children

benefit in countless ways. They can

share traditions with relatives, express

themselves fully, and feel proud of their

identity. At the same time, nurseries

and schools provide a safe space to

explore English, gradually weaving both

languages together.

The message for families is simple: don’t

give up your home language. Nurturing it

alongside English will open more doors for

your child, both now and in the future.

Why home language

matters

Strong home language foundations:

✏ Build vocabulary and grammar

✏ Support memory and flexible thinking

(EEF, 2017)

✏ Connect children with family and

culture

✏ Give children pride in their identity

(Cummins, 2001)

Everyday tips for

practitioners

Children learning English as an Additional

Language (EAL) flourish when their identity,

home language, and culture are valued.

Under the EYFS framework, practitioners

can draw on simple but effective strategies

that support communication and

language, personal, social and emotional

development, and understanding the

world.

✏ Display children’s languages around

the setting (understanding the world/

PSED): Use dual-language signs,

labels, and displays to reflect the

languages spoken by children and

families. This promotes a sense of

belonging and shows children their

home language is valued

✏ Allow longer wait time after questions

(communication and language):

Giving children extra thinking time

supports their ability to process

both the language and the content

of a question, helping them to feel

confident and successful

✏ Use gestures, props, and visuals

(communication and language):

Pair spoken words with actions,

facial expressions, pictures, and real

objects. These visual cues bridge

language gaps and make abstract

ideas more concrete

✏ Pair children with supportive

buddies (PSED/communication and

language): Encouraging peer support

helps children settle, learn new

routines, and gain confidence by

seeing positive language and social

behaviours modelled

✏ Involve families (understanding the

world/communication and language):

Parents and carers are children’s

first teachers. Invite them to share

stories in their home language, record

rhymes, or contribute to cultural

celebrations. This partnership not only

enriches the setting but also helps

children see that all languages and

cultures are valued

By embedding these practices into

everyday routines, practitioners help

children develop strong communication

skills, pride in their identity, and the

confidence to thrive in both English and

their home language.

Everyday tips for families

Supporting your child’s language learning

doesn’t have to mean adding extra tasks

to your day - it’s about making the most of

everyday moments. Here are some simple

ways families can help:

✏ Spot print everywhere: Words are all

around us - on food packaging, shop

signs, buses, menus, and posters.

Pointing these out helps children see

that literacy is part of everyday life, not

just something that happens in school

or nursery

✏ Celebrate all communication:

Language development is about more

than just words. Gestures, drawings,

role play, and facial expressions all

count as valuable ways for children to

express themselves

✏ Sing and rhyme together: Nursery

rhymes, clapping games, and songs

- in any language - all help children to

hear and play with sounds. This builds

strong foundations for reading and

writing later on (DfE, 2021)

Remember, these small, simple activities

make a big difference. By weaving

language into daily life, you’re helping your

child grow in confidence, strengthen family

bonds, and enjoy learning every step of

the way.

Top tip: Audiobooks and story videos are

brilliant when parents aren’t confident

reading English aloud. Check out QRcoded

books (just send the QR home) that

can be popped in the home folders too -

onlinestorytime.

“Language learning in the EYFS is joyful,

social, and rooted in play.”

Used well, digital tools add an extra layer

of support:

✏ Book Creator – families can co-create

eBooks with photos, voice recordings,

and text in two languages

✏ Beelinguapp – side-by-side bilingual

audiobooks

✏ Storynory – free online audio stories

for young children

✏ Translation apps – useful for quick

support, but best alongside real

conversation

“Tech should add to interaction, not

replace it.”

Case study: Amina, age 5

At home, Amina’s mum reads Somali–

English dual-language books each night

and helps her create an “All About Me”

book in Book Creator. At nursery, Amina’s

teacher pairs her with a buddy in role-play.

Outcome: Within months, Amina speaks

confidently in Somali, uses English

phrases with peers, and sees herself as a

storyteller in both languages.

