Guiding The Young Ones

Tag: earlyyears

  • Together, Not in Competition: Why Community Matters More Than Ever in Early Years

    Together, Not in Competition: Why Community Matters More Than Ever in Early Years

    Someone asked me recently, “Why are you so supportive of other childminders? Aren’t they your competition?”

    I remember pausing for a moment before answering – not because I didn’t know what to say, but because I realised how deeply I felt the opposite. We are not competition. We are colleagues. We are community. Every single one of us – whether we work from a cosy living room, a busy nursery, or a forest school clearing – is part of the same mission: to nurture, protect, and champion childhood.

    Again and again, I’m reminded of just how deeply community matters in this work. Within our shared conversations, there is so much empathy, honesty, and an unspoken understanding of what it truly means to show up each day for children. Many quietly carry the loneliness this role can bring – the stillness at the end of the day, the self-doubt, the sense of not always being fully seen. And yet, woven through it all, is something incredibly powerful: warmth, solidarity, and connection. Because when we choose to stand beside one another rather than compare, we create something truly special – a network of hearts and hands, gently shaping the lives of children together.

    The reality behind the role

    Childminding, and indeed all early years work, can sometimes feel like a contradiction. It’s full of laughter and joy, yet can be incredibly lonely. We pour our hearts into nurturing others, yet often forget to nurture ourselves. We are trusted with children’s most precious years, yet too often made to feel unseen by the wider world.

    And yet – despite the challenges – there is such quiet magic in what we do. The small moments of connection, the first friendships, the sparks of discovery. These are the moments that bind us together, no matter what kind of setting we work in. They remind us that while we might operate independently, we’re never truly alone. Somewhere, another educator is wiping muddy boots, comforting a tearful child, or smiling proudly at a new achievement – just like we are.

    The quiet in-between

    I think many childminders, in particular, feel this deeply. Working from home means there’s rarely a colleague to debrief with at the end of a long day or share the little triumphs that make it all worthwhile. When I moved from a nursery environment into childminding, that was one of the hardest transitions – not the workload or the responsibility, but the quiet. I missed the conversation, the laughter, the spontaneous chats about children’s play or new ideas.

    As wonderful as our friends and families are, it’s different talking to someone who gets it. Who understands the joy of finding a new resource that sparks hours of imaginative play, or the anxiety that bubbles before an Ofsted visit. The truth is, unless you work in early years, it’s hard to explain the emotional weight of this job – the way it stays with you long after the last child has gone home.

    That’s why connection between practitioners matters so much. It’s not just about sharing ideas – it’s about being seen. About knowing that someone, somewhere, understands what it feels like to carry the heart of early childhood in your hands every single day.

    The strength of togetherness

    When one of us shines, it lifts us all a little higher. When one of us struggles, the rest step in – with words of kindness, reassurance, or simply the reminder that we’ve all been there. That’s what makes this community so powerful. It’s not about being the best; it’s about doing our best together.

    We are all part of the same ecosystem – every childminder, nursery practitioner, teacher, and leader plays a vital role in shaping early childhood experiences. There’s no hierarchy in heart work. Bigger isn’t better; it’s just different. Each environment offers something unique, and when we celebrate those differences instead of comparing, children are the ones who truly benefit.

    The call for compassion

    It’s clear just how much this message is needed. Many early years professionals speak about how much they rely on one another – for guidance, reassurance, or simply for someone who truly understands the emotional weight of this work. And yet, there are also those who share how those connections have been lost over time, shaped previously by lockdowns and the ever growing pressures within the sector, leaving many feeling more isolated than ever.

    Perhaps that’s why now, more than ever, we need to lead with compassion -both for ourselves and for each other. A kind comment, a message of encouragement, or simply pausing before we respond online can make all the difference. Most of us work alone, but that doesn’t mean we have to feel alone.

    Because at the heart of it all, we share the same goal: to nurture children with love, patience, and care. To see them, hear them, and help them grow. And when we extend that same compassion to one another, we build a stronger, kinder sector – one that reflects the very values we hope to pass on to the children in our care.

    The quiet power of kindness

    Kindness has a way of rippling outwards – often unseen, but always felt. A gentle word, a shared smile, a moment of empathy between colleagues; these small acts create waves far beyond what we ever realise. When we lead with kindness, we remind others of their worth – and in doing so, we keep that kindness moving. It spreads quietly, changing the tone of our days, our settings, and, in time, our entire sector. And this is the power of kindness – it reminds us that the smallest ripples can change the tide.

    So here’s to every childminder who shares a resource rather than keeping it to themselves.
    To every nursery practitioner who celebrates another setting’s success.
    To every educator who reaches out, listens, or says, “You’ve got this.”

    You are not competition. You are colleagues. You are community.
    And when one of us rises, we all rise a little higher, together. 

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    • Let’s Talk about – Self regulation and emotional resilience 

      Let’s Talk about – Self regulation and emotional resilience 

      Supporting Young Children in Developing Emotional Regulation

      Emotional regulation isn’t a skill we’re born with—it’s something we learn over time. In the early years, children’s moods can swing and change massively. Because of this, helping each child learn to self-regulate across a wide range of emotions is one of our most important responsibilities as educators, caregivers or parents.

