February 2026 Parenta Early Years Magazine

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Hello

Welcome to our family

Welcome to the February edition of Parenta magazine

Whether you’re a practitioner, manager, or nursery owner, our goal each month in our magazine is to bring you insight,

inspiration, and practical ideas to make your day-to-day work with children even more rewarding. Let’s dive into this issue!

This February, we’re shining a spotlight on some of early years’ hottest topics, including funding, children’s well-being,

inclusion, and the practical realities of running a setting.

Gemma Kirby shares ways to nurture children’s mental health, while Dr Joanna Grace helps us see autism as a neurotype

rather than behaviour. Frances Turnbull explores how music and movement work together to support development, Sandra

Beale shows how STEM curiosity can start from the very youngest age, and Gina Bale highlights how play and movement

create a sense of connection and belonging.

We also look at the practical side of early years work. Dr Jane Todd unpacks funding changes, Michelle Windridge explains

how school-based nurseries operate in practice, and Zoë Austin reminds us why early support for children with SEND is so

critical.

Regulars

News

Advice

22

8 Write for us

18 Well-being Corner

36 EYFS activities: Calm routines & Winter exploration

4 What do our customers say this month?

10 Childcare news and views

Industry Experts

12 Seeing autism through children’s eyes: part 2

16 Neurodivergent notes: The ADHD school-toprison

pipeline

22 Nurturing young minds

24 Funding changes in early years

28 School-based nurseries: How they really work

30 Learning in motion

34 STEM in infancy and the early years

38 The first language of love

38

Feeling confused by funding changes? You’re not alone. Dr Jane Todd breaks it down in plain English, showing how funding

affects staff, rooms, and day-to-day life. Walk away with practical tips you can use straight away, confidence when talking

funding with your team and parents, and strategies to support your setting - and the children in it - long term. Register here.

As always, we invite you to share this issue with colleagues, parents, and friends who can sign up for their own digital copy

at www.parenta.com/magazine.

Best wishes,

Allan

6 Celebrating National Apprenticeship Week

9 Stop the staffing crisis

14 Instilling a love for learning and books this Valentine’s Day

19 Why are the best nursery managers leaving early years?

20 Making the most of EYPP

26 Naming feelings, growing minds

32 The power of positive relationships in early years

2 February 2026 | parenta.com

parenta.com | February 2026 3

What did our

customers say

in January?

Apples & Pears Nursery 15/01/2026

“Attended the webinar yesterday

with my college looking at the

myths around neurodivergence,

and it was excellent.”

Garrick B 09/01/2026

“I had a training session today trying

to navigate the Government

requirements for invoicing funded

children under 5. It is clear Parenta

has invested time and money updating

their accounts system to accommodate

the changes and is very willing to train

and help settings struggling to keep up

with the latest requirements. Thank

you so much for your help!”

Caroline C 12/01/2026

“As a new Nursery

Manager, Parenta

delivered clear, calm,

professional training.

They were very

knowledgeable in

answering any

questions I had.”

Emily M 06/01/2026

“My tutor was amazing and

helped me pass. Couldn’t have

done it without her!”

Sabina D 05/01/2026

“I had the privilege of being taught by my tutor, and I

cannot recommend her highly enough. As someone

who often struggles with self-confidence, I was

amazed at how consistently supportive and

encouraging she was throughout the course. Every

time I had a question, without exception, she took the

time to answer it patiently and thoroughly. Her

guidance made me feel seen, heard, and capable,

which made a huge difference in my learning

experience. Thanks to her, I felt motivated to keep

going and to believe in myself more. I am genuinely

grateful for her support and dedication, and I am so

happy I had her as my tutor.”

Eghosa A 08/01/2026

“My tutor was very supportive, making sure every

task was explained comprehensively. The Level 3

Childcare MVQ was very helpful and gave me a

deep understanding of my day-to-day practice.

The tasks were very practical, enjoyable and

retentive. I can confidently practise and explore

my skills as I work with children and collaborate

with the team, parents and external

professionals appropriately. I will definitely be

willing to further my professional development

with this organisation, with the informative and

personalised support the platform offers.”

Tamar B 08/01/2026

“Thank you, very helpful, and

let me know once the issue

was sorted.”

Kassie J 14/01/2026

“I strongly recommend doing a

course in Early Years Educator

with Parenta, as they are very

helpful in any way, and they

offer a lot of knowledge. People

there are always friendly

and always care about

all students.”

Celebrating National

Apprenticeship Week

Skills for life and long term growth

National Apprenticeship Week (NAW)

runs from 9th to 15th February 2026 and

celebrates the difference apprenticeships

make to people, businesses and

communities across the UK. It’s a time for

employers, apprentices, training providers

and supporters to come together and

recognise the real value apprenticeships

bring - not just to organisations, but to

individuals building meaningful careers.

At its heart, National Apprenticeship

Week highlights how apprenticeships are

an investment in skills for life. They help

develop a workforce that’s confident,

adaptable and ready to meet the

demands of today’s economy. Whether

you’re a nursery owner thinking about

growing your team, a manager under

pressure to recruit, or an early years

professional considering your next step,

NAW is the perfect moment to reflect on

what apprenticeships can offer you - and

our sector as a whole.

Why apprenticeships matter -

especially now

Staffing shortages and skills gaps are

being felt across the UK, and the early

years sector is no exception. Ongoing

recruitment challenges, high staff

turnover and rising demand mean finding

committed, qualified team members can

feel harder than ever.

This is where apprenticeships really come

into their own. Apprentices are not just

trainees; they are employees who learn

while they work, bringing fresh ideas,

energy and a genuine desire to build their

careers. For employers, apprenticeships

provide an opportunity to develop a talent

pool of future-ready staff, trained with the

skills that matter most to your setting.

The beauty of apprenticeships is that they

benefit both sides of the employment

equation:

? For apprentices: structured training,

real-world experience, and an

opportunity to ‘earn while you learn’

? For employers: a motivated workforce,

tailored skills development and the

chance to shape talent from the

ground up

The benefits of hiring an

apprentice

Let’s look at why hiring apprentices should

be on every early years leader’s radar:

1. Build a skilled and loyal workforce

Apprenticeships help you develop staff

who understand your setting’s ethos

and standards from day one. Investing in

training creates loyalty - apprentices are

more likely to stay with employers who

have helped shape their careers.

2. Fill staff shortages with emerging

talent

With vacancies reported in childcare and

related sectors, apprenticeships offer a

way to address staffing gaps by creating

roles that attract individuals seeking

meaningful, paid training. It’s a proactive

solution that combines recruitment and

development.

3. Improve productivity and

performance

Apprentices contribute to day-to-day work

while learning, which means you benefit

from their efforts even as they develop.

They can take on support roles, assist with

admin tasks, or contribute to programme

delivery under supervision.

4. Reduce recruitment costs

Traditional hiring processes - advertising,

interviewing, onboarding - can be timeconsuming

and expensive. Apprenticeship

recruitment often offers a more costeffective

alternative, supported by

government incentives and a variety of

funding options.

5. Create clear career pathways

For young people and those looking to

change careers, apprenticeships offer

a structured path into early years roles

that lead to qualifications and long-term

prospects. That’s good for talent attraction

and staff retention.

Practical tips For National

Apprenticeship Week

To make the most of National

Apprenticeship Week (or any time of year),

here are some practical actions you can

take:

1. Join or host an event

Whether it’s a panel discussion in your

community, a webinar with other early

years leaders, or an open day at your

setting, events during NAW are great for

networking and raising your profile. Events

like The Power of Apprenticeships panel

show how apprentices bring innovation

and capability to businesses.

2. Use the NAW toolkits

The official National Apprenticeship

Week toolkit provides downloadable

resources - from social media assets

to messaging guidance - helping you

promote apprenticeships both internally

and externally.

3. Share stories

One of the most powerful ways to promote

apprenticeships is through real examples.

Showcase your apprentices’ achievements

on social media or on your website.

Celebrate their progress and highlight how

they contribute to your setting.

4. Partner with training providers

Build relationships with apprenticeship

providers, like Parenta, to access candidate

pipelines and support frameworks. They

can help you navigate funding, compliance

and skills standards.

5. Offer mentoring and support

Apprentices thrive with good guidance.

Establish mentoring structures so that new

apprentices have someone to turn to -

boosting their confidence and enhancing

their learning experience.

Resources to get you started

Here are some organisations and

platforms offering tools and support for

apprenticeships:

? Amazing Apprenticeships – Free

resources for employers, schools and

apprentices

? Apprenticeship Ambassador Network

– Peer support and ambassador

programmes

? National Careers Service – Careers

advice and guidance to support

recruitment and skills development

? UCAS Apprenticeship Search – Find

apprenticeship opportunities and

employer profiles

Looking ahead:

Apprenticeships for a

stronger early years sector

National Apprenticeship Week is more

than just a celebration - it’s a reminder that

apprenticeships are a strategic workforce

solution. By investing in apprenticeship

training, early years settings can cultivate

staff who are skilled, motivated and loyal.

With support from organisations like

Parenta, apprenticeships can become a

cornerstone in solving the staffing crisis

and enhancing the quality of care and

education.

Whether you’re just starting your

apprenticeship journey or looking to

expand your training programmes, there’s

no better time than now to take action.

How Parenta can support

your apprenticeship journey

At Parenta, we understand the dual

challenges that early years settings face:

finding the right people and supporting

their development once they’re on board.

That’s why we’re committed to helping

you make the most of apprenticeship

opportunities in a way that works for you.

Here’s how Parenta can help:

Recruitment support

We guide you through the whole

apprenticeship recruitment process,

including identifying the right candidates.

We understand the early years sector and

can help you find apprentices whose skills

and personalities align with your setting.

Training and development

Parenta offers quality training courses

designed to support apprentices in

delivering excellent early years care and

education. Whether someone is just

starting at Level 2 or progressing to higher

levels, we can support their learning

journey and help you meet regulatory

standards.

Retention strategies

We help you embed apprenticeships

in your broader staffing strategy,

so apprentices become long-term

contributors rather than temporary recruits.

This includes guidance on mentorship,

professional development and career

progression within your setting. Find out

more here.



