John Bowlby

Who gets to feel seen in our classrooms? Culturally inclusive practice through books

27 July 2026

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.

An introduction to Savitribai Phule

24 July 2026

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.

An introduction to Janusz Korczak

24 July 2026

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).

An introduction to Dame Professor Cathy Nutbrown DBE

24 July 2026

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.

Moving beyond 3 percent: Recruiting more men into early years

17 July 2026

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.

Will you notice me? What children learn from how we respond to their distress

13 July 2026

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.

Growing brains, growing bodies: Understanding ultra-processed food Louise Mercieca

Growing brains, growing bodies: Understanding ultra-processed foods

26 June 2026

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.

The importance of encouraging children to stay hydrated on warm outdoor days

24 June 2026

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.

Dr Julian Grenier - High quality CPD. The Voice of Early Childhood

What does good quality CPD look like?

22 June 2026

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