Empowering Early Years

05/06/2026

POINTLESS Saying 'Be careful!'...(we all do it though!)
GREAT INFO GRAPHICS from ICP (link below and on pics) to support alternatives!

Supporting children's risk taking in physical play, life and all situations is a really important role to enable them to be able to learn to manage their own limits, to challenge and grow, to be able to risk assess for themselves ultimately in life and thrive!

We know from science and research that children NEED to take risks to grow and learn, as this statistically reduces their risk of injury or death later on (as without this practice many children can come to harm unnecessarily- ie think practising crossing the road, climbing, water etc) - Brussoni (2020).

Brussoni also advocates a 17 second rule of waiting before we speak to allow children to take risks, with our observation& support, but obviously being safe from any hazards (which are different!). As all too often we step in too soon and use the unhelpful terms of 'be careful!'

This is pointless for younger children+ as it doesn't say WHAT to be mindful of, HOW to do this, is a very ABSTRACT concept and doesn't gain attention, sometimes passing on adult fears unnecessarily to children too.

GREAT pic from institute of child psychology above with alternatives for 'be careful!' To allow children to step back , consider and plot their own course,as they grow and learn independence, body autonomy and control and their own sense of boundaries and risk for use in life.

Consider- guiding, mentoring and coaching a better course....where we are present, supportive but also enabling, allowing the child to lead (unless we are sure there is harm imminent).

All part of EXCEUTIVE FUNCTIONING skills too. HUGE PREDICTORS for life, behaviour and learning! (Ahmed et al, 2018, Stucke&Doebel, 2024, Valcan et al 2020 etc).

08/05/2026

**SPECIAL TRAINING PRICE OFFER!** £10 GBP only ( EEY IS 10 year old!)

As EEY is 10 years old this year (!?!), by way of THANKS to all those I have had the pleasure of working with and to give back in celebration, we are offering:

FIRST 10 x delegate spaces on ANY courses online NOW at £10pp ONLY (half price*) when booked now (normal price £20).

This is part of our ongoing commitment to enhancing early years practice, through research led understanding that is cost effective, reflective, empowering and impactful for educators !

See website for course details and booking link
www.empoweringearlyyears.com

Or book direct (with info there too) via EVENTBRITE
(Event brite page link for EEY collection - search Empowering Early Years CPD)

COURSES!

EEY: UNDERSTANDING TRANSITIONS , ATTACHMENT & ANXIETY in Early years- Relational Approaches work!- Online Event
Thurs 14th May 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

EEY: I Can't do it (YET!) GROWTH MINDSET concepts in Early Years- Online Event
Thurs 21st May 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

EEY: THE ADULT ROLE IN CONTINUOUS PROVISION - impactful scaffolding & empowering practices for equity and outcomes. Online Event
Thurs 4th June 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

EEY: Enabling SHY, ANXIOUS & SELECTIVELY MUTE children to thrive and learn - Online Event
Thurs 11th June 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

EEY: UNDERSTANDING & ENABLING SELF REGULATION SKILLS IN Early Years - to impact outcomes. Online Event
Thurs 25th June 2025 at 19:00 -20.30 (Recorded if not able to access on date/ time)

**NEW**
EEY: INVITATIONS TO EXPLORE: IMPACTFUL, UPCYCLED & SCAFFOLDED provision to ENHANCE learning and engagement in EY. Online Event
Thurs 2nd JULY 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

**NEW** EEY: ENABLING KEY EMOTIONAL INTELLIGENCE & SOCIAL SKILLS in EY TO THRIVE AND LEARN Online Event
Weds 8th JULY 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)

**NEW** EEY: UNDERSTANDING & ENABLING EMERGENT LITERACY SKILLS IN EY - IMPACTFUL PRACTICE & PROVISION IDEAS. Online Event
Mon 13th JULY 2026 at 19:00 -20.30 (Recorded if not able to attend)

KEY INFO:

· All booking /course details -Eventbrite Empowering Early Years CPD training | Eventbrite

· Or via website - www.empoweringearlyyears.com.

· Email: [email protected]

Cost - £10 per first 10 spaces booked*
*Then, £20 per delegate, £50 per group of 5 (select 'group' booking option)
Includes: recording access (if unable to make timings), CPD cert, reflective pack and CPD notes (PDF).

Thanks!H x

08/05/2026

Recent OECD report out THIS WEEK on WELLBEING for CHILDREN in EARLY YEARS, shows across 8 countries (inc UK) and 23000 children some of the key factors in enabling outcomes holistically...linked to overall wellbeing...

Some important aspects for EY educators include:
* Valuing the role of PARENTS and carers in enabling the under 5's and their wellbeing and education as this is highly predictive of positive stuff!

So, ...ensuring increased opportunities to empower parents, see their unique situations,support and also enable them to value play, the child and work together is KEY!

