The Early Years Together

In this episode of The Early Years Together, Dr Jacqueline Young and Deborah Brown are joined by early years educator Andrea Jackson to explore the vital role that baby room care routines play in supporting young children's physical development, emotional wellbeing, and secure attachment. Drawing on Andrea's experience across nurseries, baby rooms and further education, the discussion highlights how everyday caregiving moments such as feeding, nappy changing, sleep routines and play create powerful opportunities for learning, development and relationship-building.

Together, they discuss the importance of responsive, attuned caregiving and how practitioners can balance predictable routines with flexibility to meet each baby's individual needs. The conversation explores recognising babies' unique cues, working in partnership with families, respecting cultural practices, and supporting parents through sensitive, non-judgemental conversations when concerns arise.

The episode also focuses on safer sleep practice, examining current guidance, safeguarding responsibilities, and the practical steps early years professionals must take to create safe sleep environments. The hosts and their guest reflect on the importance of consistent documentation, team-wide approaches, and early identification of concerns related to sleep, feeding, regulation and development.

Whether you are an early years practitioner, student, or parent, this episode offers evidence-informed insights and practical reflections to help ensure babies feel safe, secure, understood, and supported to thrive.

Don't forget to join us next time when we'll be discussing Toilet Training and Self-Care Routines.

Episode Three References:

Department for Education (2026) Safer sleep. Help for Early Years Providers. Available at: https://help-for-early-years-providers.education.gov.uk/health-and-wellbeing/safer-sleep

Owston, L. (2026) How safeguarding and children’s welfare and wellbeing underpin the September 2026 updates to early years inspections. Ofsted: Early Years Blog, 12 June. Available at: https://earlyyears.blog.gov.uk/2026/06/12/how-safeguarding-and-childrens-welfare-and-wellbeing-underpin-the-september-2026-updates-to-early-years-inspections/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode of The Early Years Together, Deborah Brown and Dr Jacqueline Young explore the key physical developmental milestones that children typically experience from birth to five years. As part of the Movement Matters series, they discuss why physical development is a prime area of learning within the Early Years Foundation Stage and how movement supports children's wellbeing, independence, confidence, and overall development.

The conversation examines both gross motor and fine motor development, outlining typical developmental progressions from infancy through to school readiness. Deborah and Jacqueline explain how skills such as balance, coordination, strength, climbing, running, grasping, mark-making, and self-care develop over time, and highlight the important role of active play and everyday experiences in supporting children's growth.

Listeners will also learn why understanding developmental milestones matters, how practitioners and parents can observe children's progress, and the importance of recognising individual differences rather than comparing children to one another. The episode considers early identification of potential concerns and discusses signs that may warrant closer monitoring or additional support.

Whether you are an early years practitioner, student, parent, or caregiver, this episode provides a practical overview of children's physical development journeys and offers valuable insights into supporting young children to thrive.

Tune in to gain a deeper understanding of how children develop movement skills and why physical development forms the foundation for future learning and success.

Subscribe, share, and step into a podcast made for reflective early years practice.

Episode Two References:

Cambridgeshire Community Services NHS Trust (n.d.) Developmental delay guidance. Available at: https://cambspborochildrenshealth.nhs.uk/services/cambridgeshire-childrens-physiotherapy-service/developmental-delay-guidance/

Department for Education (2023) Development Matters: non-statutory curriculum guidance for the early years foundation stage. Available at: https://www.gov.uk/government/publications/development-matters--2

NHS (n.d.) Physical activity guidelines for children under 5 years. Available at: https://www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-under-five-years/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

This episode kicks off our new series, Movement Matters, by exploring why physical development sits at the heart of early learning. Drawing on research, everyday practice, and lived experience, Deborah Brown and Dr Jacqueline Young unpack how children build strength, coordination, balance, and fine‑motor control — and why these foundations shape everything from confidence and communication to self‑regulation and school readiness.

You’ll hear clear definitions, practical examples from real early years settings, and reflections on how movement supports children’s wellbeing, independence, and engagement with the curriculum. We also consider the impact of reduced access to physical play, shifting priorities in education, and what practitioners can do to create movement‑rich environments every day.

A warm, thoughtful introduction to the series — and a reminder that when children move, they learn.

Subscribe, share, and step into a podcast made for reflective early years practice.