Childcare news

and views

Screen time for under fives:

Government publishes firstever

guidance for early years

The UK government has announced it

will publish its first national guidance

on screen use for children under five,

responding to concerns about the

impact of screen time on early childhood

development. The move follows new

research showing that screen use is near

universal among young children and

linked with differences in language and

behavioural outcomes.

UK nursery market set for

continued activity in 2026

The UK nursery market is expected to stay

active throughout 2026, with many nursery

owners planning to make changes,

grow their businesses or explore new

opportunities. The findings are based

on the Business Outlook 2026 report by

specialist adviser Christie & Co, which

reflects on 2025 and anticipates what lies

ahead for the sector.

According to the report, around threequarters

of those surveyed intend to either

buy or sell a setting in 2026, showing

strong confidence and ongoing movement

in the market. This includes first-time

buyers, independent providers, and larger

multi-setting groups alike.

One notable trend is that the average price

of a day nursery increased by 3.8 per cent

in 2025 compared with the previous year.

This rise in value was driven by solid

earnings and competitive interest from

buyers across the UK.

Buyers are also widening their search

beyond traditional areas. The report

highlights growing interest in regions

such as the Northeast and Southwest

of England, where operators are

exploring new opportunities for growth or

acquisition.

In terms of deal types, leasehold

transactions accounted for 73 percent

of sales in 2025, up from 61 percent in

2024. This suggests that many buyers are

choosing to lease sites initially, perhaps

to help manage investment costs while

expanding their portfolios.

Large nursery groups - those operating

more than 20 settings - were the most

active in the market, representing the

majority of transactions. Medium-sized

groups and independent settings,

including single nurseries and first-time

buyers, also contributed to overall activity,

showing that all parts of the sector remain

involved in buying or selling.

The report also surveyed childcare

professionals about how they feel heading

into 2026. While 40 percent said they feel

positive, nearly 30 percent reported feeling

negative about the year ahead, and

around 31 percent felt neutral. This mix of

sentiment reflects both optimism about

opportunities and awareness of ongoing

challenges in the sector.

For early years leaders and nursery

managers, this outlook suggests that

the business environment will remain

active and competitive in the year

ahead. Whether settings are considering

expansion, succession planning, or a

potential sale, staying informed about

market conditions and understanding

local demand will be important for making

strategic decisions as 2026 unfolds.

The guidance is being developed by an

advisory group co-chaired by Children’s

Commissioner, Dame Rachel de Souza

and Professor Russell Viner, with input

from experts, families and practitioners. It

aims to provide practical, non-judgemental

advice for parents and carers on balancing

screen use with everyday activities that

support children’s development, such as

talking, play and reading together.

Government data suggests that screen

use among two-year-olds is almost

universal, with many toddlers spending

around two hours a day watching screens

- significantly more than recommended

by child health advisers. Higher levels of

screen time have been associated with

weaker language outcomes and increased

emotional and behavioural concerns when

compared with lower screen use.

Officials have said the guidance will be

practical and supportive rather than

restrictive, helping families and early years

settings understand not just how much

screens are used, but how they are used.

Early indications are that advice may

recommend that screens are used in ways

that support interaction and learning - for

example, as part of shared story time or

educational play - rather than simply as

passive entertainment.

The Department for Education has

signalled that the guidance will become

available online and through family

support services as part of a broader

package of early years support in spring

2026. Discussions with parents and

professionals will help shape the final

content.

For early years practitioners, this

development highlights a growing focus

on the role of digital media in children’s

lives. With nearly all young children

exposed to screens, the sector will likely

see more conversations with families

about how screen use fits into healthy

early development. Practitioners can play

a valuable role by sharing evidencebased

approaches at key touch points

with parents and highlighting activities

that support communication, play and

social skills alongside any screen-based

experiences.

The guidance arrives at a time when policy

attention on digital exposure and child

well-being is expanding, including broader

government consultations on online safety,

social media use by older children and

digital literacy in education.

The story can be read in full on the Nursery

World website here: Nursery World -

Government to publish first-ever guidance

on screen use for under-fives



In 2020, I became the UK’s most

obnoxiously proud Mummy when my son

became the UK’s youngest published

author with his book: “My Mummy is

Autistic”. He wrote it as he turned five,

illustrating it with the vibrant felt-tip pen

drawings that only children are capable of.

Along with everything else that happened

that year, I had a baby... that baby has just

turned five, and his book, “My Daddy is

Not Autistic”, is due out in March 2026. It is

not mandatory for my sons to write books

by their fifth birthdays, but circumstances

conspired, and we find ourselves in this

situation!

Exploring autism through a

child’s eyes

Dr Joanna Grace

Seeing autism through

children’s eyes: part 2

Understanding autism as neurotype, not behaviour

from the brains of non-autistic people.

Or as my son said: Our brains work

differently. But in the literature there is a lot

of disagreement about what this difference

is: some claim an overpopulation of

long-distance connections, others of

short-distance connections, some say

slow processing is a defect, others say it

is a consequence of the extra information

autistic people’s brains take in.

Putting theory into practice:

Understanding behaviour

through brain differences

A pragmatic response could be to

recognise that all these people (even

those who claim that autistic people do

not exist) agree that the brains of the

people in question are working differently

(for whatever reason). Let’s think of an

example to bring the significance of this

distinction into our practice:

Hypervisual processing: A

real-world example

A common difference experienced by

autistic people is hypervisual processing.

You can think of this as people seeing in

high definition. More information is taken

in by many autistic brains about the visual

environment than is taken in by nonautistic

brains. Processing that information

takes energy. Consequently, autistic

people can struggle in visually cluttered

environments; they are exhausted by

them. And exhausted people have less

patience, less focus, less capacity for

social connection, and so on. Someone

who has reached a point of exhaustion

where they can’t take it any longer might

act in response: rip things off the wall, shut

their eyes, bang their head.

Behaviour or being? Why the

distinction matters

When we see this difference in behaviour

and understand it as a brain difference,

rather than a behaviour difference, as

something someone is being rather than

something someone is doing, we act

differently in response.

The behaviour lens:

Punishment, rewards and

misunderstanding

If we see this as behaviour, as something

someone is doing, then they are naughty

for destroying the pictures on the wall, they

need to pay attention and open their eyes,

and they must be told off for banging their

head. We may instigate carrot and stick

approaches to try and get them to change

their behaviour. (And – word to the wise –

these will not work. No matter how great

your stickers, how upset they are by the

removal of playtime or their iPad, it will not

create behaviour change – because this is

not ‘behaviour’.)

The neurotype lens: Curiosity,

compassion and adjusting the

environment

If we see this behaviour as a consequence

of someone’s neurotype, we ask: what

about being you in this space makes it

so difficult for you that you must destroy

the things around you, shut out the visual

environment, hurt yourself? If your curiosity

leads you to consider the visual clutter

around, then maybe you can declutter

or move to a space – perhaps outside –

where the visual landscape is easier to

process. By understanding their actions

as a consequence of their being, not as a

result of something they are choosing to

do, you will find a way of helping them.

Two approaches, two very

different outcomes

Seeing being autistic as a behaviour leads

you to think of approaches that promise

rewards or threaten consequences. Seeing

being autistic as a neurotype leads you to

feel compassion and curiosity and to look

for environmental changes that enable

them to better survive and thrive.

Autistic people’s brains work differently

from the brains of non-autistic people;

therefore, their experience of the world

around them is different, and their actions

reflect that different experience.

In my next article, I will look at language

processing differences.

This is the second article in a series of

twelve interconnected articles that all

explore the autistic experience through

the eyes of a child. This article looks at a

critical distinction in our understanding of

what it means to be autistic: the difference

between viewing it as behaviour or being.

On the second page of his book, my son

wrote, “Our brains work differently.” In this

simple statement, he points to the core

of neurodivergence: that neurodivergent

people’s brains work differently. The

difference in how our brains work creates

a different experience of the world,

which in turn can lead to us behaving

differently within it. When people view

being autistic as a form of behaviour, they

miss everything that comes before the

behaviour, and they miss understanding

the person they are trying to support.

The debate: Behaviour, trauma,

or neurotype?

Research about the autistic experience is

highly politicised and rife with controversy.

As I write this article, the autistic

community are arguing with leading

figures in the autism landscape about

their very existence. Who knows what

they will be arguing about by the time it

is published? Currently, some influential

people are arguing that autism doesn’t

exist and what we think of as autistic

people are actually people living with very

high degrees of trauma. It is a mixed and

muddled thing because autistic people

are at greater risk of experiencing trauma

than non-autistic people. So, if most

autistic people are traumatised, how could

you tell whether the differences in their

behaviour were down to trauma or down

to innate differences in the brain, i.e. down

to being autistic? It is further muddled by

the impact of trauma on the brain; trauma

can, in effect, create neurodivergence

in the brain. So, we are back to one of

the oldest arguments in psychology: is it

nature or is it nurture? Are autistic people

born or made?

What science tells us about

the autistic brain

Neuroscientists and geneticists who study

autistic people are fairly clear that they

are born, around a hundred genes have

been identified as source points for being

autistic, and different wiring patterns in

the brain, different synapse activity, and

different protein creation have all been

identified. In short, scientists can see that

the brains of autistic people are different

Click here for

more resources

from Joanna:



Instilling a love for

learning and books this

Valentine’s Day is often associated with

love cards, hearts and kindness, but it also

offers a wonderful opportunity to celebrate

something equally powerful in early years

settings – a love of learning.

One of the earliest and most enduring

ways children fall in love with learning

is through books. Stories open doors

to imagination, language, emotions

and understanding, even of situations

that children have not experienced, like

travelling to the Moon. When children

associate books with warmth, connection

and enjoyment, reading becomes

something they choose rather than

something they feel expected to do.

Using Valentine’s Day as a gentle

theme allows settings to focus on the

joy of stories, shared reading and

favourite books, without the pressure of

performance or outcomes. It allows you to

create positive emotional connections with

books that will last far beyond February.

And this emotional connection is just as

important as phonics or letter recognition.

