The Voice of Early Childhood

This article explores the TWiTCH (Talk with Tales for Children) programme, outlining its pedagogical foundations and structure, alongside findings from an independent pilot evaluation. It highlights how coach-led professional development and dialogic story practices can strengthen educators' confidence and support children's language, reasoning, and engagement during shared book reading.

Read the article here:

https://thevoiceofearlychildhood.com/supporting-childrens-language-through-shared-stories-and-sustained-dialogue/

This episode is in partnership with TWiTCH and Sheffield Hallam University

To find out more about the TWiTCH programme visit: https://research.shu.ac.uk/twitchefficacytrial/

To take part in the TWiTCH programme, submit an interest form:

https://forms.office.com/e/Rq3pwJGUiT?origin=lprLink

Listen to more:

If you enjoyed this episode, you might also like:

· Helicopter stories: Bringing every child's story to life, with Trisha Lee: https://thevoiceofearlychildhood.com/helicopter-stories-bringing-every-childs-story-to-life/

· Stories that connect us: How books foster belonging in the early years with Laura Henry-Allain: https://thevoiceofearlychildhood.com/stories-that-connect-us-how-books-foster-belonging-in-the-early-years-2/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Welcome and episode overview

00:36 – Guest introduction: Fufy Demissie

00:54 – Fufy's background and experience

01:27 – What is the TWiTCH programme?

02:37 – Origins: language gap and research context

03:11 – Funding, development, and trial expansion

03:55 – What TWiTCH stands for

04:11 – Structure: nine stories across the year

04:46 – Week one: story immersion and strategies

05:36 – Week two: RCRI and reasoning discussions

06:40 – Decontextualised talk and critical thinking

07:25 – Week three: continuous provision and play

08:11 – Embedding vocabulary through practice

08:32 – Repetition of cycle across stories

08:52 – Dialogue, dilemmas, and child engagement

09:30 – Practitioner concerns and outcomes

10:18 – Pedagogical approaches underpinning TWiTCH

10:44 – Use of puppets and modelling language

11:05 – Hanan approach and responsive interaction

12:31 – Importance of repeated reading

13:31 – Educator training and coaching model

14:33 – Coaching visits and reflective practice

15:21 – Practitioner agency and flexibility

16:48 – Programme reach and implementation scale

17:52 – Inclusion of childminders

18:40 – Pilot findings: practitioner confidence

19:36 – Impact on reading and discussion practices

20:05 – Increased confidence in reading aloud

20:46 – Outcomes for children's language development

21:41 – Next steps: large-scale trial

22:36 – Recruitment of settings

23:50 – Trial design and evaluation approach

24:40 – Measuring children's language outcomes

25:52 – Future potential and expansion

27:05 – Key takeaway: value of repetition

28:01 – Final reflections on practice

28:41 – Closing remarks and how to get involved

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

What might early childhood practice look like if relationships truly came first?

In this article and podcast episode, we explore the idea of unconditional positive regard through the work of two influential figures who shared more than a surname: Carl Rogers and Fred Rogers. Although they worked in different spaces, both highlighted the power of acceptance, connection, and respect in supporting children's growth.

Read the article here:

https://thevoiceofearlychildhood.com/unconditional-positive-regard-in-early-childhood-what-we-can-still-learn-from-carl-rogers-and-mister-rogers/

This episode is in partnership with BookedIn

BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.

You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.

Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list NOW!

