Guiding The Young Ones

Author: Georgina Young – Early Years Specialist

  • The Importance of Continual Professional Development (CPD) in Early Years Education

    The Importance of Continual Professional Development (CPD) in Early Years Education

    In the fast-paced, ever-evolving world of early years education, there is one thing I always strive for: continual growth. As an educator, I believe that we should never stop learning, evolving or reflecting on our practice. Professional development is not just about enhancing our knowledge, it’s about committing to the best possible outcomes for the children we care for.

    Being passionate about early years education means that I find immense joy and excitement in the learning process itself. Once I finish one project, research paper, or training session, I’m already eager to move on to the next challenge. And often, those challenges overlap – because there is always room for improvement, and there is always something new to discover.

    Why is CPD so Important in Early Years Education?

    The impact of quality professional development on early years educators cannot be overstated. Continual Professional Development (CPD) is not just a box to tick, it’s a powerful tool for growth, both for you as an educator and for the children you care for. CPD helps educators refine their practice, enhance their skills and stay up to date with the latest developments and research in the field. More importantly, it allows us to:

    1. Improve Our Practice: By taking part in CPD, we continuously reflect on what we’re doing well and where we can improve. Whether it’s learning new pedagogical approaches, refining techniques or gaining a deeper understanding of child development – CPD helps us grow as reflective practitioners.
    2. Create a Positive Impact on Children: The ultimate goal of CPD is to improve the outcomes for the children we care for. The more knowledgeable and skilled we are, the more we can support children’s growth and learning. With new tools and ideas from training, we can better meet the individual needs of each child, helping them thrive in a safe and stimulating environment.
    3. Stay Engaged and Motivated: One of the most rewarding aspects of working in early years education is the chance to make a difference in children’s lives. CPD keeps us motivated, inspired and refreshed, which allows us to approach each day with enthusiasm and energy. It’s easy to become set in our ways, but training and learning new skills help us stay excited about our profession.
    4. Reflect and Adapt to Changing Needs: The world of early years education is constantly changing. New research, evolving curricula and best practices are always emerging. CPD helps us stay ahead of the curve, adapting to changes in the profession and adjusting our practice to best meet the needs of the children in our care.

    My Personal CPD Journey

    I believe in the power of professional development, and my own journey in CPD has been incredibly fulfilling. Some of my most significant milestones include:

    • Becoming a Platinum Green Tree School: This was a fantastic opportunity to integrate and showcase our commitment to environmental education and sustainability into our practice. It challenged me to think differently about how we can foster an appreciation for nature and the environment from an early age.
    • Hygge Accreditation: This was a beautiful journey where I explored how to create a warm, calm and nurturing environment for children, inspired by the Danish philosophy of hygge. It really deepened my understanding of the importance of creating an atmosphere that supports emotional well-being.
    • Gold Healthy Years Award: This award focused on promoting healthy lifestyles, both for children and educators. It gave me the tools to ensure that the children in my care learn the value of physical activity, nutrition and mental well-being from the very start.
    • Makaton Qualifications: Learning Makaton has been invaluable in supporting communication and emotional wellbeing for all children. It has not only opened doors for more inclusive communication but also helped me engage with children in a more meaningful and supportive way.

    These experiences have shaped the way I work and have enriched my practice. Each qualification and award has taught me something new about how we can create better, more effective learning environments for children.

    Exciting CPD Opportunities on the Horizon

    Currently, I’m working on some exciting new CPD that I can’t wait to share with you all soon. CPD is not just about adding new qualifications to your resume – it’s about finding ways to keep your passion for education alive and staying inspired in your work. The new courses I’m undertaking will further enhance my skills and help me stay at the forefront of educational best practices.

    Invest in Yourself and Your Provision

    As early years educators, we have the power to shape the future for the children in our care. Our impact is lasting, and it’s important that we constantly strive to be the best we can be. I would encourage every educator to invest in themselves and their provision. Whether that means attending workshops, completing formal qualifications or simply reflecting on practice, every step counts.

    • Practical Tip: Set aside time each year for CPD. Whether it’s a day-long course, an online module or reading up on the latest research, make it a priority. Continuous growth is key to staying inspired and providing the best possible care for the children.

    A Lifelong Journey of Learning

    The journey of professional development is never over. There’s always more to learn, new tools to explore and innovative ways to improve our practice. By investing in our growth as educators, we ensure that the children we care for receive the best possible start in life. After all, they deserve our very best.

    I encourage all educators to take the time to engage in CPD and reflect on how they can continue to develop their practice. It’s an exciting journey, and the benefits for both you and the children are immeasurable….

    So, what will your next CPD adventure be?

