Guiding The Young Ones

Category: For Educators

Resources, ideas and gentle reminders for those who are the heart of education and on the front lines of early childhood.

  • Holding On to Hope: The Reality and Resilience of Early Years Today

    Holding On to Hope: The Reality and Resilience of Early Years Today

    There is no denying it anymore: the early years sector is standing in the middle of a storm.

    Childminder numbers continue to fall at an alarming rate. Nurseries are closing their doors. Practitioners — some of the most compassionate, dedicated people you could ever hope to meet — are walking away from a job they love because the emotional weight, financial strain, and daily pressures have become simply too much.

    And yet, every morning, across thousands of homes, gardens, nurseries, and classrooms, something extraordinary still happens.

    Children are welcomed into spaces full of warmth and wonder.
    Tiny hands are held.
    Questions are answered with patience.
    Tears are soothed.
    Worries are heard.
    Play is protected.
    Magic is made out of muddy puddles, cardboard boxes, and the everyday moments most adults rush straight past.

    This is the heart of early years.
    And it beats on, even in challenging times.

    The Reality We Can’t Ignore

    And while early years is full of magic, connection, and joy, it also carries a quieter reality that deserves to be heard.

    Because behind every warm welcome in the morning, behind every smile, every moment of play and wonder, early years professionals are quietly carrying far more than most people will ever realise.

    They are navigating constant policy changes and shifting expectations, trying to keep pace with a system that often moves faster than the people working within it.

    They are stretching rising costs of food, resources, and utilities — all while funding remains painfully out of step with the true cost of quality care.

    They are pouring emotional labour into other people’s children while still holding space for their own families, their own health, and their own wellbeing — hearts stretched in every direction.

    They feel the weight of responsibility, knowing that these early years shape everything that follows. Every gesture, every moment of connection, every tiny spark of confidence matters.

    They are still, far too often, misunderstood or undervalued — mistaken for “babysitters” despite the skill, knowledge, and professional judgement woven into every day.

    They face the uncertainty of Ofsted, where inconsistency and pressure can sometimes leave dedicated professionals feeling judged rather than supported.

    This is the reality so many early years educators wake up to each morning.
    And still — they show up with love.
    With patience.
    With belief in children.
    With the quiet, steady knowledge that what they do matters.

    And yet, even with all of this, the heart of our profession still beats strong — more resilient and more needed than ever.

    For childminders especially, all of this is intensified.
    Working alone.
    Working from their own homes.

    On top of this comes the reality of inconsistent support, the loneliness and vulnerability of a home-based role, and the pressure of running a small business in a system never truly designed for them.
    It’s no wonder people feel exhausted.
    It’s no wonder numbers are falling.
    It’s no wonder so many are grieving a sector they still love.

    But even in the middle of all this… something else is happening too...

    The Difference We Make — Even When No One’s Looking

    Every single early years professional has a story.

    A child whose confidence grew because you believed in them.
    A family who felt held in their hardest moments.
    A toddler who discovered their voice, their joy, their courage, because you made space for them to shine.
    A shy child who danced for the first time.
    A little one who whispered “I did it” with pride bursting from every inch of their being.

    These aren’t small moments.
    These are life-shaping moments.

    And they happen because you show up — even when you’re exhausted, stretched, or battling your own self-doubt.

    You show up because children deserve the very best start in life.
    You show up because childhood matters.
    You show up because the work you do is love in action, learning in motion, humanity in its purest form.

    And that is something worth fighting for.

    The Shared Weight — and the Shared Hope

    One of the most powerful truths about early years is this:

    We are not alone.

    Nursery practitioners, childminders, teachers, managers, SEND specialists, support workers, forest school leaders, Nannies, wraparound care providers — we are all part of the same heartbeat. We all carry the same responsibility: to nurture, protect, and champion children.

    And yes, the pressures are real.
    Yes, the system needs change.
    Yes, passion can only carry people so far without proper recognition and support.

    But the hope?
    The hope is real too.

