Carl Rogers (1902–1987) was an American psychologist and one of the founders of humanistic psychology. Born in Illinois in 1902, Rogers championed the belief that every individual has the capacity for growth, healing, and self-direction. His person-centred approach revolutionised therapy, education, and care practices by placing empathy, authenticity, and unconditional positive regard at the heart of human relationships. Rogers’ work continues to shape early years pedagogy, wider education, reflective practice, and child-centred approaches.
In this article and podcast episode, Louise Mercieca explores the two sides of nutritional safeguarding: keeping children safe from food-related risks, and ensuring the food we provide supports early childhood development, helping every child to reach their potential. We consider why nutrition must be recognised as a safeguarding responsibility, moving the conversation beyond simply ‘healthy eating’.
As the world children are growing up in changes rapidly, educators have a chance to strengthen one of the most enduring foundations of learning: imagination. Rather than just a peripheral talent, this article argues that imagination is central to school readiness, lifelong learning, and the uniquely human capacities children will need.
Outdoor classroom day celebrates outdoor play and learning, giving practitioners opportunities to introduce engaging activities that support children’s development. From nature scavenger hunts to outdoor maths and miniature habitat-building, simple experiences can connect learning objectives with hands-on exploration. By incorporating out-of-classroom sessions into regular routines, practitioners can make outdoor learning a meaningful part of everyday education.
This article and podcast episode explore how young children develop Fundamental Movement Skills through repeated, varied experiences and attuned adult guidance. Dr Leanne Jaye highlights the balance between structured support and child‑led exploration, the impact of movement on confidence, communication and social connection, and the crucial role practitioners and caregivers play in shaping high‑quality, enjoyable movement opportunities.
Children need more than provision; they need emotionally present adults who help them feel safe, understood and valued. Drawing on his work with children with complex and neurodivergent needs, his journey as a dad, and his book More Than A Father, Opeyemi Ogunmadeko explores what emotional presence can mean for parents, carers and early childhood educators.
World Mental Health Day (10th October) sparks conversations about well-being across the globe. For early years practitioners, the occasion holds special significance. Their work shapes how children understand emotions and relate to others. However, too often the day is marked with events that fade by November. Lasting change requires practices that nurture the mental health of educators and children throughout the year.
What gets missed when we focus too closely on speech milestones? This article and podcast episode explore communication through a wider lens, considering children’s relationships, regulation, sensory experiences and emotional safety. Joanne Jones shares a strengths-based, relational approach that helps educators look beyond words and create environments where communication, confidence and connection can grow.
There is no ‘bad’ behaviour. Behaviour is only useful or not useful…Setting children up for success starts with understanding behaviour as communication. A balanced, trauma-informed approach prioritises emotional literacy, connection, and self-regulation through teaching and modelling, not rewards or punishments.
As daylight hours decrease, outdoor time with children can remain meaningful by adapting routines, activities and expectations. This guide explores practical ways for parents, carers and educators to make the most of available daylight, embrace seasonal changes, use nearby green spaces, encourage simple and unstructured play, and plan safe, accessible outdoor experiences.