Valentine’s Day

Why a love of books

matters in early years

A love of books supports far more than

early literacy. Shared stories help children

to:

❤ Develop language and vocabulary

❤ Build listening and attention skills

❤ Understand emotions and

relationships

❤ Explore new ideas and experiences

safely

❤ Strengthen bonds with trusted adults

Bringing Valentine’s Day

into reading experiences

Valentine’s Day does not need to be

commercial or overly themed. In early

years, it can simply represent kindness,

care, friendship and enjoyment. These

ideas can easily be woven into reading

activities and book-based learning. We’ve

put together ten practical, low-cost ideas

that you can use to celebrate a love of

books around Valentine’s Day.

Ten ways to celebrate a

love of books

1. Create a cosy reading corner

Transform a small area into a welcoming

reading space using cushions, blankets,

soft lighting and favourite books. Adding

heart-shaped cushions or red and pink

fabrics can subtly reflect the Valentine’s

theme without overwhelming the space.

A cosy environment encourages children

to linger longer with books and associate

reading with comfort and calm.

2. Share your staff’s favourite books

Invite staff to bring in a book they loved

as a child and share why it was special

to them. This personal connection

helps children see that books matter to

adults too, not just as teaching tools but

as sources of joy and memory. It also

supports positive adult-child relationships

and modelling.

3. Host a “Favourite Book Day”

Children can bring in a favourite book from

home to share with friends or adults. If

there are children who do not have books

at home, settings can help children choose

a favourite from the setting’s collection

in advance. Talking about why a book is

loved builds confidence, communication

skills and emotional expression. World

Book Day this year is on Thursday March

5th, but there’s no reason why you

can’t add extra days to celebrate the

importance of books.

4. Use books to start discussions

Stories are powerful conversation starters.

After reading, ask open-ended questions

such as:

❤ “Which part did you like best?”

❤ “How did that character feel?”

❤ “What would you have done?”

These discussions encourage critical

thinking, empathy and emotional literacy,

while keeping the focus on enjoyment

rather than right or wrong answers.

Remember too that you can use nonfiction

books in reading sessions which

may engage children who like facts and

figures more than fictional stories.

5. Bring stories to life through role play

and senses

Role play helps children process

stories in their own way and deepens

understanding through movement and

imagination. Link your favourite books

to role play areas by adding simple

props, costumes or themed resources. A

basket of scarves, hats or soft toys can

become characters from a story without

the need for expensive outfits if you use

your imagination. Or turn your stories into

sensory experiences by adding sound

effects, smells and things to touch and

feel, to add to the enjoyment.

6. Combine books with other creative

activities

Extend the learning from stories into art,

music or construction activities. Encourage

children to:

❤ Draw their favourite character

❤ Build a setting from blocks

❤ Create a simple puppet

❤ Act out part of a story

This reinforces the idea that books are

starting points for creativity, not something

that ends when the final page is turned.

7. Share stories about kindness,

friendship and diversity

Valentine’s Day is an ideal time to explore

books that focus on friendship, sharing,

caring and empathy. These themes

link naturally with personal, social and

emotional development and help children

understand relationships through stories.

Make sure that all children can see

themselves reflected in the books you use,

so consider using books that celebrate

diversity and inclusion too. This can also

support discussions around inclusion,

feelings and belonging.

8. Introduce non-fiction books

Not all books tell a story – some offer facts,

give history or explain the natural world.

Others are very practical such as recipe or

instruction books. Try to use some of these

books in your sessions, for example, run

a “Did you know?” session on dinosaurs

or mini beasts, do some simple science

experiments, or create some yummy

food using a recipe book. You might find

children have their own ideas if you ask

them, too.

9. Involve families in book love

Encourage families to share favourite

stories from home or talk about books they

enjoy reading together. A simple display of

“Books we love at home” can strengthen

the link between home and setting. This

also supports children who may speak

different languages or come from diverse

cultural backgrounds.

10. Run a book exchange day

A book exchange day can be a simple

and inclusive way to celebrate a shared

love of stories. Children are invited to

bring in a book they no longer read or a

favourite they are happy to pass on, which

can then be exchanged with another

child. For those who do not have books

at home, settings can provide a selection

to choose from so everyone is included.

This activity encourages generosity, choice

and excitement around books, while also

reinforcing the idea that stories are meant

to be shared and enjoyed. The exchange

itself can become a special event, with

time set aside for children to explore their

new book, talk about why they chose it

and share it with a friend or adult.

We’d love to hear how you get on, so send

your stories and photos to hello@parenta.

com.



a

Zoë Austin

Neurodivergent notes

The ADHD school-to-prison pipeline and why

we should care about it in early years

little brains work, who to turn to for

support, what to do when dysregulation

strikes, that learning can be fun and

enjoyable, and, most importantly, that they

are loved just as they are. We can give

them a sense of learning environments,

feeling safe, creative, active, and happy.

We can give them the dopamine hit of a

job well done, shower them with praise

for their achievements, support them in

struggles and nurture their strengths.

Zoë’s top tips for

providing an inclusive,

supportive provision for

neurodivergent children

who may be ADHD:

metaphors or tools necessary to help them

explore what this feeling ‘looks’, ‘sounds’,

‘feels’ like, where they experience it in their

body. Books like “The Colour Monster” by

Anna Llenas (as we well know!) can be

really helpful to young children exploring

their emotions because, unlike adults,

children do not have the language or

cognition to tell us how they feel. Once

they have been able to label an emotion,

work with them to provide possible

solutions for when they next experience it,

e.g.:

✏ Go outside and run around

✏ Spend time in the quiet corner

✏ Play with fidget/sensory objects

✏ Play catch/throwing/kicking balls

✏ Shout into a pillow

Make learning relevant to them and their

interests, and don’t chastise them for

getting bored. If they’re bored, we’re doing

something wrong!

I acknowledge that I have made

some assumptions about readers’

understanding of ADHD in this article,

so next month I will deliver an in-depth

explanation of what I understand the

neurotype to be, how we can identify it,

and what the ADHD brain needs in order

to be happy.

Safe travels,

Zoë

Resources:

Greetings, fellow travellers!

Last month, I wrote to you about ‘naughty’

boys: labelled ‘bad’ by the education

system, a label they internalise, which can

stay with them for life.

Many of these boys have undiagnosed

ADHD. Unable, through no fault of their

own, to concentrate, retain information,

keep still, remain interested in subjects

which bore them, they are seen as rude,

lazy, and stupid. Eventually, this can lead

to exclusion and falling in with a ‘dodgy’

social group. I have seen this happening in

the life of a 9-year-old with whom I worked

last year. Nine years old: he already

believed he was ‘bad’ - he told me as

much. And he was already out committing

crimes.

11% of ADHD children have been

permanently excluded (compare that with

the fact that only 0.13% of all UK children

have been permanently excluded, and you

see that ADHD children are nearly 100x

more likely to be so). A 2021 parliamentary

committee (link below) found that 25% of

UK prison inmates had ADHD diagnoses,

with the actual figure probably far higher.

As anyone who hasn’t been living under

a rock for the past two years will know,

the rate of ADHD diagnosis, particularly

amongst women, is currently sky-rocketing

due to increased understanding of the

neurotype.

What is the ‘pipeline’? Why may

exclusion from school eventually lead to

incarceration? Well, I alluded to the ‘getting

in with the wrong sort of company’ from a

young age. The impulsive and dopamineseeking

ADHD brain, which loves

adventure, and the low self-esteem of

the oppressed ADHD child may combine

to seek fun and excitement/acceptance

wherever they can. If you’re not getting

praise at home or at school, you will take

it where you can find it. If you’ve already

been labelled as ‘bad’, why not prove

those who labelled you right? Add to this

the fact that there is a significantly higher

chance of people with ADHD developing

substance misuse disorders (I cannot find

reliable statistics on this in the time for

publication, but do have a Google if you

want to learn more) for reasons of said

impulsivity, self-medication, complex PTSD

et al. and we begin to understand the

bigger picture.

Why do we need to know these things in

early years? Because, as I keep saying, it

starts with us. We can help our children

and their families understand how their

(These are written with the understanding

that ADHDers experience huge emotions

very quickly, including rage; that learning

needs to feel relevant to us to retain our

attention; and that we are creative, active

souls who love novelty.)

Teach all your children that all brains are

different. Don’t be afraid to compare how

they each process things: say their names.

“X finds it difficult to be in a room with

lots of noise going on, just like you find

it difficult when you have to say goodbye

to Mummy in the morning.” “Y is having

some big, strong feelings right now, and

that’s OK. We just need to give them some

time and space to feel better” (whilst

shepherding curious children away from

their dysregulated friend).

Begin to help them create regulation

solutions which work for them. When they

are calm and regulated, communicate

with them 1:1 about how they feel when a

particular trigger arises (e.g. they feel like

they can’t do something, someone takes

a toy they wanted, etc.) Use whatever

Let them know that their key person will

be nearby when they are doing these

activities. Ask them if they want that

person to join in, or give them space. If the

child doesn’t know, help them establish

something they can use as signals for

‘help’, ‘stay away’, etc. In the heat of

the dysregulated moment, they may be

unable to access the parts of their brain

which help them choose an activity or

be able to communicate, in which case

it is up to us to learn to read their signals

and comply with them. If a child becomes

even more upset/aggressive when we

approach them during dysregulation,

they’re not being rude; they are

communicating that we are making things

worse and need to back off. Then we can

say, “I’m giving you space, but I’m going to

stand over there so I can see that you are

safe.”

✏ UK Parliament (2021). Written

evidence to the Parliamentary

Committee on the impact of ADHD in

prisons

✏ Conkbayir, M., & Whitehouse, P.

(Hosts). “Someone’s sitting there,

Officer” - with Simon Day and Dai

Babu OBE. I’m ADHD! No, you’re not.

Podcast episode. Available via Spotify,

Apple Podcasts, and other podcast

platforms

✏ Autism & ADHD Advocates (UK). The

ADHD school-to-prison pipeline and

education-based solutions

✏ ADHD Liberty. The school-to-prison

pipeline and ADHD

Click here for

more resources

from Zoë:



Making the most of EYPP

Supporting disadvantaged and

SEND children

Early years settings play a vital role in

reducing inequality before it becomes

entrenched. For some children,

disadvantage begins long before they

start school, shaped by factors such as

poverty, unstable housing, limited access

to resources, or additional needs. The

Early Years Pupil Premium (EYPP) exists to

help settings address these inequalities

and provide targeted support where it is

needed most.

