The Voice of Early Childhood

Being attuned to children's needs, loco parentis, co-regulation and professional boundaries. These are just some of the things Tamsin Grimmer and Aaron Bradbury discuss on the topic of love and nurture in early childhood settings and beyond.

Read Aaron and Tamsin's article here:

https://thevoiceofearlychildhood.com/love-and-nurture-in-the-early-years/

Listen to more:

If you enjoyed this episode, you might also like:

Tamsin Grimmer's article and podcast episode on: Tuning into children's love languages - https://thevoiceofearlychildhood.com/tuning-into-childrens-love-languages/

Aaron Bradbury's podcast episode on: Bringing the joy back to early childhood - https://www.youtube.com/watch?v=WcqXUI4G6sg

Episode break down:

00:00 – Why are we talking about love and nurture? 04:10 – 'The child in the now' 10:50 – What does 'nurture' look like in practice? 11:55 – Being attuned to children's needs 12:50 – Professional boundaries and policies 13:40 – We can't live without touch 14:48 – A no touch policy is verging on neglect 15:45 – Loco parentis 18:15 – Home-based settings 21:00 – Top-down decision making 23:00 – Validating children's emotions 26:10 – Behaviour as information vs communication 27:25 – Allowing children the time and space for emotions 28:05 – Self-regulation grows out of co-regulation 31:00 – Are we neglecting emotions over academics? 31:55 – Does nurturing apply to adults too? 35:15 – The 5 s' of belonging and feeling seen 36:10 – Do we feel seen by Ofsted? 39:00 – A focus on PSED vs outcomes 40:37 – A new rating scale for auditing practice 44:45 – Softening the catch up rhetoric

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

A focus on meaningful contexts, sequenced learning, school leadership involvement and provision for 2-year-olds. The progress from the Durham Early Yeats Curriculum Project is shared here through the journeys of two Early Years Leaders; Paige Hutchinson and Charlotte Norman.

Read Paige Hutchinson's article here on: Building sequences of learning

https://thevoiceofearlychildhood.com/early-years-curriculum-building-sequences-of-learning/

Read Charlotte Norman's article here on: Provision for 2-year-olds

https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/

This project involves 26 schools focusing on strengthening purposeful curriculum design and implementation, and empowering leaders and educators in creating meaningful contexts for progressive teaching and learning.

Find out more about the Education Durham Early Years Curriculum Project:

https://thevoiceofearlychildhood.com/projects/education-durham-project/

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If you enjoyed this episode, you might also like the episode from Jan Dubiel and Anne Brass introducing the Education Durham early years curriculum project: https://thevoiceofearlychildhood.com/early-years-curriculum-project-part-1-the-voice-of-the-project-co-ordinator/

Episode break down:

00:00 – Project background 03:30 – Raising the profile of early years 6:00 – Curriculum progression for 2-year-olds 10:00 – Starting at our values 12:00 – Creating a bespoke curriculum 13:00 – Separating early years from primary 19:00 – Working closely with senior and subject leaders 23:00 – Upskilling your teams 27:00 – Networking with other educators and leaders 32:00 – Remaining values-driven

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Advocacy can involve lobbying government as well as less publicly exposed actions such as day to day choices in your classroom. Donna Mooney discusses how educators are generally not equipped with the tools for advocacy, so she provides practical and actionable ways of making change, and routes to influencing government and creating impact.

Read Donna's article here:

https://thevoiceofearlychildhood.com/the-art-of-advocacy/

Listen to more:

If you enjoyed this episode, you might also like:

Dr Nathan Archer's and Dr Jo Albin-Clark's episode on Telling hopeful stories of advocacy, agency and rights in ECEC – https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

David Meechan's article and episode on What's the problem with the reception baseline assessment? – https://thevoiceofearlychildhood.com/whats-the-problem-with-the-reception-baseline-assessment/

Episode break down:

00:00 – What do we mean by advocacy? 02:50 – The struggle to advocate 07:00 – Preparing for advocacy and lobbying policy makers 12:00 – Pivotal timings for advocacy 14:00 – Networking and building a community 16:30 – Including the voice of the parents 18:00 – Speaking to your local MP 25:40 – Engaging with opposing views and using common language 30:00 – What actions can I take NOW? 36:00 – Currently is a key time for advocacy 39:30 – Where can I share my voice?

