Louisa talks about the role senior leaders have in creating a communication-focused school culture and how staff are supported with the skills and tools to support the children in the classroom. There is also reference to how educators can advocate for change on the Speech and Language UK website.

Practitioners may be interested to learn more about navigating external pressures in education and learning more about the policy and political landscape surrounding language and communication. Louisa gives her views on feeling hopeful for the future, how fast she feels progress is being made and hopes that ministers listen to the charity sector and to families.

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Shaddai and Louisa discuss how hard it is to develop oracy skills and look at the intersection of language, behaviour and mental health. Louisa references statistics on who is facing challenges and the pair touch on the role of social media, influenced by adult behaviours too.

Practitioners may be interested to learn more about how they communicate, ask questions and adapt their own teaching practice. They can also find guidance on screen time from the World Health Organisation and think harder about the value of a language-rich environment, as well as what this looks like in practice.

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Louisa goes into detail on early intervention and identification and better understanding groups with speech and language challenges. She discusses how children with lifelong challenges may thrive earlier on but struggle later in life when they are being assessed to higher levels and the social demands are higher.

Practitioners may be interested to learn about the importance of home languages and encouraging children’s native language as a foundation to learn English more effectively. There is also a discussion on the impact of the Coronavirus pandemic, as well as signposting to support and free resources.

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Louisa explains her career journey as a speech and language therapist and her role at Speech and Language UK. She touches on the role that her organisation has played in supporting educators, families and young people, as well as sharing insightful research findings. 

Practitioners may be interested to learn more about thinking about language and communication as a core skill to help young people from all backgrounds navigate life and set them up for success in the future. Louisa also shares types of support that educators and parents can get for free to support children and help bridge the current social oracy divide. 

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Rob and Shaddai discuss the importance of early intervention and support on number sense at an early age. Rob offers his future vision for dyscalculia awareness and his desire to make maths relevant, as it plays such a key role in later life.

Practitioners may be interested to learn more about multimodal approaches to mathematics education in this episode, as well as changing attitudes towards people who struggle with mathematics.

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Rob and Shaddai discuss understanding safe talk and the assessment challenges for children with dyscalculia. The pair also focus on supporting parents who have dyscalculia themselves, and helping all parents try to reinforce the learnings from the classroom at home.  

Practitioners may be interested to learn more about embedding oracy within their schools, with a focus of how to do this when teaching mathematics, as well as how the Dyscalculia Network can support through their resources and information. 

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Rob Highlights the importance of concrete materials in teaching as well as touching on teacher training and attitudes towards mathematics. Rob explains why visual learning is important for early years children and how a lack of this may weaken their understanding of mathematics in later life. 

Practitioners may be interested to learn strategies for teaching mathematics effectively – including making learning fun – as well as more information on neurodiversity and co-occurrence of learning difficulties. 

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Rob explains the long-term implications that can arise from children not being diagnosed or supported with dyscalculia, and how this can impact them through adulthood too. 

Practitioners may be interested to learn more about the importance of oracy in mathematics education, as well language challenges within the subject. Rob and Shaddai also touch on the role of digital technology in learning too and the screen time that pupils experience. 

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Adam discusses giving children the space to interact in a way that feels comfortable to them and highlights alone time versus one-to-one interactions. They also look at how we identify that children need support and how to help them develop their own thinking and internal monologue, as well as regulating their thoughts before speaking. 

Practitioners may be interested in learning how to support mealtime and help children interact in a small group environment if they tend to be more solitary in the day. They can also take away tips to tool themselves with online resources. 

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Shaddai and Adam discuss fostering an environment that allows children the space to think and respond, giving them time to consider, learn and develop critical thinking. They acknowledge that attention spans have shrunk so there is pressure to react quicker, highlighting the need to teach responding appropriately rather than immediately.  

Practitioners will learn more about considering a language-rich environment to allow conversations to blossom, as well as being aware of the effects of allowing time and removing background noise to support learning. 

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The conversation moved on to how far Early Years Pupil Premium can support as well as doesn’t helping parents understand the importance where support is lacking in a multicultural society. 

Practitioners may be interested in learning more about the role of resources, but only if educators are skilled in utilising them. TTS’ own Recordable Pegs, Recordable Mats and Talking Pens are examples of resources that can support the development of oracy skills if used effectively. 

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The conversation moves on to highlighting the lack of awareness on defining oracy and how there is still room to build understanding. They also focus on the context behind what we say, listening, ability to participate and learn together. 

Practitioners may be interested in learning more about the oracy gap and how it isn’t being addressed, as well as how to support children and parents following the COVID-19 pandemic. 

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Voice21's YouGov polling found over 80% of parents support oracy in the curriculum and the pair discuss how helping educate parents on what oracy is via workshops can spark inspiration at home. 

Shaddai and Amy discuss how teachers need to think carefully about messages going home and not to make parents feel they aren’t doing enough. They discuss making parents feel included and tips to including them in oracy education. 

Practitioners may benefit from considering oracy as a ‘golden thread’ in school and learning more about the impact of technology on oracy skills and focussing on screen-free learning to help conversations be more present. Amy also signposts to Voice21’s downloadable benchmarks, as well as available reports to look at, before rounding off about the long-term oracy vision. 

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Amy and Shaddai look at giving students the skills they need to develop their oracy skills, such as how to debate and creating spaces for expression. They also consider a child’s journey through school and the wide-ranging oracy rich curriculum.  

Practitioners will think more about oracy being ‘always on’ and how to develop ‘oracy muscles’, as well as good practice for supporting transitions. They will learn more about extracurricular activities and how parents' evenings can develop oracy skills. 

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Amy and Shaddai discuss being ambitious for students and using your voice to deliberately involve all children. They talk about valuing different accents and dialects and creating opportunities to engage in exploratory talk. 

Practitioners may be interested in learning more about ‘non-purposeful talk’ and enabling challenges or builds on ideas. They may also benefit from letting conversations breathe and enable pupils to reflect more on their discussions.  

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Amy and Shaddai discuss how oracy is defined and how we deliberately think about the way we speak with children. They highlight the benefits of an oracy-rich curriculum to support life beyond school and help children to be good friends and life partners in their adult life. 

Amy touches on the four strands of the oracy framework that Voice 21 developed with University of Cambridge and touches on focussing on strengths and developing skills. 

Practitioners will learn about how human skills are needed in the age of AI and technology as well as the importance of the things we don’t say.  

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Mike highlights the everyday opportunity that pick-up and drop-off times can offer educators to engage and collaborate with parents to demonstrate what good social interaction looks like to the child. Teachers can also consider their own communication skills and how to model manners in day-to-day life when speaking with other teachers. 