Quick reassurances

✏ “Won’t two languages confuse my

child?” No - bilingualism strengthens

learning (Cummins, 2001)

✏ “My child mixes languages.” This is

normal and shows progress

✏ “We can’t find books in our language.”

Libraries, BookTrust, and online

suppliers can help. Families can also

make simple books at home with

photos and captions

Final thoughts

For EAL learners, early literacy and

language learning should be joyful,

social, and playful. By celebrating home

languages, sharing stories, and making

the most of both print and digital tools, we

give children the best chance to thrive.

Bonus Wakelet free gift EAL - Wakelet.

Click here for

more resources

from Sarah:



Christmas is such a magical and sparkly

time for little ones that we can be tempted

to just throw in all the glitz and glam we

can find! Or we can be tempted to buy into

the merch of the latest hit blockbuster. But

when we think about continuity, holding

more and more Christmases for more and

more children, the longer we are involved

in childcare, the sooner special traditions

can start to feel more like the same old

routines.

Our own excitement as parents and

educators is such an important factor

to consider because of the way that

children read body language and see

behind our words. Staying excited about

new experiences is one major reason

to consider planning Christmas using

Frances Turnbull

Winter wonderland

A musical Christmas theme for 2025

themes. This articles explores the theme of

the “Winter wonderland”.

Winter wonderland

A very well-known, well-used title, this

theme focuses on nature at winter

time. This can obviously be different in

different countries (could be an idea for

a future Christmas celebration theme),

but the songs below celebrate Christmas

traditionally described in the northern

hemisphere, with the cold and snow.

If you are lucky enough to be guaranteed

snow, sensory snow play is a wonderful

opportunity to give all children, not

knowing how the weather may be

embraced at home. Giving children

time to explore nature at all is a gift that

many parents may not have the luxury of

sharing.

These three songs about snow are great

opportunities to explore the properties of

snow by using similar items. Props like

white scarves could be used for everything

from building snowmen to screwed up

snowballs. White tissues can be gently

floated down as snowflakes – and later,

screwed-up as snowballs (before they

get put in the bin!). Blowing hundreds of

bubbles is another lovely way to work on

breath control and then later, fine motor

co-ordination and holding things gently, as

you gently push them together to become

a snowman – or Santa’s beard!

I’m a little snowman (Tune:

“I’m a little teapot”)

I’m a little snowman, short and fat,

Here is my broomstick, here is my hat.

When the sun comes out, I can’t stay -

I just slowly melt away!

I’m a little snowman, round and white,

I love to sparkle in the night.

When the morning sun I see,

Down, down, down goes me!

This is a great song for physical actions:

“Short and fat” – stretch arms out wide.

“Here is my broomstick” – pretend to hold

a broom.

“Here is my hat” – pat the top of your

head.

“When the sun comes out” – raise arms in

a big circle for the sun.

“Melt away” – slowly crouch or sink down

to the floor.

Frosty the snowman

Frosty the snowman was a jolly happy soul

* Big smiles! Pat your round tummy or

trace a big circle in the air (his body).

With a corncob pipe and a button nose

* Pretend to puff a little pipe, then tap your

nose.

And two eyes made out of coal

* Point to your eyes, make big circles with

your hands.

Frosty the snowman is a fairytale they say

* Wave hands like you’re telling a magical

story.

He was made of snow but the children

know

* Pretend to scoop and pat snow into

shape.

How he came to life one day

* Open arms wide and ‘come to life’ with a

big happy stretch!

There must have been some magic in that

old silk hat they found

* Pretend to pick up a hat and put it on

your head.

For when they placed it on his head, he

began to dance around

* Pop the hat on dramatically and start

dancing or twirling!

For Frosty the Snowman was alive as he

could be

* March proudly like Frosty.

And the children say he could laugh and

play just the same as you and me

* Hold hands in a circle and dance, or clap

along together.

