The Voice of Early Childhood

The Voice of Early Childhood Podcast: involving you in thought-provoking discussions around early childhood. This weekly podcast brings you discussion, reflection, debate and a window into the minds of advocates working with our young leaders of tomorrow.

Subscribe Listen in podnodRSS feed Show website

20 episodes
Updated July 27

Episodes20

Newest first

July 27 · 30 min
Who gets to feel seen in our classrooms? Culturally inclusive practice through books
How do books shape children's sense of identity, belonging and understanding of others? In this podcast episode and article, we explore the importance of representation in children's literature and why inclusive storytelling matters in early childhood education. Reflecting on personal experiences, this conversation considers how books can help children feel seen, valued and included. We also discuss the role of sensory storytelling, immersive learning and culturally inclusive resources in supporting empathy, accessibility and belonging for all children. How can educators ensure every child sees themselves reflected in the stories around them? Read the article here: https://thevoiceofearlychildhood.com/who-gets-to-feel-seen-in-our-classrooms-culturally-inclusive-practice-through-books/ 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 today! To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/ Our 2027 conference info & tickets: https://thevoiceofearlychildhood.com/early-years-conference-2027/ Listen to more: If you enjoyed this episode, you might also like: · Stories that connect us: How books foster belonging in the early years – Laura Henry-Allain MBE https://thevoiceofearlychildhood.com/stories-that-connect-us-how-books-foster-belonging-in-the-early-years-2/ · Supporting children's language through shared stories and sustained dialogue – Fufy Demissie https://thevoiceofearlychildhood.com/supporting-childrens-language-through-shared-stories-and-sustained-dialogue/ · Extremely early literacy – 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 – Introducing Sukhy Kaur and culturally inclusive children's books 02:21 – Representation, visibility and belonging 03:53 – Creating sensory stories that are accessible to all children 07:55 – Normalising diversity through children's literature 10:03 – Encouraging children to ask questions about difference 11:23 – Understanding children's curiosity about difference 13:01 – Sukhy's personal journey and Sikh identity 14:37 – Experiencing bullying for wearing a turban 16:07 – Becoming a teacher to make a difference 16:39 – Developing the first book during COVID 17:19 – The story behind Is That Paras's Turban? 18:15 – Bringing books to life through workshops and puppet shows 19:50 – Supporting children and educators through immersive workshops 20:40 – Extending learning through resources and lesson plans 21:39 – Moving from teaching into authorship 22:47 – The year-long process of producing a sensory book 23:45 – Seeing the books in libraries and hearing from families 24:48 – Forthcoming books about festivals and cultural foods 25:25 – Advice for aspiring authors 26:53 – The challenges of marketing children's books 27:42 – Sharing culturally inclusive practice at educational events 28:36 – Using props and storytelling to support different ways of learning 29:17 – Sukhy's workshop at the TVOEC Conference 2027 30:05 – "Every child should be able to open a book and feel that they exist within the story" For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
July 20 · 34 min
Moving beyond 3 percent: Recruiting more men into early years
Drawing on personal experience, research and the Greater Than 3 mentor programme, Robert Harris explores why men remain underrepresented in early childhood. He considers the impact of gender diversity on children, the stigma and gatekeeping men can face, and how mentorship, representation and more inclusive pathways could help create lasting change across the profession. Read the article here: https://thevoiceofearlychildhood.com/moving-beyond-3-percent-recruiting-more-men-into-early-years/ This episode is in partnership with Male Childcare and Teaching Jobs. Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools. To find out more visit: https://malechildcareandteachingjobs.co.uk/ Listen to more: If you enjoyed this episode, you might also like to hear more at https://thevoiceofearlychildhood.com/articles/men-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 – Introduction to Dan Berman and Robert Harris 01:24 – The benefits of greater male presence in early childhood 03:54 – Male role models, play and challenging gender norms 07:30 – The three per cent figure and barriers within infant care 10:05 – Introducing the Greater Than Three mentor programme 15:06 – Creating intentional pathways into the profession 16:51 – DC Men in ECE and the importance of collective advocacy 20:05 – Racial and cultural representation within the workforce 23:22 – Being a Black male educator: visibility, scrutiny and advocacy 25:07 – Stigma surrounding sexuality and safeguarding 29:10 – Challenging bias in recruitment and hiring 30:18 – Retention, judgement and low pay 31:32 – Children need to see what they can become 32:32 – Building stronger foundations for representation and advocacy 32:55 – Further reading and future conversations 33:41 – Closing reflections For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