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Too often we have a reactive over a proactive approach to mental health, focusing on mental ill health rather than on thriving. Matt Bawler shares his work around this, including establishing strong foundations and providing children with the tools and agency to be able to thrive in life.

Read Matt's article here:

https://thevoiceofearlychildhood.com/proactively-promoting-positive-mental-health/

Listen to more:

If you enjoyed this episode, you might also like:

Matt's previous episode and article around Growth mindset in early childhood - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/

Dawn Jone's episode and article on Problematising behaviour management systems - https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/

Dr Mine Conkbayir's episode and article on Self-regulation, co-regulation and mental health - https://thevoiceofearlychildhood.com/self-regulation-co-regulation-and-mental-health/

Maureen Hunt's episode and article on Self-efficacy in young children - https://thevoiceofearlychildhood.com/self-efficacy-in-young-children/

Episode break down:

00:00 – What do we mean by proactive mental health? 05:00 – Reverse engineering and going 'upstream' 07:00 – Maslow's hierarchy of needs 08:00 – A deep belief of not being lovable 10:00 – Falling over to get back up again 12:00 – What is behind the behaviour? 17:00 – Watching the language you use 23:30 – 'I am, I can and I will' framework 27:30 – What's wrong with affirmations? 31:00 – High self-esteem vs positive self-esteem 34:00 – Growth over happiness & reclaiming resilience 37:00 – Threat vs challenge 41:00 – 'What's right with you' vs 'what's wrong with you' 41:20 – 24 character strengths 42:00 – 'Use your tools' 43:00 – Moving away from sticker culture 44:00 – Moving away from 'othering' 48:20 – Using stories to explore challenges 50:45 – Embodied agency 53:00 – Matt's current projects 57:00 – Book recommendations

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

How does Montessori practice embed sustainability? Montessori Consultant Sarah Cummins explains that social development sits alongside academic learning, children are supported in building a sense of ownership of their community and environmental stewardship is embedded early on. We also discuss some misconceptions around Montessori practice as well as how we can support higher education students in becoming passionate educators and sustainably minded advocates for the planet.

Read Sarah's article:

Montessori for sustainability –

https://thevoiceofearlychildhood.com/Montessori-for-sustainability/

Listen to more:

If you enjoyed this episode you might also like:

Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/

Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -

https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/

Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

Episode break down:

00:00 – Why are we talking about sustainability? 01:40 – Sustainability starts from early childhood 04:00 – The Montessori lens – focusing on community 06:45 – Peaceful conflict resolution – restorative practice 07:45 – The classroom is the child's, not the adult's 08:20 – Cultural awareness – global perspectives 12:00 – Equipping children with self-expression 14:25 – Trusting the child's interest 16:22 – Freedom within limits 17:45 – Mixed-age environments 22:00 – Preparing children for the future or focusing on this moment? 24:45 – Protecting children's individuality

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Reward charts, certificates and golden time – how do such behaviour management systems affect children's self-perception and the perception of their peers? Dawn Jones discusses her research, opening up conversations around adult and child power imbalances, listening to children, classroom design and much more.