    It lives in every child who enters our care.
    It lives in every practitioner who refuses to give up.
    It lives in the conversations happening louder and more public than ever before.
    It lives in the advocacy, the resilience, the refusal to let early childhood become an afterthought.

    Change begins when people care enough to speak up.
    And early years professionals care more than most people will ever understand.

    A Future Worth Fighting For

    If the decline in numbers tells us anything, it is this:

    Early years needs protecting.
    It needs investing in.
    It needs valuing — not in words, but in policy, pay, support, and long-term vision.

    Because when we protect the adults who care for children, we protect childhood itself.

    And despite it all — the exhaustion, the uncertainty, the pressure — there is still something unshakeably beautiful at the heart of this work:

    Children.

    Their laughter.
    Their curiosity.
    Their tiny acts of courage.
    Their absolute belief that the world is a place worth exploring.

    They are why we’re here.
    They are why we keep going.
    They are why this sector is worth fighting for.

    And as long as children fill our homes, gardens, nurseries, and classrooms with joy and wonder…
    There will always be hope.

    Georgina Young - Early Years Specialist's avatar

    Georgina Young – Early Years Specialist

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  • Suspended, but Silenced: The Hidden Weight of Childminding 

    Suspended, but Silenced: The Hidden Weight of Childminding 

    Recently, I received a heartfelt message from a fellow childminder. Their words have stayed with me, not only because of the pain behind them, but because they shine a light on something rarely spoken about — the quiet, terrifying vulnerability many childminders live with.

    They described how, from one day to the next, their setting was suspended by Ofsted while an investigation took place. They had no warning. No timeframe. No explanation. Overnight, their business was closed, their income stopped, and their world thrown into chaos.

    And here’s the hardest part:
    they didn’t even know why.

    Weeks passed before any details were shared. In that time, bills still needed to be paid. Children and families still needed care. But the childminder was left in silence, unable to work, unable to defend themselves, unable to plan for what lay ahead.

    And this isn’t even an isolated case! I’ve received several emotional messages from heartbroken and desperate professionals — many who have now left the sector entirely. This is especially painful in a sector already stretched thin. We cannot afford to loose more passionate educators who make such a profound difference to children’s lives.

     The financial toll

    For employed people, suspension pending investigation usually comes with pay and a clear process. For self-employed childminders, there is nothing. No salary. No safety net. Insurance payouts, where available, barely touch the loss. Meanwhile, the weeks — and sometimes months — drag on.

    The emotional toll

    Imagine being dedicated to your work, pouring your heart into children every single day, only to find yourself labelled “under investigation.” And the truth is, it can happen to anyone. It doesn’t matter how committed you are, how high your standards are, or even what Ofsted rating you hold — every single childminder is vulnerable. You’re not told what for, or when it might be resolved. You just sit in limbo. Fear creeps in. Sleep disappears. Anxiety grows. And the isolation is crushing, because unlike those in larger settings, we have no team to lean on.

    Even after the investigation ends — and many are unfounded — the scars remain. Rebuilding confidence, rebuilding trust, and rebuilding your business after months away is not easy.

    The professional toll

    And yet this is a reality many childminders face. As one childminder who wrote to me said so clearly:

    “We are left completely alone to navigate a horrible time with no clear rules, no timeframe, and no support.”

    Why this matters

    This absolutely isn’t about resisting safeguarding — it’s about recognising that child safety and professional wellbeing can and must go hand in hand. Protecting children will always be paramount. It has to be! But safeguarding and fairness should not be polar opposites.

    We need:

    • Clear timeframes so investigations cannot drag on indefinitely.
    • Financial protections so childminders are not left destitute while waiting for outcomes.
    • Mental health support to help childminders cope with the stress and fear of suspension.
    • Accountability from governing bodies who hold our livelihoods in their hands.

    Because right now, childminders are left carrying all the risk, with none of the protections an employed worker would expect.

    The bigger picture

    It’s easy to overlook the hidden pressures childminders face. Parents and families see us as warm, nurturing, flexible care for their children — which we are. But behind that is the stark reality: we shoulder everything alone. No sick pay. No holiday pay. No HR support. No big team behind us.