To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/

Listen to more:

If you enjoyed this episode, you might also like:

· Growth mindset in early childhood by Matt Bawler: https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood-2/

· Proactively promoting positive mental health by Matt Bawler: https://thevoiceofearlychildhood.com/proactively-promoting-positive-mental-health/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Introduction and welcome 02:15 – Katie and David share their journeys into counselling and early childhood education 05:20 – Why they wrote together about unconditional positive regard 08:15 – What unconditional positive regard looks like in everyday practice 11:00 – How to balance empathy with clear boundaries using the ACT approach 14:30 – Practical examples of setting limits with children 16:45 – How boundaries can communicate care, safety and love 19:10 – Why connecting Carl Rogers and Fred Rogers matters for the early childhood community 22:30 – The ongoing lack of respect and support for early childhood educators 26:00 – Emotional labour and how educators manage feelings in the classroom 27:15 – Natural emoting, surface acting and deep acting explained 31:30 – When "faking it" protects relationships and when it leads to burnout 34:00 – Why teaching in early childhood is emotionally intense and highly complex 37:00 – Helping children build a richer vocabulary for emotions 41:00 – Why modelling emotions is central to children's social and emotional learning 44:00 – Reflecting on whether children feel genuinely wanted and valued 46:00 – Final reflections and episode close

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

This article and podcast episode explore what it means for children to flourish in early years. They outline key characteristics of flourishing; positive relationships, emotional resilience, curiosity, and a sense of belonging, connecting these to effective early years teaching and learning. They provide practical strategies to embed flourishing, creating supportive environments, fostering emotional development and promoting strong partnerships with families.

Read the article here:

https://thevoiceofearlychildhood.com/how-can-we-support-children-in-the-early-years-to-flourish/

This episode is in partnership with BookedIn

BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.

You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.

Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list NOW!

To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

● Growth mindset in early childhood, by Matt Bawler: https://thevoiceofearlychildhood.com/growth-mindset-in-early-childhood-2/

● Understanding neuroscience in early childhood, by Mandy Worsley: https://thevoiceofearlychildhood.com/understanding-neuroscience-in-early-childhood/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

· 00:00 - Welcome to the episode + guest introduction

· 03:45 - Unpicking "flourishing": why it's tricky to define + adult perspective

· 06:15 - Flourishing is individual: not one-size-fits-all + children's "place in the world"

· 08:25 - Moving from "becoming" to "being": focusing on the child in the now

· 09:55 - The "so what?": language, skills, and environment that supports flourishing

· 11:35 - What flourishing can look like in practice: confidence, empathy, coping "toolkit"

· 14:40 - Flourishing for younger children and babies: adult attunement, gaze, and early interaction

· 17:40 - Noticing when children need more support: proximity, reassurance, applying knowledge

· 20:30 - Characteristics of effective learning + links to flourishing (EYFS context)

· 22:45 - Practical strategies: relationships, greetings, routines, predictability, visual timetables

· 25:25 - Environment and provision: safe/calm spaces, indoors/outdoors, co-creating with children

· 27:40 - Adult language and modelling: thinking aloud, problem-solving, responsive play partner

· 29:50 - Positive affirmations: building motivation and long-lasting positive memories

· 32:00 - Educator learning and CPD: adults flourishing to support children flourishing

· 34:05 - Closing thanks + where to find Jane's accompanying article

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

The new government-backed Potty Training Guide moves away from the old 'readiness' model and promotes early, gradual learning and preparation from infancy. This article and podcast episode explore what the guidance means for families and settings, why coming out of nappies should be the final step in learning, and how practitioners and parents/carers can support confident, healthy toilet learning.

Read the article here:

https://thevoiceofearlychildhood.com/a-guide-to-potty-training/

This episode is in partnership with BookedIn

BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.

You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.

Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list NOW!

To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

● Tummy time is an outdated notion, by Christine Wilkinson & Rachel Tapping: https://thevoiceofearlychildhood.com/tummy-time-is-an-outdated-notion/

● Starting school: Supporting transitions to reception and key stage 1, by Delyth Linacre: https://thevoiceofearlychildhood.com/starting-school-supporting-transitions-to-reception-and-key-stage-1/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Welcome & guest introduction: Rebecca Mottram

03:10 – Why potty learning is in the spotlight & new England guidance overview 07:10 – Reframing potty learning as a developmental journey (moving away from "ready") 11:45 – "Nappies off" as the final step: capability, gradual skill-building, avoiding sudden transitions

17:05 – Practical foundations before nappies come off: sensory feedback & bathroom routines 20:50 – Rebecca's new book Positively Potty 22:10 – Nappies: cloth vs disposable & using nappies "mindfully"

25:55 – When should children be out of nappies?