Used well, EYPP can make a meaningful

difference. Used poorly or reactively, it risks

becoming another small pot of funding

that disappears without impact. The key is

not how much money is available, but how

thoughtfully it is used.

What is the Early Years

Pupil Premium?

The Early Years Pupil Premium (EYPP) is

additional government funding paid to

early years providers to improve outcomes

for disadvantaged children from nine

months up to age four, depending on

which funded entitlement they access.

This includes eligible children receiving

the working parent entitlement from nine

months, disadvantaged two-year-olds,

and all three and four-year-olds taking up

their universal funded hours. The purpose

remains the same: to narrow early

attainment gaps and strengthen children’s

learning, development and well-being

before they reach statutory school age.

EYPP is paid to settings per eligible funded

hour, up to a maximum of 15 hours per

week (or 570 hours per year) for most

children. While the amount per hour is

modest (currently £1 per funded hour), it

can have significant impact when used

strategically. In April 2025, the Department

for Education (DfE) increased funding for

the EYPP by 45% to a maximum of £570

per child per year. What matters most

is not the size of the funding pot, but

how intentionally it is directed towards

improving outcomes for disadvantaged

children.

Who is eligible?

Children may be eligible for EYPP if their

parents or carers receive certain benefits,

including:

⭐ Income Support

⭐ Income-based Jobseeker’s Allowance

⭐ Income-related Employment and

Support Allowance

⭐ Universal Credit (subject to earnings

thresholds)

⭐ Child Tax Credit (with income limits

and no Working Tax Credit)

Children who may also qualify include

those:

⭐ Looked after by the local authority

⭐ Adopted from care

⭐ Under a special guardianship or child

arrangements order

Eligibility is usually checked through parent

declaration forms and local authority

systems. Clear communication with

families is essential, as many parents are

unaware that their child qualifies or may

feel uncomfortable sharing information.

How does EYPP reach

settings?

EYPP is paid to local authorities, who

then distribute it to eligible early years

providers. Funding is typically paid termly

alongside other early years funding

streams. Settings are not expected to

account for every penny in the same

way as maintained schools, but they are

expected to demonstrate how EYPP is

being used to support disadvantaged

children and improve outcomes. Inspectors

will look for evidence that funding

decisions are informed, purposeful and

reviewed regularly.

Using EYPP effectively:

what works?

One of the most common mistakes with

EYPP is trying to use it to ‘buy things’

for individual children. While additional

resources can play a role, evidence

consistently shows that quality interactions,

skilled adults and targeted support have

the greatest impact.

Here are some best practice ways to invest

your EYPP wisely:

1. Invest in staff knowledge and skills

High-quality adult interaction is one of the

strongest predictors of positive outcomes

for disadvantaged children and those with

SEND.

EYPP can be used to support:

⭐ Targeted staff training

⭐ SENCO development

⭐ Communication and language

strategies

⭐ Trauma-informed practice

⭐ Behaviour support approaches rooted

in emotional development

Even small investments in professional

development can have a lasting impact

across many children, not just those

currently eligible for EYPP.

2. Prioritise communication and

language

Delayed speech and language

development is strongly linked to

disadvantage, and early gaps can widen

quickly if left unaddressed.

Effective uses of EYPP include:

⭐ Small-group language interventions

⭐ Staff training on modelling language

and extending vocabulary

⭐ Storytelling and shared reading

approaches

⭐ Time for focused, high-quality

conversations

Supporting communication also benefits

children with SEND and those learning

English as an additional language (EAL).

3. Strengthen the key person approach

Strong relationships underpin learning and

development for disadvantaged children

and emotional security is particularly

important. EYPP can support:

⭐ Reduced key person ratios for

targeted groups

⭐ Time for key person planning and

reflection

⭐ Support during transitions, including

home visits or additional settling

sessions

Consistency and attuned relationships

help children feel safe enough to engage

and learn.

4. Target support rather than

spreading funding thinly

EYPP is often most effective when used

strategically rather than diluted across the

whole setting.

This might involve:

⭐ Identifying individual children’s priority

needs through observation and

assessment

⭐ Agreeing clear, measurable aims for

EYPP spending

⭐ Reviewing impact regularly and

adjusting approaches

This does not mean labelling children,

but ensuring support is intentional and

addresses their needs.

5. Support inclusion for children with

SEND

For children with SEND, EYPP can

complement other funding streams by

supporting early intervention and inclusive

practice.

Examples include:

⭐ Sensory resources matched to

individual needs

⭐ Training for staff on specific needs

⭐ Time for planning with SENCOs and

external professionals

⭐ Adaptations that support participation

rather than separation

EYPP should not replace statutory SEND

funding, but it can enhance inclusive

practice when used thoughtfully.

Working with families

Parental engagement is another area

where EYPP can have a strong impact.

Supporting families does not mean

trying to ‘fix’ them, but building respectful

partnerships.

You might use EYPP to:

⭐ Create and share resources or

activities for home learning

⭐ Support transition into the setting

⭐ Offer workshops or informal sessions

⭐ Improve communication between

home and the setting

Simple, consistent communication often

has more impact than overcomplicated

initiatives.

Reviewing impact and

being realistic

With staffing pressures and increasing

demand, it is important to be realistic

about your ambitions for EYPP. Funding is

modest and cannot possibly be a ‘cureall.’

Settings should not feel pressured to

demonstrate dramatic short-term results

but should instead, focus on:

⭐ Demonstrating a clear rationale for

spending decisions

⭐ Evidencing thoughtful planning

⭐ Reflecting on what is working and

what is not

⭐ Making adjustments based on the

children’s changing needs

Inspectors are looking for intentionality, not

perfection.

The Early Years Pupil Premium is a bonus

which settings can use to strengthen

relationships, build staff confidence and

target real needs. By focusing on people

rather than products, and on long-term

development rather than quick fixes, EYPP

can become a meaningful part of inclusive,

high-quality early years practice.

References and more

information

⭐ Education Endowment Trust – Early

Years Pupil Premium

⭐ How we look at the use of Early

Years Pupil Premium (EYPP) in our

inspections of early years settings -

Ofsted

⭐ Early years pupil premium: guide for

local authorities



Gemma Kirby

Nurturing young minds

Supporting children’s mental health

in the early years

Creating emotionally safe

environments

The emotional tone of an early years

setting is shaped not only by people, but

by the environment itself. Calm, predictable

spaces support children’s mental health by

reducing anxiety and overstimulation.

Consider how the environment feels from

a child’s perspective:

? Are there quiet spaces where

children can retreat when they feel

overwhelmed?

? Is the room organised in a way that

supports independence and choice?

? Are displays and resources

purposeful, or visually overwhelming?

When children learn that all feelings are

acceptable, but not all behaviours are,

they begin to develop emotional resilience

and self-awareness.

Supporting transitions and

change

Transitions, whether big or small, can

challenge children’s mental health.

Changes in routine, room, or key adults

may trigger anxiety or emotional

dysregulation. Thoughtful support during

transitions protects children’s sense of

security.

? Prepare children in advance using

simple explanations and visual

supports

? Acknowledge feelings around

change: “It’s okay to feel nervous

about something new”

? Offer continuity through familiar

adults, objects, or rituals

? Move at the child’s pace where

possible, allowing time to adjust

A shared responsibility

Whilst Children’s Mental Health Week

shines an important spotlight, supporting

young minds is not about one week,

one activity, or one poster. It is about

everyday practice, shared responsibility,

and intentional care. Parents, carers, and

educators all play a vital role in creating a

network of emotional support around each

child.

By slowing down, listening carefully,

and responding with empathy, we send

children a powerful message: your

feelings matter, and you are not alone.

communication, and our response

becomes key to a child’s sense of

emotional safety.

The power of relationships

and attachment

At the heart of children’s mental health

in the early years are relationships.

Consistent, attuned adults provide the

secure base from which children explore

the world and make sense of their

feelings. Every warm interaction, every

moment of being noticed and responded

to, builds a child’s internal belief that they

matter.

Soft lighting, natural materials, cosy

corners, and access to outdoor spaces all

contribute to emotional regulation. Just

as importantly, predictable routines help

children feel secure. Knowing what will

happen next reduces uncertainty and

allows children to relax into the day.

Emotional safety grows when children

trust that their environment will meet their

needs consistently.

Building emotional literacy

from the start

When transitions are handled with care

and empathy, children learn that change

can be managed safely, with support.

The role of adult well-being

Laying foundations for life

The early years are a critical time for

mental health. The experiences children

have now shape how they see themselves,

others, and the world. When we prioritise

emotional well-being alongside learning

and development, we invest not just in

childhood, but in lifelong mental health.

As we mark Children’s Mental Health

Week, perhaps the most important

question is not what new initiatives we can

introduce, but how present we can be. In

our calm voices, our patient responses,

and our willingness to sit alongside

big feelings, we lay the foundations for

confident, resilient, emotionally-healthy

children, one connection at a time.

Children’s Mental Health Week (9th-15th

February) offers a timely invitation to

pause and reflect on how we support

the emotional well-being of our youngest

children. In the early years, mental health

is not a separate subject or intervention;

it is woven into everyday experiences,

relationships, environments, and routines.

Long before children have the words to

describe how they feel, they communicate

through behaviour, play, and connection.

Our role, as the adults who care for them,

is to notice, respond, and create spaces

where young minds feel safe to grow.

In early years settings, supporting

children’s mental health is about

prevention, protection, and promotion. It

is about building strong foundations of

emotional security, resilience, and selfunderstanding

that will carry children

forward long after they leave our care.

Understanding mental

health in the early years

Mental health in young children looks

different to that of older children or adults.

It is not about diagnoses or labels, but

about emotional well-being, the ability to

experience a range of feelings, and the

capacity to form secure relationships. For

young children, mental health is closely

linked to feeling safe, understood, and

supported by the adults around them.

Periods of change, stress, or uncertainty

can impact children’s emotional wellbeing.

This may show up as increased

clinginess, withdrawal, big emotional

reactions, sleep difficulties, or changes in

play. For neurodivergent children, or those

who have experienced adversity, these

signals may be more intense or persistent.

