In this inspiring episode, we explore what it really means to honour the natural rhythm of child development in early years. From the atmosphere of the classroom to the cadence of children’s days, we ask: what happens when we give ourselves permission to start trusting what we know about how children actually grow?

We reflect on the truth that underpins so much of quality early years and child development - that children don't develop on a fixed timetable. They don’t all crawl in March, walk in April, or read by July!

What we come back to, time and time again, is this: respecting the authenticity of child development, grounded in current science and research, is not just ideal - it's essential.

In This Episode, You’ll Discover:

• Your call to action: shift from delivering curriculums to creating the conditions where authentic development can unfold (fabulously flourishing children!)

• Why the rhythm of a child’s day matters more than rigid schedules and how to honour it in real classrooms

• What developmental science really tells us about learning timelines – hope you’re not expecting a straight line!

• How to tune into the feel of the classroom, give great value to 'noticing' and use simple tools for reflection and change

• Practical ways to resist a one-size-fits-all model and reclaim responsive, respectful, authentic early years practice: yes to being a Teacher, not a 'deliverer!'

…and why respecting real child development might be the most radical (and research-informed) thing you can do.

I'm Michelle Hague, founder of HEYD (Early Years School Improvement Specialists) and the Early Years Impact podcast. You can contact me directly: [email protected], or visit heyd.co.uk.

I know this episode will inspire you to know more and to connect further with Dr. Alistair Bryce-Clegg, EY consultant, author, trainer and a passionate advocate for play.

Check out Alistair's website - abcdoes.com head to ‘contact us’ and you will find social media links plus Alistair’s direct email address. What are you waiting for?