Thumpety thump thump, thumpety thump

thump, look at Frosty go

* Pat your knees or stomp to the beat -

“thumpety thump thump!”

Thumpety thump thump, thumpety thump

thump, over the hills of snow

**Pretend to march or climb over snowy

hills, waving goodbye.

Five little snowflakes white

(Tune: “Five little speckled

frogs”)

Five little snowflakes white, fell from the

sky so bright

Twirling and blowing to and fro

One landed on my hand, melted before it

planned

Now there are four snowflakes that fall

Four little snowflakes white, fell from the

sky so bright



planned

Now there are three snowflakes that fall

Three little snowflakes white, fell from the

sky so bright



planned

Now there are two snowflakes that fall

Two little snowflakes white, fell from the

sky so bright



planned

Now there is one snowflake that falls

One little snowflake white, fell from the sky

so bright



planned

Now there are no snowflakes that fall

Actions for this lovely number song could

include:

? “Five/Four” etc. – show number with

fingers

? “Little snowflakes white” – flutter

hands down slowly like falling snow

? “Twirling and blowing” – twirl and

sway

? “One landed on my hand” – point at

your hand

? “Melted before it planned” – crouch

down slowly

? “Four/ Three” etc. – show number with

fingers

Winter wonderland is a lovely theme that

embraces many children’s tales. From

“Frozen” to “Wicked”, there is a lot of

material that children will relate to, that

could be used in different ways that help

them to make sense of the season. And

what better way to bring it all together in

celebration than by using music, together!

Click here for

more resources

from Frances:



It’s that time of year again, when the

Christmas lights twinkle, the car needs

defrosting and the air carries that

unmistakable winter chill. Many of us

instinctively retreat indoors to warmth

and comfort. Yet, this season also brings

one of the most refreshing and restorative

opportunities of the year; the Festival

of Winter Walks, run annually by The

Ramblers.

From mid-December to early January,

the festival invites people across the UK

to lace up their boots and rediscover the

simple pleasure of walking outdoors. For

early years settings and their families,

it’s a wonderful reminder that the great

outdoors is not just for summer months.

Fresh air, nature and gentle exercise can

do wonders for everyone’s well-being,

creativity and confidence, even when the

temperatures drop.

Festival of

Winter Walks

Getting outside over the

Christmas period

Why winter walks?

In early childhood, every sense is alive

to the world. The crunch of snow or frost

underfoot, the smell of pine, and the

sparkle of ice on a frozen puddle are

moments which shape lasting connections

with nature. The Early Years Foundation

Stage (EYFS) places strong emphasis on

outdoor learning, recognising its value in

supporting physical health, mental wellbeing

and cognitive development, and

winter walks allow this to continue even in

colder weather.

Research by Natural England found that

time spent in nature significantly improves

children’s happiness, resilience and ability

to focus. When children experience the

changing seasons first-hand, they learn

about natural cycles, seasonal weather

and adaptation in ways that no classroom

poster or story book can match.

For many families, the festive period can

also get hectic or become sedentary.

Balancing cosy indoor traditions with active

outdoor time helps children regulate their

energy levels and emotions, and a brisk

winter walk offers a chance to breathe,

slow down and reconnect with nature and

one another.

The benefits of winter

walking

Walking has many benefits for both adults

and children alike, including:

Physical development

Walking on uneven ground strengthens

muscles, improves balance and

coordination, and supports gross-motor

development. Even a short walk to a

local park or woodland gives children the

freedom to run, climb and stretch after

days of indoor play.

Mental well-being

Exposure to natural light, even in winter,

helps regulate mood, sleep patterns

and vitamin D levels. The quiet rhythm of

walking can reduce stress and anxiety for

adults as well as children. And a simple

change of scenery can also help everyone

process feelings and restore calm before

and after the excitement of Christmas

festivities.

Social and emotional growth

Walks can encourage cooperation,

conversation and a shared discovery of the

world around us. Children learn patience

as they wait for others to catch up;

kindness when they hold a friend’s hand,

and pride when they spot something new.

