Pedagogical principles for successful animal-assisted interactions in the early years by Helen Lewis & Russell Grigg

Animals are special and important to many young children. In fact, even if they do not share their home with a pet, they will meet all kinds of animals through stories, television, film and toys. For example, from the Rainbow Fish to the Very Hungry Caterpillar; from Spot to the Three Bears, many of the much-loved characters in children’s […]

Building children’s wellbeing and resilience in challenging times by Vicky Hutchin

As schools and settings open up fully once more to all children after yet another long lockdown, now is a really important time for practitioners to talk to the children about settling back in when they may be feeling anxious and confused. Changes over the past year due to the pandemic have undoubtedly had a […]

An Early Years qualification for primary school headteachers? by Julie Fisher

A call for universal expertise for applications to primary school headship Transition for children from the Reception class into Year 1 in England remains fraught with challenge. The absence of national principled guidance makes this age group particularly vulnerable to inappropriate expectations and targets. Since the introduction of the National Curriculum the pedagogical direction of […]

Anti-racism in the early years by Rachna Joshi

Introduction Race and racism in society is as important as ever; I am writing not only as a British South Asian who has experienced racism, but as an ally against white supremacy and anti-Black sentiment that perpetuates our consciousness. Structural racism is insidious, and we need to look at ourselves and think about the messages […]

Sharing home learning at a distance – loving home learning in lockdown, by David Yates

Entering the unknown It was extremely hard and emotional to say goodbye to the children and parents in my Reception class at the end of the day, before our school closed to all but a small number of children, due to the Coronavirus pandemic. We did not know when we would see each other again, […]

Ofsted’s thinking on Cultural Capital – some concerns and questions, by Helen Moylett

Raymond Williams maintained, after years of examining constructs of culture and society that  “Culture is one of the two or three most complicated words in the English language” (1983: 87) So it is surprising that Ofsted has seen fit to insert the term “cultural capital” into the proposed Education Inspection Framework (EIF) without even a […]

Outside in all weathers, by Kathryn Solly

Healthy settling for high wellbeing How can we best help children feel at ease so that they are secure and settled in their new provision? To hold children in mind and consider them as the person to put first means supporting their wellbeing as utmost priority. 10 pointers for healthy settling Children confidently leave their […]

Settling children, crying children, by Cathy Gunning

There is no doubt about it, settling takes time for many children. For others it would appear it takes no time at all. If we are to hold children’s wellbeing at the forefront of our minds and consider their individuality and personality as most important we really must notice and tune in to what matters […]