July 12 · 39 min
Will you notice me? What children learn from how we respond to their distress
What if children's distress is not just a problem to solve, but a signal of their need to be seen? This article and podcast episode explore how children's expectations about availability and effectiveness of support from close others develop through repeated interactions with multiple caregivers. Using a psychological lens - in particular looking at attachment theory - we explore how educators and parents/carers can shape these expectations of care through their everyday responses to children's distress. Read the article here: https://thevoiceofearlychildhood.com/will-you-notice-me-what-children-learn-from-how-we-respond-to-their-distress/ 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 today! 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: ● An introduction to John Bolwby - https://thevoiceofearlychildhood.com/an-introduction-to-john-bowlby/ ● An introduction to Mary Ainsworth - https://thevoiceofearlychildhood.com/an-introduction-to-mary-ainsworth/ ● Unconditional positive regard in early childhood: What we can still learn from Carl Rogers and Mister Rogers? - https://thevoiceofearlychildhood.com/unconditional-positive-regard-in-early-childhood-what-we-can-still-learn-from-carl-rogers-and-mister-rogers/ ● Understanding the impact of childhood trauma and how to develop trauma-informed practices - https://thevoiceofearlychildhood.com/understanding-the-impact-of-childhood-trauma-and-how-to-develop-trauma-informed-practices/ 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 focus 02:05 – Understanding distress as communication 04:14 – Why children's distress can be misunderstood 05:55 – Can you notice me? 06:57 – Repeated interactions and attachment 10:08 – Secure base script knowledge 10:46 – How children learn whether support is available 12:30 – Scripts, shortcuts and everyday experiences 15:10 – What attuned responses look like in practice 16:45 – Opening the gates of learning 17:55 – Acknowledging distress 19:57 – Feeling seen before setting limits 20:13 – Acknowledging feelings, not validating behaviour 21:34 – Sensitive limit setting 21:50 – Multiple caregivers and attachment networks 22:12 – Moving beyond one primary attachment relationship 23:54 – The role of educators and professional caregivers 25:54 – A village of caregivers 26:24 – Patterns over perfection 26:41 – Good enough care 29:30 – Children need patterns, not perfect adults 29:54 – Current research and longitudinal findings 32:30 – Secure base script knowledge and later wellbeing 33:26 – Supporting parents and the network of care 35:08 – Reflecting on the long-term impact of early relationships 36:19 – Responding to distress over time 37:17 – Intergenerational patterns of care 37:36 – A key shift in mindset 37:47 – From fixing the problem to being there 38:57 – Closing reflections and thanks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
July 6 · 46 min
Growing brains, growing bodies: Understanding ultra-processed foods
The first five years are a once-in-a-lifetime window of opportunity for brain development. During this period, food does far more than fill tummies, it helps support learning, behaviour, emotional wellbeing and lifelong health. This article and podcast episode explore the emerging evidence around ultra-processed foods and why food quality matters during the early years. Read the article here: https://thevoiceofearlychildhood.com/growing-brains-growing-bodies-understanding-ultra-processed-foods/ This episode is sponsored by Little Dish Hillary Graves founded Little Dish in 2006 to provide fresh, nutritionally balanced meals for young children that tasted as good as homemade food, unlike shelf-stable alternatives with long shelf lives. Today, the award-winning range includes nine toddler meal recipes made with natural ingredients, available nationwide in the chilled aisles of major supermarkets and online. Little Dish has expanded into frozen foods with Superstars, a new range of family favourites focused on better nutrition, including Chicken Nuggets with Hidden Veg, Crispy Fish Bites with Added Veg and Golden Veggie Bites with Mozzarella. Every Little Dish product is developed with support from baby and child nutritionist Charlotte Stirling-Reed and approved by a panel of 250 Tiny