*Children NEED support with EXECUTIVE FUNCTIONING SKILLS (working memory, attention, problem solving, self regulation, emotional intelligence, task switching, ordering etc) as these still significantly predict ALL outcomes .

Remember! these are taught skills and our most VULNERABLE children may not have these modelled or be in environments that can do this and support those skills...EY settings may be their only options to 'level up' (horrific term) but change outcomes and intergenerational aspects like enabling secure Attachments.(again huge predictors of outcomes and reducing the impact of trauma and inequality).

*EY settings and ENVIRONMENTS MATTER ..where the quality and differences in environments linked to outcomes, across different domains...UK showing numeracy and literacy but then South Korea with more EF skills..

All very important skills,but if we USE the science to understand HOLISTIC development and how brains develop in all ways for unique children we can use what we know EFFECTIVELY to encourage holistic prime skills (as children struggling in one skill showed this in other areas too..so we MUST not over focus on one aspect over another!)
For EF skills support we need secure attachments / excellent environments & practice to then enable challenge, risk taking, self confidence and all aspects of these in PROVISION (with adults scaffolding) .EF skills are the highest predictors of ALL outcomes including ACADEMIC, across the research, so supporting these or ensuring we know how these develop, our role or what also affects children (Trauma, ACEs, inequality etc)...

Thus,ideally in all EY systems, rather than focusing on the systematic 'knowledge' model only and instead, adapting and responding to science, will then allow us to support better WELLBEING and OUTCOMES, as part of EQUITY in EY for long term societal benefits.

Summary available and worth a read!

The first five years of a child’s life represent a critical window of opportunity, but also of vulnerability. Strong early skills prepare children to succeed in education and to develop into healthy, well-adjusted adults. But a poor start can hinder these positive trajectories. For countries, few ...

24/04/2026

Body painting & WHOLE BODY CREATIVITY (my smallest 2.5)

I know this is not ideal in setting often (from an adult POV, usually parents), BUT, it is super important (bear in mind skin allergies) to allow children the space, time and freedom to enjoy PAINT and creativity as part of sensory play...how they like to do this...whether that be immersive experience or more refined aspects of using materials to create with.

Opportunities to do BOTH and use whole bodies for TODDLERS upwards add HUGE amount of learning and fun that links to later academic skills, cognition, as well as Physical development, PSED and more by linking both sides of the brain and body (BILATERAL INTEGRATION).

HUGE links to learning here not only of healthy SENSORY integration (tactile, proprioception & possibly regulation), but Gross MOTOR skills (core rotation, should strength, arms and grip all linked to later PSED skills and writing) and fine MOTOR skills (precision, hand eye co-ordination,)brushes, sponges etc), ATTENTION and engagement (linked to the CoEL), as well as experiential learning that is motivated,child led and meaningful for that child!

It's the same with mud/Wet sand etc.

SO important for children to feel free of the constructions/ limits of adult led ideas, when they are learning, so that they can truly begin to grow and learn, as well as be supported to be safe, take risks and know when this activity is best done etc linked to their own developing sense of self.

Aside from this, being outside/ taking our creative offers outside links to other benefits of natural light,(Vit D) fresh air ( sleep), sensory stimulus( not screens), movement opps ( bilateral, core strength, proprioception , vestibular movement) that is different to indoors... & more...!

Even if you can plan this for an afternoon or some days, with home clothes etc and link to whole body activity...this is a HUGE leap for learning, engagement and more...even for those children who may struggle with the sensory stimulus, being able to explore in their own time in a nurturing environment is super important for their unique regulation/development journey also.

31/03/2026

SHAME is hugely powerful emotion ( see any Brene Brown!) for individuals that drives behaviour & is a negative social construct, designed to limit, reduce or ignore human emotion and increase a sense of 'achievement or failure', linked to whatever social/ cultural norms exist at the time.

For children,this is often linked to adult initiated expectations like ability to toilet , share toys, write, self dress etc.
Or this can linked to school / setting expectation ( behaviour, social rules etc), gender norms ( think quiet, well behaved girls), societal conformity etc - think neurotypical, privileged etc, which means inherently there are those losing out to th8s all the time, there's room for masses of bias, inherent stereotyping and the potential for harm to the individual, how they see themselves and their outcomes / well being ( esp children when developing).

A really useful infographic below from the social workers toolbox ( credit link on pic) detailing how shame for unexpected,unwanted or unusual behaviour can lead to children ( especially), feeling like THEY are the problem & believe this.

It's essential we REFLECT & see children for who they are as unique individuals, all developmentally different; ie where they may have unmet needs, issues of ACEs, trauma etc ...we need to be trauma informed & reflect on our practices/ words/ subconscious messaging, in order to allow them the safe spaces to grow, learn and thrive uniquely, without shame.

Attaching a level of shame ( even if not meant) for ADHD / ASD children in particular can lead to huge rejection sensitivity dysphoria and dysregulation, which is extremely damaging for later outcomes if left unsupported by caring adults.