    (Please share with us any CPD that has supported you in your journey, that you found particularly impactful or that you found especially enjoyable – either in the comments or on our social media. I can’t wait to hear all about it)!

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    • Building Strong Relationships with Young Children: The Importance of Attachment

      Building Strong Relationships with Young Children: The Importance of Attachment

      As early years educators, whether you’re a childminder or a nursery practitioner, one of the most important aspects of your role is to create a safe, nurturing and supportive environment for the children in your care. While many parents and caregivers naturally focus on physical needs like feeding, clothing and safety, the emotional needs of children are equally vital for their growth, development and wellbeing.

      At the heart of this emotional support is attachment – the deep emotional bond that forms between a child and their primary caregivers. The quality of these relationships has a significant impact on a child’s overall well-being and development. Understanding and fostering healthy attachment is essential in the early years.

      What is Attachment?

      Attachment refers to the bond that children form with their caregivers, which provides them with a sense of security and safety. This bond is formed through consistent, responsive interactions and builds the foundation for emotional regulation, trust and social development.

      In the early years, children are particularly sensitive to the quality of their relationships. Positive attachment experiences help children feel safe, loved, and understood, which is crucial for their mental, emotional and social development.

      Why Attachment Matters in Early Childhood

      1. Emotional Development: Children who have secure attachments with their caregivers tend to develop strong emotional regulation skills. They learn how to manage their feelings, cope with stress, and express emotions in healthy ways. These children are also better equipped to form positive relationships with others.

      2. Social Skills: Attachment in early childhood lays the groundwork for how children interact with others as they grow. Children with secure attachments are more likely to show empathy, engage in positive social interactions, and develop strong peer relationships.

      3. Cognitive and Language Development: Secure attachment helps create a safe base for exploration and learning. Children who feel secure are more confident in exploring their environment, trying new things, and engaging in cognitive tasks. This exploration and engagement are key drivers of language and cognitive development.

      4. Long-Term Mental Health: A strong attachment bond in the early years can set the stage for healthier mental health outcomes throughout childhood and into adulthood. Children who experience secure attachment are less likely to experience anxiety, depression or behavioural problems.

      How Can Childminders and Nursery Staff Foster Strong Attachments?

      1. Be Consistently Responsive to Children’s Needs: One of the most important ways to foster secure attachment is to be consistently responsive to a child’s physical and emotional needs. Whether it’s offering comfort when a child is upset or providing praise when they achieve something, consistency helps children feel understood and valued.

      • Practical Tip: Respond to verbal and non-verbal cues from the children. If a child reaches out for comfort or needs assistance, try to meet those needs in a calm, caring manner. Over time, this builds trust.

      2. Establish Predictable Routines: Children feel more secure when they know what to expect. Creating a predictable and consistent routine helps children feel safe and reduces anxiety. It’s important to provide structure in the daily schedule, but also to remain flexible to the children’s emotional needs.

      • Practical Tip: Create a visual schedule with pictures that children can refer to throughout the day. This helps younger children, especially those who are non-verbal, understand what’s coming next.

      3. Create a Warm and Inviting Environment: Children need to feel emotionally safe in their environment. A warm, inviting atmosphere allows children to explore and learn, knowing that there is a safe haven they can return to when they need it. Your body language, tone of voice and facial expressions play a large role in this.

      • Practical Tip: Use open body language, maintain eye contact, and speak in a soothing tone when interacting with children. A friendly and approachable demeanor invites children to come to you for support.

      4. Offer Comfort and Reassurance: When children are upset or distressed, your ability to offer comfort and reassurance plays a critical role in strengthening the attachment. Whether it’s through a gentle touch, a cuddle or words of encouragement – children need to feel supported during challenging moments.

      • Practical Tip: When a child is upset, kneel down to their level, acknowledge their feelings, and offer reassurance. Simple phrases like, “I see you’re upset, and I’m here to help” go a long way in making children feel safe.

      5. Be Present and Engage: Quality time spent with children is one of the best ways to form secure attachment. Engage in activities that foster connection, such as reading together, playing games, or simply talking and listening to them. Active engagement helps children feel valued and understood.

      • Practical Tip: Get down to the child’s level during playtime and actively participate. Whether it’s building with blocks or drawing, your involvement helps them feel secure and appreciated.

      6. Encourage Emotional Expression: Allowing children to express their emotions in a safe and supportive environment helps them understand their feelings and develop emotional regulation skills. Recognise and validate their emotions, which helps them feel understood.

      • Practical Tip: If a child is feeling sad, angry, or frustrated, encourage them to talk about their feelings. You might say, “It looks like you’re feeling cross. Can you tell me what has happened?” This encourages emotional expression and problem-solving.