Rather than asking, “What’s wrong with

this child?”, a mental-health-informed

approach invites us to ask, “What is this

child trying to tell us?” Behaviour becomes

Simple, everyday practices make a

powerful difference:

? Greet children by name and at their

level, offering eye contact and warmth

? Tune into emotions and reflect them

back: “It looks like you’re feeling sad

that Mum has gone. She will be back

later, and until then I’m here with you”

? Stay close during difficult moments,

offering comfort rather than correction

For children who struggle with emotional

regulation, co-regulation is essential.

Before children can calm themselves, they

need adults to calm with them. Through

repeated experiences of being soothed,

children gradually learn how to manage

their own feelings.

Children’s Mental Health Week reminds

us of the importance of helping children

understand and express their feelings.

Emotional literacy begins long before

children can name emotions; it starts with

adults modelling, naming, and validating

feelings in everyday moments.

? Use language that normalises

emotions: “Everyone feels worried

sometimes”

? Name emotions during play and

stories: “I wonder if the bear feels

lonely”

? Offer tools for expression, such

as drawing, role play, or sensory

materials

Avoid rushing children out of feelings.

Supporting mental health means allowing

space for emotions, even uncomfortable

ones, while guiding children towards safe

ways of expressing them.

Children’s mental health does not

exist in isolation from adult well-being.

Young children are highly attuned to the

emotional states of the adults around

them. Calm, regulated adults create a

sense of safety; stressed or overwhelmed

adults, despite best intentions, can

unintentionally pass this on.

Supporting staff well-being is therefore a

mental health strategy for children. This

includes:

? Creating a culture where emotions

can be acknowledged, not hidden

? Encouraging reflective practice rather

than self-criticism

? Ensuring staff have opportunities to

rest, debrief, and feel supported

When adults feel valued and emotionally

safe, they are better able to offer the same

to children. Mental health is relational, and

it flows both ways.

Click here for

more resources

from Gemma:



Dr Jane Todd

The impact of

funding start dates on

practitioners

Funding changes in

Funding in the early years sector has

changed again, and for many nursery

owners, managers, practitioners,

childminders, and teachers, it can feel

like the ground keeps shifting beneath

our feet. Expanded funded hours and

wider eligibility are often presented as

good news, and in principle, they are.

More families accessing early education

is positive. But behind the headlines

is a complex funding model with real

implications for how settings operate day

to day.

The school-based

funding model versus

nursery reality

One of the main challenges is that the

funding model underpinning early years

provision is still based on a school model:

38 weeks of six hours a day, typically 9

am–3 pm. In reality, most nurseries and

some childminders operate full days,

all year round. The majority of nurseries

offering 10-hour days for 51 weeks must

make this “school model” of funding

work for their full-day, year-round setting.

Stretching funded hours to 22–37 per week

creates tricky questions: how do you offer

these hours in a way that works financially,

suits parents, and doesn’t make extra

hours conditional for a place? These are

not minor issues; they sit at the heart of

sustainability.

early years

What they mean in practice and why the

bigger picture matters

Why knowing your

nursery operating costs

is essential

This highlights the critical importance of

understanding your operating costs. Too

often, settings compare funding rates to

their private day rates, rather than looking

at the true cost of care for each age

group. Without this insight, it’s impossible

to know whether a place is financially

viable. In fact, many leaders are surprised

to discover they are losing money even

on some private rates. Knowing your

operating costs for each age group is

no longer optional; it’s essential for a

sustainable business.

Funded hours and their

impact on occupancy

and planning

The additional funding for working

parents of babies and two-year-olds

brings positives: more children needing

places and existing children taking

extra hours. But these extra hours also

affect occupancy, room planning, staff

deployment, and the experience of

children in your care. Funding does not

exist in isolation; it shapes behaviour

across the whole setting.

Managing occupancy

changes in early

years settings

Occupancy is one of the most immediate

impacts. Funded hours can boost

occupancy by bringing in children who

might not otherwise need care. This is

great news for your turnover, but it also

changes how you plan rooms, manage

transitions and the increased numbers

of babies starting alongside a reduction

in pre-school starters. Without careful

planning and thinking ahead to flow

through the nursery, the system can feel

stretched.

Room structure

changes driven by

funding eligibility

Room dynamics are shifting, too.

Expanding funding eligibility to younger

children often requires restructuring

rooms. This can mean moving children

earlier than planned, reshuffling staff,

recruiting additional staff to meet baby

ratios, or re-purposing space. These

changes can alter the feel of a setting if

not managed carefully.

Practitioners are feeling the impact

through clustered new starters and

settling-in sessions. Funding start dates

often dictate when children can join,

leading to multiple children starting at

once. This can be particularly challenging

in baby rooms, where individual attention

is crucial. Supporting several new children

starting at the same time increases stress

and workload, especially when recruitment

and retention are already difficult.

Parental expectations

and misunderstanding of

funded hours

Parents’ understanding of funding adds

another layer of complexity. Many assume

“funded” means completely free, and

do not realise ’30 hours’ is based on 38

weeks only. This can cause tension around

consumable charges, meals, activities,

or extra services. Opt-out policies have

added extra complexity, both to the admin

time of administering them and in delivery.

Often, it is practitioners managing these

conversations, explaining policies, and

absorbing frustration, even though these

challenges come from funding structures,

not individual settings.

Funding pressures faced

by childminders

Childminders face similar pressures.

Childminders may feel pushed to offer

funded hours that do not reflect their true

costs, impacting their income and worklife

balance. Some find that funding rates

for three- and four-year-olds do not cover

ratios and costs, meaning they must focus

on babies and two-year-olds instead.

The bigger picture: How

funding shapes daily

practice

The bigger picture is that funding changes

shape far more than budgets. They

influence how calm or chaotic a room

feels, how supported staff are, how

secure children feel, and how confident

parents are in the system. When funding

requirements are misaligned with

operational realities, pressure builds at

every level.

Why funding knowledge

matters for all early years

staff

This is why everyone working in early

years should understand the implications

of funding changes, even if they don’t

manage budgets. Decisions about room

moves, staffing, start dates, and policies

are often responses to funding pressures

rather than educational philosophy.

Recognising this allows teams to support

each other, communicate clearly, and

advocate for sustainable solutions.

Leadership, practitioner

insight, and sector

collaboration

For leaders, knowing your cost base,

occupancy patterns, and funding

exposure is critical. For practitioners and

childminders, insight from the floor matters

just as much. You see the impact on

children and families first-hand. Your voice

is essential in shaping what works, what

doesn’t, and what children really need.

Aligning fees, funding, and

the true cost of care

Ultimately, settings need to ensure their

fees, funding model, and additional

charges reflect the true cost of delivering

high-quality early years care. And I

have been in the privileged position of

supporting nursery leaders to do just

this. Understanding the bigger picture,

juggling occupancy pressures, room

changes, bunched-up starts, and tricky

conversations with parents, doesn’t

make these challenges disappear, but

it does help us respond with empathy,

professionalism, and purpose.

Building a sustainable

future for early years

The early years sector has always been

resilient, but resilience should not be

mistaken for unlimited capacity. Funding

changes must be matched with realism,

clarity, and support for the workforce, for

families, and most importantly, for the

children at the heart of everything we do.

Support with early

years funding and cost

modelling

If you would like help with getting on

top of your funding model or calculating

operating costs, please reach out. Find

out more about how Jane can help you at

www.janetodd.co.uk.

Click here for

more resources

from Jane:



In early years, we place great importance

on children’s communication, physical

development and early learning skills.

Yet one of the most influential areas of

development (their emotional literacy) is

often happening quietly in the background,

shaped by consistent everyday interactions

rather than formal learning activities.

Emotional literacy, emotional intelligence

or EQ (Emotional Quotient), is the ability

to recognise, understand, express and

manage emotions in ourselves and

in others. For young children, this skill

underpins everything from forming

friendships and coping with change,

to learning effectively and developing

resilience.

Supporting emotional literacy in early

years is not about eliminating difficult

emotions or expecting children to be

calm at all times. It is about helping them

make sense of what they feel, giving

them language for their emotions, and

modelling healthy ways to respond in

more challenging situations.

What is emotional

literacy?

Emotional literacy involves several

interconnected skills:

? Recognising emotions in ourselves

and others

? Naming and talking about our

feelings

? Understanding that emotions change

and are influenced by experiences

? Learning strategies to manage strong

feelings and emotions safely

? Developing empathy and emotional

awareness

These skills develop over time. It’s not

like learning that 2 + 2 = 4. For young

Naming feelings,

growing minds

Emotional literacy for early years

children, emotional literacy develops

gradually through repeated experiences

with trusted adults. Babies and toddlers

begin by co-regulating with adults, relying

on caregivers to soothe, reassure and

interpret their emotions. As children grow,

they start to internalise these skills and

use them more independently. But this

development is shaped by the emotional

environment of the home, and the early

years setting, as well as by the adults who

inhabit or work within it.

Why emotional literacy

matters in early years

Children who are supported to develop

emotional literacy are more likely to:

? Form positive relationships with peers

and adults

? Cope with frustration, disappointment

and change

? Engage more fully in learning

experiences

? Develop confidence and a positive

sense of self

? Show empathy and consideration for

others

Research consistently links strong

emotional development with better

long-term outcomes, including improved

mental well-being, stronger social skills

and greater readiness for school. From

a professional perspective, emotional

literacy also aligns closely with the

Early Years Foundation Stage (EYFS),

and regulatory bodies will look for

evidence that children feel safe, secure

and emotionally supported, and that

practitioners understand how children

learn to manage their feelings over time.

Building emotional

literacy through

everyday practice

Developing emotional literacy does not

require expensive resources or separate

lessons. It should be embedded into the

everyday rhythm of the setting. There are

many ways to do this, but here are some

of the main ones:

1. Naming feelings

One of the simplest and most effective

strategies is to name emotions in the

moment.

Instead of saying, “Stop crying” or “You’ll

be fine,” practitioners can say:

? “I can see you’re feeling sad because

Daddy has just left”

? “It looks like you’re frustrated because

the blocks fell down”

This helps children link physical sensations

and behaviours to clear emotional

language. Over time, they begin to use

these words themselves. Try to include

a wide range of emotions, not just

‘happy’ and ‘sad’ to build vocabulary

and accuracy. Words such as ‘excited’,

‘worried’, ‘disappointed’, ‘proud’ and

‘overwhelmed’ help children build a richer

emotional vocabulary.