      The foundations of emotional and cognitive self-regulation are deeply interconnected in the early years and both are essential for behavioural regulation. For young children, this learning process begins with co-regulation—a supportive partnership between child and adult that has both emotional and cognitive aspects.

      Emotionally, co-regulation involves adults modelling calming strategies, naming and talking about feelings and introducing ways to manage them. This helps children begin to recognise their own emotional states and builds their understanding of how to reduce or cope with intense emotions.

      Cognitively, adults can scaffold self-regulation by talking with children about their thinking and learning – helping them pause, reflect and become aware of their thought processes. This early support helps build skills like impulse control, attention, and flexible thinking. It’s also important that adults can model their own thinking processes such as; “I feel sad because” and then what they can do to help themselves “I am going to go for a run because that helps me feel better”, allowing children opportunities to see positive reactions to negative feelings.

      When emotions run very high, they can interfere with a child’s ability to use these cognitive tools. A child overwhelmed by strong feelings may struggle to focus, regulate impulses or think clearly. This is because heightened emotional arousal can overpower the brain’s capacity for logical thought and problem-solving. In these moments, emotional co-regulation must come first – supporting the child in calming down – before they’re ready to reflect or respond thoughtfully to a situation.

      Key Strategies for Co-Regulation

      Researchers have identified three foundational strategies that support effective co-regulation in early childhood. These approaches work together to create the conditions in which children can begin developing their own self-regulation skills.

      1. Positive Relationships
      At the heart of co-regulation is a warm, responsive relationship. When children feel respected, comforted and supported – especially during times of stress – they are more likely to feel safe and understood. Knowing that a trusted adult is consistently there for them builds the emotional security needed to begin regulating their feelings and behaviours.

      2. Enabling Environments
      Children thrive in environments that feel both physically and emotionally safe. A predictable, well-structured space helps reduce unnecessary stress and provides the consistency that young children need. These environments offer space to explore, take risks and try out self-regulation strategies without fear of harsh consequences or confusion.

      3. Learning and Development
      Self-regulation can be taught and strengthened over time. Adults play a key role by modelling calm behaviour, suggesting practical strategies and offering children regular opportunities to practice these skills. Through gentle guidance and scaffolding, children gradually become more confident and capable in managing their emotions, attention and behaviours.

      In Summary

      Supporting emotional regulation in young children is not only about responding to moments of emotional intensity, but also about laying a strong foundation through relationships, environments and daily learning experiences. With consistent, compassionate support, children begin to build the lifelong skills they need to understand, express, and manage their emotions in positive and healthy ways.

      If you’re looking for practical ideas to get started, be sure to check out our Top Tips category – where I have shared simple, effective ways to support emotional regulation every day.

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    • Top Tips for Using Everyday Language to Build Resilience

      Top Tips for Using Everyday Language to Build Resilience

      Small words. Big impact.

      In early years, the way we speak to children shapes how they speak to themselves. Resilience doesn’t come from perfection – it grows from trying, failing, feeling and trying again… with adult-led support.

      Here are a few everyday phrases that plant those seeds:

      1. “I can see you’re finding this tricky – and that’s okay.”
      This validates their experience while keeping the door open for growth.

      2. “Let’s try together first.”
      Support before independence shows we’re on their team.

      3. “You don’t have to get it right the first time.”
      Normalise struggle – it’s where the learning lives (where possible, be relatable e.g. “I couldn’t do my zip at first either”

      4. “I saw how hard you tried” – not just focusing on the outcome.
      Praising effort teaches children to value the process, not just the product, as well as building confidence and motivation.

      5. “You’re safe. I’m here.”
      Because when big feelings come, safety is the first step.

      It’s not about getting it perfect – none of us are! However, it’s about being intentional, consistent and kind because Young Ones deserve the patience, care and respect that helps them feel seen and safe every day.

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    • Let’s talk about – The benefits of learning through nature in Early Years

      Let’s talk about – The benefits of learning through nature in Early Years

      All children are born with a natural fascination for the world around them. Our role, as early years practitioners, educators and even parents and family units, is to spark and nurture that curiosity, guiding them to explore and learn more about nature. With the Department for Education and the UK government pushing for more conscious sustainability practices, and as the early years sector sees a greater emphasis on nature-based play, it’s vital that practitioners and entire settings understand both the reasoning behind this movement and, most importantly, the incredible benefits nature-based learning has on young children.

      It’s proven that nature plays a crucial role in early years development, with countless benefits for every child’s physical, cognitive, social, and emotional growth. In fact, it’s becoming widely recognised that children should be spending at least three hours of outdoor free play each day. Yet, a recent study revealed that most children spend only around 4-7 minutes outdoors each day! This statistic is alarming, but we have the power to change this and provide young children with the opportunities they need to thrive! All children, regardless of the setting, benefit from being immersed in nature – both through outdoor play and by bringing elements of nature into the indoor environment.