Tasters across the UK. Ready in minutes, the range offers busy parents, grandparents and guardians stress-free healthy meals kids love. To find out more visit: www.littledish.co.uk Listen to more: If you enjoyed this episode, you might also like: · How can we support children in the early years to flourish? With Jayne Carter: https://thevoiceofearlychildhood.com/how-can-we-support-children-in-the-early-years-to-flourish/ · A guide to potty training with Rebecca Mottram: https://thevoiceofearlychildhood.com/a-guide-to-potty-training/ 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 introduction to Louise 02:30 – Introducing ultra-processed foods in early childhood 03:05 – Why early brain development matters 05:45 – How food shapes brain connections, habits and behaviour 07:30 – What are ultra-processed foods (UPFs)? 10:15 – How to recognise UPFs through ingredients 12:00 – The NOVA classification and why food labels can be confusing 13:10 – Surprising examples of UPFs, including bread and baby food 15:20 – Why the concern is also about what UPFs replace 17:45 – Children's higher nutritional needs and brain energy demands 19:30 – Fortification, breakfast cereals and missing nutrients 21:05 – Fruit pouches, "no added sugar" claims and free sugars 24:10 – What happens when fruit is industrially processed 28:00 – Home-blitzed fruit, weaning and food texture 30:05 – Fruit sugars, teeth and moderation 31:40 – Vegetables, natural sweetness and balanced menus 33:30 – Texture progression, oral motor skills and speech development 35:30 – Developing children's palates through variety and repeated exposure 37:20 – Gagging, choking, allergies and safe food exploration 39:15 – Talking to children about what food does for their bodies 41:05 – Avoiding reward-based language around food 42:25 – Food relationships, marketing and emotional eating habits 43:45 – EYFS guidance, sugar and the need to explain why 45:00 – Advice for parents and educators: reducing UPFs without blame 45:35 – Early childhood settings, safeguarding and the role of menus 45:59 – Closing reflections and thanks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
June 22 · 23 min
What does good quality CPD look like?
Professional development is something every early childhood setting invests in, yet it does not always lead to meaningful or lasting change. Training sessions may be delivered, feedback forms may be completed, and educators may leave feeling inspired. But the more important question is what happens afterwards: does practice change in ways that benefit children? In this live podcast conversation and article, Dr Julian Grenier CBE reflects on what effective continuing professional development, or CPD, can look like in early childhood contexts. A central message is that high-quality professional development is not defined by a single event, but by how learning is sustained, supported and embedded over time. Read the article here: https://thevoiceofearlychildhood.com/what-does-good-quality-cpd-look-like/ 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 today! 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: · Using the early years pupil premium to strengthen practice and equity, with Dr Julian Grenier - https://thevoiceofearlychildhood.com/using-the-early-years-pupil-premium-to-strengthen-practice-and-equity/ · Astrea Academy Trust Project - https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project/?playlist=56a5917&video=17c6a45 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 – Live podcast recording at Nursery World in London 02:10 – What does good-quality CPD look like? 03:22 – Introducing Dr Julian Grenier and the focus on effective professional development 04:00 – Moving beyond "train and pray" approaches to CPD 05:28 – Why professional development needs to be sustained over time 06:45 – Taking years, not days: embedding change in practice 08:05 – Motivation, relevance and why change is difficult 09:28 – What handwashing in healthcare teaches us about sustaining change 10:55 – Supporting educators through feedback, modelling and removing barriers 12:05 – Everyday coaching moments as professional development 13:10 – Aligning CPD with children, families and community context 14:28 – Working with external consultants and speakers 15:55 – Choosing fewer priorities and embedding them well 17:05 – Balancing inspiration with sustained change 18:05 – Building explicit knowledge of practices, not just enthusiasm 19:20 – Bridging theory, research and practice 20:15 – What evidence-informed CPD looks like in early childhood 21:18 – Evaluating CPD beyond feedback forms 22:10 – Looking for change one month, three months and one year later 23:02 – Final advice: focus on a few things and do them well 23:30 – Closing reflections and thanks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
June 8 · 38 min
What is relationship-based parenting?