2. Normalising all emotions

Children quickly learn whether certain

emotions are acceptable or not. If feelings

like anger, fear or sadness are consistently

discouraged or frowned upon, children

may begin to suppress or act out these

feelings instead of being allowed to fully

experience them and move on.

Practitioners can normalise emotions by

separating feelings people have from a

challenging behaviour they may exhibit:

? “It’s okay to feel angry. But it’s not

okay to hurt someone”

? “You’re allowed to feel upset. Let’s find

a way to help you feel better”

This approach teaches children that

their emotions are valid, and that their

behaviour can be guided and supported.

3. Using stories and play to explore

emotions

Stories are powerful tools for emotional

learning. Books that explore characters’

feelings help children recognise emotions

in others and reflect on their own

experiences. You can use stories to open

conversations about emotions. During

storytime, practitioners can ask open

questions such as:

? “How do you think that character

feels?”

? “What might help them right now?”

? “Have you ever felt like that?”

Role play and small-world play also

provide safe spaces for children to express

emotions indirectly. A child who struggles

to verbalise feelings may act them out

through toys or imaginative scenarios.

4. Supporting emotional regulation

Young children are still learning how to

manage strong emotions. It’s one thing for

them to label their emotions but expecting

them to self-regulate without support

can lead to unrealistic expectations and

unnecessary stress.

Practical strategies include:

? Quiet, cosy spaces where children can

calm down

? Breathing exercises or calming

routines

? Visual emotion charts to help children

identify feelings

? Consistent, predictable routines that

provide emotional security

Over time, these tools help children move

from co-regulation with adults to greater

independence.

The role of practitioners’

own emotional literacy

Children learn as much from what adults

do as what they say. Practitioners who

are emotionally aware, reflective and

regulated themselves create environments

where emotional literacy can flourish.

Settings that acknowledge this and spend

time and energy developing their staff’s

emotional literacy will have an advantage.

Developing emotional literacy in adults

includes:

? Recognising personal emotional

triggers

? Reflecting on responses to challenging

behaviour

? Managing stress and emotional

overload

? Modelling calm, respectful

communication

This is particularly important in highpressure

environments where staff may

be tired, emotionally stretched or where

the setting is understaffed. A practitioner

who feels supported and emotionally

regulated is better able to support children

effectively.

Create a culture where emotions can be

discussed openly and provide reflective

supervision and peer support. Encouraging

professional development around wellbeing

and emotional health will help staff

to present a consistent and professional

manner at all times.

Creating an emotionally

literate setting

An emotionally literate setting is not one

where children never cry or become

upset, but it is one where emotions are

noticed and valued, named and supported

consistently. This includes using shared

language around feelings across the staff

team and using consistent responses

to emotional behaviour – no “naughty

children”. Strong relationships built on

trust should be promoted, and there will

be an understand that emotional safety

sits alongside academic learning. When

children feel emotionally understood,

they are more likely to explore, learn and

connect with others. By naming feelings

and nurturing emotional awareness,

practitioners are not only supporting

children’s well-being in the moment but

laying foundations that will last a lifetime.

References and further

information

? Education Endowment Foundation –

social and emotional learning

? Early years well-being and selfregulation

resources – Anna Freud

Centre

? Early Intervention Foundation: Social

and emotional development in the

early years

? Simply Psychology: Emotional

Intelligence



School-based nurseries (SBNs) are being

talked about more than ever, especially

with new capital funding on the table. For

many practitioners working in early years,

this can raise practical questions: What

does a school-based nursery actually look

like day to day? How is it funded? And

how do schools, Private, Voluntary and

Independent settings (PVIs) and educators

work together without stepping on each

other’s toes?

This article explores how school-based

nurseries work in practice, challenges

some common misconceptions and looks

at what effective collaboration can really

look like.

What Is a school-based

nursery?

A school-based nursery is exactly what it

sounds like: early years provision located

on a school site, usually attached to or

closely linked with a primary school.

Traditionally, children attend between the

ages of two and four before transitioning

into Reception. However, recent changes

in early years funding mean that some

schools are now extending their provision

to include children from birth.

What often gets missed is that schoolbased

does not automatically mean

school-run. There are different models,

different staffing structures and different

ways of working – all of which affect

educators on the ground.

Michelle Windridge

School-based nurseries

How they really work

(and what you need to know)

Myths and facts:

Understanding schoolbased

nurseries

Let’s start with a few myths that come up

again and again.

Myth 1: School-based nurseries

are just a mini Reception

In reality, strong SBNs are rooted firmly in

the EYFS, not a watered-down version of

Key Stage 1. Play, relationships, routines

and child-led learning remain central.

Myth 2: You must be a qualified

teacher to work in a SBN

Only one model requires teacher-led

provision. Many school-based nurseries

are staffed entirely by early years

practitioners, just like PVIs.

Myth 3: School-based nurseries

replace local PVIs

When planned well, they often work

alongside local settings, filling gaps

in places, offering funded hours, or

supporting families who might not

otherwise access early education.

What is the Capital

Grant?

Schools in England have had the

opportunity to apply for up to £150,000

through the Department for Education’s

(DfE) School-Based Nursery Capital

Grant to open a new nursery or

expand an existing one. This funding is

aimed at increasing nursery places for

disadvantaged families.

Key points educators often ask about:

✏ The funding is for capital spend

(buildings, refurbishments, outdoor

areas), not wages

✏ Schools must have received local

authority approval before applying

For educators, this often translates into

refurbished rooms, improved outdoor

provision, better accessibility for children

with SEND, and purpose-designed early

years spaces rather than ‘borrowed’

classrooms.

Choosing the space: Why

It matters to practice

The location of a nursery within a school

plays a crucial role in shaping the

environment children experience every

day.

The most effective school-based nurseries

are usually:

✏ On the ground floor

✏ With direct access to a secure outdoor

area

✏ Easy for parents to find at drop-off

and pick-up

✏ Close enough to the main school to

support transitions, but not swallowed

by it

From an educator’s perspective, good

design supports:

✏ Smoother routines

✏ Better supervision indoors and out

✏ Inclusion of children with additional

needs

✏ A calmer, more purposeful learning

environment

When space is poorly thought through,

educators often end up battling noise,

foot traffic and awkward layouts that work

against quality practice.

Models of provision:

What they mean for

practitioners

There are three main ways school-based

nurseries are run, and each has a different

feel for staff.

1. School-led, teacher-led

provision

The nursery is fully part of the school, with

children included on the school roll. A

qualified teacher leads the provision.

What this means in practice:

✏ Strong alignment with school ethos

✏ Clear progression into Reception

✏ More school policies and systems to

follow

✏ Potentially less flexibility, depending

on leadership style

2. Governor-led provision

The nursery sits under a governing body

but is separately registered with Ofsted.

Children are not on the school roll, and a

qualified teacher is not required.


✏ Often led by early years specialists

✏ More autonomy than a school-led

model

✏ Still benefits from being on a school

site

✏ Often feels closer to a PVI in day-today

running

3. Partnership with a PVI provider

An external provider leases space on

the school site and runs the nursery

independently.


✏ Clear early years identity

✏ Established systems and expertise

✏ Continuity of care for children already

attending the provider

✏ Requires strong communication to

avoid “us and them” thinking

None of these models is automatically

‘better’ – it’s about fit, relationships and

shared understanding.

Working in collaboration:

Making it work day to day

For practitioners, collaboration is where

school-based nurseries really succeed or

struggle.

Effective collaboration often includes:

✏ Shared transition information (with

consent)

✏ Joint training or inset opportunities

✏ Consistent messages to parents

✏ Respect for each other’s expertise

Where collaboration breaks down, it’s

usually because:

✏ Early years practice is misunderstood

or undervalued

✏ Communication is top-down rather

than relational

✏ Time to plan and talk isn’t protected

When early years practitioners are given

space to explain why we do what we

do, school-based nurseries can become

powerful advocates for high-quality early

years practice within the wider school.

What’s the takeaway for

early years practitioners?

School-based nurseries are not a single

model, and they’re not going away. For

early years practitioners, they can offer:

✏ Purpose-built environments

✏ Strong transitions for children

✏ Opportunities to raise the profile of

early years practice

✏ A chance to work collaboratively

across sectors

But they only work well when early years

voices are heard.

Whether you work in a school-based

nursery, a PVI setting or alongside one,

understanding how these nurseries

operate helps you advocate for children,

families and the profession as a whole. At

a time when early education access really

matters, informed, confident educators

are a vital part of making school-based

nurseries work as they should.

Click here for

more resources

from Michelle:



Movement and music go hand-in-hand

in early childhood. In English, we use

separate words for music and dancing,

but many languages combine the idea

of audio and physical movement, which

echoes the response children have to

music – they just have to move! As a

result, the combination of music with

movement creates a powerful and vivid

visual expression of what is usually only an

auditory experience.

Dalcroze eurhythmics

Many music educators have recognised

for some time that moving to music

has a powerful effect on the audience.

Interestingly, they also found that

moving to music makes a great impact

on the people moving or dancing, and

can actually change or enhance their

experience of music-making through

Frances Turnbull

Learning in motion

Why music and movement belong together

in the early years

movement. Just as dancers associate

music with specific movements, there has

been research to show that the reverse

is true too – musicians remember pieces

and make them more expressive when

rehearsed with movement.

One such educator was a French

composer, Emile Jacques-Dalcroze

(1865-1950). After spending a significant

period of time studying classical music

techniques, he was introduced to Arab

folk music, developing a new form of

music notation based on the impact

of movement on music. He used his

experience to show that music consisted of

music note training through singing (solfa),

creating spontaneous and deliberate

movement expressing musical concepts

(improvisation), and specific movements to

physically represent music (eurhythmics).

These three skills are still taught today all

over the world, developing musicianship

skills by becoming the music, with

training courses available in London and

Manchester.