Practitioners can consider looking beyond the classroom for opportunities to develop language and communication skills. Shaddai and Mike touch on “non-academic” time and the use of clubs and extracurricular activities to encourage use of language and communication, as well as getting to know children more so they feel listened to and seen. 

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Mike and Shaddai talk about children’s identity and how this links to oracy, as well as how adults need to help foster positive relationships and allow children to feel they are a part of the environment they are in. 

Practitioners may be interested in the gender differences in oracy development as well as Mike’s real-life experiences, which includes the story of a young girl new to the UK and what strategies were used to make her feel confident. 

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Shaddai and Mike talk about the role of the whole school in supporting and enabling educators to roll out an oracy-rich curriculum, allowing practitioners to think whether their own school values and policies are setting the right standards. 

Practitioners may be interested to learn more strategies for effective learner-centred talk, the influence teachers have on communication, and ways of managing dominant voices in the classroom. 

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They discuss the challenges of screen time, further compounded by the Covid-19 pandemic, and how this period in our history and a lack of pedagogy around digital technology has resulted in a lack of ability for children to self-regulate.  

Practitioners can learn more about how oracy cuts across all areas of children’s development and how the way children are taught is more important than the supporting technology used to support them.  

Mike also talks about his upcoming book which will look at the journey of a child from birth through to adulthood through a lens of social mobility with an aim of bridging the oracy gap. 

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The episode highlights the role that nasen plays in SEN support and Michael discusses the new partnership with TTS, who have agreed to be nasen’s strategic partner for the next two years. They also discuss nasen assured products, like the TTS Developed Calming Cats. 

Practitioners may be interested in listening to Mark and Michael discuss future policy changes for inclusion and why these are needed for better inclusion in schools, as well as why grades are not the only measure of success in education.  

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Michael discusses the role everybody has to play in supporting all children and focuses on the importance of collaboration as well as the effective role teaching assistants have to play. 

Practitioners may be interested by evaluating the impact of support staff and the challenges and strategies that everyone can face, to help them better understand the SENCO role. 

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Mark and Michael talk about the importance of labels versus needs and teacher training, including support for new teachers.  

Practitioners may be interested in learning how to balance SEN needs and resources, as well as the roles of ambassadors and champions within educational settings. 

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The pair look at common classroom challenges and highlight the importance of evaluating strengths of each child to understand how to deliver effective education. 

Practitioners can get tips for whole school inclusive strategies and building a community approach with parents.  

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Emma and Mark talk about why play should not be taken away too early, keeping the distractions of screens away and letting children lead. Emma also explores different activities that can be done in learning settings and at home, and how to access play without having to spend too much money. 

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Emma and Mark talk about the importance of visual learning and sequencing when transitioning from early years to primary, and how this can be used to help support those children who are less confident in a learning setting. 

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Emma and Mark talk about the role of play in language development and practitioners can learn how to support support children in primary years. Emma also touches on pre-teaching language skills and resources to support practitioners.  

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In this episode, Emma explains the role of early intervention in education and identifying speech and language needs early. Emma also highlights the impact of communication on social and emotional health. 

Practitioners can learn more about the tools for early identification of communication needs, being aware of children’s hearing capabilities and creating effective learning environments.  

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The episode highlights asking children what they really need, rather than making assumptions as adults, and finding out what are non-negotiables to make every learner comfortable in their learning. Practitioners will learn about different ways to equip a room and make sure that choice is available to help foster independence, offering a “buffet of sensory tools rather than a menu”.  

Teachers will understand that the way they teach rather than what they teach is equally as important. Beccie gives a real-life example of a teacher being brave and changing up a lesson that was going wrong, and how they fixed it, as well as what small things might put autistic children off in a classroom. 

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Mark and Beccie discuss collaborate play based approaches so children can interact in their natural way whilst interacting in meaningful, real-life situations. Beccie gives an example of how she teaches “reading the room” and giving a child the space to step back and assess their environment via a more therapeutic approach.  

Practitioners can learn how “wondering aloud makes the invisible visible” and “what do do if”, to help offer tailored approaches to autistic children, whilst finding ways to get them to engage with the world around them. 

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Mark and Beccie discuss verbal and non-verbal children and highlight that they process and communicate in different ways, as well as providing meaningful communication attempts to different children. 

Practitioners can learn more about providing structure and creating routines to foster effective communication, as well as the roles of Augmentative and alternative communication (AAC) devices. 

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In this episode, Beccie explains her role at CADMAS and their role in supporting SEN children, as well as giving real-life examples of how autism can show-up in everyday life situations. 

Practitioners can learn more about thinking more broadly about neurodiversity and the importance of highlighting the needs of a child, rather than using a label as a one-size-fits-all approach. There is also advice for parents considering seeking diagnosis for their child and misconceptions. 

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The episode highlights Arran’s view of inclusive environments and offers considerations as to whether a classroom is kitted out effectively and has the look and feel for SPLD children to feel comfortable in. Arran also touches on how less is more when it comes to creating an inclusive environment and not being afraid to ask questions to improve the overall provision.  

Practitioners will learn about tools for supporting children, such as illuminated mark making writing boards and sensory tents, as well as the role of supportive agencies that could offer external support. 

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Mark and Arran discuss examinations and coursework, noting that the education system as it is, is not a one size fits all approach to pedagogy. They talk about fostering a culture for success in pupils and being mindful of being present as an educator and what impact this can have. 

The conversation turns to the importance of making time to praise and reaffirming things that have gone well in the classroom to ensure the child understands their achievements. Arran gives a direct example from his own life of receiving praise and how this interaction stayed with him until today. 

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Arran questions why assistive technology was rolled out to children during the pandemic to improve their learning but then rolled back following the end of lockdown. They also talk about free or low-cost resources that could be useful for teachers and parents to consider for their children. 

Mark and Arran discuss how to repurpose technology for multiple uses to suit school budgets better, as well as valuing teachers with better resources. They also talk about why a skill like typing isn't taught, but writing is, highlighting the need to prepare children for adulthood in the modern world, where technology is so prevalent. 

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In this episode, Arran explains how multi-sensory structured teaching supports processing information and aiding learning, as well as the importance of early diagnosis. 

Practitioners can learn more about whole-brain learning and not just focussing about book work, but a broader learning delivery to support all pupils. Arran and Mark also talk about the Assess, Plan, Do, Review (APDR) cycle, as well as the importance of connecting broader ideas together to help deliver quality education in the classroom.  

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Practitioners will learn top tips for supporting neurodiverse pupils, by being more aware of the importance of focus in pupils and supporting emotions. Dale also touches on the importance of teachers being explicit when communicating, so tasks can be interpreted clearly by pupils, as well as having a clutter-free environment to ensure there are fewer distractions. 

