Janusz Korczak was a Polish-Jewish educator, paediatrician, author and children’s rights advocate. Long before children’s rights became recognised internationally, Korczak argued that children should be treated with dignity, respect and fairness. His pioneering work helped shape many of the principles later reflected in the United Nations Convention on the Rights of the Child (UNCRC).
Laughter is often treated as a pleasant extra, or even a distraction from learning. Drawing on their work across psychology, education, health and community contexts, Dr Jacqueline Harding and Dr Jawad Shah explore how shared laughter can support connection, curiosity, hope and resilience, while making space for children’s full emotional lives. What becomes possible when joy is taken seriously?
Social skills for children, such as sharing, active listening and resolving conflicts, flourish in diverse social settings. When children engage with peers beyond their daily routine in community spaces or public settings, they develop emotional intelligence and independence. Parents can further support these skills by offering gentle guidance and creating low-pressure opportunities for interaction.
Too many children are quietly struggling to hear in early years settings, and it is often missed until their speech, learning and behaviour are already affected. This article and podcast episode share the story behind the Universal Glue Ear Screening Programme, explain what glue ear is and why it matters, and show how a free termly glue ear check can protect every child.
How do books shape children’s sense of identity, belonging and understanding of others? In this podcast episode and article, we explore the importance of representation in children’s literature and why inclusive storytelling matters in early childhood education. Reflecting on personal experiences, this conversation considers how books can help children feel seen, valued and included. We also discuss the role of sensory storytelling, immersive learning and culturally inclusive resources in supporting empathy, accessibility and belonging for all children.
Savitribai Phule (1831–1897) was an Indian educator, poet and social reformer from Maharashtra. Born into a Mali (farming) caste family, she became India’s first female teacher and co-founded the country’s first school for girls in 1848. Her work challenged caste, gender and the assumption that education belonged to some children and not others.
Janusz Korczak was a Polish-Jewish educator, paediatrician, author and children’s rights advocate. Long before children’s rights became recognised internationally, Korczak argued that children should be treated with dignity, respect and fairness. His pioneering work helped shape many of the principles later reflected in the United Nations Convention on the Rights of the Child (UNCRC).
Dame Professor Cathy Nutbrown is one of the United Kingdom’s leading early childhood education researchers and advocates. As Professor of Education at the University of Sheffield, her work has influenced policy, professional practice and workforce development. She is particularly recognised for her research into schemas, early literacy, parental involvement and her advocacy for the professionalisation and status of the early years workforce.
Drawing on personal experience, research and the Greater Than 3 mentor programme, Robert Harris explores why men remain underrepresented in early childhood. He considers the impact of gender diversity on children, the stigma and gatekeeping men can face, and how mentorship, representation and more inclusive pathways could help create lasting change across the profession.
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.