29:20 – Starting school: curiosity over judgement 34:30 – Working in partnership with parents: earlier, joined-up support 36:40 – Regression and plateaus: learning isn't linear

39:10 – Motivating without treats: rewarding effort and engagement 41:20 – Play as the engine of potty learning: props, stories, role play 43:25 – Accidents & language: staying neutral; inclusive toileting practice

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

This reflective piece explores the power of Helicopter Stories to unlock children's thinking, imagination and emotional expression. Through real-life examples, it illustrates how storytelling can offer deep insight into children's inner worlds, build community, and provide an inclusive, child-centred approach where every voice is valued and every story matters.

Read the article here:

https://thevoiceofearlychildhood.com/helicopter-stories-bringing-every-childs-story-to-life/

This episode is in partnership with BookedIn

BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.

You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.

Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list NOW!

To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· Stories that connect us: How books foster belonging in the early years, by Laura Henry-Allain MBE – https://thevoiceofearlychildhood.com/stories-that-connect-us-how-books-foster-belonging-in-the-early-years-2/

· The value of storytelling, by Olivia Corbin-Phillip – https://thevoiceofearlychildhood.com/the-value-of-storytelling/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Welcome and introductions

02:18 – What Helicopter Stories is and where it comes from (Vivian Gussin Paley)

04:40 – The magpie story and You can't say you can't play

06:31 – How Trisha met Vivian and their correspondence/friendship

09:04 – Why Trisha wrote the "how-to" book and the aim for global reach

10:30 – Key benefits: belonging, community, and knowing children more deeply

15:02 – Higher order thinking: representing characters without adult modelling

16:47 – Example story: "cake… house… eating…" and what acting-out reveals

18:50 – Mosaic approach / "hundred languages": communication beyond words

20:15 – Why verbatim matters & one-word stories ("Dog")

22:26 – Celebrating the poetry of children's language (Andre's story)

24:21 – When adults over-correct: protecting children's confidence as storytellers

25:36 – Challenging themes and possible disclosures: responding appropriately

28:35 – Story as processing: why storytelling can feel therapeutic

30:42 – Age range: who Helicopter Stories works for

32:04 – Getting started: practical steps, frameworks, and resources

34:03 – Growth of Helicopter Stories: where it's being used

35:10 – Closing reflections

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

In early childhood, stories are more than words on a page. They are bridges—between experiences, identities, and possibilities. This idea sits at the heart of a powerful conversation with Laura Henry-Allain MBE: award-winning early education specialist, author, and creator of the ground-breaking CBeebies series JoJo and Gran Gran. In this podcast episode, Laura shares her insights on the transformative potential of books in early childhood settings, and how storytelling can offer every child a sense of belonging.

Read the article here:

https://thevoiceofearlychildhood.com/stories-that-connect-us-how-books-foster-belonging-in-the-early-years/

This episode is sponsored by Ladybird Books:

We make growing up the best story ever! From your baby's first book to starting school, at Ladybird we publish something for every milestone. Discover a range of your little one's favourite characters, from Peppa Pig to Topsy and Tim, and much more.

To find out more visit: https://www.penguin.co.uk/discover/ladybird

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· The value of storytelling, by Olivia Corbin-Phillip, https://thevoiceofearlychildhood.com/the-value-of-storytelling/

