The Voice of Early Childhood

In this episode and article, Olivia Corbin-Phillip encourages us to see all conversations as stories, as we are all storytellers…Olivia explains that giving children the gift of becoming storytellers is incredibly valuable; from exploring emotions in the safe space of stories, to giving children agency, choice and voice through, there is so much incredible value in building a lifelong love of stories.  Read Olivia’s article here: https://thevoiceofearlychildhood.com/the-value-of-storytelling/ Attend Olivia’s workshop: Olivia will be speaking at The Voice of Early Childhood Conference on 8th February 2025, on the topic of: Using stories to build confidence & improve oracy.  To find out more visit: https://thevoiceofearlychildhood.com/early-years-conference-2025/  Episode break down: 00:00 – What does a professional storyteller do? 03:00 – An unusual career journey!...How do you embark on a storytelling role? 03:00 – Leading with your passion 08:40 – The difference between books and storytelling 10:30 – Giving children the gift of becoming storytellers 12:20 – Visualisation in storytelling 17:20 – The ‘as is’ and ‘as if’ world 18:30 – Exploring emotions through storytelling 26:00 – Developing important life skills through stories 28:38 – Fostering a lifelong love of stories and books 30:00 – What if the adult is not confident in telling stories? 34:00 – Building on what children already know For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Mattie talks about transitioning from one career to another and the challenges of working in both a male dominated as well as a female dominated workplace. The ups and downs are discussed, including prejudices and stereotypes, as well as making a positive impact through valuing differences, and Mattie’s current work around supporting his setting in becoming a centre of excellence. Read Mattie’s article here: https://thevoiceofearlychildhood.com/exploring-career-challenges-for-male-educators-in-early-childhood/     Support for men: To support men in early childhood further, we have partnered with Male Childcare & Teaching Jobs as part of this episode and ongoing podcast series on 'men in early childhood'. Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools. To find out more visit: https://malechildcareandteachingjobs.co.uk/   Listen to more: If you enjoyed this episode, you might also like: The emotional toll of gender stereotypes on male educators – Simon Airey – https://thevoiceofearlychildhood.com/the-emotional-toll-of-gender-stereotypes-on-male-educators What is it like being a man in early childhood – Kevin Nelson – https://thevoiceofearlychildhood.com/what-is-it-like-being-a-man-in-early-childhood/ Men in early childhood home page: https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/   Episode break down: 00:00 – From flipping burgers to leading a pre-school class 04:00 – Drastic gender imbalances in both hospitality and early childhood 09:00 – Feeling accepted and welcomed in early childhood 11:00 – Becoming a centre of excellence and re-writing the curriculum 23:50 – The value of self-reflection for personal and professional growth 26:00 – Job satisfaction and similarities between hospitality and early childhood 30:00 – Working in partnership with parents by taking a step back 35:00 – A generally positive experience of working with parents as a man 38:00 – Questions around sexuality from parents 40:00 – Role modelling differences as a positive 47:00 – Finding your own path in the early childhood profession 49:00 – Working in a service industry and making a difference to people’s lives For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Yinka Ogunnusi encourages us to be critical educators and view our practice through an anti-racist lens. From code switching, tackling the feeling of guilt and the politics of early childhood, to ‘I don’t see colour’…Olayinka shares both the practical and reflective ways in which we can create racially just spaces.  Read Yinka’s article here: https://thevoiceofearlychildhood.com/promoting-racially-just-spaces-in-early-childhood-education/ Attend Yinka’s workshop: Yinka will be speaking at The Voice of Early Childhood Conference on 8th February 2025, on the topic of: Cultivating a critical approach: Targeting social justice & anti-racism.  To find out more visit: https://thevoiceofearlychildhood.com/early-years-conference-2025/  Episode break down: 00:00 – What are racially just spaces? 02:00 – Where do we start with racial justice? 03:00 – Looking through a Bronfenbrenner lens 10:15 – ‘I don’t see colour’ and equity vs equality 13:15 – The discomfort of asking questions about race and culture 19:30 – Tackling the feeling of guilt within anti-racist practice 23:00 – Anti-racist hiring practices 26:03 – Code switching – what does this mean? 38:14 – Are children too young for conversations around racism? 43:00 – Reflecting on the power we have as educators 45:30 – Equipping children to be anti-racist 52:45 – Culture is far more than food and clothing 57:00 – Auditing our policies and procedures through an anti-racist lens 59:50 – Yinka’s conference workshop For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Dr Mona Sakr shares insight into ongoing research around baby room provision, aiming to bring together evidence on what quality provision looks like for 0-2-year-olds. The article introduces a small-scale study which sparked the current wider research, and the podcast episode expands on the current research.  Read Mona’s article here: https://thevoiceofearlychildhood.com/experiences-of-baby-room-leaders/ Mona and her team are presenting further insight into their research at The Voice of Early Childhood 2025 Conference – find out more here: https://thevoiceofearlychildhood.com/early-years-conference-2025/ Episode break down: 00:00 – Why is more baby room research needed? 06:20 – Babies in the context of their family 07:40 – A dialogue with the sector 14:00 – Should you have a curriculum in the baby room? 16:30 – A baby is always learning 18:20 – Does learning ever end? 21:00 – Deeper interactions, questioning and noticing 24:55– Baby rooms as stressful environments 28:00 – Baby rooms as sleepy and subdued spaces 29:45 – Following a baby’s natural curiosity 32:45 – What is mind-mindedness? 39:10 – Conference workshop 39:50 – Influencing policy through research 43:07 – Working at the local level 45:30 – Shifting our language as a sector For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