Raising happy, healthy, successful kids with the Core4Connectors - A relationship-based approach. Today's parents and carers are shifting their hopes for children from outward success to inner security. This article and podcast episode explore how relationship-based parenting from birth, rooted in trust, respect, honesty, and communication, creates the emotional safety that allows children to thrive. When children feel seen, heard, and secure, happiness and success follow naturally. Read the article here: https://thevoiceofearlychildhood.com/what-is-relationship-based-parenting/ 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 today! 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: ● Perception, positivity and parents with Wendy Kettleborough - https://thevoiceofearlychildhood.com/perception-positivity-parents/ ● The politics of parenting with Dr Helen Simmons - https://thevoiceofearlychildhood.com/the-politics-of-parenting/ ● Beyond partnership with families with Philippa Thompson - https://thevoiceofearlychildhood.com/beyond-partnership-with-families/ 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 and introduction to Cara 02:18 - Cara's background in linguistics, education and Core4 Parenting 03:42 - The "teacher teacher" approach: parenting, education and identity 05:10 - Interacting with children vs being in relationship with them 06:35 - Relational intelligence and the Core4Connectors 08:52 - Respect, trust, belief and being willing to talk 10:40 - Building trust through boundaries and consistent language 13:08 - The role of language in building relationships 14:32 - Commands, declarative language and moving away from imperatives 16:25 - Meaning-based communication and the power of non-verbal cues 18:18 - The "talking triangle": body language, tone, energy and words 20:05 - How children read facial expressions and emotional cues 21:18 - The trigger trap reaction cycle 22:45 - Using calm energy before words: Cara's coat anecdote 25:25 - Why connection comes before instruction 26:48 - Positive and negative imperatives: when commands are useful 28:20 - The five-to-one-and-done strategy 30:08 - Supporting children's autonomy, cognition and self-talk 31:30 - A key language shift: "if you choose to…" 33:28 - Natural consequences, ownership and critical thinking 35:05 - Introducing Talk to Them Early and Often 36:20 - Why early language matters from birth to three 37:05 - Who the book is for and where to find it 37:55 - Final reflections on autonomy, conflict and connection For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
June 1 · 42 min
Early years leadership stories
The stories we carry shape how we lead, often without us realising. In early years, these narratives influence who we see as a leader and how we show up. This article and podcast episode explore how leadership stories are formed, the impact they have, and how shifting them can open up more intentional and inclusive ways of leading. Read the article here: https://thevoiceofearlychildhood.com/earlty-years-leadership-stories/ This episode is in partnership with The Early Years Leadership Conference and BookedIn. To find out more about The Early Years Leadership Conference and grab your tickets visit: https://theearlyyearsleadershipconfer6.godaddysites.com/ To find out more about BookedIn and starting booking training visit: https://waitlist.bookedin.online/ Our 2027 conference info & tickets: https://thevoiceofearlychildhood.com/early-years-conference-2027/ Listen to more: If you enjoyed this episode, you might also like: · What is professional confidence? – with Dr Lewis Fogarty - https://thevoiceofearlychildhood.com/professional-confidence-finding-the-confidence-to-speak-out/ · Accidental leadership in early years – With Jenny Weidner - https://thevoiceofearlychildhood.com/accidental-leadership-in-early-years/ 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 to the live podcast 01:35 About The Voice of Early Childhood and Booked-in Voices 03:05 Introducing Jenny Weidner and today's leadership discussion 04:10 Leadership stories: where our ideas about leadership come from 08:15 The influence of role models and leadership reference points 13:10 Positive and negative leadership experiences 16:05 Internal leadership stories and self-doubt 19:15 Accidental leadership and feeling unprepared for leadership roles 23:00 Imposter syndrome and leadership identity 25:10 Leadership beyond job titles 29:05 Developing professional confidence and recognising leadership in others 31:20 Untold leadership stories and the impact of personal experiences 35:05 Burnout, responsibility and the 'rescuer' mindset 37:20 Moving from accidental to intentional leadership 39:10 Audience reflections: leadership reference points 41:35 Final reflections and closing remarks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
May 11 · 38 min
Using the early years pupil premium to strengthen practice and equity