This episode is sponsored by 'My Mood Stars'. My Mood Stars are resources that have been created to support emotional development; with the aim of encouraging children to talk about their feelings and emotions. To find out more about My Mood Stars visit: https://www.wendywoo.uk/mymoodstars/

Read Dawn's article:

Problematising behaviour management systems –

https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/

Listen to more:

If you enjoyed this episode you might also like:

Learned helplessness: Are we setting children up for failure? with Dr Sue Allingham - https://thevoiceofearlychildhood.com/learned-helplessness

Growth mindset in early childhood with Matt Bawler - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/

Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -

https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/

Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/

Episode break down:

00:00 – Background into the research 04:50 – Why is 'Golden time' problematic? 08:50 – 'I have things to say & nobody listens' 15:10 – Creating a sense of helplessness 16:50 – Public shaming & negative perceptions of self & peers 22:35 – The power behind the teacher 23:20 – 'The blue mat' – Developmentally inappropriate practices 27:50 – Old fashioned behaviour management systems 29:50 – Children spend so much time either 'waiting' or 'hurrying' 32:50 – Reward certificates – Some children will never get one… 34:50 – Judging children by standardised expectations 37:05 – Celebrating children for their unique selves 38:15 – Do we want critical thinkers or robots? 40:50 – Challenging standardised practice is a form of advocacy

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Feeling helpless and lacking control in your own learning and wider life seems to be a common attribute being noticed in children and young people currently. It is important to begin unpicking this from early childhood…Dr Sue Allingham reflects on how the EYFS Characteristics of effective teaching and learning are supporting children to be resilient and build a growth mindset…yet what goes wrong the minute they step into a school?

Read Sue's article:

Learned helplessness: Are we setting children up for failure? –

https://thevoiceofearlychildhood.com/learned-helplessness/

Listen to more:

If you enjoyed this episode you might also like:

Life skills over academic achievement with Zanna Clarke and Carmela Garcia Manas -

https://thevoiceofearlychildhood.com/life-skills-over-academic-achievement/

Growth mindset in early childhood with Matt Bawler - https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/

Self-efficacy in young children with Maureen Hunt - https://thevoiceofearlychildhood.com/self-efficacy-in-young-children/

Starting from the child? With Professor Julie Fisher - https://thevoiceofearlychildhood.com/starting-from-the-child/

Telling hopeful stories of advocacy, agency and rights in ECEC with Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

It's not really about dinosaurs with Jan Dubiel - https://thevoiceofearlychildhood.com/early-years-curriculum/

Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/essential-skills-for-social-sustainability/

Episode break down:

00:00 – What is 'learned helplessness?' 05:45 – Characteristics of effective teaching and learning 06:45 – What goes wrong the minute they step into a school? 07:20 – Preconceived curricula 08:40 – Sustained shared thinking 09:15 – Are we setting children up for failure? 09:35 – The opposite of learned helplessness 11:50 – A societal slide towards learned helplessness 12:10 – What is this like in university? – Is it a 'Covid thing?' 17:35 – The impact of mental health 20:15 – Equipping children with skills to deal with emotions 24:10 – Maths and learned helplessness 27:00 – Are we limiting children's capabilities? 29:00 – Age related expectations 31:30 – Developing life skills 33:20 – Pushing children to progress without breaking them! 40:45 – Development before progress… 42:25 – Is it easier to follow a scheme than set your own planning? 48:10 – Problematising learned helplessness further 51:20 – Admitting that we as adults are wrong 55:45 – Skills for school or skills for life? 57:55 – Developmentally appropriate vs informed practice 59:35 – Further listening and reading linked to this topic 01:02:20 – A space for shared reflection…

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

What is the 'right time' to start encouraging reading? What if my child is not showing any interest at all? These are some of the questions addressed in the episode and article by Stacy Benge. You will also gain insight into vestibular and proprioceptive systems, crossing the midline, using print in meaningful contexts, attributing meaning to marks, learning to tune into and distinguish between sounds, developing phonological awareness and visual perception, discriminating between marks and following the child's cues.