      Building strong relationships with young children through attachment is one of the most powerful tools you have as a childminder or nursery practitioner. By being responsive, creating a nurturing environment and fostering emotional security, you’re helping children develop the skills they need for a lifetime of healthy relationships, resilience and emotional well-being.

      Remember, the way we connect with children in their early years has lasting effects and the bonds we create today can positively impact their future development. The children in your care need to feel safe, seen and supported in every way – and as early years educators, you are key to making that happen.

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    • Let’s Talk About – Domestic Violence and Abuse: Support, Information and Reassurance

      Let’s Talk About – Domestic Violence and Abuse: Support, Information and Reassurance

      Domestic violence or abuse can affect anyone, regardless of age, gender, or background. If you’re worried that someone might notice or check on the pages you’ve visited, the Women’s Aid website offers guidance on how to cover your tracks online to protect your privacy.

      What is Domestic Violence and Abuse?

      Domestic violence, also referred to as domestic abuse, encompasses physical, emotional and sexual abuse that occurs in intimate partner relationships or between family members. It can happen to anyone and unfortunately, anyone can be an abuser.

      Getting Help and Support for Domestic Violence

      You do not have to wait for an emergency situation to reach out for help. If you’re experiencing domestic abuse, it’s important to talk to someone and remember that you are not alone.

      Information and Support Resources:

      • For women: Call the Freephone National Domestic Abuse Helpline run by Refuge at 0808 2000 247, available 24/7, offering confidential, non-judgemental information and support.
      • For men: Call Men’s Advice Line at 0808 8010 327 (Mon-Fri 10am-8pm) or visit their webchat (Wed 10am-11:30am & 2:30pm-4pm) for information and support.
      • For LGBT+ individuals: Call Galop at 0800 999 5428 for emotional and practical support.
      • For forced marriage or honour crimes: Call Karma Nirvana at 0800 5999 247 (Mon-Fri 9am-5pm) or GOV.UK Forced Marriage Unit at 020 7008 0151.

      In emergencies, always call 999. You can also email for support. When emailing, please specify when and how it is safe to respond:

      The Survivor’s Handbook from Women’s Aid is a free resource that provides essential information about housing, money, children’s support, and legal rights.

      If you’re concerned about your own behaviour, the Respect Helpline can provide support. Call 0808 802 4040 for confidential, free advice.

      Signs of Domestic Violence and Abuse

      Domestic violence is fundamentally about power and control. There are different forms of abuse, and it can be hard to recognise, especially when the abuser acts differently around others. Here are some questions to help you identify potential abuse:

      Emotional Abuse:

      • Does your partner belittle or put you down?
      • Do they blame you for arguments or abuse?
      • Do they isolate you from family or friends?
      • Do they control your access to money or essential items?
      • Do they monitor your social media or invade your privacy?

      Threats and Intimidation:

      • Are you ever threatened with harm or death?
      • Do they destroy your belongings or intimidate you physically?
      • Are you ever made to feel fearful of their actions?

      Physical Abuse:

      • Has your partner slapped, punched, kicked, or physically harmed you?
      • Have they ever burned or choked you, or thrown things at you?

      Sexual Abuse:

      • Have they touched you in ways you didn’t want?
      • Are you pressured into unsafe or unwanted sexual activity?
      • Are you made to have sex when you don’t want to, even with a partner?

      General Signs of Abuse:

      • Have you ever felt afraid of your partner?
      • Have you changed your behavior out of fear of what they might do?

      If you answered “yes” to any of these, you might be in an abusive relationship. Help is available, and you don’t have to face this alone.

      Domestic Abuse During Pregnancy

      Unfortunately, domestic abuse often increases during pregnancy. If you are pregnant and facing abuse, it can get worse as the relationship dynamics change. It’s essential to seek support, both for your safety and the safety of your unborn child.

      If You Decide to Leave

      The first step in escaping an abusive situation is realizing that you are not alone, and it’s not your fault. Before leaving, it’s important to get advice and create a safety plan. Some organizations that can help with safety planning are:

      • Women’s Aid (for women)
      • Men’s Advice Line (for men)
      • Galop (for LGBT+)

      If you plan to leave, be careful who you tell, and make sure the person abusing you does not find out where you’re going. Women’s Aid provides practical advice on making a safety plan for both men and women.

      Signs of Domestic Abuse on Children

      Domestic abuse often impacts children who witness it. It’s important to be aware of the signs that a child may be affected:

      • Aggression, bullying, or anti-social behavior
      • Anxiety, depression, or suicidal thoughts
      • Bed-wetting, nightmares, or insomnia
      • Frequent sickness or unexplained health issues
      • Eating disorders or substance use
      • Problems in school or learning difficulties
      • Withdrawal or isolation

      If you notice any of these signs, it’s important to seek support for both you and your children.