Connection with nature

Observing birds, noticing animal tracks,

or spotting evergreen plants encourages

curiosity and empathy for the environment.

These early experiences often sow the

seeds for a lifetime of environmental

awareness and are mini learning

environments in their own right.

Turning winter walks

into learning adventures

Winter landscapes are full of learning

opportunities if you prepare a little and

observe a lot! Here are a few simple ways

to weave some EYFS areas of learning into

your outdoor adventures:

❄ Communication and language:

Ask children to describe what they

see, smell and hear. Encourage them

to invent stories about the shapes of

clouds or the footprints they find

❄ Understanding the world: Look for

signs of seasonal change such as

bare trees, hibernating animals, or

frost patterns. Talk about why they

happen and take a reference book

with you to identify different things

you see

❄ Expressive arts and design: Collect

fallen leaves, pinecones or twigs

to make collages, winter crowns or

festive decorations such as hanging

mobiles or 3D art

Try a few of these creative ideas:

❄ Five senses scavenger hunt: Find

something soft, something that smells

nice, something colourful, something

that makes a noise, and something

that makes you smile or feel happy

❄ Winter colour spotting: Ask the

children to search for shades of silver,

blue, green, and brown, or festive red

and gold

❄ Story walks: Choose stopping points

along the route and let children invent

the next part of a group story each

time you pause

Each of these ideas turns a simple walk

into a multi-sensory exploration, and

the best bit is that it’s all free, fun and

achievable, whatever the weather.

Organising a winter

walk in your setting

If you’re planning a group walk,

preparation is key and it’s important to

keep a few practical pointers in mind:

❄ Keep it local and short: A circular

route near your setting or a visit to a

nearby green space works best for

younger children

❄ Do a risk assessment: This is

important to keep everyone safe.

Consider slippery paths, cold

weather, road crossings, allergies and

accessibility

❄ Dress for success: Layers, hats,

scarves, gloves, waterproofs

and wellies make the experience

comfortable. Wear hi-visibility jackets

to reduce risk and spare hats and

gloves are useful

❄ Involve families: Why not organise a

family winter walk where parents and

carers can join in? It’s a great way to

strengthen home-setting partnerships

and you can offer extended activities

for use at home following the walk

❄ Be prepared: Remember to take

a first aid kit, contact details and

refreshments, as well as your

identification books/worksheets, and

bags for collecting items

❄ Link to learning afterwards: Use

collected items for art projects or a

class display entitled, “Our Winter

Adventure”

Remember to build in rest stops and

warm-up activities, such as simple

stretches or songs, to keep everyone

involved and engaged.

Add a sprinkle of festive

magic

Winter walks are even more enchanting

when you use your imagination. Try

adding a touch of festive storytelling to

your outing, such as:

❄ Reindeer trail adventure: Hide small

reindeer/animal cut-outs or footprints

along the route. Each one reveals

a fun fact about reindeers or other

animals in winter

❄ Elf’s lost present hunt: Have one

practitioner go ahead and leave some

clues for others to follow using natural

materials such as sticks and stones.

You can find a list of simple trail signs

here

❄ Habitat discovery: As you go around,

identify 3-5 different mini habitats

to visit and make up stories about

the animals/plants that live there.

They can include things like hedges

(hedgehogs, birds), lakes/water

(ducks, water voles), trees (birds,

squirrels), rockeries (mini-beasts,

spiders), grass (ants, worms) and

buildings (bats, cats and dogs)

These simple touches transform winter

walking into a memorable festive

adventure, filled with laughter and wonder.

References

Children & Nature Programme: the

importance of integrating time spent in

nature at school – Natural England



Early years settings are becoming

increasingly multilingual. Many children

now grow up hearing and speaking

more than one language, and this

diversity brings enormous richness to our

environments. Supporting children with

English as an Additional Language (EAL) is

not about replacing their home language

but about helping them build confidence

and communication in both languages so

they can thrive socially, emotionally and

academically.