      The Benefits of Nature-Based Learning

      Nature-based learning supports children’s development in a meaningful and holistic way. By allowing children to engage in free play, investigate and connect with the natural world, they’re given opportunities to develop a sense of awe and wonder, spark curiosity and build a lasting appreciation for the environment. Nature is a rich sensory playground that stimulates vocabulary development, language skills and cognitive growth. At the same time, it helps children develop self-awareness, confidence and independence – all while reducing stress and anxiety in both children and adults… This means that nature play benefits not only the children but also the educators and caregivers who engage in it.

      Learning through nature can take place both outdoors and indoors. By incorporating natural resources, loose parts and nature-inspired materials into the learning environment, we encourage children to connect with the world around them. One of my favourite indoor activities with the children is exploring mini-beasts and animal lifecycles. We can create transient art using loose parts, make bugs out of playdough and research various types of insects. These activities can easily be extended and explored outdoors – whether it’s going on a mini-beast hunt with magnifying glasses or visiting a pond to observe frog lifecycles firsthand. The possibilities for nature-inspired learning are endless!

      Physical, Emotional, and Social Benefits

      Being outdoors also provides children with more opportunities to explore physical experiences, engage in gross motor activities and take part in ‘risky play’. These experiences help foster overall development, promote healthy lifestyles and even boost immune systems. There are so many ways to take learning outdoors and integrate nature into the pedagogies and curriculums of early years settings. Nature play can be introduced from the very beginning and doesn’t have to be complicated. Simple activities like creating nature treasure baskets filled with natural resources, hanging natural objects for visual stimuli or simply taking babies and young children outdoors to feel the grass beneath their toes all help to engage them with the natural world.

      Introducing nature play from a young age lays the foundation for positive environmental awareness and stewardship. It nurtures a love for nature that will help children develop a sense of responsibility for the planet and future sustainability.

      A Call to Action

      So, whether you’re taking babies outdoors to experience the grass between their toes or going on a mini-beast adventures with older children, every moment spent in nature is an opportunity for growth. Let’s embrace the beauty and potential of nature-based learning to nurture the next generation of explorers, stewards and environmental advocates.

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    • Things I Wish I Knew Before I Became a Childminder…

      Things I Wish I Knew Before I Became a Childminder…

      With childminder week fast approaching, I wanted to write an honest post about our incredible and invaluable sector. 

      There’s so much no one tells you about this job.
      Yes – it’s rewarding, joyful and full of those special “aww” moments…. But it’s also emotional, exhausting and requires you to be so much more than just someone who cares for and supports children’s development. Coming from an early years and education background, I thought I had a good handle on what to expect. I understood development, routines, learning through play… all of that. But stepping into childminding? Well that’s a whole different world and there were still so many things I had to learn the hard way and things I am still learning. 

      Here’s what I wish I’d known from the start:

      •  Your home becomes an early years setting… but it’s still your home. There’s a strange blur between professional and personal life – and learning how to protect both, to create healthy boundaries while still being present, takes time. It’s a journey of growth, adjustment and a lot of heart.
      •  There’s only you – Now this may seem fairly obvious but there’s no team to hand things over to – it’s just you! In those moments, when everything feels like it’s piling up, you realise just how much responsibility rests on your shoulders and while that can feel overwhelming at times, it also makes you appreciate the unique impact you have.
      •  You become part of a family’s village – It’s not just about the child – it’s building trust, communication and a real relationship with parents and family units too.
      •  The paperwork doesn’t stop! Even with experience, doing it solo is a different beast. Policies, safeguarding, funding and more – it’s a lot to hold alone.
      •  You’ll question yourself – often. Am I doing enough? Too much? Should I step in or step back? But those doubts are a sign you care deeply. They show that you’re invested in the well-being and growth of the children you’re guiding and is a quiet reminder of the love and dedication that drives you every day.
      • The small wins matter most. The first steps. Those little giggles. The Young Ones who tell you they are your best friend… That’s where the magic is!
      •  You’ll learn just as much as the children. About patience, child development, boundaries, connection… and especially about yourself!
      •  At times it can feel lonely. Especially when you’re the only adult around all day but there’s a whole community of childminders who get it – and they can lift you up when you need it most.
      •  Your home will never be the same… and honestly, neither will you. There’s mud sprinkled in the carpet, little fingerprints on the walls and their voices echo in your mind long after they’ve gone home. These children become so much more – they become family…. And even long after they leave, a part of you will always be cheering them on. 

      Despite the hard bits, the long days and the juggling act – I honestly wouldn’t change it! This work, this role, these little lives I get to be part of… they’ve brought me more joy, purpose and pride than I ever imagined! There’s something incredibly special about watching children grow and learn in a space that feels warm, safe, loved and truly theirs. 

      I feel so lucky to do what I do and so passionate about giving children a beautiful, meaningful start.
      It’s not always easy, but it’s always worth it! 

      I equally take great pride in supporting other educators wherever I can and offering them the praise and encouragement they rightfully deserve… To anyone just starting out: you’ve got this! And to those who’ve been doing this a while – you’re amazing – Truly. 

      ❤️

      Let’s keep lifting each other up. 

      Send this to a childminder who deserves some love today.

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