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Early Education Trainers

- reading in the early years
- reading for pleasure
- family literacy
- school libraries
- picture books
- book corners
- boys’ reading
- special needs and reading
- able readers
- looked-after children
- object-based learning
- rhyme times
- museum work with children
- library provision for children
- inclusive books

- Child development - talking and thinking
- Young children as competent communicators, talkers and thinkers
- Sustained Shared Thinking and the Characteristics of Effective Learning
- Child-led learning and adult-focused teaching
- Talk for Maths Mastery
- Leading the learning – developing outstanding practice
- Observation, Assessment and Planning – Mapping children’s progress, Observation as professional practice, Using a Documentation approach
- Observation as professional practice
- Philosophy and Practice in Reggio Emilia, New Zealand and Denmark

- Quality provision at Foundation stage and Key Stage 1
- Supporting co-ordinators in the development, monitoring and evaluation of their area of responsibility
- Information, communication technology in supporting learning in the early years
- Play/Activity based learning indoors and outdoors
- Planning and assessment
- Action planning and sustained self-evaluation in action
- Special educational needs provision
- Curriculum areas within the early years – PSE, The emotional development of children, Literacy, Numeracy, the Arts, Physical development and WAU
- Effective features of learning and teaching
- Leadership and management
- The role of middle management
- Self-evaluation leading to sustained self-improvement
- Active learning indoors and outdoors
- Children’s emotional development
- Quality interaction and involvement
- Developing aspiring leaders

- Developing high quality provision for 0-3 year olds: Effective practice and appropriate provision
- Developing Key Person relationships in early years settings
- Young children’s personal, Social and Emotional development
- Emotional well-being: Strong teams
- Babies and toddlers: Play, development and learning from birth to three
- 2 year olds: Effective practice and appropriate provision
- Transitions
- Well-being
- Leading and managing early years settings
- Leading the 0-3s team
- Interpersonal and assertion skills
- Diversity and anti-bias practice
- Gender issues in the early years
- Working with lesbian and gay families
- Observing and understanding children’s development 0-6
- Physical development and movement play
- Brain development and early years practice

- Outdoor play and Learning
- Adventurous play
- Risk and Challenge in the Early Years
- Raising boys achievement
- Diversity, Gender, Inclusion and Uniqueness in the Early Years
- Leading learning outside
- Enabling environments outdoors
- Working with Dads
- Extending learning in the specific areas
- Creative Science in the Early Years
- Becoming Outstanding in the Early Years
- Can children be able, gifted and talented in the Early Years?
- Observation, planning and assessment
- Leadership and management
- Coaching and mentoring staff
- Adult and child led learning
- The Sustainability of Maintained Nursery Schools
- Creating a nursery garden for play and learning
- Physical Development
- Health and Well Being outdoors and in
- Loose Parts
- Froebelian Practice and Principles

- Early Years Leadership
- Developing practitioners
- Improving provision – review, planning and implementation
- Curriculum development
- Identifying learning in child initiated activity
- Developing strong dispositions for learning
- Working with families
- Creativity across the curriculum
- Supporting professionals to articulate their practice
- Positive workplaces

- Musical Development in Early Childhood
- Creativity
- Music within the Prime and Specific areas of the EYFS
- The Characteristics of Effective Learning – in Music
- Enabling Musical Environments
- Enabling Auditory Environments
- Effective planning for music making
- Observing and documenting children’s musical play
- Active music listening

- Quality improvement
- Stimulating learning environments – indoors/outdoors
- Observation, assessment and planning
- Mathematical development
- Outdoor learning environments
- Tracking children’s progress
- Supporting child initiated learning
- Leadership and management
- Two year olds (including the Progress Check at age two)
- Childminders
- Communication and Language

- Leadership development
- coaching and mentoring for individuals and groups
- enabling children’s voices
- managing difficult conversations through a coaching approach
- Action Learning Sets
- creating a vision for the Early Years setting
- motivating teams
- managing change
- giving feedback to staff
- integrating two, three and four year olds into the nursery space
- exploring the concept of ‘teaching’ in early years

- Continuous provision
- The role of the adult
- Creativity and critical thinking
- Child initiated learning
- Loose parts play/open ended learning
- Pedagogical principles into practice
- Enabling Environments
- Mathematical development
- Leadership and management
- Characteristics of Effective Learning
- Outdoor provision
- Inclusion and SEND

- Exploring children’s perspectives about their mixed ethnic identity
- Participatory pedagogy for transformational practice
- Relationships and quality interactions for developing children’s unique personal identity
- Creating ‘space’ for culturally appropriate resources in early years curricula
- Play and children’s raced identity
- Developing cultural identity through children’s literature

- Childminders and childminding
- Using signs and gestures to aid communication
- Using a coaching approach to manage conflict and problem solve
- early brain development
- promoting positive behaviour
- Early communication and language
- Supporting 2 year olds
- Early childhood development
- Learning through Play