    When a suspension happens, it isn’t just a business that suffers. It’s families left without care. Its children suddenly pulled from familiar routines. It’s livelihoods thrown into question. And it’s individuals — passionate, dedicated professionals — left broken by a system that shows them no compassion.

    If employers are expected to support their staff during suspension, why should childminders — who form the backbone of childcare for so many families — not be given the same respect?

     A call for change

    If inspections and investigations are truly about safeguarding, then the process should safeguard everyone involved, not destroy those who dedicate their lives to children.

    Childminders love their work. But love alone cannot carry the weight of financial ruin, sleepless nights, and months of uncertainty. We need systems that are just, compassionate, and accountable.

    Until then, too many will live in fear of the “what ifs” — and too many may decide the risk is simply too high.

    Because behind every suspension is not “just a childminder”.
    It’s a human being.
    It’s a family.
    It’s a life turned upside down.

    And that cannot be the price of of a system that protects children in theory, but leaves the adults who care for them unprotected in practice.

    Georgina Young – Early Years Specialist

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  • The Hidden Weight We Carry in Early Years

    The Hidden Weight We Carry in Early Years

    Every morning, I open my door with a smile. No matter how little I’ve slept, no matter if my head is heavy with worry, no matter if I’m feeling run down — that first knock on the door is my moment to reset. The children arrive, and I greet them with warmth, because they deserve nothing less.

    What families see is joy, patience, energy, and love. What they don’t see is the hidden weight that sits behind the smile.

    The Many Hats We Wear

    In early years, especially as childminders, we are never just one thing. We are educators, business owners, administrators, cooks, cleaners, entertainers, counsellors, advocates, and playmates. We manage funding, keep training up to date, and complete paperwork that nobody outside our world quite understands.

    Much of this happens unseen: late-night training after our own children are in bed, Saturdays given up for first aid, evenings spent creating invitations to play. Parents don’t see the hours after dark filling in funding forms or reflecting on practice. And they shouldn’t have to — that’s not their weight to carry. But it is ours.

    The Weight That Lingers

    Ofsted is often the word that makes our hearts beat faster. Accountability matters — families deserve transparency, and children deserve the very best. But the weight isn’t only in the grade itself. It’s in the inconsistency.

    On one day, you might be told you’re outstanding. On another day, doing the exact same things, you could be told you’ve fallen short. Not because your practice changed, but because the perspective of the inspector did. That unpredictability leaves us second-guessing ourselves and questioning not only our work, but our worth.

    And even when the inspection ends, the pressure doesn’t. It lingers like a shadow — a reminder that everything we pour ourselves into can hang on the opinion of whoever walks through the door.

    The Unseen Burden

    But the weight isn’t just about inspection. It’s about the way we carry on giving, no matter what’s happening in our own lives.

    We’ve all had those mornings where life feels overwhelming. Maybe we’re exhausted from worries that kept us awake at night. Maybe family challenges are playing on our minds. Yet still, we open the door, dance around the living room, and head outdoors to hunt for conkers or splash in puddles.

    That’s the unseen reality of our role. The children don’t see our tiredness or our struggles — and they shouldn’t have to. They see our smiles, our energy, our willingness to play. We give them the best of us, even when we’re running on empty ourselves. Because that’s what they deserve.

    The Misconceptions We Battle

    And still, despite everything, our profession is often misunderstood.

    How many of us have heard: “Childcare is the easy option”? Or: “You just play all day”? Or been met with the assumption that we’re unskilled or “just babysitters”?

    The reality couldn’t be further from the truth. Play isn’t “just” anything. It is complex, powerful, and deeply rooted in how children learn. To scaffold it well takes observation, reflection, and professional knowledge. Understanding child development, recognising schemas, and following interests — that is skilled work.

    Yet so often, the weight we carry is made heavier by the lack of value placed on what we do.

    Why We Keep Showing Up

    So why do we keep showing up, despite the exhaustion, despite the undervaluing, despite the pressure?

    Because the children matter.

    Because we know the difference we make, even if the world doesn’t always recognise it.