      Effects of Domestic Abuse on Children

      Children who live in homes with domestic abuse may experience long-term effects on their mental, emotional, and physical wellbeing. These impacts can last into adulthood if left unaddressed.

      What’s crucial is ensuring that the abuse stops and that children are provided with a safe, stable environment where they can heal.

      Support for Adults and Families Affected by Domestic Abuse

      There are several support services available:

      • Relate: Call 0300 003 0396 for support with relationship issues, including domestic abuse.
      • National Domestic Violence Helpline: Call 0808 2000 247 (24/7).
      • Men’s Advice Line: Call 0808 801 0327 for men experiencing domestic abuse.
      • National LGBT+ Domestic Abuse Helpline: Call 0800 999 5428 for LGBT+ individuals.

      Help for Those Worried About Their Behaviour

      If you think you may be abusive, or are concerned about your behaviour, help is available.

      You can call NSPCC at 0808 800 5000 or email help@nspcc.org.uk for advice and support.

      You can also reach out to Respect at 0808 802 4040 (Mon-Fri 9am-5pm) for confidential help. Their webchat service is available on Tuesdays and Thursdays.

      Remember, you are not alone, and help is available. There are professionals who care and can support you through the difficult journey of healing, whether you are experiencing abuse, have witnessed it, or are concerned about your own behaviour.

      Take the first step – reach out, ask for help, and know that there is a path to safety, peace and healing.

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    • Let’s Talk About – Car Seat Safety

      Let’s Talk About – Car Seat Safety

      Cold Weather and Car Seat Safety

      Winter means we need to keep our little ones warm, but did you know that babies and children should not wear coats or snowsuits in the car? ❌

      While it’s important to keep children warm, a coat or snowsuit can compress under the car seat harness by up to 4 inches! This can prevent the harness from fitting securely and safely, creating a dangerous situation in the event of a crash. Items like hoods, thin puddle suits, and anoraks can also impact how well the seat fits.

      Car seat specialist guidance recommends that children wear thin, non-slippy layers (such as fleece or a thin jumper) when in the car seat, ensuring the harness fits properly. You can keep blankets in the car to place over the harness to keep your child warm, but remember: car seats trap heat, so avoid over-wrapping your child to prevent overheating.

      Car Seat Safety and Extended Rear-Facing

      As parents, we’re all constantly learning – just like our children are. I’ll admit, before I had children, I wasn’t always as knowledgeable about car seat safety as I am now. Even now, I’m still learning! Car seat safety isn’t something that’s often taught to us, and even health visitors and midwives might not give the best advice or sometimes, car seat retailers provide incorrect information. So, how do we know what’s best?

      Sadly, many car seats are tested to meet the bare minimum safety standards, typically tested for a 30mph impact, which is only equivalent to two cars traveling at 15mph! After that, the seats often crumple. 😵

      In Sweden, however, children have been traveling rear-facing for over 50 years—and studies have shown that rear-facing seats are at least 5 times safer than forward-facing seats. In fact, children should rear-face until at least 5 years old for optimal safety (and beyond where possible).

      Why is Rear-Facing Safer?

      Frontal collisions are the most dangerous type of car accidents, where the highest speeds and forces are involved. In these situations, if a child is forward-facing, they are flung forward and the harness pins them back. This causes stress on the neck, spine and internal organs. Since children’s bones and spines aren’t fully fused yet, they are at a much higher risk during such an impact.

      To put it into perspective, a baby’s head makes up 25% of their body weight, compared to an adult’s head, which is only 6%. Rear-facing seats help counteract this forward movement, distributing the force more evenly across the child’s back and reducing stress on their developing body.

      What About Legroom?

      A common question parents ask about rear-facing seats is, “Where will their legs go?” The answer is that children are more flexible than we often think. They tend to find comfortable positions, such as sitting cross-legged or with their legs resting against the seat. In fact, many children find rear-facing seats more comfortable because their legs aren’t dangling without support.

      There are also rear-facing seats with extended legroom options – these allow the seat to be adjusted to create more space for your growing child.

      Making Informed Decisions for Safety

      As parents and caregivers, our number one job is to keep our children safe. With the right information, we can make informed choices to protect them. If you want more guidance on extended rear-facing car seats, car seat safety, or car seat fit checks, I highly recommend visiting these Facebook pages that offer professional, independent advice from trained car seat specialists:

      • Extended Rear Facing (ERF) Car Seat Safety
      • Car Seat Safety UK

      Videos and Additional Resources:

      Check out these videos to learn more about car seat safety and rear-facing benefits:

      And read this helpful article from Axkid about rear-facing myths and how rear-facing seats actually protect your child’s legs: Axkid – Rear-Facing Myths

      Team Tex Seats and Other Brands

      Unfortunately, a company called Team Tex, known for producing low-quality, budget car seats, is commonly bought by parents who may not be aware of the risks. These seats often fail crash tests and are unable to withstand even minor impacts. Some Team Tex seats are sold with cheap materials and poor construction, and they have failed crash testing multiple times.

