What does independence really look like in the Early Years? Do we sometimes expect children to manage things they're simply not developmentally ready for YET?

In this episode, we rethink some of the expectations we place on young children, from sharing and sitting still to managing emotions, attention and everyday routines. We explore developmental milestones, executive function and the importance of recognising that children develop skills at different rates.

We also consider whether some expectations are serving children's learning and development, or simply making life easier for adults and how we can support children to gradually become more independent without expecting them to behave like miniature adults.

Building independence isn't about expecting children to do everything for themselves. It's about giving them the time, support and opportunities to take their next steps.

Hosted on Acast. See acast.com/privacy for more information.

What does meaningful partnership with families really look like? And are we genuinely working together or are we expecting families to fit into the way our settings work?

In this episode, we rethink what it means to build relationships with parents and families, recognising that every family is different and that there is no one-size-fits-all approach to communication or engagement. We explore how we can create more flexible opportunities for families to connect with us, recognise the skills and experiences within our parent community and ensure the children and families in our settings see themselves reflected in the environment, resources and experiences we provide, because a family who doesn't engage in the way we expect isn't necessarily disengaged. Sometimes we simply need to rethink how we're creating opportunities for genuine partnership.

Hosted on Acast. See acast.com/privacy for more information.

Risk is a natural part of childhood and an important part of learning, but are we sometimes so focused on keeping children safe that we unintentionally limit their opportunities to explore, challenge themselves and develop confidence?

In this episode, we explore the difference between risk and hazards, the value of considering risk benefits alongside risk assessments and how our own experiences and confidence can influence the opportunities we give children. We also consider how Early Years teams can develop a shared understanding of appropriate risk, involve children in identifying hazards and create environments where children can safely test their abilities, make decisions and learn what they are capable of.

Supporting children to experience risk isn’t about letting them take risks and hoping for the best. It’s about understanding the risk, managing the environment, supporting the child and recognising the learning.

Rethinking Early Years - practical conversations for Early Years practitioners who want to reflect, question and rethink everyday practice.

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Are we describing children’s behaviour or defining who they are? The words we use about children matter.

A child described as “shy”, “bossy”, “challenging” or “attention seeking” can quickly become known by that label, but what if there is another way to understand what we are seeing?

In this episode, we rethink the language we use every day and explore how small shifts in the way we describe children can influence the way they are seen, understood and supported, because children are more than a single behaviour, moment or label.

This isn’t about changing every word we use or finding the “perfect” phrase every time. It’s about making more conscious choices when we know our language can have a bigger impact. A small shift in language can create a big shift in perspective.

Hosted on Acast. See acast.com/privacy for more information.

What are we really communicating when we tell children they’re “good”?

In this episode, Laura explores the impact of praise and challenges us to think about the language we use every day with young children. We explore the difference between judging children and noticing what they have actually done and how small shifts towards more meaningful, observational language can support children to recognise their own efforts, choices and learning.

"Perhaps the aim isn’t to praise less.

It’s to notice more."

This is also a popular topic within Laura’s professional development and training, where she explores how the language we use can shape children’s experiences and the way they see themselves as learners.

Hosted on Acast. See acast.com/privacy for more information.

Are we getting the balance right between adult-led teaching and child-led play?

In this episode, we explore the challenge of creating Early Years environments where children experience the right balance of intentional teaching and uninterrupted play.

We rethink busy timetables, constant transitions and the pressure to make learning visible, while recognising the importance of giving children time to explore, investigate and become deeply engaged in their own learning.

Hosted on Acast. See acast.com/privacy for more information.

Hosted on Acast. See acast.com/privacy for more information.

Hosted on Acast. See acast.com/privacy for more information.

Hosted on Acast. See acast.com/privacy for more information.