Dale shares insights into XXX 

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Mark and Dale discuss the co-occurrence of ADHD with other conditions, before rounding off the conversation on how to support pupils with ADHD in their learning setting. 

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Dale and Mark talk about task management and planning, self-regulation and co-regulation, before concluding on Dale’s own framework for supporting executive functioning. 

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In this episode, Dale explains the terminology and differences between ADD and ADHD, inattentiveness in the classroom, misdiagnosis and overlooked needs. 

Practitioners can learn more about the impact of neurodiversity on learning experiences, as well as gender differences in ADHD and autism diagnosis. This episode ultimately encourages practitioners to discover the importance of early diagnosis and understanding neurodiversity in greater detail. 

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Ruth and David discuss “earshotting” - giving more praise to a child by communicating good behaviours to peers and other educators in front of the child. Reward charts and how best to implement them are discussed, as well as the evolution of this tool into everyday adult life. 

Practitioners will learn that reinforcement techniques and rewards shouldn’t be feared, and how neuroscience has shown that young people can become self-motivated to do more by themselves with the support of praise and reward. 

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The discussion can help practitioners understand how to best calm down a child whose behaviour may be escalating, and David emphasises the importance of being prepared and acting quickly. Calm down spots, designated calming kit trays and communication methods are mentioned as options to help support behaviour. 

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David talks about the importance of creating predictable environments for learning and shares tips for how to help SEN children be comfortable with timings and their environment. 

Practitioners will learn about individual strategies for supporting behaviour and supporting SEN children’s need to move around to focus better, as well as how to give them permission to regulate their own concentration. 

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In this first episode, David shares valuable insights for practitioners working with children with SEN, discussing how a child’s behaviour can be affected by their surroundings – both visually and to touch. 

This episode ultimately encourages practitioners to consider their learning environments and being curious to spot patterns that will help support children, citing the ABC model of behaviour to focus on antecedent, behaviour, and consequence. 

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Anna and Ruth round of the episode - and this series – by highlighting the role of leadership in collaboration and managing disagreements among team members. Practitioners will learn tips that can help them communicate and collaborate better with others in early years SEN settings. 

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The discussion can help practitioners navigate the referral process and establish best practice with external agencies, to foster collaboration. Anna also explains how nasen, the charity she works for, can support educators and children. 

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Anna and Ruth then discuss strategies for effective communication, including forging good relationships at the point of meeting of meeting a parent or carer – an example is simply calling them by their preferred name in front of their child. Practitioners may also learn how to understand the parent or carers’ own personal circumstances, to understand their home dynamic better. 

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Anna shares valuable insights for practitioners working with children with SEN, discussing effective communication and boundaries in teams. This episode ultimately encourages practitioners to identify their own responsibilities in supporting SEN children and working with others to facilitate good outcomes in educational settings.  

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Shardi shares insights into how to look at a classroom with fresh eyes and offering practitioners tips to making the small changes that could make a big difference to children who may struggle with overstimulation. By focussing on the look and feel of your classroom, you can ensure children know where to focus their attention and feel included when coming into class to learn. 

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Ruth and Shardi discuss the development of gross motor skills within an outdoor setting, as well as considering the area like a classroom with defined areas and equipment. The conversation touches on the change in environment, which will affect a child’s learning, and the need for children to get outside and learn new skills. This episode offers practical strategies and insights for early years practitioners who are looking to learn more about outdoor environments, with a view of making small tweaks to benefit their young learners.  

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Shardi shares practical strategies for promoting an inclusive indoor environment in early years settings, such as the inclusion of steps to help children access equipment, or allowing space for children with additional needs, so they have opportunities to reach what they need to learn too. By stepping back and observing the classroom from a child’s perspective, changes can be easily made. This episode offers valuable takeaways for educators, encouraging them to be enablers of inclusive indoor environments, which are essential for children’s overall well-being and development. 

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Shardi shares valuable insights for practitioners working with children with SEN, discussing how important a well-thought-out environment can be for young learners. By creating a holistic environment, practitioners can plan to support a range of needs both in and out the classroom. This episode ultimately encourages practitioners to deepen their understanding of learning spaces and put new ideas into their practice to help children thrive. 

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The conversation touches on various types of play, and stresses the importance of facilitating these experiences without adult over-intervention. Helen encourages early years practitioners to view their settings through a child’s eyes and make small adjustments to ensure all children, including those with SEN, can access and benefit from these environments. The episode is a reminder to educators to slow down, allow children to explore at their own pace, and create opportunities for play for lifelong learning and development. 

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Practitioners are encouraged to incorporate a variety of movement activities into their settings to hone the three additional senses, helping children to develop body awareness, spatial navigation, and recognise internal bodily signals. This episode offers practical strategies and insights for early years practitioners dedicated to supporting the holistic development of children in their care. Be sure to tune in for valuable guidance and inspiration! 

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Helen shares practical strategies for promoting movement in early years settings, such as removing unnecessary chairs, encouraging play, and creating physical activity policies. By making small adjustments, practitioners can create environments that encourage children to explore, take positive risks, and develop both gross and fine motor skills. This episode offers valuable takeaways for educators, encouraging them to be enablers of movement and physical activity, which are essential for children’s overall well-being and development. 

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Helen also shares valuable insights for practitioners working with children with SEN, discussing how challenges with reflexes can manifest in behaviours like anxiety or sensitivity to sounds. By recognising these signs, practitioners can implement movement-based strategies to support development. This episode ultimately encourages practitioners to deepen their understanding of reflexes and incorporate purposeful activities into their practice to help children thrive. 

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Ruth and Andre outline key areas for improvement, including having a robust Early Years curriculum, sufficient staffing, effective communication with parents, and strong liaison with specialists. Despite these challenges, they also discuss the positives and the potential for a flexible, supportive future for SEN in the Early Years sector.  

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Ruth and Andre offer practical strategies for practitioners, noting that many approaches benefit all children, not just those with SEN. They suggest creating orderly, predictable environments and providing consistent responses to support learning. They also emphasise the importance of keeping thorough records, using multi-sensory teaching methods, and adapting to different learning styles. Their key takeaway is to focus on play and utilise basic strategies like repetition and varied learning opportunities to aid all children’s development. 

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Ruth and Andre share practical tips for identifying SEN, such as paying attention to how children communicate non-verbally, how they play, and their behaviour. They stress the importance of working closely with parents and using a clear process to address concerns. They also encourage practitioners to seek help from specialists when needed, and keep communication open with parents and support services.  

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Ruth and Andre discuss what SEN truly means in an Early Years context, address common misconceptions, and the challenges settings face with the rise in SEN needs over the past few years. They also explore the resources available to practitioners, and whether a formal diagnosis is needed to access help.