      Other well-known car seat brands may also fall short in terms of safety testing. While some brands claim to do additional tests, these may only focus on individual aspects like material strength, not on the seat’s overall performance in a crash.

      Swedish Plus-tested seats are the best option when it comes to safety. These seats have undergone the toughest testing in the world. Some brands with Swedish Plus-tested seats include:

      • Axkid
      • Avionaut
      • Britax
      • BeSafe

      Some other brands like Joie and Graco also offer some Swedish Plus-tested options and seats with high safety ratings.

      At the end of the day, it’s important that we, as parents and carers, make decisions that are best for our children. With proper knowledge and expert advice, we can ensure our children are as safe as possible while traveling.

      Let’s keep our little ones as protected as we can – always.

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    • Calm Down Box/Basket

      Calm Down Box/Basket

      What is a Calm Down Basket/Box?

      We all experience moments when we feel stressed, overwhelmed or dysregulated – these feelings are completely normal, all be them unpleasant! A calm down box is a wonderful tool designed to help children (or even adults) manage their emotions, regulate their bodies and minds and build resilience in moments of stress.

      A calm down box is a special place that holds your child’s (or your own) favourite items, specifically chosen to aid in self-regulation. These items help to restore balance by grounding the senses – whether through touch, smell, sight, sound or practicing breathing techniques.

      The Golden Rules of a Calm Down Box:

      • Choose items that are liked and age-appropriate: Make sure the contents are things your child (or you) will enjoy using.
      • Avoid screen-time items: Calm down boxes should not include screens like iPads or gaming devices.
      • Encourage independent play: The purpose of a calm down box is to (eventually) help children self-regulate on their own, so it’s important that the contents promote independent interaction.
      • Model how to use it: If your child is new to using a calm down box, you may need to show them how to engage with the items inside, especially during moments of big emotions (some children will need a longer period of time co-regulating and it is important we support them, so they can eventually self-regulate).

      What to Include in a Calm Down Box:

      If you’re wondering what to add, consider items that encourage repetitive motions or sensory experiences, such as spinning, clicking or rolling. These activities can help children focus and calm their minds. Toys with different textures, sounds and scents can be particularly effective in distracting from overwhelming emotions, helping children refocus and regain a sense of calm.

      What is a Sensory Break?

      A sensory break is a short, intentional pause from regular activities to engage in calming sensory experiences. These breaks are not just for times of stress; they can also be used when a child is feeling calm or happy. The purpose is to teach children valuable self-regulation tools that they can later use during moments of frustration or upset.

      The Benefits of a Calm Down Box and Sensory Breaks:

      A calm down box and sensory breaks offer many benefits, such as:

      • Increased mindfulness: Helping children become more aware of their emotional and physical states.
      • Reduced stress and anxiety: Sensory activities can reduce the impact of stress and encourage relaxation.
      • Improved emotional regulation: Children learn to better manage their emotions, even in challenging situations.
      • Enhanced self-awareness: Through regular practice, children become more in tune with their emotions and how to manage them.

      When we engage with our senses, such as through touch or smell, we activate the parasympathetic nervous system (PNS) – the body’s natural calming response. This response counteracts the “fight or flight” instinct, reducing heart rate, blood pressure and muscle tension. Sensory breaks also help distract the brain from anxious thoughts, redirecting focus to more calming and restorative experiences.

      A Reminder:

      Younger children may need support and guidance from adults to effectively use their calm down boxes, especially during moments of strong emotions, distress, or dysregulation. It’s important to be patient, offer gentle guidance and make it a practice that encourages emotional growth and resilience.

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    • A Message of Love for All the Tired Mums, Dads, Carers and Guardians Out There…

      A Message of Love for All the Tired Mums, Dads, Carers and Guardians Out There…

      Parenting is tough. There’s no denying it. Yes, there are so many beautiful, joyful moments, but let’s be honest – there are also some really hard ones. Our little ones don’t come with a manual (how amazing would that be?), and it’s okay to just be doing your best.

      It’s okay if you gave the children cereal for dinner because you were too exhausted to cook a full meal. You’re not failing; your little ones are fed and loved. It’s okay to put the TV on for a bit so you can rest, even if just for a moment. It’s okay to ask for help when you need it. It’s okay to take a break. It’s okay to take things one day at a time.

