Guiding The Young Ones

Tag: teachers

  • 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. 

      Leave a comment

    • 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. 

      Leave a comment

    • 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. 

      Leave a comment

      Pages: 1 2

    • The Words We Choose: Language, Connection and Childhood

      The Words We Choose: Language, Connection and Childhood

      Not long ago, one of the children in my care was having a quietly difficult morning. There hadn’t been a dramatic outburst or any obvious signs of upset — just a certain stillness in their shoulders, a withdrawn glance, a subtle shift in their play. When I knelt beside them and gently asked how they were feeling, they paused, looked up, and with a quiet voice and simple Makaton signs, they told me: sad.

      In that moment, everything else faded. They trusted me enough to let me in — not with perfect grammar or complicated explanations, but with a small word and a few meaningful signs. And that was all we needed. I mirrored their words, offered comfort, acknowledged the feeling, and gave time. A few minutes later, after our quiet, respectful connection, they leaned in for a cuddle and told me they felt happy.

      Language in the early years is never just about words. It’s about connection, understanding, and helping children feel truly seen.

      Language as an Emotional Bridge

      From the very first gestures and babbles, communication is an emotional act. It’s how children reach out to connect — to be understood, to belong, to share their inner world. In early years settings, we are not just supporting speech and vocabulary; we’re nurturing confidence, trust, and the beginnings of self-expression.

      Whether it’s through spoken language, Makaton, body language, or imaginative play, every child deserves to be heard — in the way that makes sense for them. That means slowing down, tuning in, and remembering that listening is just as powerful as speaking.

      Supporting Early Communication

      A rich language environment isn’t one filled with endless chatter — it’s one full of meaning. Children need us to model language thoughtfully: describing what they’re doing, naming feelings, narrating the day in a gentle rhythm that helps them make sense of the world.

      In my setting, Makaton plays an important role. It gives children another way to communicate, especially when their speech is still developing or their emotions feel too big for words. It empowers them to be part of their world, not just observers of it.

      The Power of Children’s Voices

      Children are full of ideas, questions, stories, and feelings. Honouring their voices means creating space to hear them — not just when it’s convenient, but always.

      This might be pausing to really listen when a child is explaining their block tower, giving them the language to name a feeling, or simply validating their choices. Voice isn’t always verbal — sometimes it’s found in play, in art, in silence. But it’s always there.

      Respectful Narratives and the Language We Model

      Language shapes how we see others — and how they see themselves. That’s why I choose my words carefully when speaking about children, especially around them. I avoid labels, especially negative ones, and instead focus on behaviours, feelings, and needs.

      In the early years, most educators know the importance of moving away from words such as “naughty“. It’s far more constructive and respectful to focus on what a child is expressing through their behaviour — whether we’re encouraging something positive or gently guiding them away from something less helpful. Children are always more than a moment.

      Stories That Bring Us Together

      Books and stories are another powerful part of our language landscape. They build empathy, spark curiosity, and help children make sense of themselves and the world. We read every day — not just for literacy, but for connection. There is something quietly magical about a child leaning in as you read a well-loved book, their body softening as they lose themselves in story. These moments matter.

      A Final Thought

      The words we choose matter. They build connection, foster confidence, and create the emotional blueprint for how children relate to themselves and others.

      Whether we’re signing happy with a small hand gesture, whispering reassurance after a big feeling, or narrating a story in the garden, our language helps children feel safe, respected, and deeply understood.

      And that’s the beginning of everything.

      Leave a comment

    • 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)!

        Leave a comment

        Pages: 1 2

      • Top Tips for Supporting Emotional Regulation

        Top Tips for Supporting Emotional Regulation

        1. Name Your Feelings
          Help children identify and express their emotions by using mirrors to explore facial expressions and discussing what different feelings look like. This builds emotional intelligence and awareness.
        2. Separate “I Am” from “I Feel”
          Encourage children to say “I feel angry” instead of “I am angry,” reminding them that emotions are temporary and don’t define who they are.
        3. Use Makaton
          Makaton sign language helps children express emotions. Even for those who usually have a good vocabulary, in moments of emotional distress and dysregulation, children can struggle to express themselves. This supports both emotional and verbal communication, when children don’t have or cant find the words.
        4. Read Books About Emotions
          Explore stories like The Colour Monster and The Lion Inside, using story props and puppets to dive deeper into characters’ feelings and situations.
        5. Calm Down Bottles & Basket
          Provide sensory bottles or a calming basket with emotion books, fidget toys, and other calming resources to help children de-escalate when feeling overwhelmed.
        6. Practice Dragon Breaths
          Teach mindful breathing with fun techniques like “Dragon Breaths” (deep breaths) or “Smell the Flowers, Blow Out the Candles” to calm the body and mind.
        7. Mindful Body Scan
          Encourage children to relax by tensing and releasing different body parts, helping them become more aware of their body and emotions.
        8. Daily Yoga
          Incorporate simple yoga poses to release pent-up emotions, reduce stress and boost emotional resilience.
        9. Music & Movement
          Use songs and physical activities (like jumping or running) to help children release energy and regulate their emotions in a fun, active way.
        10. Cooperative Games
          Promote self-regulation through games that encourage patience, turn-taking and impulse control – great for developing social-emotional skills.
        11. Sensory Play
          Offer a variety of sensory activities, from messy play to sensory tents, to help children connect with their bodies and explore emotions through their senses.
        12. Imaginative Play
          Encourage pretend play, allowing children to act out real-life scenarios and explore different emotions, which helps build empathy and emotional understanding.
        13. Singing
          Use songs to help children express and regulate their emotions. (Bonus – Singing also supports language development and memory).
        14. The Power of Play
          All types of play – whether physical, imaginative, or symbolic – are essential in building early self-regulation skills and supporting expression. Through play, children practice planning, problem-solving and emotional control.

        Supporting emotional regulation in children is a continuous, nurturing process that builds over time. By offering simple, effective strategies like these, we can help children develop the tools they need to understand and manage their feelings in healthy ways. Whether it’s through play, breathing exercises, or expressive activities, every moment is an opportunity to guide them towards emotional resilience.

        For more tips and ideas on fostering emotional growth, be sure to keep an eye on our other resources in the Top Tips category. Together, we can help our little ones grow into confident, self-aware individuals.

        Leave a comment

        Pages: 1 2