Around one in five children in England are

identified as having EAL. While research

shows these children often catch up or

even surpass their peers in language and

literacy by the end of primary school, they

may initially need targeted support to

help them settle, understand routines and

communicate their needs. As practitioners,

our goal is to create inclusive, languagerich

settings where every child’s voice is

valued and heard regardless of their first

language.

What the research

tells us

Supporting young

The Bell Foundation found that 61.5%

of children learning EAL achieved

children with EAL

the expected level in communication

and language at the end of the EYFS,

compared with 76.5% of their monolingual

peers. These figures highlight that, while

EAL children bring huge potential, they

may also require more tailored support in

the early years to bridge initial language

gaps. Government guidance emphasises

that multilingualism should be viewed as

a strength, not a challenge, and children

benefit from “learning opportunities that

are not dependent on the child’s English

ability.” (See here.)

It’s also important to distinguish between

a child having EAL status and their English

language proficiency. A large study

published by the Education Policy Institute

(2023) found that proficiency in English,

rather a classification of EAL, is what most

strongly predicts academic outcomes. This

means we need to monitor and observe

how well children understand and use

English, rather than assuming an ability

from labels alone.

It is also crucial to maintain and value

the home language. The Early Years

Alliance explains that a strong foundation

in a child’s first language helps develop

thinking skills, memory and future literacy

in English. Bilingualism actually supports

brain flexibility and can enhance long-term

learning outcomes.

Practical strategies for

early years practitioners

The best support for EAL children comes

through warm relationships, clear

communication and daily exposure to

meaningful language. Here are some

evidence-based strategies you can use in

your setting:

1. Value and build on home

languages

Encourage families to continue speaking

their home language to their child at

home. Invite parents to share songs,

greetings or stories in their own language,

and display these in your setting. Use

dual-language books, songs and rhymes

to show that all languages are celebrated.

2. Create a language-rich

environment

Label areas and objects in both English

and children’s home languages where

possible, using photos or pictograms.

Include culturally diverse displays, books

and toys that reflect your children’s

backgrounds, depending on the number

of different languages that you cater for,

but try to be as inclusive as possible.

3. Use visual and contextual cues

Visual timetables, photos of routines and

gestures can help children understand

what is expected of them. Demonstrate

rather than just explain if possible and

combine spoken words with gestures,

such as a shake of the head whilst saying,

“No”, or a beckoning hand gesture saying,

“Come this way.”

4. Model and repeat language

Use short, clear sentences with lots of

repetition. Emphasise key words, slow your

speech slightly and use natural gestures.

If a child says a simple phrase such as,

“me hungry”, expand it to “Yes, I’m hungry

too and we will eat soon” to model new

vocabulary.

5. Encourage peer interaction

Pair new EAL children with supportive

peers who can model English naturally.

With toddlers, they will all be learning

vocabulary and language but small-group

play and songs are especially effective for

encouraging participation without children

feeling under pressure.

6. Respond to all communication

Some children experience a “silent

period” of observation before they start

speaking English which can last for

several weeks or months. This is normal

as children become accustomed to the

new language. Continue to engage them,

smile and respond to any gestures or

eye contact they give so they feel secure

and understood when they do try to

communicate. Praise their efforts and

avoid over-correction.

7. Use music, rhyme and rhythm

Songs, finger plays and rhymes are

wonderful tools for developing listening

and pronunciation skills. The repetition and

melody in songs and rhymes also help

children remember new words and builds

their confidence with simple phrases.

8. Involve parents as partners

Parents are vital in supporting language

learning but remember that English may

be a language that they are still learning

too. Keep your communication open

through translated newsletters, interpreters

or bilingual staff when possible. Encourage

parents to talk, read and play in whichever

language they feel most confident in.

9. Provide targeted small-group

sessions

Some children benefit from short,

structured small-group time focused on

simple vocabulary, storytelling and play.