      Please, don’t forget that self-care is essential. You can’t pour from an empty cup! You’re doing your best, and that is more than enough. You will make mistakes – that’s part of being human. There are no perfect children and there are no perfect parents. We are all learning, all the time. Every single day.

      Feeling guilty sometimes is completely normal. Embrace that feeling and then let it go. The fact that you worry even a little bit shows you’re doing an amazing job! So give yourself a break, trust yourself more, and remember: you are wonderful.

      To your child, you are their world. Your love and care mean everything to them. Keep going – you are doing so much better than you think.

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      • Let’s Talk About Food, Food Aversions, and Picky Eaters

        Let’s Talk About Food, Food Aversions, and Picky Eaters

        Some children eat everything put in front of them, while others require a bit more encouragement. It’s completely normal for children to go through phases of being picky about what they eat but I understand how frustrating picky eating can be for parents and carers. If your child is only eating certain foods, there are several strategies you can try to help form new, healthier habits. Here are some tips to help your child try more foods and cooperate at mealtimes.

        (If your child isn’t eating at all, this could be linked to illness or additional needs, and you may need to approach it differently. Please refer to the last section for more guidance.)

        Create a Positive Environment

        The setting where you eat can make a big difference. Consider these tips to create a positive atmosphere at mealtimes:

        • Sit together as a family and role model the behaviors you’d like to see. Mealtime is a great opportunity to spend time together and create positive associations with food.
        • Avoid distractions like TV during mealtimes. Distractions can interfere with your child’s ability to recognise their hunger and fullness cues.
        • Set realistic expectations for how long your child should sit at the table, keeping their age and developmental stage in mind.
        • Encourage self-feeding, which helps foster independence and positive food relationships.
        • Make sure your child feels comfortable and included at the table, and avoid rushing them.

        Don’t Force Food

        It’s important not to force food on children. While you may want them to try new things, pressuring them can have the opposite effect, causing distress and creating negative associations with eating. As long as your pediatrician says your child is healthy and eating a variety of foods, try not to worry too much about their current food preferences.

        Gently Expand the Menu

        You can be a great role model by being an adventurous eater yourself and showing your child how to have a positive food relationship. Try creating a list of new foods to try as a family and make it fun—ask, “What new food should we try tonight?” You can even turn it into a game, like Food Bingo, to make exploring new foods exciting.

        Offer Foods More Than Once

        If your child refuses a new food, try offering it again another day. Repeated exposure can help them become more comfortable with unfamiliar foods. It may take multiple attempts (often over ten tries) for a child to accept a new food. You can also encourage your child by showing them that you’re eating the food yourself. This can help normalise it.

        Provide Lots of Praise (Without Pressure)

        Avoid pressuring or bribing your child to eat a certain food, as this can create negative feelings and associations about/around food. Instead, offer new foods in a relaxed, low-pressure way. Praise your child when they’re brave enough to try something new. Some children may also appreciate knowing what they’re eating, so showing them the whole food before chopping or cooking it can help them understand what’s on their plate.

        Avoid Using Food as a Reward

        Using food as a reward can inadvertently create a negative association between certain foods and rewards. For example, children may start to see sweets as “good” and vegetables as “bad.” Instead, try rewarding them with activities such as a trip to the park or playing a game together. It’s also helpful to avoid referring to foods as “treats” for the same reasons.

        Don’t Make a Second Meal

        Rather than preparing a separate meal for your child, always try incorporating “safe foods” alongside new or unfamiliar ones. For example, if your child enjoys certain fruits or vegetables, include those on the plate along with new foods like pasta or chicken. This can make the meal more appealing and less overwhelming.

        Stay Calm with Unwanted Food

        If your child refuses to eat something, try not to react with frustration. Children can pick up on your anxiety, which could make the situation worse. Instead, calmly remove the plate without comment. Teach your child that just because they don’t like a particular food doesn’t mean the whole meal is ruined. For example, if they don’t like a pickle on their burger, encourage them to push it to the side.

        Get Little Ones Involved and Make Food Fun

        Involving children in food preparation can make them more open to trying new foods. Let them help make the shopping list, and turn food shopping into a game- perhaps trying to find certain colours or creating a “rainbow” of foods. Exploring new varieties of foods may also help your child discover preferences they didn’t know they had. For example, they might find they enjoy foods with smoky flavours or prefer sour apples over sweet ones.

        Reading stories that include food or engaging in role-playing cooking games can also help children feel more comfortable with food. Cooking together is another great way to get children interested in new foods. Look through family-friendly recipes and pick one that excites both you and your child, then prepare it together.

        What is a Food Aversion and ARFID?

        A food aversion is a strong dislike or fear of a particular food. The sight, smell, or taste of the food may cause a child to feel nauseous, gag, or even vomit. Food aversions can affect both children and adults.