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Ruth and Alistair advocate for viewing transitions as a process rather than a one-time event, recognising that abrupt changes can affect children differently. They stress the need to make transitions as seamless as possible and encourage educators to continually ask, "What is it like to be a child in this transition process?" 

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Ruth and Alistair challenge the conventional notion of readiness, which often ties it to compliance and discipline rather than effective learning, especially for neurodiverse children. They highlight that behaviours like 'good listening' vary among children and discuss the critical role of physical development in acquiring skills such as reading and writing. 

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Ruth and Alistair delve into the essential areas for practitioners to consider when building curriculum, from questions about your individual staff and children, to the impact of furniture and timetables. They stress that everything done in the classroom should benefit the children and highlight the role of adults as facilitators of learning rather than rigid enforcers of curriculum. The conversation also underscores the importance of child-led learning in fostering development.  

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Ruth and Alistair address the pressures of top-down mandates and emphasise the importance of creating curriculums tailored to the individual needs of children. They highlight the flexibility required to adapt to various settings and advocate for challenging the idea that a more formal curriculum is superior. The discussion finally underscores the value of play and where the best learning experiences truly happen. 

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They focus on strategies for engaging vulnerable children in play, suggesting providing half-built play materials to spark creativity and help children feel more comfortable and supported. The role of adults is emphasised in giving children the freedom to explore, and how dedicating extra time to play can enhance the mental health of an entire family. This episode offers valuable insights and advice for practitioners on how to incorporate play, and creating an environment that benefits everyone involved.  

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Alistair and Ben highlight how humour in play encourages pro-social behaviour, even if what children find funny seems silly to adults. With a more creative and relaxed environment created by humour, children’s wellbeing and openness to learning is boosted. This episode offers valuable insights and practical advice on incorporating humour into play, helping children become creative and socially adept.   

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Alistair and Ben delve further into the crucial skills children develop through physical play, such as spatial awareness and improved social interactions. They emphasise that when children enjoy the experience of learning through play, they are more likely to absorb and retain information. This episode offers valuable insights and practical advice for practitioners on encouraging physical play.   

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They highlight how encouraging children to use items unconventionally becomes a critical part of children’s development. They also stress the role of adults in facilitating rather than directing play, allowing children to experiment and create freely. This episode offers practical advice for practitioners on nurturing creativity and encouraging imaginative play, ensuring children grow up to be innovative and adaptable thinkers.  

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They emphasise the idea that parents also struggle with transitions, for example moving to a new school after building trust at another. Strategies for supporting parents through these transitions are discussed, such as a ‘drip feed’ approach, slowly building a relationship with parents, and ensuring everyone is on the same page about what ‘transitions’ are.  

The importance of getting communication right is also considered, especially when it comes to more challenging conversations with parents, and opening up a non-judgemental dialogue around emotional intelligence and empathy for children.  

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They delve into how to approach difficult transitions and bigger life events with children. Whether it’s answering questions about death, or simply acknowledging the fact that it’s okay to feel sad. They also explore the importance of letting educators and key people know when a big transition has happened, accounting for a child’s change in behaviour and mood.  

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They emphasise the importance of making transitions exciting, whether that’s through using the right language, or making a new space as unthreatening and attractive as you can. They discuss using transitional objects to help too, such as a cuddly toy, and using digital recordings and visuals so a child knows what to expect.  

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The conversation covers examples of smaller, horizontal transitions that happen throughout a child’s day. Whether it’s transitioning in and out of play, or something as simple as being picked up and carried somewhere different – effective smaller transitions work as a blueprint for bigger transitions later on in life.  

Tips are given on ways to manage these changes, and the importance of every adult being on the same page about doing this.  

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Alistair and Steph look at the broader policy context of what we can do to help teacher resilience. They discuss the idea of a more flexible curriculum, where teachers have more autonomy within their role. Adopting a child-centered approach is also broached. 

They wrap up the topic by emphasising the importance of a culture of resilience, and reinforcing how to build resilience on an individual level through self-compassion and having access to the right resources.  

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Steph and Alistair delve into ways resilience can be boosted by working on solutions collaboratively as a team. Whether it’s leadership giving recognition to staff, conducting regular staff check-in meetings, or honing emotional intelligence within a team – working together is a vital part of building resilience.  

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They emphasise the importance of a resilient environment, and how being resilient is actually a proactive process. Steph provides insights into using the ‘ACT’ model, having a higher awareness of your feelings and thoughts, and trying alternatives.  

They also delve into practical ways you can reduce workload, instead, focusing on doing things that impact children the most.  

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The conversation underscores the idea that it’s normal for people to have ups and downs, it’s all about giving them the skills to handle it. Whether it’s helping with prioritisation of tasks, removing unnecessary work, or setting clear boundaries – resilience is all about putting these various strategies into place.  

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Neil and Alistair emphasise how children are not developing the social skills they need due to a variety of factors, including not having time to develop a 1-2-1 relationship with educators. They also discuss how language is developed through engaging and sharing, which was impacted by the pandemic, and how the parental role is changing through no fault of parents themselves.  

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Neil and Alistair delve into the topic of SEN specifically, emphasising the concerning situation of SEN children being rejected by schools who don’t have the staff levels to cope. The current recruitment retention crisis is affecting both staff and children, with essential 1-2-1 support needed that isn’t being funded.  

The episode also expresses the catch-up culture children are now part of as a result of covid, and the difficulties parents faced during this time juggling work and parenting, as well as the parental guilt that came with this.  

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They emphasise the challenges of getting the right training and understanding around child development for staff, and the need for community among workers.  

The episode also discusses the critical idea of the rounded child, and the Early Years educator role in raising kind, empathetic children who will be future leaders.  

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The conversation underscores the need for re-focus on what children need and their wellbeing, particularly as Early Years are the critical years for development. They also cover the 3 main reasons people are leaving the Early Years sector, and what can be done to mitigate this. 

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 Alistair and Ann-Marie emphasise the need for a proactive approach to safeguarding, raising awareness among young children and creating a culture of vigilance. Ann-Marie also highlights the significance of using appropriate terminology when discussing private body parts, as well as the importance of understanding the signs and indicators of child abuse, even in cases of child-on-child harm.  

The episode offers practical tips for practitioners, such as laminated posters, regular staff training, and multi-agency working practices. Ann-Marie stresses the need for a collective responsibility in ensuring the safety and wellbeing of all children, emphasising the reality of hidden abuse that must be addressed. She encourages educators to provide children with a safe and trusting environment to share their stories. 