    Because nothing compares to watching a child’s eyes light up when they discover something new, or the pride in their face when they master a skill. Nothing compares to the moment a child runs into your arms for comfort, or when a parent tells you how much their child loves being with you.

    These are the moments that outweigh the struggle.

    I’ve had mornings where I’ve been drained and heavy-hearted, only to find myself laughing uncontrollably as I chased children around the garden pretending to be a dragon. I’ve had days where I’ve questioned myself, only for a child’s hug to remind me that I am exactly what they need.

    This is why we keep showing up. Not because the job is easy — but because the children deserve the best of us, and we refuse to give them anything less.

    Accountability and Respect

    This isn’t about rejecting accountability. I believe in high standards. I believe families deserve clarity, and I believe children deserve excellence.

    But I also believe educators deserve respect.

    We need a system that recognises the heart, knowledge, and commitment we pour into this work. A system that supports us to improve, rather than leaves us fearful of falling. A system that understands the weight we already carry, rather than adding to it.

    Because accountability without respect doesn’t strengthen us — it weakens us. And when educators are depleted, children are the ones who lose out. We are watching too many incredible individuals walk away from the profession, and too many wonderful settings close their doors — not because the love has gone, but simply the pressures have become to heavy to bear.

    The Love That Wins

    The weight we carry in early years is real. The unseen hours, the hidden struggles, the emotional toll — they are all part of our story.

    But so is the love.

    Every morning, despite everything, we open the door with a smile. We choose to give children the best of ourselves, even when it costs us. We carry the weight quietly, because the joy, the learning, and the love matter more.

    The world may never fully see the unseen weight of our role. But every child who has ever felt safe, loved, and celebrated in our care has lived the truth of it.

    And at the end of the day, that’s why we keep showing up. Because the weight is heavy — but the love is heavier. And every day, the love wins. 

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  • What Inspires You?

    What Inspires You?

    Inspiration is everywhere — sometimes loud and life-changing, sometimes quiet and steady. Often, we don’t even realise we’ve been inspired until we look back and see how far we’ve come, guided by the encouragement, belief, or example of someone else.

    Throughout my life, I’ve been surrounded by people who have inspired me, lifted me up, and encouraged me to be the best I can be. My family is full of incredible individuals, and I count my lucky stars every day that they’re such a special part of both my life and my children’s lives. From them, I’ve learned about resilience, love, humour, and the value of showing up for one another — lessons that have shaped who I am, both personally and professionally.

    But my inspiration hasn’t stopped there.

    There have been special friends who’ve walked with me through life’s ups and downs. There have been brilliant teachers who saw something in me — who invited me to take additional GCSEs, who encouraged me to pursue further qualifications, who planted seeds of confidence at times I didn’t even realise I needed them. And now, as I look around at the early years community I’ve found myself part of, I’m constantly inspired by the people I meet — educators who pour their hearts into their work, creating rich, meaningful childhoods for the little ones in their care.

    When I decided to become a childminder, it was after a period of deep personal reflection — particularly following the complicated birth of my youngest. Childminding was something I had considered for many years, but life (and a good dose of self-doubt) always seemed to get in the way. After his birth, I realised that life is too short to keep waiting. I wanted to build something that worked for my family and filled my heart — so I took the leap.

    As I began exploring what childminding could look like, I stumbled across some incredible pages and profiles online. They weren’t flashy or commercial — just full of passion. You could feel it in their words, in the love behind the photos, in the intentionality of the spaces they created. I was in awe of the thoughtfulness, the warmth, and the deep care that radiated from these settings. It was inspiring.

    Since then, I’ve come across hundreds — probably thousands — of passionate, dedicated childminders and early years educators. People who give their all to ensure children feel safe, loved, and seen. People who understand that childhood isn’t just preparation for life — it is life.

    Whether it’s designing beautiful, inviting play spaces, planning meaningful, interest-led experiences, heading out on muddy adventures, or simply being that constant, trusted grown-up in a child’s world — what you do matters. You are shaping lives. You are holding space for families. You are showing up, day after day, even when it’s hard.