When creating their own curriculum Rosemary Lane Nursery School identified the need to highly focus on co- and self-regulation. Headteacher Jill Jones and Deputy Head Rebecca Martin discuss the need to constantly refine what they offer their children, planning for what they know, termly reviewing the curriculum and keeping it flexible. As such they are adapting their curriculum constantly. They share their main focus of identifying what they want children to achieve by the end of their time in the setting and how they can be best supported to reach those goals. Read Jill’s and Rebecca’s article here: https://thevoiceofearlychildhood.com/supporting-regulation-in-the-early-years-a-progressive-approach/  This episode stems from the Education Durham Early Years Curriculum Project, which involved 26 schools focusing on strengthening purposeful curriculum design and implementation, and empowering leaders and educators in creating meaningful contexts for progressive teaching and learning.  Find out more about the Education Durham Early Years Curriculum Project: https://thevoiceofearlychildhood.com/projects/education-durham-project/ Listen to more: If you enjoyed this episode, you might also like the episode from Jan Dubiel and Anne Brass introducing the Education Durham early years curriculum project: https://thevoiceofearlychildhood.com/early-years-curriculum-project-part-1-the-voice-of-the-project-co-ordinator/ You might also like to read: Building sequences of learning – by Paige Hutchinson https://thevoiceofearlychildhood.com/early-years-curriculum-building-sequences-of-learning/  Curriculum and provision for 2-year-olds – by Charlotte Norman https://thevoiceofearlychildhood.com/early-years-curriculum-provision-for-2-year-olds/ Episode break down: 00:00 – The context of the nursery school and project 03:00 – Factors to consider when building a curriculum 04:00 – Termly revisiting the curriculum 07:00 – Adapting the curriculum constantly 09:00 – What do we want children to achieve? 13:40 – Characteristics of effective learning and ‘learning behaviours’ 15:55 – Co- and self-regulation in the curriculum 16:55– Resources to support self-regulation 20:25 – Active mindfulness techniques for children 22:25 – Reducing the discomfort around staff mental health 27:55 – Making links to the behaviour policy 29:25 – Advice and resources for parents and families 30:55 – Are colours helpful for identifying emotions? 35:55 – Impacts beyond the curriculum in the setting 38:15 – Continuing work of the Durham curriculum project For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

In education, particularly in early years settings, male educators often face gender stereotypes that impact their professional and emotional wellbeing. These expectations not only shape how male teachers are perceived but also affect their ability to express their authentic selves, nurture students, and create truly inclusive learning environments. This article and podcast episode explore the emotional toll that gender stereotypes impose on male educators and highlights the need for greater representation across early years provision, including elements such as same-sex relationships, neurodiversity, cultural differences, skin colour and the visible inclusion of male role models. Read Simon’s article here: https://thevoiceofearlychildhood.com/the-emotional-toll-of-gender-stereotypes-on-male-educators Listen to more: If you enjoyed this episode, you might also like: What is it like being a man in early childhood – Kevin Nelson – https://thevoiceofearlychildhood.com/what-is-it-like-being-a-man-in-early-childhood/ Men in early childhood home page: https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/ Support for men:  To support men in early childhood further, we have partnered with Male Childcare & Teaching Jobs as part of this episode and ongoing podcast series on 'men in early childhood'. Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.  To find out more visit:  https://malechildcareandteachingjobs.co.uk/  Episode break down: 00:00 – The men in early childhood series introduction 02:00 – Simon’s journey into early years 04:30 – The impact of our experiences on young children 06:45 – The lived experience of a male, neurodivergent, LGBTQIA+ educator 08:00 – The lack of male educators in early years 10:00 – Gender roles and stereotypes in society 14:00 – Toxic masculinity and its impact on children 20:10 – Tackling gender stereotypes through role play 24:45 – The only male in the whole school 28:00 – Staying resilient in the early years sector 31:10 – The toll on mental health 33:36 – External networks, mentoring and coaching For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