Episode One References:

Department for Education (2024) Early years foundation stage statutory framework: for group and school‑based providers. Available at: https://assets.publishing.service.gov.uk/media/68c024cb8c6d992f23edd79c/Early_years_foundation_stage_statutory_framework_-_for_group_and_school-based_providers.pdf.pdf

Department of Health and Social Care (2019) Physical activity guidelines: early years (under 5s). Available at: https://www.gov.uk/government/publications/physical-activity-guidelines-early-years-under-5s

Duncombe, R., & Preedy, P. (2021). Physical development in the early years: exploring its importance and the adequacy of current provision in the United Kingdom. Education 3-13, 49(8), 920–934. https://doi.org/10.1080/03004279.2020.1817963

Education Endowment Foundation (2024) Physical development: Evidence Store. Available at: https://educationendowmentfoundation.org.uk/early-years/evidence-store/physical-development

NHS (2023) Physical activity guidelines for children under five years. Available at: https://www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-under-five-years/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this final episode of the series Making Time to Talk, Deborah Brown and Dr Jacqueline Young celebrate the end of the series by responding to listener questions about supporting children’s communication and language.

Drawing on questions from students and practitioners, this episode explores:

• How to talk meaningfully with children about their artwork without evaluative praise
• When to look at a child and when to look with them to support connection, shared attention, and autonomy
• Practical ways multilingual families can use their home languages during everyday routines
• Updated guidance on screen time for under‑5s and how to make screen use more interactive and intentional

Throughout the episode, Deborah and Jacqueline emphasise attunement, shared thinking, emotional safety, and practical strategies that can be used in everyday interactions at home and in early years settings.

This reflective and practical Q&A episode brings together the key themes of the series and reinforces the message that children learn to communicate best through connection, curiosity, and meaningful interactions.

Subscribe, share, and step into a podcast on reflective early years practice.

Links to website:

https://literacytrust.org.uk/resources/multi-language-booklist/

https://literacytrust.org.uk/resources/time-together-multilingual-families/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this week’s episodes Deborah Brown and Dr Jacqueline Young talk about ways to support children who are experiencing language delay. They discuss the differences between speech impairment, language delay and other types of need, and provide practical tips on ways to support language development, whilst recognising and encouraging other aspects of communication that might not be impacted by the language delay.

Whether you’re an educator, parent or student, this episode brings practical insights, real‑life examples and thoughtful reflection to accompany you through your day.

Subscribe, share, and step into a podcast made for reflective early years practice.

Episode Ten References:

Beauchamp, G., Ellis, C., Ellis, R., Dumitrescu, S., Sarwar, S., Tyrie, J., & Haughton, C. (2026). Types of talk with young children, aged 4-5 years, within woodland free play. Journal of Early Childhood Research, 24(1), 56-70.

Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T. and and the CATALISE-2 consortium (2017), Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychology and Psychiatry, 58: 1068-1080. https://doi.org/10.1111/jcpp.12721

Davies, G. (2011). Attention Autism: An intervention model for children with autism spectrum disorder. Gina Davies Autism Centre.

Zuniga‐Montanez, C., Davies, C., Ligoxygakis, L., Kašćelan, D. and Gonzalez‐Gomez, N., (2025). Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review. Journal of Child Psychology and Psychiatry, 66(4), pp.569-587.

Links to websites:

Makaton resources:

https://makaton.org/TMC/About_Makaton/How_to_start_using_Makaton.aspx

Every child a talker resources: https://foundationyears.org.uk/files/2011/10/ecat_guidance_for_practitioners_11.pdf

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Podcast produced by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

This double length, special episode features a conversation between Deborah Brown and Dr Jacqueline Young about Jacqueline’s recent research study exploring the intersections between creative thinking and disadvantage in reception age children (aged 4 and 5 years). Jacqueline talks about how disadvantage shapes opportunities for imagination, and why nurturing creativity is a powerful act of equity in early education.

Join the podcast for a thoughtful, accessible conversation about curiosity, context, and the transformative potential of creative pedagogy.

Episode Nine References:

DfE (2025) ‘Early years foundation stage statutory framework for group and school-based providers: setting the standards for learning, development and care for children from birth to five’. Department for Education. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Di Battista, A. et al. (2023) Future of jobs report 2023. Geneva, Switzerland: World Economic Forum. Available at: https://www.weforum.org/publications/the-future-of-jobs-report-2023/

Young, J. (2025). ‘Why don’t fish have eyelashes?’: understanding the intersections between creative thinking and disadvantage in early years education in two schools located in areas of high deprivation. Available at: https://sussex.primo.exlibrisgroup.com/permalink/44SUS_INST/1qbui9j/alma991397837302461

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this week's episode, Jacqueline and Deborah explore how the smallest moments in a family’s day can become the biggest opportunities for connection. From breakfast chats to bath‑time giggles, they share simple, practical ways to spark richer conversations, nurture curiosity, and build children’s confidence as communicators. They unpack the realities of screen time without the guilt, offering easy shifts that turn digital moments into shared learning. The episode also dives into supporting children through big emotions, with calming phrases, connection‑first strategies, and ideas for building emotional vocabulary. A warm, reassuring listen for any parent or carer wanting to make talking feel natural, joyful, and part of everyday life.