        Avoidant Restrictive Food Intake Disorder (ARFID) is an eating disorder characterized by the avoidance of certain foods or food groups. Children with ARFID may restrict their food intake due to sensitivities to taste, texture, smell, or appearance. This condition can develop after a distressing experience, such as choking or vomiting, which affects their relationship with food. ARFID is also common among children with Autism Spectrum Disorder due to sensory sensitivities.

        When to Seek Professional Support

        If you’re struggling to get your child to eat a more varied diet or if you’re concerned about their health, it may be helpful to seek support from healthcare professionals such as a GP, health visitor or early intervention team. If your child is losing weight, feeling weak or lethargic or exhibiting other concerning symptoms, contact your doctor immediately. Remember, my door is always open to offer support and guidance, so don’t hesitate to reach out if you have any questions or need additional help.

        Here is the NHS link for further information and guidance –

        https://www.nhs.uk/conditions/baby/weaning-and-feeding/fussy-eaters/

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      • Let’s Talk About – Schematic Play

        Let’s Talk About – Schematic Play

        Understanding Schematic Play: Supporting Children’s Development Through Repeated Actions

        Watching children at play is truly fascinating! Some children seem to have a clear vision of what they want to achieve, while others may appear to be doing the same thing repeatedly, seemingly without an end goal. However, both types of play are an essential part of children’s learning journey.

        Children experience schemas of play as strong urges, which is why they can find it very difficult to stop doing something and in which they seem unable to control and compelled to complete. However, it is important that children are allowed to satisfy, channel and enhance these urges, to support and develop children’s thinking and understanding. When children are exploring their schematic play interests, they are usually highly engaged and absorbed in their task which can spark new ideas, consolidate learning and aid critical thinking skills. These “schemas” are not random; they reflect the child’s urge to understand and explore their world.

        What is Schematic Play?

        Schematic play refers to the repeated actions children engage in, which help them understand concepts like how things work, how objects interact, or the world around them. It can often be seen as children follow urges or patterns in their play, driven by their own curiosity and brain development. Each child may explore different schemas based on their interests, abilities, and developmental stage. Understanding these schemas and observing them in action allows adults – whether parents or educators – to better support children in their learning.

        Common Schemas in Early Years Play

        Here’s an overview of some key schemas and how you can support them in your setting:

        1. Transporting Schema

        Children who are exploring this schema love to move things from one place to another. You might see them filling bags, baskets, or pushing toy cars or prams around. This action helps them develop an understanding of distance, location, and object permanence. To support this schema, provide a variety of transportation tools like baskets, trolleys, trucks, and even wheelbarrows for outdoor play. Sand and water play with containers, funnels, and trays can also be great ways to explore this schema.

        2. Trajectory Schema

        This schema is often one of the earliest observed. Children are fascinated by how things move, whether it’s dropping objects, rolling balls, or simply watching things fly through the air. This schema supports their understanding of movement, force, and cause and effect. To support this, provide water or sand play with funnels and pipes, ball play, or simple experiments involving rolling and dropping objects. Streamers, bubbles, and blowing activities can also spark interest.

        3. Enveloping Schema

        When children are exploring the enveloping schema, they are interested in whether something exists when it’s hidden. This often involves wrapping, covering, or concealing objects. You might see children wrapping themselves in blankets or exploring materials like scarves or hats. To support this, offer materials like dressing-up clothes, blankets for building dens, or nesting toys such as Russian dolls. Activities like wrapping presents or creating dens will help children explore this schema.

        4. Enclosing Schema

        This schema is focused on containing or enclosing objects within boundaries. Children will enjoy placing objects inside boxes, pens, or other enclosures. It’s different from the enveloping schema in that it focuses on containment rather than hiding or wrapping. To support this, provide construction materials like blocks, fences, and track sets, or even simple creative materials for making enclosures. You might also provide materials to create borders or walls for their structures.

        5. Transforming Schema

        Children who explore the transforming schema are interested in how things change, whether in appearance, shape, or consistency. You might observe them mixing paints, changing materials, or disassembling objects. They are experimenting with cause and effect. To support this schema, offer materials like playdough, mud, sand, or gloop. Scientific experiments like mixing vinegar and baking powder can also fascinate children with this schema.

        6. Rotational Schema

        Children interested in the rotational schema are drawn to objects that spin, twist, or turn. This could include exploring wheels, spinning tops, or even spinning themselves around. This is a great way for children to develop coordination, balance, and spatial awareness. To support rotational play, provide toys with spinning components, such as windmills or cogs. You can also take children outside to roll down a hill or visit a roundabout at the park.