· Extremely early literacy, by Dan Berman, https://thevoiceofearlychildhood.com/extremely-early-literacy/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – 2026 Conference: Laura Henry-Allain MBE as keynote speaker 02:20 – Introducing Laura Henry-Allain MBE 06:10 – Why books matter: emotion, curiosity, access, and "windows" for children 08:30 – Representation and belonging: children seeing themselves in stories 11:10 – Books on a budget: second-hand options + widening access 13:10 – Beyond the book corner: placing books across the setting 15:10 – Books at home: everyday reading and communication 17:10 – Supporting families: lending libraries, story sacks, and building confidence 20:10 – Practical tip: tote bag "reading pack" instead of defaulting to screens 23:10 – Laura's "reading is everywhere" poster: what it is & how settings use it 26:00 – Balancing technology: audio stories and listening skills 28:30 – Laura's publishing journey: beginnings with her grandmother 31:20 – Writing life: timelines for publishing, working ahead, and varied roles 34:30 – Author visits: modelling storytelling 36:20 – Complex themes: why children are not "too young" 38:10 – Talking about race and difference 41:50 – Practice example: self-portraits, skin-tone resources, and sensitive reflection 44:30 – Intentional inclusion: planning, provocations, and the "global village" 47:20 – 2026: national year of reading & Laura's keynote plans 49:10 – TVOEC bookshelf project: using books to support complex conversations 50:10 – Laura's podcast: author interviews + extension activities/resources 52:10 – Mirrors, windows and sliding doors: widening perspectives through books 54:10 – Closing reflections

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

The early childhood community in England is experiencing a significant shift in how early years provision is inspected and understood. Ofsted's renewed early years inspection framework, now in place, shapes this episode and article. Drawing on a conversation with Jayne Coward from Ofsted, it explores what has changed, what remains central, and what this means for educators, children and families.

For the full article and documents mentioned in the episode visit:

https://thevoiceofearlychildhood.com/ofsteds-renewed-early-years-inspection-framework-what-educators-need-to-know/

This episode is in partnership with Ofsted.

You can hear more from Ofsted at our 2026 conference:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· The case for systemic change in Ofsted's approach, by Lucy Lewin: https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/

· Ofsted's and the DfE's voices must be heard whether we like them or not… by Adam Marycz: https://thevoiceofearlychildhood.com/ofsteds-and-the-dfes-voices-must-be-heard-whether-we-like-them-or-not/

· Ofsted: 'Sole arbiter of quality', by Dr Sue Allingham: https://thevoiceofearlychildhood.com/ofsted-sole-arbiter-of-quality/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

00:00 – Welcome and topic introduction

03:10 – What is the renewed inspection framework?

04:30 – Putting babies and children first

06:05 – The EYFS as the backbone of inspection

07:20 – Moving from fear to collaboration

08:40 – Consultation, pilots and feedback

10:00 – Inspector expertise and training

11:20 – Planning call and the end of the learning walk

13:00 – Professional dialogue during inspection

14:05 – Understanding context and community

15:30 – Curriculum, pedagogy and play

17:20 – Early years toolkit examples

19:05 – Conference reminder and podcast break note

20:00 – Workload, autonomy and 'not performing for Ofsted'

21:45 – Managing nerves and pressure

23:10 – Paperwork and what inspectors look at

24:10 – Talking with staff, key persons and apprentices

25:40 – Final message to educators

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

This article and podcast episode explore how Applied Behaviour Analysis (ABA) principles can be understood through EYFS language and practice. Mikaela Green, clinical director of therapeutic services and principal of First Bridge School, shows how strategies such as breaking learning into small steps, celebrating success, and creating enabling environments align seamlessly with EYFS priorities. Drawing on research evidence and examples from First Bridge Education, Mikaela highlights how educators can use evidence-based approaches to motivate children, reduce barriers, and support inclusive learning.

Read the article here:

https://thevoiceofearlychildhood.com/integrating-evidence-based-practice-into-the-early-years-curriculum-how-aba-principles-align-with-the-eyfs/

This episode is sponsored by Funding Loop

Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees.

