Areas of learning
Discover our full range of articles based on the EYFS areas of learning
Areas of learning articles you might like...
What if children’s distress is not just a problem to solve, but a signal of their need to be seen? This article and podcast episode explore how children’s expectations about availability and effectiveness of support from close others develop through repeated interactions with multiple caregivers. Using a psychological lens - in particular looking at attachment theory - we explore how educators and parents/carers can shape these expectations of care through their everyday responses to children’s distress.
The first five years are a once-in-a-lifetime window of opportunity for brain development. During this period, food does far more than fill tummies, it helps support learning, behaviour, emotional wellbeing and lifelong health. This article and podcast episode explore the emerging evidence around ultra-processed foods and why food quality matters during the early years.
On a warm day, it's easy to spot children running across a playground or playing games with friends. While they're focused on having fun, they may not notice when their bodies are becoming thirsty. Because they can lose fluids quickly during outdoor play, keeping children hydrated is an important way to help them stay comfortable and ready to enjoy the day.
Today’s parents and carers are shifting their hopes for children from outward success to inner security. This article and podcast episode explore how relationship-based parenting from birth, rooted in trust, respect, honesty, and communication, creates the emotional safety that allows children to thrive. When children feel seen, heard, and secure, happiness and success follow naturally.
Sound based emotional regulation is an emerging approach which uses carefully designed auditory experiences including voice, rhythm and specific sound frequencies to help children regulate their nervous systems. This article and podcast episode explore the science behind sound-based emotional regulation, why it matters in early childhood, and how sound can support emotional wellbeing in a variety of developmentally appropriate ways.
This article explores the TWiTCH (Talk with Tales for Children) programme, outlining its pedagogical foundations and structure, alongside findings from an independent pilot evaluation. It highlights how coach-led professional development and dialogic story practices can strengthen educators’ confidence and support children’s language, reasoning, and engagement during shared book reading.
Despite having no connection, two men practicing at the same time, Carl and Fred Rogers, shared a last name and a value system. They made massive contributions to the practice of psychology, counselling, and early childhood education in America. David and Katie Thomas are a father/daughter duo spreading their messages and what we can still learn from them.
This article and podcast episode explore what it means for children to flourish in early years. They outline key characteristics of flourishing; positive relationships, emotional resilience, curiosity, and a sense of belonging, connecting these to effective early years teaching and learning. They provide practical strategies to embed flourishing, creating supportive environments, fostering emotional development and promoting strong partnerships with families.
The new government-backed Potty Training Guide moves away from the old ‘readiness’ model and promotes early, gradual learning and preparation from infancy. This article and podcast episode explore what the guidance means for families and settings, why coming out of nappies should be the final step in learning, and how practitioners and parents/carers can support confident, healthy toilet learning.
This reflective piece explores the power of Helicopter Stories to unlock children's thinking, imagination and emotional expression. Through real-life examples, it illustrates how storytelling can offer deep insight into children’s inner worlds, build community, and provide an inclusive, child-centred approach where every voice is valued and every story matters.
In early childhood, stories are more than words on a page. They are bridges—between experiences, identities, and possibilities. This idea sits at the heart of a powerful conversation with Laura Henry-Allain MBE: award-winning early education specialist, author, and creator of the ground-breaking CBeebies series JoJo and Gran Gran. In this podcast episode, Laura shares her insights on the transformative potential of books in early childhood settings, and how storytelling can offer every child a sense of belonging.
In Young Minds Big Maths, university mathematicians and early years educators collaborate to explore mathematics. We discuss how the project led us to create a booklet to help educators discover maths through play in their settings. The booklet uses real-life examples of ramp play—something children love—to show how building and experimenting with ramps reveals rich mathematical ideas.
Emotional intelligence refers to the ability to recognise, understand and manage one’s own emotions whilst also being able to empathise with and respond appropriately to the emotions of others. This article and podcast episode delve into this subject to explore what we can do to support emotional intelligence in the earliest years.
How early is too early for literacy? It is never too early! This article and podcast episode explore the significance of early literacy from the prenatal period onwards. Drawing on brain development research and practical strategies, it highlights the power of narration, modelling, and bonding through books—laying strong foundations for language and a lifelong love of reading.
This article and podcast episode challenges the conventional practice of tummy time, drawing on research from Pikler, Feldenkrais, and Goddard Blythe to argue that babies thrive when allowed to move freely and naturally. It explores how self-initiated movement supports neurological development, reflex integration, and emotional regulation—highlighting the importance of trust, observation, and respectful environments over intervention and milestone-driven practice.
Reception teacher Poppy LeMar responds to Bridget Phillipson’s claim that “half can’t sit still” at age four, explaining that while children can sit briefly, their self-regulation is still developing. She highlights what sitting still actually looks like in a reception classroom, challenges misconceptions, and encourages better understanding between families and educators. She also advocates for inclusion and realistic expectations.
Screen time isn’t inherently passive — or problematic. This article and podcast episode explores the difference between active and passive screen time in early childhood, and how digital play, when used intentionally, can support critical life skills like empathy, resilience, and problem-solving. A balanced, developmental approach can help educators and caregivers make informed choices about children’s use of screens.
Childhood trauma, often referred to as ‘complex’ or ‘developmental’ trauma, is extremely common but is not often discussed in the context of our work as early childhood educators. And yet, children are showing up to our settings/programmes every day carrying the weight of these circumstances and, according to research, a trajectory of negative health outcomes for the lifespan as a result. But Mary Hewitt shares with us that there is hope: early positive relationships and experiences with informed educators have the power to protect, buffer, and even reverse the devastating impacts of childhood trauma.
When most people hear the term Pikler their thoughts go to the Pikler triangle, a piece of equipment designed for climbing. When used appropriately this opens up opportunities for the very young to explore the edges of their physicality. The Pikler triangle could also be seen as a metaphor for the opportunities the Pikler approach provides to the relationship between children, their physical development and play – which this podcast episode and article delve into.
Words hold a lot of power for children, they shape who they are and who they become. Yet 41% of children experience verbal abuse by adults, which can lead to lasting damage. Jessica Bondy, founder of Words Matter, discusses how by using positive, encouraging language we can build a child’s confidence and help them flourish. Let’s build children up with our words, not knock them down. Words matter.
What if children’s distress is not just a problem to solve, but a signal of their need to be seen? This article and podcast episode explore how children’s expectations about availability and effectiveness of support from close others develop through repeated interactions with multiple caregivers. Using a psychological lens – in particular looking at attachment theory – we explore how educators and parents/carers can shape these expectations of care through their everyday responses to children’s distress.