        7. Positioning Schema

        Positioning involves arranging, ordering, and lining things up. Children love to create patterns or group objects in a specific way. This schema is crucial for laying the groundwork for future mathematical learning. It helps children explore classification, symmetry, and sequencing. You can support this schema by providing loose parts like sticks, stones, or wooden pieces for creating patterns, as well as toys for arranging and organizing (like animals, cars, or small figures).

        8. Connecting Schema

        The connecting schema is all about linking objects together. Children may enjoy building train tracks, connecting Lego pieces, or threading beads. This schema helps children understand relationships, force, and the concept of joining and separating. To support this schema, provide construction toys, string, glue, and other materials for creating connections, such as threading beads or making junk models.

        9. Orientation Schema

        Children exploring the orientation schema are keen to understand how objects look from different perspectives. They may enjoy activities like lying on the floor or climbing to see things from above. This schema helps children develop physical confidence and spatial awareness. Encourage this schema by providing space for climbing, rolling, and swinging. Mirrors, magnifying glasses, and yoga activities can further support their exploration.

        How to Support Schematic Play

        When supporting schematic play, it’s important to observe the child’s interest and provide resources that align with their schema. Ask yourself:

        • What action is the child carrying out?
        • Have I seen the child doing this somewhere else?
        • What resources or activities could enhance or extend this play?

        Encourage their exploration by introducing new materials, tools, or challenges related to their interests. Allowing children to follow their own urges helps them learn at their own pace and strengthens their problem-solving and critical thinking skills.

        Conclusion

        Schematic play is an essential part of children’s learning and development. By understanding the various schemas, you can create an environment that fosters curiosity, engagement and deep thinking. The key is to observe children closely, identify their schema and provide resources and opportunities for further exploration. This will not only satisfy their current interests but will also help them build the skills they need for future learning.

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      • How Long Should You Keep Out Learning Invitations and Provocations?

        How Long Should You Keep Out Learning Invitations and Provocations?

        The answer to this question isn’t set in stone, as there is no “one-size-fits-all” timeline. How long you choose to keep specific resources or materials available will depend on several factors, such as the children’s ages, abilities, interests, and how much they are engaging with the resources. It’s important to assess how much more learning can happen with these materials and if there’s room for deeper exploration.

        At The Young Ones Childminding, we ensure that our core provision – resources that are always available – is in place. However, we also enhance this provision by rotating materials and adjusting them based on the children’s current interests, developmental needs and how best to engage and challenge them. For example, books are always accessible. While some key favourites remain, we rotate others to support the children’s learning and evolving interests.

        An important aspect of using learning invitations and provocations is the continuous observation and reflection on the children’s responses. By carefully observing how children engage with materials, we can determine when they may be ready for a change or when they need more time to explore. Sometimes, children may revisit a provocation after a break, leading to fresh insights or deeper understanding. This process creates a dynamic learning cycle, where provocations are not only used once, but can be returned to at different times, allowing children to build on previous experiences. This ongoing cycle of exploration, observation, and reflection ensures that learning remains meaningful and responsive to each child’s developmental needs.

        It’s crucial to remember that there’s no rush to move on from provocations or invitations. If children are deeply involved and engaged in an activity, consider leaving it out for a longer period of time. Let their play evolve naturally. You never know where it might lead! Sometimes, children may need that extra time to fully explore or question the materials before they’re ready to move on. You can even add, remove or rotate some resources to deepen their curiosity and challenge them further.

        On the flip side, if you notice that children are showing little interest or their engagement begins to wane, it’s completely okay to switch things up. You might discover that children take the learning in directions you hadn’t imagined. This could be because they are following their own interests or schematic urges and that’s wonderful! They are constructing knowledge in their own unique way, which is always worth celebrating.

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      • The Unfair Rule 

        The Unfair Rule 

        Being a great childminder,

        Is the most rewarding job.

        But there is an unfair ruling,

        That makes us all want to sob. 

        Anyone in our family,

        Cannot use us for childcare.

        Because they can’t claim funding,

        It’s incredibly unfair! 

        The parents have the added stress,

        They need to find a new setting.

        But the fact that it can’t be us,

        Leads to anxiety and fretting! 

        The little ones they suffer,

        They don’t get our love and care.

        They miss out on our teachings,

        Because they simply can’t be there.

        Or we have to give a free place,

        Yet we have a set ratio.

        So we struggle financially,

        It feels like quite a blow!

        We still have all our bills to pay,

        How will we make ends meet?!!

        Do I not take on my family,

        Or do I simply not eat?! 

        Now we don’t want to cheat the system,

        So when will the government see?!

        We just want fair childcare choices,

        And to help our family! 

        ©️ – Poem by Georgina Young – Guiding The Young Ones

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