To find out more visit: https://www.fundingloop.co.uk/home

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· Supporting regulation in the early years: A progressive approach, by Jill Jones and Rebecca Martin - https://thevoiceofearlychildhood.com/supporting-regulation-in-the-early-years-a-progressive-approach/

· Elevating children's thinking: Conceptual understanding through inquiry and play, by Sue Tee - https://thevoiceofearlychildhood.com/elevating-childrens-thinking-conceptual-understanding-through-inquiry-and-play/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode breakdown: 00:00 – Podcast intro and welcome 01:39 – Introducing guest Michaela Green and her roles 01:52 – Michaela's background and experience in early intervention and ABA 03:02 – Defining applied behaviour analysis (ABA): a science of learning 04:13 – ABA's history with autism, misconceptions and negative connotations 05:07 – ABA beyond autism: applications in health, sport and dementia 06:40 – Unpicking ABA principles through the EYFS: enabling environments and stimulus control 08:38 – Partnerships with parents: why family involvement is essential 09:40 – Following children's motivation and building learning around their interests 11:10 – Reinforcement, resilience and critical thinking in early learning 13:45 – Intrinsic versus extrinsic motivation and the role of rewards 14:18 – Teaching children to "like new things" and widening their worlds 18:07 – Why skilled clinical oversight matters and risks of poor implementation 19:23 – Why ABA is not a pick-up-and-go approach for settings 21:39 – First steps for settings interested in ABA and when it may be needed 22:16 – Distinguishing children who need intensive ABA from those who do not 25:07 – Practical universal strategies: predictable routines and calmer transitions 26:12 – Using visual supports and objects of reference to aid understanding 27:32 – Labelling resources and supporting independent choice in the environment 28:25 – Calm spaces, regulation and supporting children overwhelmed by noise 28:42 – Following interests (like cars) to help children feel safe and secure 29:38 – Recognising good early years practice and natural links with the EYFS 30:14 – How ABA and the EYFS framework complement one another in practice 31:07 – Combining specific ABA targets with a rich, play-based EYFS environment 33:06 – Identifying children who may benefit from more intensive, targeted teaching 34:16 – Red flags at the two-year check and why "wait and see" is not enough 37:33 – What one-to-one ABA teaching can look like for an individual child 39:02 – Example: teaching imitation and clapping through fun, motivating activities 41:00 – Using ongoing assessment and data to check whether learning is happening 41:44 – Critical consideration one: individual differences and personalised programmes 45:16 – Critical consideration two: risk of overstructure and keeping play meaningful 46:34 – Balancing intensive teaching with natural environment learning 48:11 – Critical consideration three: ethical implementation and moving beyond compliance 49:20 – ABA's historical context, harms of past practices and how the field has evolved 52:28 – Evidence versus practice: strong research base, regulation and quality control 55:15 – ABA as a supportive lens, not a replacement for holistic EYFS practice 56:03 – Changing environments, not children: using ABA to ease transitions 57:29 – Host reflections on myth-busting, critical thinking and environment-focused practice 58:00 – Open-door invitation to visit First Bridge and see the approach in action 58:22 – Where to find Michaela's article and episode

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

In Young Minds Big Maths, university mathematicians and early years educators collaborate to explore mathematics. We discuss how the project led us to create a booklet to help educators discover maths through play in their settings. The booklet uses real-life examples of ramp play—something children love—to show how building and experimenting with ramps reveals rich mathematical ideas.

Read the article here:

https://thevoiceofearlychildhood.com/exploring-maths-through-ramp-play-with-young-minds-big-maths/

This episode is sponsored by Funding Loop

Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees.

To find out more visit: https://www.fundingloop.co.uk/home

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· Elevating children's thinking: Conceptual understanding through inquiry and play, by Sue Tee - https://thevoiceofearlychildhood.com/elevating-childrens-thinking-conceptual-understanding-through-inquiry-and-play/

· Promoting STEAM in early years: It's easier than you think! By Paula Walshe - https://thevoiceofearlychildhood.com/promoting-steam-in-early-years-its-easier-than-you-think/

· What's the problem with tuff tray maths? By Shardi Vaziri - https://thevoiceofearlychildhood.com/whats-the-problem-with-tuff-tray-maths/

Get in touch and share your voice:

Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/

Episode break down:

Episode breakdown: 00:00 – Welcome & podcast intro 01:20 – Setting the scene: young minds, big maths through play 01:42 – Meet Rachel, Catherine and Sarah 02:24 – About the nursery schools and community context 02:51 – How the collaboration with a mathematician began 06:27 – Maths as the "dirtiest lens" in the EYFS 07:25 – Starting with patterns in nature and children's interest in circles 09:55 – Meeting the mathematicians & a new model of CPD 16:37 – Moving into ramp play as a focus for maths learning 17:11 – Ramp play across different settings 22:54 – The rich mathematics in ramp play (angles, variables, data) 26:55 – Children's own ways of measuring and defining 32:28 – Children's questions, language and ongoing learning for educators 35:14 – Being brave: advice for starting collaborations 40:34 – Three key ideas from the project 41:28 – Ramp play booklet 41:51 – Closing reflections & invitation to share your own maths-through-play stories

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

Play is not a luxury—it's a biological necessity. From early childhood through adulthood, play fuels cognitive growth, emotional resilience, social competence, and physical development. This article and podcast episode explore why play matters, how it shapes learning, and what educators and caregivers must consider to protect and promote it.

Read the article here:

https://thevoiceofearlychildhood.com/why-play-how-to-make-play-an-essential-part-of-early-education/

This episode is sponsored by Funding Loop

Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees.

To find out more visit: https://www.fundingloop.co.uk/home

Our 2026 conference info & tickets:

https://thevoiceofearlychildhood.com/early-years-conference-2026/

Listen to more:

If you enjoyed this episode, you might also like:

· Elevating children's thinking: Conceptual understanding through inquiry and play, by Sue Tee - https://thevoiceofearlychildhood.com/elevating-childrens-thinking-conceptual-understanding-through-inquiry-and-play/

· Advocacy, agency and rights in early childhood, by Dr Jo Albin-Clark and Dr Nathan Archer - https://thevoiceofearlychildhood.com/advocacy-agency-and-rights-in-early-childhood/

Get in touch and share your voice:

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Episode break down:

00:00 – Welcome and episode introduction 01:36 – Framing the central question: why play? 02:37 – Play as nature's plan for learning and why sitting harms 04:11 – Parental pressure, misinformation and the 'earlier is better' myth 05:03 – A global pushdown of academics in early childhood (US and UK) 05:47 – Educators torn between child development knowledge and policy demands 06:29 – Policymakers' power and Alfie Kohn's analogy 08:22 – Losing play from five onwards and revisiting child development 09:41 – Free play as child-initiated, child-chosen learning 10:24 – Guided play and supporting self-regulation (the statues game) 11:17 – Joy, fun and intrinsic motivation in learning 11:45 – Outdoor, nature and cooperative play versus competition 13:37 – The brevity of childhood and 'what is the hurry?' 14:24 – Knowing when to step back in children's conflicts 15:49 – Understanding and valuing rough and tumble play 16:07 – Risky or adventurous play and learning to assess risk 17:39 – Reading cues for when to intervene in rough and tumble play 18:33 – Rethinking 'calm down' and supporting different arousal states 20:22 – Play as a way to express and process emotions 21:47 – Co-creating rules, personal space and managing movement and sound 23:16 – Developmental readiness for sitting still (around six) 24:10 – Unrealistic expectations of three-year-olds (sitting still and pencil grip) 24:47 – Behaviour as a response to developmental mismatch and lack of movement 25:22 – Fidgeting, movement and alternative ways of paying attention 27:11 – Children who 'don't know how to play' and aggressive play 28:54 – Modelling, scaffolding and gently redirecting play 29:36 – Using invitations and provocations to deepen play 31:55 – 'Play Matters' and reconnecting with theory, research and advocacy 33:32 – Remembering our own childhood joy as a guide for practice 35:35 – Big body play, physical health and strong bodies 36:27 – Integrating literacy and maths through active, playful experiences 37:04 – Multi-sensory, embodied learning and why it sticks 39:13 – Play as integrated, holistic learning across content areas 40:39 – Reflective questions for educators about honouring play 41:33 – Small steps for change and everyday acts of advocacy

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