Use familiar props and repeat key phrases

over several sessions. Most children

will pick up English quickly, but targeted

support allows for individual attention.

10. Celebrate multilingualism

Create an “Our Languages” wall showing

where each family’s language is spoken

around the world. This helps create an

inclusive atmosphere, so children feel

welcome. Celebrate cultural festivals

from children’s home countries, as this

boosts their self-esteem and helps all your

children appreciate the diversity which

surrounds them.

Common challenges

EAL children are not a homogeneous

group. Their experiences, home language

exposure, and level of English on arrival

will vary widely. Newly arrived children

may face cultural adjustments alongside

language barriers. Some may have had

limited access to early education, faced

trauma, or may be adapting to new

routines and foods. Providing a familiar key

person and consistent daily structure can

make a huge difference to their sense of

security.

If a child remains very quiet in English,

this doesn’t necessarily mean there is a

language delay. A “silent period” can last

up to six months as they observe, listen

and build understanding. Continue to

model language and provide opportunities

for communication through play, gestures

and non-verbal interaction.

Finally, be cautious about confusing

language acquisition with special

educational needs. If there are concerns,

monitor and gather observations over

time and consult with an EAL specialist

or Speech and Language Therapist who

understands multilingual learners.

Guidance on EAL from “Birth to 5 Matters”

provides clear descriptions of language

acquisition, and recommendations to

follow.

References and

resources

? The Bell Foundation – Early Years and

EAL research

? Help for Early Years Providers –

Supporting children with EAL

? Birth to 5 Matters – Steps of learning

for children with EAL

? Early Years Alliance – Why home

language matters

? Education Policy Institute – English

proficiency and outcomes study




In today’s busy early years world, it’s easy

to lose sight of what really makes learning

magical. As we juggle frameworks, ratios,

and endless paperwork, the sparkle of

play can feel like a luxury. But it’s time

to reclaim it - for our children, and for

ourselves.

Once upon a time…

Once upon a time, children danced

through puddles, balanced on logs, and

turned scarves into capes. Every day was

an adventure, full of movement, laughter,

and discovery. But somewhere between

funding formulas, inspection frameworks,

exhaustion and lack of time, play has

been quietly pushed to the corners of our

settings.

Gina Bale

Reclaiming the magic of

play in early years

How movement and storytelling boost

learning and well-being

Early years educators and children feel that

loss deeply. We know play isn’t an ‘extra’; it

is the heartbeat of learning. Yet as routines

tighten and expectations grow, the time

and space for spontaneous, imaginative

play are harder to protect.

And if we’re honest, many of us are

exhausted. The joy that once fuelled our

work can start to feel like just another

thing to achieve. We’re holding so much,

emotionally and practically, that it can feel

impossible to add or think about anything

else.

But perhaps the answer isn’t about doing

more. Perhaps it is about rediscovering

those moments of laughter, connection,

and imagination that remind us why we

do this work in the first place.

Through my work, I have seen how

movement and storytelling can transform

learning and well-being for everyone

- including adults! When we move and

imagine together, we reconnect with each

other, which re-energises us.

The case for play

Play and exploration help children

make sense of the world; it is how they

develop language, solve problems, and

understand emotions.

Neuroscience shows that in the early

years, over a million neural connections

form every second. These are built and

strengthened through rich, sensory

experiences, exactly what play provides.

When children pretend to gallop like

horses or row a boat through stormy

seas, being chased by pirates and sharks,

they’re doing far more than having

fun. They’re sequencing actions (early

maths), building coordination (physical

development), expanding vocabulary

(communication and language), and

learning to regulate emotions (personal,

social, and emotional development).