Link to Google form to submit questions: https://forms.gle/BMDCvTGAEfjjoqTQ8

Episode Eight References:

Bhutani, P. et al. (2024) ‘Is the screen time duration affecting children’s language development? - a scoping review’, Clinical Epidemiology and Global Health, 25, p. 101457. Available at: https://doi.org/10.1016/j.cegh.2023.101457

Karani, N.F., Sher, J. and Mophosho, M. (2022) ‘The influence of screen time on children’s language development: A scoping review’, South African Journal of Communication Disorders, 69(1), p. 825. Available at: https://doi.org/10.4102/sajcd.v69i1.825.

Links to website:

BBC Nursery Rhymes and Songs:

https://www.bbc.co.uk/teach/school-radio/articles/zhwdgwx

National Literacy Trust Website:

https://wordsforlife.org.uk/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this energising episode, Deborah and Jacqueline dive into the powerful role home languages play in children’s identity, confidence, and communication. Discover why bilingualism is an asset, what the “funds of knowledge” approach means for practice, and how simple everyday interactions can transform language learning for children with English as an additional language. Packed with practical ideas, warm reflections, and inclusive strategies, this episode is perfect for educators, students, and anyone passionate about nurturing joyful, meaningful communication from the very start.

Episode Seven References:

Moll, L. C., Amanti, C., Neff, D. and Gonzáles, N. (1992) Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.

Links to website:

Help for Early Years Providers

https://help-for-early-years-providers.education.gov.uk/support-for-practitioners/english-as-an-add…

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Podcast produced by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Active listening is one of the most powerful foundations for early communication. In this episode, we explore why listening matters so much in the early years, how it supports language development, and what the EYFS says about listening and understanding.

We break down practical ways adults can model active listening—being present, responding with attunement, validating feelings, and noticing non‑verbal cues. The episode also introduces the EEF’s ShREC approach and shares simple strategies to help young children become active listeners through open‑ended questions, thinking time, playful listening games, and reducing background noise.

This episode is ideal for early years practitioners, students, parents, and anyone interested in child development, communication, and high‑quality early learning environments. If you’re looking for evidence‑informed strategies to strengthen children’s language and listening skills, this conversation offers clear, actionable insights you can use right away.

Subscribe, share, and step into a podcast made for reflective early years practice.

Episode Six References:

Rogers, C.R. and Farson, R.E., (1957). Active listening. Chicago, IL.

Jardri, R., Houfflin-Debarge, V., Delion, P., Pruvo, J.P., Thomas, P., & Pins, D. (2012) ‘Assessing fetal response to maternal speech using a noninvasive functional brain imaging technique’, Int J Dev Neurosci., 30: 159–61.

Links to website:

EEF ShREC approach

https://educationendowmentfoundation.org.uk/early-years/the-shrec-approach

Early Years Foundation Stage Framework

https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Help for Early Years Providers

https://help-for-early-years-providers.education.gov.uk/

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Mixing Engineer:

Luke Young www.linkedin.com/in/lukeyoungcomposer

Title music by:

Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode, Deborah and Jacqueline explore how babies begin learning to communicate in their earliest months. They discuss language development theories, early interactions, and the Reggio Emilia concept of the “Hundred Languages of Children,” offering practical ways to support infants as emerging communicators.

Subscribe, share, and step into a podcast made for reflective early years practice.

Episode Five References:

Chomsky, N. (1959). Review of Verbal Behavior by B. F. Skinner. Language, 35. 26-58

Chomsky, N. (1968). Language and Mind. New York: Harcourt, Brace & World

Kidd, E. and Garcia, R., (2022). How diverse is child language acquisition research? First Language, 42(6), pp.703-735.

Malaguzzi, L. (1994) ‘Your image of the child: where teaching begins’, Child Care Information Exchange, pp. 52–57.

Skinner, B.F. (1957). Verbal Behaviour. Appleton-Century-Crofts, New York

Hosts:

Deborah Brown www.linkedin.com/in/deborah-brown79

Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-young

Music composed by:

Luke Young www.linkedin.com/in/lukeyoungcomposer