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).
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.
Professional development is something every early childhood setting invests in, yet it does not always lead to meaningful or lasting change. Training sessions may be delivered, feedback forms may be completed, and educators may leave feeling inspired. But the more important question is what happens afterwards: does practice change in ways that benefit children?
In this live podcast conversation and article, Dr Julian Grenier CBE reflects on what effective continuing professional development, or CPD, can look like in early childhood contexts. A central message is that high-quality professional development is not defined by a single event, but by how learning is sustained, supported and embedded over time
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.
The stories we carry shape how we lead, often without us realising. In early years, these narratives influence who we see as a leader and how we show up. This article and podcast episode explore how leadership stories are formed, the impact they have, and how shifting them can open up more intentional and inclusive ways of leading.
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 (Rogers, 1951; Rogers, 1961).
Abraham Maslow (1908–1970) was an American psychologist best known for founding humanistic psychology and developing the hierarchy of needs. Born in Brooklyn, New York in 1908, Maslow focused on human motivation, growth, and potential, offering a more optimistic perspective compared to Freud and other behaviourists. His work remains central in education and psychology (Maslow, 1943; Maslow, 1954).
Dr Jools Page is a senior lecturer in early years at the University of Brighton, previously working as a lecturer at the University of Sheffield. Having worked in many positions throughout the sector involving implementing policy into practice before her academic career, Jools has dedicated her working life to conducting research and developing practice for working with children and their families, aged birth to three.
This article and podcast episode explore how integrated early childhood approaches can strengthen systems of support for children and families. Using Maryland Family Network as a case study, we reflect on key themes including access to childcare, family support, early intervention, and cross-sector collaboration, offering insights that educators and policymakers can adapt within diverse international contexts.