This article and podcast episode explore how the early years pupil premium (EYPP) can be used to strengthen practice and promote greater equity across the early childhood community. Drawing on research and professional experience, they reflect on why relationships with families matter, what evidence tells us about effective use of funding, and how a focus on high-quality provision can benefit all children—particularly those facing disadvantage. They also consider the importance of professional judgement, teamwork and sustained approaches to improvement in creating meaningful and lasting impact. Read the article here: https://thevoiceofearlychildhood.com/using-the-early-years-pupil-premium-to-strengthen-practice-and-equity/ This episode is in partnership with the Education Endowment Foundation: The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. They do this by supporting schools, colleges, and early years settings to improve teaching and learning through better use of evidence. To find out more visit: https://educationendowmentfoundation.org.uk/ Listen to more: If you enjoyed this episode, you might also like: · The Best Start in Life strategy and what it means for the sector, with Dr Zoe Raven and Charlotte Goddard - https://thevoiceofearlychildhood.com/the-best-start-in-life-strategy-and-what-it-means-for-the-sector/ · Ofsted's renewed early years inspection framework: What educators need to know, with Jayne Coward - https://thevoiceofearlychildhood.com/ofsteds-renewed-early-years-inspection-framework-what-educators-need-to-know/ 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 01:35 – Dr Julian Grenier's background 03:45 – What is EYPP? 06:20 – Building relationships with families 09:10 – Why EYPP matters 12:10 – Research and what makes the biggest difference 16:05 – Professional development and improving quality 18:40 – Balancing quality with targeted support 22:10 – The EEF EYPP planning tool 25:15 – Whole-team approaches and sustained change 28:20 – Measuring impact in meaningful ways 31:45 – Early mathematics and communication 34:05 – Rethinking school readiness 36:10 – Strengthening equity in early childhood 37:35 – Final reflections and closing remarks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
April 27 · 30 min
What is sound-based emotional regulation?
Sound based emotional regulation is an emerging approach which uses carefully designed auditory experiences including voice, rhythm and specific sound frequencies to help children regulate their nervous systems. This article and podcast episode explore the science behind sound-based emotional regulation, why it matters in early childhood, and how sound can support emotional wellbeing in a variety of developmentally appropriate ways. Read the article here: https://thevoiceofearlychildhood.com/what-is-sound-based-emotional-regulation/ This episode is sponsored by HushAway HushAway® is a sound-based emotional regulation initiative designed to support children's nervous systems, particularly those who are neurodivergent or experience sensory overwhelm. Using gentle soundscapes, calming voice, predictable rhythms, and ASMR-informed audio, HushAway® creates the conditions in which children can feel safe, settled, and ready to engage. Rather than focusing on behaviour management, HushAway® supports regulation at a physiological level, recognising that emotional regulation begins in the body, not with instructions. The approach is grounded in lived experience, early-years practice, and emerging research around sound, co-regulation, and nervous system safety. HushAway® works with children, families, and educators to embed compassionate, neuro-affirming regulation support into everyday environments, helping children feel understood, not corrected. To find out more visit: www.hushaway.com Listen to more: If you enjoyed this episode, you might also like: · It's not time out, it's time in' for both of us by Julie Robinson and Charlotte Hannah: https://thevoiceofearlychildhood.com/its-not-time-out-its-time-in-for-both-of-us/ · Aligning learning environments with the needs of the brain by Dr Kathryn Murray: https://thevoiceofearlychildhood.com/aligning-learning-environments-with-the-needs-of-the-brain/ 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 – Introducing the episode: sound-based emotional regulation 02:10 – Guest introduction: Nikki's background and expertise 03:45 – Why emotional regulation matters in early childhood 05:30 – Behaviour as communication and understanding children's internal state 07:40 – The nervous system and co-regulation 09:50 – Why sound is powerful for emotional regulation 12:00 – What sound-based emotional regulation involves in practice 14:10 – Supporting children to develop independent regulation 16:20 – Introducing Hushaway: purpose and key features 18:50 – The inspiration behind Hushaway: sleep, routines and unmet needs 21:30 – Frequencies, ASMR and immersive storytelling 24:00 – Evidence base and research informing sound-based approaches 25:40 – Why sound regulation matters in today's context 27:10 – Using sound in educational settings and classrooms 28:40 – Considerations for educators: choosing appropriate sounds 29:10 – Advice for parents and educators 29:40 – Final reflections and key messages For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