Read Stacy's article:

My child can't read yet – https://thevoiceofearlychildhood.com/my-child-cant-read-yet/

Listen to more:

If you enjoyed this episode you might also like:

Supporting families in understanding phonics through music with Tasha Bretten –

https://thevoiceofearlychildhood.com/supporting-families-in-understanding-phonics-through-music/

My child can't write yet with Helen Battelley – https://thevoiceofearlychildhood.com/my-child-cant-write-yet-the-foundations-of-early-writing/

Episode break down:

00:00 – Why are we addressing this topic? 04:09 – The 'earlier is better' myth

07:00 – Seeing literacy as development rather than teaching 07:34 – Connections between physical development & literacy 10:44 – Practical tips for parents 13:28 – Don't risk squashing the love for learning 14:20 – When do we know when it's 'the right time' to start reading? 19:15 – Encourage children to tune into sounds around them 21:00 – Making sure your child is present and taking in their surroundings 22:00 – Does technology diminish opportunities for literacy learning? 25:03 – Consistency is key – Working with your child's nursery/school 28:58 – Does your child understand what they are learning? 30:27 – Stepping back and allowing for 'development to happen' 31:26 – Input from the adult vs child-led learning 33:45 – What if my child shows no interest in literacy? 37:02 – Trusting your child 38:00 – Biggest takeaways…

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Are we child carers or teachers?

A question which is so deep and heavily steeped in wider systems and society. Carlie Powell and Jackie Warren, from Growing Places, have been reflecting on this with their teams for a while, and want to spark a wider movement of advocacy, change and reinvention within early childhood in England by taking inspiration and insight from an international perspective.

Read Carlie and Jackie's article:

Are we child carers or teachers?

https://thevoiceofearlychildhood.com/are-we-child-carers-or-teachers/

Listen to more:

If you enjoyed this episode you might also like:

- Telling hopeful stories of advocacy, agency and rights in ECEC –

https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

- What is professional confidence? And how do we find the confidence to speak out –

https://thevoiceofearlychildhood.com/professional-confidence-finding-the-confidence-to-speak-out/

Episode break down:

00:00 – Early years is known as the poor relation 02:50 – Early years is valued differently outside of England 04:40 – The language we use to describe ourselves 09:55 – Disparity between how teachers and nursery staff are viewed 11:40 – Can we call ourselves teachers? Do we want to be called teachers? 16:30 – We don't have high enough quality training 17:55 – The educator role is blending into a parent/carer role 22:00 – We need to re-invent the role of the educator 24:50 – Do we 'dumb ourselves down'? 27:30 – Articulating ourselves and shouting about the importance of our work 31:48 – Re-searchful practice… 36:20 – Early years is so much more than sending parents to work 38:00 – Assessing educators' competence in different ways 40:30 – Let's collectively be advocates for early years

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Are you considering bringing in animals to your school, nursery or other education setting? Perhaps you already work with animals…Dr Helen Lewis shares her work around animal assisted education, explaining the importance of moving towards the view of animals as members of the classroom, rather than simply using animals to serve us. Helen shares the vast benefits for children when involving dogs as partners in learning, from self-regulation to understanding sustainable citizenship.

Read Helen's article:

Animals in education settings - https://thevoiceofearlychildhood.com/animals-in-education-settings/

Listen to more:

If you enjoyed this episode you might also like:

Impacts of outdoors on children's behaviour and attention: The science behind outdoor play series with Gemma Goldenberg -

https://thevoiceofearlychildhood.com/articles/outdoor-learning/

Essential skills for social sustainability with Carmela Garcia Manas - https://thevoiceofearlychildhood.com/articles/sustainability/

Episode break down:

00:00 – A holistic view of animals in education 02:24 – Social skills, wellbeing and citizenship

06:00 – Animals supporting self-regulation 09:40 – Therapy dogs vs 'animal assisted education' 13:00 – Training and regulations 14:30 – Differences between breeds of dogs 16:00 – Thinking about the dog's best interests 15:35 – A practical view of dogs in settings 20:40 – Matching dogs with children 23:40 – Involving dogs in the learning process rather than 'using dogs' 25:25 – The safety of dogs in settings 29:00 – Understanding consent and emotions 31:00 – Playful learning is powerful in animal assisted education

For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com