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Ann-Marie and Alistair delve into the importance of safeguarding policies, emphasising the need for practitioners to be aware of national and local legislation, guidance, and procedures. Ann-Marie highlights the significance of the document "Keeping Children Safe in Education", as it provides a legal framework for safeguarding practices. She stresses the importance of clear and transparent safeguarding policies that should be regularly reviewed and updated. 

The episode also explores the role of designated safeguarding leads (DSLs) and the responsibilities they carry, such as managing referrals, attending meetings, and ensuring that safeguarding remains a top priority within the setting.  

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They emphasise the challenges of safeguarding young children who often can't communicate their concerns verbally. They stress the importance of recognising changes in behaviour, not making assumptions about children's wellbeing, and being culturally competent when working with families from diverse backgrounds.  

The episode encourages educational settings to adopt a proactive approach to safeguarding by providing support and resources for parents, such as signposting to food banks and assistance for various issues. They also stress the need for a "golden thread" of safeguarding running through daily practice rather than treating it as an annual formality. 

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The conversation underscores the challenges of recognising safeguarding issues and the role of early years practitioners as vigilant observers. Information sharing within the team is crucial, as child abuse can occur in various settings, even affluent ones. They also stress that cultural beliefs and practices may sometimes clash with safeguarding principles. 

Ann-Marie and Alistair emphasize the complexity of safeguarding and the necessity of training and support for practitioners to make informed decisions that prioritise children's wellbeing.  

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They emphasise the importance of not making assumptions about a child's behaviour and suggest that practitioners should try to understand the reasons behind a child's actions, such as sensory needs. They also highlight the potential harm of punitive measures, like missing break times or public shaming, and how these can negatively impact neurodivergent children. 

Debs and Alistair stress the significance of acceptance and the need for individualised support that respects each child's unique learning style. They believe that creating an inclusive environment for neurodivergent children benefits all children and helps instil valuable life lessons about diversity and acceptance.  

They encourage early years practitioners to expand their understanding and challenge preconceived notions to create a more inclusive and supportive learning environment. Debs also underscores the importance of early diagnosis, helping individuals understand their neurodiversity, and fostering a sense of agency.  

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Debs and Alistair emphasise that ADHD affects children differently, highlighting the need for a more flexible and inclusive approach in the early years. Transition periods can be challenging for neurodivergent children due to their struggles with attention, working memory, and starting new tasks. Debs stresses the importance of understanding these challenges rather than assuming defiance or non-compliance.  

They also touch on the long-term impact of negative reinforcement on neurodivergent children's mental health and self-esteem. The episode concludes with a call to create more inclusive educational spaces and empower practitioners to embrace neurodiversity in their teaching. It emphasises the significance of accommodating children's needs without detrimental assumptions about their behaviour. 

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They emphasise that understanding and addressing ADHD isn't about planning a separate curriculum for neurodivergent children but rather creating inclusive spaces that benefit all students. Debs explains that ADHD is related to executive function challenges, like planning, organising, and self-regulation, which everyone experiences to some extent. Still, neurodivergent individuals struggle with these more intensely and frequently. 

The discussion delves into the importance of reducing distractions and tailoring environments to support different learning styles. They also discuss early diagnosis and highlight that many high-performing individuals in various fields have ADHD, demonstrating that neurodivergent children can be high achievers. 

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Debs discusses her late ADHD diagnosis and her journey to becoming an ADHD coach after a career in the corporate world and education. The podcast explores the importance of recognising and understanding neurodivergent children's needs in early years settings. Debs and Alistair emphasise the significance of moving away from traditional, limiting teaching practices and creating more inclusive environments for all children.  

The conversation highlights how neurodivergent children, especially those with ADHD, may have unique learning needs that require a different approach to help them thrive. The episode encourages practitioners to question their approaches and provide support tailored to individual children's learning styles.  

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Sam and Alistair explore practical ideas to aid children in regulating their emotions and energy levels throughout the day, including key concepts such as creating accessible spaces for children to engage in high-energy releases and providing diverse options to manage their emotions effectively.  

The conversation highlights the significance of nurturing habits that foster emotional awareness and resilience in both children and adults. 

To learn more about Samantha Dholakia’s work, visit https://spdtuitionandcoaching.co.uk/ 

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Sam discusses how adults' regulation, energy levels, and mood influence the emotional atmosphere in the setting or classroom. She shares her personal experience of how her high energy level affected her classroom dynamics and stresses the need for adults to be aware of their own emotions and regulate them, as children naturally mirror the adults around them. 

The conversation delves into the concept of checking in with children's emotions and energy levels. Sam and Alistair discuss the significance of helping children articulate their feelings, moving beyond simple labels, and exploring where the children want to be emotionally. They advocate for ongoing check-ins and a process-oriented approach, rather than just identifying emotions at a specific moment. 

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Sam expresses her belief that emotional intelligence is a vital skill to impart to the little learners, as it underpins their actions, thoughts, and responses. They discuss the importance of self-awareness, self-regulation, effective communication, and social skills in a child's emotional development. The conversation delves into the significance of understanding emotional regulation and how it contributes to building resilience in young children. 

The conversation also touches on the role of the learning environment, emphasising the need for a balanced, supportive space that allows for self-expression and independence. Sam advocates for a shift from traditional reward-based systems to fostering collaboration and intrinsic motivation, ultimately aiming for a more effective and emotionally attuned education system. 

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Samantha and Alistair raise the need to coach behaviour rather than simply managing it, advocating for a deeper understanding of how children process and express emotions. The episode also highlights the accelerated brain development in early years and the necessity of establishing strong neurological foundations for effective emotional regulation. 

Throughout the discussion, the pair challenge conventional norms of compliance. They discuss creating conducive environments that encourage authentic engagement and promote intrinsic motivation. 

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In this episode, Kate stresses the importance of reflective practice and how it can create a culture where wellbeing is prioritised. Kate and Alistair discuss the barriers that often hinder reflection and vulnerability in the workplace, such as a lack of appropriate training, and the need for leaders and managers to encourage reflection. 

They highlight the need for leaders to model good wellbeing practices and how this can positively influence the team. The conversation also covers the value of self-care, professional boundaries, and the importance of recognising one's strengths and areas for development. The episode encourages a shift from overworking and seeking external validation to embracing one's worth and wellbeing. It concludes with a call to action for the early years sector to collectively advocate for better wellbeing and respect in the profession. 

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Kate stresses the need to address mental health in the early childhood education sector, breaking the stigma around it, and highlighting that both educators and children have mental health needs. The episode encourages open conversations and caring for the wellbeing of both the team and the children they serve. 

 Alistair and Kate also touch on the challenges of managing work-life balance, setting boundaries, and the importance of practicing self-care. They advocate for more honesty and openness within the profession to create a healthier, more supportive environment for both educators and children. 