    I’ve had the privilege of connecting with so many of you — in person, online, in passing conversations and deep discussions. And I truly hope those connections have planted seeds of friendship too. One of the things I treasure most about this work is the way it brings kind, passionate people together — people who care not only about children, but about each other.

    So to all of my followers, to every childminder, nursery practitioner, and early years professional reading this:

    I see you.
    I see the early starts, the late finishes, the careful planning.
    I see the hours spent researching, reflecting, adjusting, and adapting.
    I see the energy you pour into your environments, the way you tailor your care to each unique child.
    I see the cuddles, the encouragement, the gentle redirections, the joyful laughter.
    And I also see the doubts. The loneliness. The financial worries. The weight of feeling unseen or undervalued in a sector that is often misunderstood.

    Please know this: you inspire others.

    Whether you’ve been doing this for decades or are just finding your feet, the love and care you give matters more than you may ever know. Someone out there is watching your work — learning from you, feeling encouraged by your example, reminded not to give up.

    So whatever — or whoever — inspires you, hold onto it. Let it be your anchor on the hard days and your spark on the good ones.

    And if no one’s told you lately:
    You are doing something incredible.
    And you are truly amazing. 

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  • The Power of Child-Led Play: Why Following Children’s Interests Matters

    The Power of Child-Led Play: Why Following Children’s Interests Matters

    This week in our setting, we’ve journeyed through all kinds of learning adventures. Our Young Ones discussed worms and, before long, the children had sparked a full-on nature investigation adventure and helped create their very own wormery. Meanwhile, our interest-led under-the-sea inspired learning invitations flowed into joyful pirate play — which, in true child-led spirit, ended in a self-declared “pirate tea party.” We walked to the local shop, where the children proudly chose sushi because, in their words, “pirates like fish.”

    These moments weren’t adult-designed or prescribed — they were born from the children’s imaginations, curiosities, and play. And as an early years educator, there’s nothing better than knowing that their learning is not only deep and meaningful, but also incredibly fun and relevant to them.

    After all, when children are engaged in play that excites and interests them, they don’t just learn — they thrive.

    What Is Child-Led Play?
    Child-led play is exactly what it sounds like: play that is initiated, directed, and sustained by the child. As educators, our role is to tune in — to notice what interests them, what stage they’re at, and what they need in order to extend their ideas further.

    Rather than taking the reins, we become thoughtful observers, gentle guides, and curious co-learners. We provide the environment, the materials and the emotional safety — but the learning path? That’s theirs to walk.

    Why Is It So Important?

    • It meets children where they are. Instead of pushing concepts they’re not ready for, we support the learning they’re naturally driven toward — making it more meaningful and developmentally appropriate.
    • It builds intrinsic motivation. When children are in control of their play, they’re more likely to stay focused, engaged and joyful in their learning.
    • It supports deeper learning. Real connections happen when children are truly interested — whether they’re twiddling a leaf, building a den or role-playing life as they see it. These aren’t just ‘games’. They’re opportunities to process emotions, explore new concepts and grow essential life skills.
    • It nurtures confidence and autonomy. Children learn that their ideas matter. That they can lead, decide, and explore at their own pace — and be respected for it.

    Our Role as Educators
    Child-led play doesn’t mean stepping back entirely. It means stepping in at the right moments — offering vocabulary, extending ideas, providing a new material at just the right time, or reflecting later with the child.

    It’s about understanding that the child is the curriculum — and trusting in their ability to learn through play when given the time, space and support.

    A Gentle Reminder
    Every setting is different, but in ours, child-led learning is at the heart of everything we do. We meet children exactly where they are and we build from there — gently, respectfully and with curiosity.

    Because when learning is joyful, meaningful and rooted in play, it doesn’t just stick — it sings.

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  • 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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    • 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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    • Q&A for Twinkl’s Outdoor Campaign

      Q&A for Twinkl’s Outdoor Campaign

      Rooted in Nature – How outdoor play, shapes our every day

      Can you describe a typical day in your setting?