Embodied cognition

This concept of combining music and

movement corresponds directly with

a major recent influence in music:

embodied cognition, or the theory

that learning develops from physical

movement. Using three systems, the motor

system, perception and environmental

interaction, learning develops a wide

variety of skills including perception,

memory, comprehension, meaning and

categorisation. These are important

foundational skills, supporting resilience

amongst other essential life skills.

Simple exercises and music games, from

walking to the beat, to gently jogging

or skipping to musical rhythms, can

subconsciously – and physically – teach

ideas like timing, planning, delayed

gratification and co-operation well before

children have the vocabulary to articulate

these ideas. One tool that helps to observe

and identify musical skills is the 2015

Sounds of Intent framework.

Spatial music

Spatial music can have a great impact

in encouraging and inspiring movement.

Historically, it is an old concept, where

words or refrains are repeated within

religious ceremonies to create a specific

emotional effect, for example. More

recently, composers have created music

for orchestras to be performed in a

particular way or in a specific building

because of the specific acoustics, including

Forsyth (1985), Xenakis (1965), Varèse

(1958) and Dobos (2024).

Within early childhood settings, spatial

music may look like multiple different types

of music within different spaces where

children move through. Alternatively,

different types of instruments can be

explored for the effect that they have in

different spaces – metal, wood, wind, and

strings all sound different in small rooms,

outside, high ceilings, and empty rooms.

The next three suggested songs are all

pentatonic, perfect for new singers to

learn to sing successfully, and introduce

movement in a meaningful and musical

way.

Andy Pandy

Andy Pandy sugar and candy, all jump up

Andy Pandy sugar and candy, all jump

down

Andy Pandy sugar and candy, all jump in

Andy Pandy sugar and candy, all jump out

This song focuses on action prepositions

using a lovely 6/8 skipping beat. Different

ways that this song can be used include:

? Walking in a circle holding hands

? Using a parachute, or

? Simply skipping around the room

using the words as stop-start signals

The repeated words are easy to

remember, and the music uses pentatonic

notes which are perfect for new or nonconfident

singers.

Bounce high

Bounce high, bounce low

Bounce the ball to Shiloh

Roll here, roll there

Roll the ball to Leicester Square

This lovely quick song introduces ball play

to music sessions! Developing hand-eye

co-ordination along with musical creativity,

this song helps to recognise and build an

internal sense of timing. Timing helps with

developing delayed gratification, essential

for teamwork, co-operative activities and

group games.

This can be played using larger, easycatch

balls between two for younger

children or tennis balls for older children.

The benefit of pairing children is that they

learn from and teach each other through

behaviour and reactions, having to cooperate

to play successfully. As children

get older, the game can be used to

bounce or roll the ball on a specific beat,

getting them to feel the heavy 1st beat, the

next heaviest 3rd beat, or even the lightest

4th beat.

When rolling the ball, children can learn

about the effort it takes to roll a ball quickly

or slowly, subconsciously developing

important physics concepts in science. Roll

the ball for the duration of each line, or

make it shorter or longer!

Here comes a bluebird

Here comes a bluebird in through my

window

Hey, diddle dum a day, day, day

Take a little partner and jump in the

garden

Hey, diddle dum a day, day, day

This lovely circle song also uses concept

of in and out. Children stand in a circle

holding hands raised in arches. One child

‘flies’ in and out of each arch/’window’

and on the third line, chooses a child to

jump with in the middle of the circle.

Children often choose their friends,

running more quickly or slowly to get to

the chosen person. One way to mix this

up and randomise it is by getting children

to step to the beat, or step to the rhythm

of the words. Practising the sequence

altogether first and then turning it into a

singing game afterwards makes success

more likely, e.g.:

Here comes a blue - bird

(Walk, jogging, walk, walk)

In through my win - dow

(Walk, jogging, walk, walk)

Hey diddle dum-a day, day, day

(Long step, jogging, jogging, walk, walk,

walk)

Movement can be added in many ways

during the day, and music is a fairly

obvious, and enjoyable, way to do it.

Children naturally respond physically,

and using games with awareness makes

progression easier to identify and support.

Can there be any better way to learn!

Click here for

more resources

from Frances:



In early years, children learn through

connection and relationships. Before

they can confidently explore, take risks,

communicate or manage feelings, they

need to feel safe and secure. That sense of

safety and security is built through warm,

consistent relationships with trusted adults.

It is not a “nice extra” – it is essential.

Safety relates to physical protection and

supervision, while security is emotional.

A child can be physically safe but still feel

anxious if relationships are inconsistent.

Emotional security grows through

predictable, responsive relationships and

it is this that enables children to explore,

learn and regulate their emotions. It is the

foundation that everything else is built on.

The statutory Early Years Foundation

Stage (EYFS) recognises this by requiring

every child to have a key person. The

key person’s role is to provide a special,

ongoing relationship for the child

and their parents or carers, working

alongside families rather than replacing

them. This provides consistency and an

emotional connection for the child and is a

cornerstone in their development.

Why the key person

approach is so powerful

The key person system is one of the most

effective ways to make sure children

experience that consistent emotional

connection, especially in busy settings.

Ofsted’s inspection guidance explicitly

links a well-established key person system

with secure attachments, well-being and

independence.

A strong key person approach supports:

The power of

positive relationships

in early years

? Settling in and separation – children

cope better when one adult becomes

their secure base, especially when

separating from parents for the first

time

? Emotional regulation – children

‘borrow’ calm from adults before they

can manage their feelings alone

? Communication and language –

children talk more when they feel safe

and understood

? Behaviour and boundaries – children

respond best to adults who are

consistent and know them well

? Partnership with parents – families

build trust faster when communication

has a familiar anchor and they feel

that they are heard and understood

It is also particularly important for babies

and younger children, where developing

secure attachments, and co-regulation are

at the centre of development.

What do we mean by

“positive relationships?”

A positive relationship in early years

is not about being constantly cheerful

or always permissive. It is about being

emotionally available, responsive and

consistent. Children need adults who

notice them, understand them, and can

hold appropriate boundaries kindly and

with empathy.

Positive relationships are built through

everyday moments, such as:

? A warm greeting at the door

? Getting down to the child’s level,

making eye contact and listening

properly

? Following their interests in play

? Comforting them calmly when they

are overwhelmed

? Helping them repair friendships after

conflict

? Celebrating their small wins with

genuine delight

These interactions may look simple,

but they shape the way children see

themselves and the world. Think of the

difference between Miss Honey and Miss

Trunchball in the book, “Matilda”. They

both have and a lasting effect on the

children, but only one is positive.

The challenges: staffing

pressures and recruitment

difficulties

Of course, none of this happens in a

vacuum, and in reality, many settings

are currently managing real workforce

strain, including recruitment difficulties,

cover challenges, and high staff turnovers.

A recent NDNA staffing sustainability

survey reported that around seven in ten

providers (69.8%) did not have sufficient

staff to operate at maximum capacity,

with an average of 4.2 FTE vacancies per

setting. This context matters, because

consistency is harder to protect when

teams are stretched.

There is also national attention on the

childcare workforce reflecting ongoing

concerns about recruitment, retention and

the capacity of the sector. However, the

fact remains; even when staffing is tight,

relationships still matter - maybe, even

more.

So, the question becomes: how do settings

protect positive relationships and the key

person approach when they are under

pressure?

How to strengthen key

person relationships in real

settings

With the best will in the world, we all get

sick sometimes, and staffing pressures

can mount. Here are a few ideas to help

you establish and strengthen positive

relationships, even when difficulties arise.

1. Protect key moments of connection

Even in a busy day, children need

predictable emotional ‘touchpoints’ with

their key person:

? A warm welcome and handover

? A check-in during free play

? Comfort during upsets

? A consistent goodbye

If staffing changes disrupt the day,

prioritise these moments as they have a

disproportionate impact on the child.

2. Make “relationship-based practice”

the whole team’s job

A key person is central, but children also

benefit from a wider ‘web of safety and

security’. Aim for:

? A buddy key person (secondary

attachment figure) who knows the

child well

? Shared notes so staff can use

consistent language and approaches

? Joint responsibility for routines so

children feel held even if a key person

is off

This is especially helpful when rotas are

complex.

3. Use consistent emotional language

Children thrive when adults speak about

feelings and behaviour in consistent

ways. Agree common approaches to

language within your team and use them

consistently. This supports children’s

emotional literacy and helps staff feel

more confident and aligned.

4. Keep parent partnerships simple

and steady

In pressured settings, communication

can slip into rushed exchanges. Helpful

approaches include:

? A short daily touchpoint (even 30

seconds) reporting one positive

observation

? A weekly “one thing I noticed”

message for children who need extra

reassurance

? A clear handover plan if and when

staffing changes occur

5. Use observations to deepen

connection, not just track learning

Observations are often seen as

‘paperwork’, but they can be, and should

be, relationship-building tools as well as

insights on the child’s development and

progress. When practitioners notice and

respond to a child’s interests, schemas,

comforts and triggers, children feel more

understood and are more likely to receive

the support they need.

6. Support practitioner well-being and

emotional capacity

All relationships require emotional

energy, and practitioner relationships

are no different. When practitioners are

exhausted, it becomes harder to stay

calm, patient and responsive. That is not a

personal failing. It is reality.

Best practice to support the well-being of

staff includes:

? Protected breaks wherever possible

? Reflective supervision and check-ins

? A team culture where asking for help

is normal and supported

? Practical workload reviews to reduce

unnecessary pressure

Strong relationships with children start with

supported adults, so make sure you are

supporting all staff effectively, so they can

continue to support the children in your

care.

In early years, positive relationships are

not a soft option. They are the engine

room of well-being and belonging. Even in

challenging conditions, the focus remains

the same: children learn best when they

feel safe, seen and valued. And that

begins with practitioners.

References

? Help for early years providers:

Relationships

? EYFS statutory framework

? NDNA – Workforce crisis demands

urgent action before further childcare

expansion

? Parliamentary Research Briefing:

Childcare workforce in England



Why STEM in the early years

matters

Young children, both boys and girls, are

naturally curious. From the moment they

begin to explore the world around them,

they ask questions, test ideas and search

for meaning through play. Science, and

all aspects of STEM and STEAM, feed

directly into this natural curiosity. When

we recognise this and respond to it

thoughtfully, we lay the foundations for

confident learners, creative thinkers and

problem-solvers for life.