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They discuss the significance of secure bonds and connections, emphasising the need to understand each child's individuality, including their likes, dislikes, cultural background, and unique experiences. Kate stresses the importance of recognising that children's behaviour often stems from emotional responses they struggle to articulate.  

They also touch on the need for educators to continually learn and adapt, embracing new approaches that foster children's wellbeing, emotional regulation, and a sense of belonging in their learning environments. The conversation emphasises that children can't be what they can't see, and it's the responsibility of educators to provide an inclusive, safe, and nurturing space that values every child's identity and needs. 

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In this episode, they discuss the need for practitioners to focus on fostering a sense of wellbeing in both children and themselves.  They highlight the challenges faced by educators during periods of transition, such as the start of a new school year, the impact of COVID-19 on children's socialisation, and the need for a shift in priorities from policy-driven outcomes to child-centred care.  

Kate stresses the importance of creating a nurturing, safe, and engaging environment to support children's wellbeing and how practitioners should dedicate time to build strong relationships with children. The episode explores how educators can protect their energy, collaborate as a team, and make wellbeing the heart of their early childhood settings. 

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Kate and Alistair touch on concepts discussed so far, stressing the need to understand the science behind behaviour, advocating for viewing children through the lens of neuroscience to promote empathetic responses.  

The importance of providing a secure and safe environment for children to develop and learn is a central theme, with an emphasis on fostering empathy, setting simple boundaries, and integrating play and movement into early education.  

The discussion encourages a shift from traditional disciplinary approaches towards a more understanding and science-informed method of supporting children's mental health and well-being. 

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Kate discusses ancestral parenting models and the importance of extended support networks in nurturing children. She touches on the challenges modern parents face in a more isolated context, contrasting it with the traditional village-like support systems. 

 The conversation touches on the need for a collective approach, where parents, educators, and practitioners create a supportive community for children, promoting a sense of safety and ease during transitions. 

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Kate discusses how practitioners can recognise early signs of emotional reactions in children and offer strategies to guide them through handling strong emotions. Drawing on personal experiences, Kate emphasises the importance of comprehending the neuroscience behind stress responses and how adults can aid children in regulating these emotions.  

Kate also introduces the concept of SAS (Say what you see, Acknowledge, Soothe) parenting, highlighting the significance of acknowledging and validating children's emotions to foster resilience and effective emotional management. 

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Over the next 4 episodes, Kate emphasises the importance of understanding the science behind children's behaviour, debunking misconceptions, and providing practical strategies for both parents and practitioners to support children through emotional regulation and developmental challenges.  

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Laura emphasises that it's crucial to understand the family dynamics of every child in an early years setting to ensure that you can represent and support a child's self-identity. Communication plays a key part in this; listening, learning, and ensuring that every family is acknowledged irrespective of how diverse they may be.  

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This episode highlights that settings should accurately reflect our culturally diverse society so that all children learn about the society in which they live; to foster respect for other cultures and to ensure that children from minority ethnic groups can relate to their environment. 

Laura goes on to explain that education is a key tool for ensuring that racist attitudes do not progress into the children of the next generation. Children are not born with discriminatory attitudes, they’re a learned behaviour. 

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Laura explains the importance of including the whole team, parents, and wider community to embed anti-racism across all areas of your early years setting and practice. Anti-racism should be considered throughout all areas of your setting, environment, and interactions. 

Laura also shares that resources and books could contain imagery and terminology that is discriminatory; therefore, reviewing these and their appropriateness is vital in adopting an anti-racist ethos and practice. 

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In this episode, Laura discusses inclusive practices, emphasising the importance of continued training on matters of diversity for every setting. She sheds light on the negative impact of phrases such as 'I don't see colour' and how this unintentionally dismisses the experiences of others. 

Laura also offers her advice for speaking out on matters of inclusivity and diversity in settings.  

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In order to encourage a positive sense of self, Kerry explains the importance of speaking to the child to help them understand their strengths, differences, and where they might need help. She also stresses the importance of offering tools to communicate their needs. 

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Kerry introduces the idea of a ‘Celebratory Framework’ as a method of challenging the deficit lens that was discussed in the last episode. She expands on how settings can adopt a more holistic approach when reviewing individual children’s development. 

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Kerry offers examples of how practitioners could unknowingly be perpetuating ableism and encouraging masking. Expectations around how children should pay attention, play and socialise lead to children being put into intervention to teach them to act more neurotypical.  

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Historically, diversity or neurodiverse people have typically been viewed through a deficit lens. Kerry explains that in today’s society, we are getting better at understanding the needs of neurodiverse people but children are still exposed to a deficit experience through intervention strategies with an aim of making children ‘less neurodivergent’. 

She adds the importance of seeing neurodivergence as part of development and meeting children where they are. 

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A more gender-balanced workforce will provide children with the widest range of experiences, skills, and teaching styles that will benefit their learning and development.   

Joss and Shaddai discuss the role of government, legislation, and films to change the attitudes towards men working in the early years and help create to create a better gender balance. 

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Joss discusses the skills and qualities that make a great early years practitioner, including passion, emotional intelligence, and love. He explains the importance of self-care and examining your own feelings and attitudes to avoid successive generations of children experiencing bias and inequality.

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Joss expands on the previous episode, discussing why it’s important for children to have role models from a diverse range of backgrounds. He explains that children generalise and take things literally, so it’s important to give children a positive message about race and gender from an early age. 

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Joss discusses his experiences as a male nanny working in early years and delves into the challenges and biases that some male practitioners face. He explains how patriarchy is part of the reason that more men aren’t working in childcare and that we need to see a change in society so that men can be true to their identity.  

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Parent engagement is critical to make a difference and this regular communication with parents on the initiatives taking place in the setting, ensures that the work continues at home and amongst the wider community. 

Sharing guidance and inspiration on simple changes that make all the difference, Gina gives examples such as, ensuring that during the festive period Santa Claus offers gender neutral gifts, instead of categorising by gender. Additionally, when communicating with parents about key dates such as World Book Day, encourage families to think outside of the box, rather than focusing on the gendered stereotypical characters and outfits.

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 Gina shares with listeners some of the practical steps and strategies that can be taken to challenge gender stereotypes that children naturally pick up and are exposed to in the early years. From regularly auditing the environment and resources, using appropriate and inclusive language, to having a gender champion representative within the setting, Gina and Shaddai discuss simple solutions that promote a gender inclusive practice.

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Touching on her own research and experience, Gina reiterates just how important the first five years are in shaping a child’s brain. Referring to children as ‘gender detectives’ both Gina and Shaddai discuss how play-based experiences have a huge impact on children’s understanding and perspective of gender and sex differences, as well as their social skills and emotional awareness. 