      Our days are very much child-led, with The Young Ones taking the lead in their play – so no two days are exactly the same! The children have access to our continuous and enhanced provision and we offer play provocations and learning invitations inspired by the children’s current interests and relevant world events, which aim to support their development, celebrate diversity and create opportunities for them to explore and experience new things. That said, we do have consistent core elements woven into our routine, such as outdoor play, stories and daily self care, such as tooth brushing as part of our commitment to promoting positive oral health.  We also place great importance on nurturing mental health and emotional wellbeing and we ensure we include daily opportunities for exploring emotions, practicing simple mindfulness techniques, and engaging in calming activities like yoga and breathing exercises. One thing is for sure – every day is packed with fun and rich learning experiences for everyone- including for me!

      Have you always been an outdoor, nature-focused setting?

      We’ve always valued and spent plenty of time engaging in outdoor play and learning, knowing the countless benefits nature offers. However, over the past few years, my own understanding has deepened through personal research, which has led to an even greater integration of nature into our learning experiences, within our outdoor provision, our learning adventures and also, within our indoor environment too.

      Do you have a favourite memory of the children learning something unexpected outdoors?

      I have so many cherished memories of The Young Ones discovering unexpected things during outdoor learning – because, as we know, children often take their own learning in surprising and delightful directions! However, there is one that stands out and is still regularly talked about to this day by my Young Ones… On one of our nature walks, we discovered a lady bird, we counted it spots and then along came another one – they were different and we used some of our books and learning resources from our forest school backpack, to learn more about different types of ladybirds and we soon discovered more. By the end of our walk the children had independently counted 62 ladybirds and they still remember it to this day, despite the fact it was over a year ago! We continued our ladybird learning both indoors and outdoors and it was that day, that ignited a love for mini-beasts in a child who had previously been afraid of creepy crawlies. Days like these highlight the powerful impact we can have on children’s learning and confidence, while also nurturing a lifelong love for nature.

      How do you prepare for outdoor play in less-than-perfect weather?

      When “bad” weather hits – and let’s face it, we live in the UK, so it often does – it pays to be prepared! All the children here use waterproof suits and wellington boots (with other weather appropriate clothing/layers, as required) and I also have purchased in my own waterproof trousers and coat set because it’s no fun for us “big kids” when we are wet and cold too! When we explore in our local area, I always ensure I take our forest school backpack, which is packed up with all sorts of supplies to make our adventures more fun! To support us in our garden provision, I initially used a pop-up “all-weather” gazebo purchased from Amazon to provide shelter whenever the children wanted it and providing us with the opportunity to use resources that aren’t weatherproof. However, since we use our outdoor space so frequently for our learning, I’ve recently invested in a permanent wooden gazebo and we have been thoroughly enjoying this enhanced space, no matter the weather!

      What are your top tips for encouraging reluctant children (or parents!) to embrace outdoor play?

      I’ve always found that tapping into a child’s interests and bringing those interests outdoors is a great way to introduce outdoor learning – especially for those children who aren’t used to spending time outside. It can be something as simple as taking toy cars into the garden or as imaginative as going on a Gruffalo hunt in the woods! Whatever sparks a child’s curiosity can be woven into outdoor experiences, helping to ignite those first steps toward a love of nature and the outdoors. 

      I am very lucky to currently have incredibly supportive families, who understand the importance out outdoor learning. However, I appreciate this is not always the case and I n my experience, parents can sometimes be a little trickier to navigate – haha! Joking aside, it’s really about helping families understand the many benefits of outdoor play while also addressing any concerns they may have. For instance, some parents might worry that children aren’t learning outdoors, but we can reassure them that learning not only continues but it often thrives in natural environments. Others may be concerned about the weather, and we can support them by ensuring children have weather-appropriate clothing and access to shelter when needed.

      Some educators feel put off by the idea of outdoor play because of the wet, the cold, or the effort of setting things up every day. What would you say to those providers? Do you have any top tips for keeping it simple and manageable?

