Lev Vygotsky

Are our expectations of children in early childhood evidence informed?

20 September 2026

What does it really mean for a child to be ‘school ready’, and are the expectations we place on children actually informed by evidence? Adam Marycz explores how policy, accountability and long-held assumptions can shape early childhood practice, questioning the push towards formal learning and considering how educators can keep children’s development, individuality and play at the centre.

Reimagining outdoor learning: Understanding agency from risk to resilience

14 September 2026

This podcast episode and article are a research-informed exploration of how outdoor environments, adult language and risk narratives shape children’s agency. Drawing on the Reimagining Outdoor Learning Toolkit, we examine how educators can move beyond checklists, embrace managed risk, and create outdoor spaces where children’s autonomy, confidence and curiosity can genuinely flourish.

Building persistence in early years: Why children should learn through hands-on methods

13 September 2026

Hands-on learning gives children opportunities to explore, experiment and work through challenges using real materials and practical activities. From tinkering and block play to open-ended exploration, these experiences encourage children to test ideas, learn from mistakes and try again. With supportive guidance, repeated opportunities to work through difficulties can help children develop persistence.

Marketing your early childhood setting is an investment, not a cost

4 September 2026

This article and podcast episode explore why marketing should be viewed as an investment rather than a cost, why profitability matters for sustainability, the role a setting’s website plays in both occupancy and recruitment, and why social media needs a clear purpose. They also consider the growing use of artificial intelligence (AI) and why, useful as it can be, it should support rather than replace human judgement, creativity and responsibility.

Beyond the diagnosis: Navigating the SEND journey with families

31 August 2026

Receiving a SEND diagnosis is a transformative moment for families. This podcast episode and article explore how practitioners bridge the gap between statutory requirements and empathetic support, empowering parents as “experts” on their children. We examine the graduated approach, the SENDCo’s pivotal role in transitions, and the necessity of inclusive, multi-agency collaboration.

Early childhood safeguarding changes 2026: Moving beyond compliance to a culture of safety

22 August 2026

Maggie Bolger and Ann Marie Christian explore the changing safeguarding landscape in early childhood, including KCSIE, the EYFS, safer recruitment, reporting concerns and the September changes. They argue that stronger safeguarding is not simply about having the right policies in place, but about creating cultures where children, families and educators are heard, concerns are connected and everyone understands their responsibility for keeping children safe.

Understanding Gen Alpha learners in your early years classroom

22 August 2026

Generation Alpha children in today’s classrooms differ fundamentally from previous generations. Born entirely in the 21st century, this cohort has experienced unprecedented technological immersion from infancy. Understanding how their developmental environment influences preferences can help educators create more effective classroom experiences. These experiences balance digital fluency with essential human connection.

From behaviour to signal: A different way to understand children

18 August 2026

Many childhood behaviours labelled as difficult, oppositional or defiant may make far more sense than we realise. This article and podcast episode explore a biological perspective on defiance, screens, difficult behaviour and why modern parenting has become so exhausting. We explore why children adapt when something important is missing from their experience, and how shifting our attention from behaviour to environment can transform how we understand children.

The brain that loves to laugh

17 August 2026

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?