Overcoming gender biases and stereotypes in children’s play is crucial to promoting inclusive practice and this episode offers practical guidance and ideas to help educators challenge gender biases and stereotypes in the early years.

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Before delving into the recent shift changes in research and the neuroscientific knowledge of gender, Gina explains to listeners the difference between the terms ‘gender’ and ‘sex’. Gina shares how recent neuroscience developments have contributed to a much more contemporary understanding of gender and sex differences and why keeping gender on the agenda is so important in today’s modern world.

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Sharon shares what advice she would give to practitioners trying to implement inclusive pedagogy within their settings. 

Reflecting on previous conversations with Shaddai, Sharon touches on the importance of time to reflect, but also the power the resources being used can hold within the learning environment. Do the resources enable children to think about their ethnic origin and culture? Can they see themselves in their environment? It is so crucial for practitioners to reflect on the resources that are already in the setting.

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Sharon touches on the power of being present within the moment and really taking time away from the day-to-day routines is crucial to adapt and ensure inclusivity is embedded. The diversity of children is fluid, and it changes all the time. Therefore, the routine and the environment need to change and adapt, which can only be recognised through self-reflection but also peer to peer reflection too.

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Focusing on the voice of the child and how important tuning into the child’s needs are, Shaddai asks Sharon to share her thoughts on how practitioners can learn and adapt their practise to be more inclusive based on children's own knowledge and language. 

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Sharon shares her perspective on inclusion and why it’s critical to consider each diverse learner individually. Ensuring their voice is heard and their perspective on decisions that are made about them within the curricular. Sharon adds that it is important to lead with a rights-based approach while also incorporating play as a vehicle for ensuring individual rights are maintained. 

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Liz and Sue reflect on the joyful moments they continue to experience each day, alongside the enhanced learning outcomes visible in children who are exposed to this approach. Although further research, understanding and resource is needed to roll this out nationally and globally, Liz and Sue are confident that conversations such as this will help to make a difference and transform our approach to early years education. 

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From the key benefits such as improving children's vocabulary and communication skills to forming new relationships and combating social isolation, Liz and Sue explore the multitude of benefits associated with intergenerational practice. From this episode, you’ll discover real-life and heart-warming examples of why this approach is crucial, as well as ideas for integrating this style of learning into your own practice and every day.

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Alice asks Liz and Sue to explain what techniques and activities (or invitations as Liz and Sue refer to in this podcast) best support this practice and how easy is it to incorporate this style of learning into settings?

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Passionate about this approach to learning, Liz and Sue discuss why they believe this approach is so important for child development in the early years. 

Liz and Sue explain that although still a relatively new approach in current practice, intergenerational practice is a way of learning that dates to many years ago, where we regularly had communities and generations of all ages interacting with each other. This type of collaboration creates a sense of community and belonging, with also improved wellbeing and development across all parties involved and throughout this episode, Sue and Liz share examples of this in practice.

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Executive functions EXPLODE through the different types of open-ended play Mariana discusses in previous podcast episodes. When children engage into high-level play experiences, children develop critical skills such as the ability to self-regulate, be organised, problem-solve or adapt to change, plus so much more!

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Alice asks Mariana to share her guidance on how practitioners can make the environments engaging and exciting. How do we refresh the home corners, the construction areas or art stations to invite children to play, collaborate and develop 21st-century skills?

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Mariana explains the vital role educators play in opening the door to new opportunities across all areas of learning in the early years. This episode encourages practitioners to follow the relevant frameworks (also referred to as standards internationally), but to also be hands-on and immersed in the children’s learning, to scaffold and shape more meaningful experiences. 

Mariana highlights 3 key takeaways for educators: 

🔑 Collaborative learning is key 

️❓ Ask questions and consider at the bigger picture 

✍️ Simplify – don't overcomplicate the learning!

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Mariana defines play as a universal language. She explains that play evolves over time and never ends. It is an approach that should be interpreted differently with each child, learning environment and supporting resource to develop new skills and enhance children’s learning outcomes in the early years.  

Alice probes the question as to whether play-based learning should have a structure to it, or whether the play itself is enough to inspire and ignite new learning opportunities. 

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Kate explains the reasons why interaction is so key in the early stages of child development. She talks about this not only from a learning perspective but also from a social and emotional perspective, helping children to engage in society, support with their ability to nurture and make connections, as well as express their feelings and emotions. 

The conversation will provide you with insights on simple (but highly effective) techniques to support children with their vocabulary and love for language right from the Early Years.

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Knowing what training is available, how to pick what is most appropriate and where to access it can be extremely daunting not only to newly qualified practitioners but experienced too. 

This episode has been developed with Kate and Alice to signpost some of the different training, resources and organisations available, as recommended by Kate. From free resources, accessible learning programmes and toolkits to support practitioners on their journey, Kate suggests a variety of different options that will enable continuing professional development and enhance children’s early language development.  

Throughout this episode, Kate shares: 

• The different types of speech, language and communication – what are they and when should we be’ worried’?  
• What might some of the signs look like to a practitioner, parent or carer? 
• What techniques may support in closing those gaps?  
• Practical ways to get parents and carers involved in supporting developmental gaps. 

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Kate explains how the word gap has become increasingly wider since the outbreak of COVID-19 due to factors such as mask-wearing, limited interaction, increased screen-time and social isolation. 

Touching on her own experience, Kate shares the areas of speech and language that have been impacted the most, and what techniques can be used to rectify some of the issues and challenges that both practitioners and parents face in narrowing the word gap.

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Throughout the episode Simon shares best examples of continuous play and experiences that have shaped his approach to collaborative play and the impact this has on children’s learning outcomes.

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Simon and Alice touch on the impact the pandemic has had on children’s language and how there is a greater need for additional support in settings across the UK and internationally. Sharing their own experiences of developing children’s language through play-based learning, Alice and Simon suggest practical and inspiring ways to support children’s language development and why tuning into the children’s own individual and additional needs is so vital when engaging children in role-play scenarios.

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Simon explains the power of forging strong relationships with all parties, right from the practitioner to the child, to the parents and carers. Reflecting on his teaching experiences, Simon shares that by developing deeper connections with all those involved, we better understand the child’s capabilities and genuine interests which in return helps shape and scaffold more meaningful learning experiences.

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Alice and Simon strip the conversation right back to the basics, looking at what role play is, the different types of role play and practical ways to engage children in this type of learning to develop key skills. 

Simon explains the importance of discovering the child’s interests and using this as the foundations for learning to spark imaginations and excitement.