      I believe that having accessible resources makes setting up for the day much easier, whatever the weather and season. That doesn’t mean everything needs to be out all the time – especially for those working in pack-away settings but there are plenty of creative ways to stay organised. For instance, small storage units can make a big difference, and they don’t have to be expensive! One of my storage solutions is a repurposed greenhouse, and another is simply a large plastic box with a lid. 

      It’s also important to be realistic and kind to ourselves. There will always be days when we need to keep things simple – and that’s perfectly okay. In my experience, some of the most valuable learning happens through the simplest forms of play. Just think of the joy children find in splashing through puddles or experimenting with different containers in water play. There’s real magic and learning to be found in those everyday moments!

      Any budget-friendly or unexpected materials you use regularly?

      Since starting my journey as a childminder and especially over the past year as part of my continued professional development – I’ve been focusing more on sustainability and environmental responsibility. I’ve become much more mindful about where I buy and source resources and the types of materials I bring into our setting. I’ve also made a conscious effort to reuse items where possible and to recycle what might otherwise be discarded – after all, one person’s trash truly can be another’s treasure!

      As well as some amazing educational retailers and small businesses, local car boot sales have been a fantastic place to find hidden gems and authentic, affordable resources that we’ve loved incorporating into our provision. There’s also so much joy and creativity to be found in everyday items, like using old flowers in water play, adding used teabags to the mud kitchen, or repurposing old CDs for light and sensory play. I always recommend using open-ended, natural loose parts such as sticks, stones, pinecones, and more, in both indoors and outside learning environments. Reaching out to local businesses can also be incredibly rewarding and we’ve received generous donations like a tree stump from a local tree surgeon and tyres from our village garage and added these to our outdoor provision.

      We know you have done lots of training and have many awards, which are you most proud of?

      This is a difficult question, as I’ve gained so much from my training, which I have applied in my setting. However, I would have to say that achieving both Gold and Platinum award statuses from the Woodland Trust and officially earning the title of a ‘Platinum Green Tree School’, has been one of my personal favourites, as nature plays such a crucial role in early years development and is a massive part of our curriculum and pedagogy at The Young Ones. Whilst completing this award, I have also been involved in more training which I hope to have completed that soon and I will be sharing more about that over the coming months.

      Overall, I believe the diverse training I’ve completed has enabled me to focus on enhancing both our learning environment and my practices, ensuring that I can continually develop and provide the best experiences and educational opportunities to help my Young Ones thrive. 

      What would you say to other Early Years educators who want to get outside more but don’t know where to start?

      Start simple and start small… There’s no need to overwhelm yourself by trying to change everything all at once. Begin by taking some activities your children enjoy indoors and bringing them outdoors or take walks around your local area, encouraging the children to really engage with their senses – talking about what they can see, hear, touch, and smell.

      If you have an outdoor space (like a garden) that you would like to develop, start by focusing on one area to adapt or enhance. Perhaps your little ones would love a mud kitchen, or maybe they enjoy water play and you could build on the resources they use? If you enjoy or would like to start going on nature adventures, I would also recommend putting together a little backpack or bag, with some some of your favourite nature inspired resources – such as books, magnifying glasses, binoculars and/or any other treasures you desire, so you’re ready to explore whenever the urge to venture strikes. 

      What impact has outdoor play had on your wellbeing as an educator?

      It’s a well-established fact that nature and fresh air offer numerous benefits for the wellbeing of people of all ages and as an educator, I have only seen positives to all of us here at The Young Ones. Being outdoors allows me to connect with nature, which helps reduce stress and recharge my energy and be fully present with the children. Outdoors, every child has the freedom to move, explore, and experience a true sense of autonomy in their learning. This approach provides more opportunities for self-expression and supports the development of their physical, cognitive, and creative skills, helping them become deeply engaged in their learning process and making teaching easier and more enjoyable.

      The natural environment also provides a refreshing change of pace from indoors, offering more moments of calm, reflection and inspiration for us all. I highly recommend that all educators and settings embrace the outdoors and incorporate nature-based learning into your provision, in any way possible – you’ll not only support children’s development but also experience the benefits yourselves.

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