April 13 · 43 min
Professional curiosity: Creating cultures of reflection, safety and growth
Professional curiosity is often spoken about in early childhood practice, yet its meaning can remain abstract until it is grounded in everyday interactions with children, families and colleagues. This article and podcast episode explore what professional curiosity looks like in practice, why it matters, and how it can be nurtured within early childhood communities. Read the article here: https://thevoiceofearlychildhood.com/professional-curiosity-creating-cultures-of-reflection-safety-and-growth/ This episode is in partnership with The Early Years Leadership Conference To find out more and grab your tickets visit: https://theearlyyearsleadershipconfer6.godaddysites.com/ Listen to more: If you enjoyed this episode, you might also like: · What is professional confidence? – with Dr Lewis Fogarty - https://thevoiceofearlychildhood.com/professional-confidence-finding-the-confidence-to-speak-out/ · Hurt from conception: The impact of domestic abuse on children – with Tina Pokuaah - https://thevoiceofearlychildhood.com/hurt-from-conception-reflecting-on-the-impact-of-domestic-abuse-on-children/ 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 – Introducing the topic: what is professional curiosity? 02:31 – Defining professional curiosity: going deeper, not asking more 03:11 – Reflection as a foundation for learning 04:24 – Balancing curiosity with respect and non-intrusiveness 06:23 – Psychological safety and creating open cultures in settings 07:51 – Communication skills and asking questions in the right way 09:01 – Supporting apprentices and recognising different starting points 11:24 – Building reflective team cultures (example of shared communication approaches) 12:42 – Learning from each other and empowering educators as leaders 14:38 – Risks of lacking professional curiosity (complacency and stagnation) 16:04 – Impact on staff wellbeing, retention and relationships 17:42 – Early intervention and the dangers of assumptions 19:34 – Challenging bias and recognising personal perspectives 21:24 – Role modelling curiosity, vulnerability and reflective leadership 22:44 – Strengthening relationships with families through curiosity 24:22 – Generational impact of professional curiosity on children's learning 26:44 – Curiosity in training, CPD and professional development 28:58 – Supporting educators to develop their own pedagogy 30:45 – Moving beyond fixed approaches and embracing critical thinking 32:11 – The importance of collaboration beyond individual settings 34:38 – Introduction to the early childhood leadership conference 37:01 – Creating community, safe spaces and inclusive dialogue at events 39:02 – Amplifying diverse voices, including apprentices 41:15 – Encouraging participation and shared learning at conferences 43:28 – Final reflections: what should listeners take away? 43:44 – Closing remarks and episode wrap-up For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
March 30 · 25 min
Supporting children's language through shared stories and sustained dialogue
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
March 16 · 56 min
Unconditional positive regard in early childhood: What we can still learn from Carl Rogers and Mister Rogers?
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
February 3 · 35 min
How can we support children in the early years to flourish?
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
February 2 · 45 min
A guide to potty training
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
January 19 · 34 min
Helicopter stories: Bringing every child's story to life
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
January 5 · 43 min
Stories that connect us: How books foster belonging in the early years
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
Dec 15, 2025 · 27 min
Ofsted's renewed early years inspection framework: What educators need to know
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
Dec 8, 2025 · 58 min
Integrating evidence-based practice into the early years curriculum: How ABA principles align with EYFS
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
Dec 1, 2025 · 42 min
Exploring maths through ramp play with Young Minds Big Maths
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
Nov 24, 2025 · 42 min
Why play? - How to make play an essential part of early education
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: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/ 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 For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com