Providing open-ended, cross-curricular resources can enhance cognitive skills, language, self-regulation and self-discovery. Olivia explains that by using open-ended resources to support play-based learning enables children to learn new words and engage in back-and-forth conversations with one another. 

Olivia adds that when practitioners share their excitement towards the resources and environment, the children are likely to be more engaged (and share the same excitement!). Simply adding one or two new cross-curricular resources can benefit all areas of continuous provision and all areas of development in the EYFS.

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 From open-ended questions, positive reinforcement to practitioners self-evaluating and reflecting on their own communication, Olivia and Alice suggest various practical ways to achieve quality and effective interactions that will form the foundations for language and cognitive development.

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How do we create safe, secure and cosy places for play-based learning? And why is the emotional environment so integral to children’s learning and development in the Early Years? Alice and Olivia reflect on these questions and so much more to provide valuable insights, tips and guidance to help you create warm, safe and impactful learning environments.

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Alice and Olivia explore the role of the physical environment and why creating an enticing physical space is so important. Olivia explains that reflective practice is key in creating an enabling environment. When you enter a room in your setting, how does the space make you feel? How do the children interact with you, their peers and the resources within the space?

Room analysing, peer-on-peer observations, continuously reflecting on each area of your provision and making improvements based on what you observe will help promote a language-rich environment.

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Alistair Bryce-Clegg asks Mel and Sarah the million-dollar question; in an Instagram and Pinterest-dominated world, what exactly is the REALITY of Forest School and why is this reality so important? 

Sarah and Mel talk about the importance of Forest School activities being led by the child’s genuine interests, but also finding the right balance of educators sharing their own competency, passion, and skills to enrich and scaffold children’s learning in the great outdoors.

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Research and evidence show that the Forest School approach actively develops children’s risk awareness and confidence in managing their own risk-taking abilities. Although it is such an integral part of early years education, we know it can sometimes be a daunting approach to adopt, especially in a risk-averse society. 

Sharing their knowledge and experience with us, Mel and Sarah discuss the role of the adult vs the child when adopting the Forest School approach and how Forest School promotes safe opportunities for children to take appropriate and managed risks.

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Sharing their knowledge and passion for everything Forest School, Sarah and Mel share their tips and guidance to help practitioners develop their confidence when taking children’s learning outdoors and why the Forest School approach is an integral part of early childhood. 

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The Forest School ethos offers children a play-based approach to learning in the great outdoors. The approach focuses on all children having the opportunity to develop in a hands-on learning environment with experiences that aim to enhance key skills from the early years onwards.

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From top tips on fostering a love for environmentally friendly activities, resources, and practices, to practical ways to help children (and practitioners) understand the benefits of this, Cheryl reveals some of the small changes that can make such a huge difference.

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A climate action plan aims to address climate challenges, relevant to the individual setting based on factors such as the environment, financial impact, society and the community, plus so much more. 

Throughout this episode Cheryl shares the benefits of having a plan for your setting, as well as tips and advice for achieving best practice.

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Cheryl shares her passion for planting and eating sustainably, sharing practical tips and guidance to overcome some of the challenges practitioners may experience when introducing planting and gardening in early years settings. 

From nurturing plants indoors, to seeding and planting vegetables outdoors, Alistair and Cheryl touch on their many years of experience to inspire you with new ideas for your setting.

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Cheryl explains the importance of recycling and reusing in the Early Years, sharing practical tips to help make your resources go further and, in return, adopt a more sustainable approach.

Talking passionately about recycling and reusing, Cheryl suggests that the idea of being thrifty with how nursery settings use, repair and reuse resources is something that should be celebrated.

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Niki encourages practitioners to consider the following; 

🌳 Taking learning beyond the setting by visiting local parks and utilising local amenities 

🌼 Having arrangements in place with local suppliers and/or family members to help bring nature to the setting when it’s not always directly accessible 

🐛 Creating a minibeast or bug sanctuary on-site

💭 Plus, so much more!

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Niki has worked in settings worldwide and has a wealth of expertise and knowledge when it comes to enriching children’s learning opportunities outdoors.

Throughout this episode, Niki and Alistair explore the different approaches they have experienced internationally and how practitioners can reflect and take inspiration to adapt their practice and enhance learning outcomes. 

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Niki explains that outdoor play offers a new and exciting learning opportunity each day. The great outdoors is a stimulating environment for children to challenge themselves and experience the world around them.

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Taking it right back to basics, Niki explains what nature-based practice is, answering questions such as what it looks like, and why it is so important for children and adults to connect with nature every single day!

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Have you ever considered taking your next staff meeting outdoors to immerse yourself in some of those thrill-seeking adventures our children are encouraged to experience? Ellen suggests that this type of reflective practice is a simple (and enjoyable) way to become more comfortable in adopting a risk-taking approach to learning in the Early Years.

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Alistair and Ellen encourage practitioners not to fear challenging what they might usually consider being seen as ‘too risky’ and instead focus on the learning opportunities those experiences provide in terms of teaching children to become more self-aware through an ability to risk assess.

Reflecting on her experiences in Norway, Ellen explains that they approach their practice and risk tolerance with one fundamental question, ‘is this beneficial for the children?’.

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Ellen breaks this down into two parts, looking at the subjective experiences and the developmental benefits. She explains that the emotions children experience while taking risks will help develop their motor skills and competencies, self-confidence, awareness, and ability to risk assess, plus so much more! Listen to all this and more in our latest episode.

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#UnlockingEarlyYears #EarlyYears #TTSTalking

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Throughout this episode, Ellen Sandseter, researcher and expert in Children’s Risky Play, introduces the concept of learning through risk, also referred to as Risky Play, in early childhood. 

Alistair and Ellen delve into the benefits of creating open-ended outdoor spaces that allow and encourage children to explore the risks they feel most comfortable with. Ellen shares how children from a very young age are aware of the environment surrounding them and that, when given the flexibility to do so, they can find solutions to manage their own risk-taking. As adults, we can facilitate, scaffold, and nurture children’s learning through risk-taking opportunities and activities.

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Sue and Alistair share practical ways to incorporate all areas of learning into your outdoor spaces to support children’s learning and development. From PSED, physical development to mathematics and language development, this episode uncovers why having a holistic approach to outdoor play is key. 

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Sue explains the importance of open-ended learning opportunities. What resources are likely to inspire children in their early childhood? And what activities will spark curiosity without constant adult intervention? It is this that creates those magic learning moments!

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Have you ever heard of the game Wellies on, wellies off? Listen to this podcast for lots of fun, play-based inspiration to enable you to create engaging and exciting outdoor learning opportunities.

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Sue shares practical guidance on how practitioners can achieve consistency and accessibility in outdoor play throughout the seasons. 

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