Guest Blog

How nurseries show community leadership and create happier local neighbourhoods

by Mona Sakr Nurseries are at the heart of enabling children to positively contribute to the communities they live in. Through their work with children and families, nurseries can help to create happier and healthier neighbourhoods that are more cohesive. In this blogpost, we explore how early years providers might show this kind of community […]

Promoting language inclusion in purposeful and valid ways

Guest blog by Kim Holland “For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.” (DfE, 2023c:16) The DfE recently published its consultation response including the decision to change the […]

How the Reception Year can be more inclusive for children with SEND

by Katherine Gulliver Introduction Early Education was recently asked to review the special educational needs and/or disabilities (SEND) provision in the early years within one local authority, and this article picks out some findings which are of national significance in relation to inclusion in the Reception year. The early years has a rich history of […]

Physical development in early childhood

Clare Devlin, Early Education Associate What aspects of physical development should we focus on within the Early Years Foundation Stage (EYFS) and other early years curricula? In this article, I explore the importance of physicality at this crucial point in a child’s development. The article explores two key aspects, “moving and handling” and “self-care”. It […]

Children’s creativity with digital technology and media

By Debi Keyte-Hartland, Early Education Associate This article is based on one included in the Early Education Journal no 100. To access the full article and the rest of the Journal, become a member or purchase this issue of the Journal. I have always been interested in children’s creativity and their ways of expressing their […]

The Family Music Hub – transforming music-making with families

by Nicola Burke, Rosie Adediran and Katie Neilson When families with young children congregate, music and singing tends to happen! Whether it’s at the local children’s centre stay and play, a 5-minute sing-song at the end of a toddler group in the local church hall, a “rhyme time” session at the local library, singing and […]

The benefits of sustained CPD

In this article, Kate Irvine from Bristol Early Years discusses the impact of practitioners engaging in a sustained process of CPD through cluster groups and the communities of practice to improve children’s learning and development, with additional benefits for staff wellbeing and retention. When we first embarked on the “Building on EYFS” project back in […]

Resisting intensified accountability: is now the time for inspection reform?  

by Dr Jo Albin-Clark, Edge Hill University and Dr Nathan Archer, Leeds Beckett University Inspection in the news Being involved in education in England involves navigating an intense policy landscape where accountability is entangled with surveillance and performativity (Spencer Woodley, 2014; Kilderry, 2015). Ofsted, the regulatory accountability mechanism in England, has seen heightened scrutiny recently […]

Reflecting on leadership development in the context of workforce crisis

by Kayla Halls, Early Years Research Fellow at Middlesex University & Mona Sakr, Senior Lecturer in Early Childhood at Middlesex University’ Leaders in the early years (EY) set the tone for the way settings run. Whether it’s nursery managers, pedagogical leaders or room leaders, leadership development is essential for improving how EY organisations work and […]

Enabling environments and their impact on children’s learning

enabling environments

by Caroline Eaton Creating an enabling environment for play and learning requires careful planning and reviewing. As we all know the impact the environment, we find ourselves in can affect us hugely.  In the same way the adults have the power to open or close down learning the environment can also do this.  Malaguzzi describes the […]