This is the EYFS in motion:

✨ Communication and language

– through rhythm, dialogue, and

storytelling

✨ Physical development – refining

coordination and spatial awareness

✨ Personal, social and emotional

Development – collaborating,

empathising, and self-regulating

✨ Literacy and Understanding the World

– exploring story, sequence, and

curiosity

✨ Expressive arts and design –

transforming everyday objects into

tools of imagination

Play isn’t a pause from learning; it is

learning, alive and in motion. Play helps

your little ones reach their early learning

goals and enables you to deliver the EYFS

in your setting.

The power of movement and

storytelling

Story-led movement combines two

essential ingredients for early learning: the

body’s need to move and the brain’s need

to make meaning of the world around it.

When children step into a story from

climbing mountains, swimming oceans,

or tiptoeing past a sleeping dragon, they

are not just moving; they are embodying

language, emotion, and imagination.

Each movement links the physical with

the cognitive. A child pretending to stomp

through a jungle activates the motor

cortex, prefrontal cortex, and limbic system

- areas responsible for planning, attention,

memory, and emotional control. Every

wiggle, jump, and roar is wiring the brain

for learning.

And for practitioners, it offers something

even more precious: a moment to breathe.

Story-led movement doesn’t require fancy

props. Just the willingness to have fun and

explore creatively. Five minutes of shared

play can reset the tone of a whole session,

creating calm, laughter, and connection.

For children with SEND or EAL, movement

stories are especially powerful. They

offer a non-verbal, inclusive way to

communicate, connect, and belong.

Emotional literacy and

well-being through play

When we reclaim the magic of play, we

nurture something far deeper and more

important than academic outcomes; we

nurture emotional literacy and well-being.

In story-led adventures, children can

explore big feelings safely: bravery as they

climb mountains, kindness as they help

a friend, and calmness as they rest on

the beach listening to the waves. These

experiences help to build the foundations

of empathy, resilience, and emotional

awareness.

And the same is true for us. When we

laugh, stretch, or roar alongside the

children, we rediscover our own sense of

joy. Play isn’t another item on the to-do list

- it’s a tonic for ALL!

Reclaiming Play in a Changing

Landscape

The truth is, many educators are running

on empty, and creativity is the first thing to

go when we’re exhausted.

Longer hours, stretched ratios, and rising

expectations - many practitioners tell us,

“It just feels like one more thing to do.”

And it’s true, when you’re drained, finding

energy for imaginative play can feel

impossible and just too much.

But… play gives back far more than

it takes. Even five minutes of shared

movement, rhythm, and story can lift

everyone’s spirits. It recharges adults as

much as it regulates children.

Reclaiming play isn’t about adding

more; it’s about seeing differently. The

opportunities are already there, the “train

ride” to tidy-up time, the dragon’s cave

before snack, the gentle wind-down

before home time.

When we follow children’s spontaneous

ideas even in the smallest moments,

learning becomes lighter, warmer, and

more joyful for everyone.

This is in-the-moment planning at its best.

Not a checklist, but a mindset. When we

notice, join, and celebrate curiosity, tired

educators rediscover their spark.

The magic returns

When we make space for movement,

imagination, and story, something

extraordinary happens. Children become

more confident, communicative, and

creative. Practitioners feel reconnected, not

just to their children, but to themselves.

The magic of play has never really gone;

it’s just waiting for us to notice it again.

Every time we follow a child’s idea or join

in a pretend adventure, we bring it back

to life.

Because the real magic of play isn’t in the

planning, it is in being present!

So, as the year draws to a close, let’s

reclaim that magic - not as another task,

but as a gift for the children, and for us.

Quick ideas to bring back the

magic of play

✨ Begin each day with a short

movement story to reset energy and

focus

✨ Turn transitions into adventures -

march, tiptoe, or chug your way

through the day

✨ Notice and follow children’s

spontaneous ideas, as one spark can

ignite a connection

✨ Celebrate laughter and curiosity as

signs of deep learning

✨ When in doubt - PLAY. It’s the simplest,

most powerful way to find your mojo

again

Click here for

more resources

from Gina:



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December 2025 Parenta Early Years Magazine

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