Learning through play in

early childhood education

In the early years, children thrive in

environments where they are allowed

to play freely, make discoveries without

interruption and feel genuine joy in their

accomplishments. STEM learning at

this stage does not need to be formal,

structured or complicated. In fact, it works

best when it is playful, sensory, messy and

driven by children’s interests.

Toddler and early years

STEM sessions: Inspiring

young scientists

My toddler and early years STEM sessions

are designed with this very idea in mind.

They are full of fun, exploration and

discovery, created to inspire and excite

future generations in the amazing world

of science and STEM. At the heart of every

session is the belief that young children

are capable, curious and ready to engage

Sandra Beale

STEM in infancy and the

early years

Nurturing curiosity from the very start

with big ideas – when those ideas are

presented in the right way.

Shared STEM experiences

with parents and carers

When small children and their parents

sit together around my dining table, they

enjoy science through play, exploration

and shared discovery. It is a wonderful

experience to witness. These moments of

connection are powerful: children learn

alongside trusted adults, parents gain

confidence in supporting STEM learning at

home, and science becomes something

joyful rather than intimidating.

Hands-on STEM activities for

early years children

The children participate in a wide range

of activities across science, engineering,

technology, and mathematics. Sessions

are intentionally messy and full of colour,

incorporating different textures, sounds

and materials. Every activity is carefully

designed to tap into young children’s

natural curiosity and to encourage handson

investigation.

Exploring science concepts

through play

Through play, children explore ice and

balloons, make snow, create reflections,

investigate sinking and floating objects,

examine density, and begin to understand

the behaviour of molecules in oil and

water. They discover how colours can be

separated and mixed, and they learn

words such as chromatography, buoyancy,

density, velocity and displacement – not as

abstract concepts, but as ideas they can

see, feel and experience.

Making complex STEM ideas

understandable for young

children

Importantly, they also understand what

these words mean. They learn that we

breathe air even though we cannot see it,

that an ‘empty’ bottle is actually full of air,

and that air exists all around us. They see

how hearts pump blood, test the strength

of paper, create simple hovercrafts, enjoy

chemistry through rainbow volcanoes

and explore physics with zip lines and

movement experiments.

S

Environmental awareness

and STEM learning in the

early years

Children also learn how to gently wake up

sleeping pine cones, melt crayons, and

develop a visual understanding of rising

sea levels. They explore the layers of the

sea and the layers of the earth, investigate

soil erosion and discover what happens

to sea animals when oil tankers spill oil

into the sea. These experiences introduce

early scientific thinking while also nurturing

empathy and environmental awareness.

Encouraging problem-solving

and resilience through STEM

A crucial element of these sessions is that

children are encouraged to create their

own experiments. By asking open-ended

questions, adults support children to think

of different possibilities and solutions. Very

often, experiments do not work in the

way they were expected to – and this is

where some of the most powerful learning

happens.

Learning from failure:

Building confidence

and creativity

Children quickly learn that ‘failure’ does

not mean the end. Instead, it becomes

an opportunity to try again, to adapt

ideas and to experiment in new ways.

Young children are remarkably inventive,

often coming up with solutions and ideas

that most adults – even professionals

– would never consider. This process

builds resilience, confidence and a love of

learning that extends far beyond STEM.

Why early exposure to

science makes a lasting

difference

Science is all around us. Children are born

ready to explore and discover, and the

younger they are exposed to science, the

more enjoyment they gain from it as they

grow older. When children are allowed

to play and explore science at their own

pace, they develop stronger creative

thinking skills and a greater ability to think

‘outside the box’.

Girls in STEM and the

importance of early

representation

This approach is particularly important

when we consider gender and

representation in STEM. February 2026

marks the International Day of Women

and Girls in STEM – a global reminder of

the importance of encouraging girls to

see themselves as scientists, engineers,

technologists and mathematicians from

the very beginning.

Supporting girls’ confidence

in STEM from an early age

Early experiences matter. When girls are

given positive, hands-on STEM experiences

in the early years, they are more likely to

develop confidence, curiosity and a sense

of belonging in these areas. My Toddler

and Early Years STEM sessions play a

crucial role in opening up the world of

science and STEM to very young children,

especially girls and their families, helping

to challenge stereotypes before they have

a chance to take hold.

A STEM experiment to try in

your early years setting

Density and colour saturation

This simple experiment is great fun, very

messy and perfect for early years settings.

What you need:

?

?

?

?

?

A box of sugar cubes

A tray

A glass, cup or container

Water

Food colouring (using several colours

makes it more visually exciting)

What to do:

1. Hand out a white sugar cube to each

child.

2. Ask them to place the cube into the

container of water.

3. Give each child another sugar cube

and ask them to squirt food colouring

onto it (children under three will need

help). Do not place these cubes in

water.

4. Carefully remove the sugar cubes

from the water and place them on the

tray.

5. Encourage the children to observe

what happens to the sugar cubes

with food colouring compared to the

ones that were in water.

6. Ask which sugar cube they think has

more liquid or is more saturated.

7. Record their observations using

words, drawings or photographs.

8. Ask the children to gently pick up both

sets of sugar cubes and see which

ones crumble or fall apart.

9. Explain that the sugar cube that

crumbles has less density, meaning

the sugar grains are no longer

packed closely together because

they are saturated with water or food

colouring.

You can extend this experiment further

by asking children to observe what

happens to strips of paper placed in water,

encouraging comparisons and further

discussion.

The bigger picture: STEM in

the early years

STEM in the early years is not about

producing future scientists – it is about

nurturing curiosity, confidence and

creativity. By embracing STEM through

play, exploration and discovery, we give

children the tools they need to understand

their world and believe in their ability to

shape it.

Click here for

more resources

from Sandra:




Before a young child can say how they are

feeling, they show it to us in other ways.

For example, a baby kicks their legs

excitedly when a familiar face appears. A

toddler copies another child’s movements

or sits close beside them, sharing a

moment without words.

In the early years, love, safety and

belonging are felt in the body first. Long

before spoken language develops,

children communicate through movement,

rhythm, sound and proximity. These early

exchanges are not small or insignificant;

they are the foundations upon which

confidence, communication and learning

are built.

Gina Bale

The first language of love

How movement and play build

connection in the early years

Movement as a child’s first

language

Movement is a child’s earliest form of

expression. Babies reach, roll, wriggle and

vocalise to communicate their needs and

emotions. Toddlers stomp, spin, jump and

gesture as they explore the world and

their place within it. Through imitation and

shared movement, children say, “I see you”

and “I want to connect.”

These physical exchanges are rich in

meaning. Mirroring a movement, sharing

a rhythm, or responding to another

child’s action builds trust and emotional

connection. Movement is not simply

preparation for communication. It is

communication.

When we begin to recognise movement

in this way, we understand why

movement-based play is so powerful in

early childhood for all children. It allows

connection to happen naturally, without

pressure, and meets children exactly

where they are developmentally.

Connection before learning

Children learn best when they feel

emotionally and physically secure. Before

they can focus, listen or engage with new

ideas, they need to feel safe, regulated

and connected to those around them.

Movement plays a vital role here. Sensoryrich

physical experiences help children

organise their feelings, release tension

and find balance within their bodies.

Rocking, stretching, crawling, bouncing

and swaying all support regulation and

emotional well-being.

Stillness is often seen as a sign of

readiness to learn, yet for many young

children, movement is what allows that

readiness to emerge. When children

are given opportunities to move freely

and purposefully, they are better able to

attend, explore and engage. Connection,

not compliance, is the true starting point

for learning.

Play as an expression of

love and belonging

Imaginative play gives children a powerful

way to explore relationships and emotions.

Through shared stories and role-play,

children experience sustained shared

thinking (SST), where ideas are built

together through interaction.

Researcher Iram Siraj-Blatchford describes

sustained shared thinking as moments

where adults and children, or children

together, “work together in an intellectual

way” to solve problems, clarify ideas and

develop understanding. In imaginative

play, these moments emerge naturally as

children negotiate roles, share ideas and

build meaning together.

In play, children practise cooperation,

empathy and understanding. They take

turns, negotiate roles, and learn what

it feels like to be part of a group. They

explore what it means to lead, to follow, to

help and to be helped.

Children also express care for one another

through play. From comforting a friend,

protecting a shared space, or working

together towards a common goal. These

moments may look simple from the

outside, but they are deeply meaningful.

Through play, children learn that they

belong, that their presence matters, and

that relationships can be joyful and secure.

Including every child

Not all children express connection

verbally, and they shouldn’t be expected

to. Some children communicate through

movement, sound, gesture or quiet

observation. Play that is physical, sensory

and imaginative allows every child to

participate in ways that feel comfortable

and authentic to them.

When there is no pressure to speak,

perform or get it ‘right’, children can join in

at their own level. Movement-based play

removes barriers and opens pathways

for inclusion, allowing children to connect

without comparison or expectation. Every

child’s way of communicating is valued

and respected.

This is particularly important for children

with additional needs, those learning

English as an additional language, or

children who simply need more time to

observe before joining in, as connection

also happens without words.

The role of the adult

Adults play an important role in creating

environments where connection can

flourish. By preparing spaces that invite

shared movement and imaginative play,

educators support children to explore

relationships naturally.

Simple elements such as music, stories,

scarves, soft props or open-ended

movement prompts can encourage

children to come together and engage. A

shared action song, moving like animals in

a story, or responding to rhythm together

can become powerful moments of

connection.

Equally important is knowing when to

step back. Giving children the time and

space they need to make sense of their

experiences allows relationships to unfold

organically. When adults model calm,

kindness and curiosity, children absorb

these qualities through shared moments

of play.

A Valentine’s reflection

Valentine’s Day often centres on words,

cards and symbols, but for young children,

love looks different. It looks like shared

laughter, moving together, feeling safe

alongside others and being accepted just

as they are.

When we support children to connect

through movement and play, we are

nurturing the first and most important

language of all: the language of love. It

is through these embodied experiences

that children build the confidence,

communication skills and sense of

belonging that will support them

throughout their lives.

Click here for

more resources

from Gina:



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February 2026 Parenta Early Years Magazine

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