There are still too many uninspiring classrooms, staffrooms and learning spaces, with little thought around user experience. The Rocket Approach challenges this by seeking to truly redefine early years education through creativity, innovation, and design. Winsy Flores shares Rocket Production’s mission of nurturing tomorrow’s creators and thinkers, and how this is brought to life.  Read Winsy’s article here: https://thevoiceofearlychildhood.com/classroom-design-how-can-we-create-awe-and-wonder/ Listen to more: If you enjoyed this episode, you might also like: Life skills over academic achievement – Zanna Clarke and Carmela Garcia Manas – https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/ Enquiry led learning: A curious classroom – Stuart Cloke – https://thevoiceofearlychildhood.com/enquiry-led-learning-a-curious-classroom/ Aligning learning environments with the needs of the brain – Dr Kathryn Murray – https://thevoiceofearlychildhood.com/aligning-learning-environments-with-the-needs-of-the-brain/  Astrea Academy Trust Brain-SET Project – https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project Episode break down: 00:00 – How did the Rocket mission begin? 03:00 – Uninspiring classrooms and staffrooms 04:20 – Bringing the joy back to teaching 05:15 – Trusting children’s natural curiosities 06:30 – Fostering awe and wonder through the environment 10:45 – User experience: A vital part of designing education spaces 11:50 – Creating a story around a physical space 15:00 – Creating a curious environment 16:45 – Taking inspiration from adventure playgrounds 19:00 – The era of cinema 20:10 – Affective design 21:00 – Fostering collaboration 26:30 – A competitive and academic context: How do we navigate this? 36:50 – Co-construction and international influences 40:30 – Training, CPD and time for reflection 44:00 – Trusting your team 45:50 – Themed learning 49:40 – Over-stimulation in learning environments 57:25 – Budget and being resourceful and sustainable For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com      

Leanne Galloway gives us insight into working in international schools, including challenges and opportunities, accountability measures in Dubai, Bangkok and England and cultural impacts on pedagogy, as well as her previous experience as an Ofsted inspector.  Read Leanne’s article here: https://thevoiceofearlychildhood.com/what-is-it-like-to-work-in-international-schools Listen to more: If you enjoyed this episode, you might also like: The case for systemic change in Ofsted’s approach – Lucy Lewin – https://thevoiceofearlychildhood.com/the-case-for-systemic-change-in-ofsteds-approach/ Ofsted: ‘Sole arbiter of quality’– Dr Sue Allingham – https://thevoiceofearlychildhood.com/ofsted-sole-arbiter-of-quality/   Episode break down: 00:00 – From a UK primary school to a Dubai international school 03:00 – Challenges and opportunities of an international school 08:00 – Creating ‘working parties’ and leading democratically 10:00 – Delegating, upskilling and empowering 11:00 – Leader vs manager/boss 15:00 – Not overloading your team with too much change 20:20 – 101 different nationalities in one school 24:00 – Instilling a longevity mindset 27:00 – High level of mobility of families 29:00 – Challenges around planning for learning 30:30 – Cultural sensitivity and climate challenges 36:50 – Working with high fee paying families 42:00 – Embarking on international work 45:40 – Challenges around cultural sensitivity 50:15 – Regulatory bodies and accountability 54:00 – Does Ofsted have an improvement focus? 01:02:45 – Collaboration is key 01:04:45 – Bringing parents into the early childhood community 01:06:30 – Opening challenging conversations For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

This podcast episode and article take a critical look at independence in Montessori practice, discussing Montessori materials, the dichotomy between work and play, an asset-based approach, the role of the adult and more. Sole Scuderi shares his experience of working in Montessori settings and explains that blended practice is considered best practice – merging different approaches and pedagogies with Montessori principles. Read Sole’s article here:  https://thevoiceofearlychildhood.com/fostering-independence-in-montessori-settings Listen to more: If you enjoyed this episode, you might also like: Montessori for sustainability – Sarah Cummins -  https://thevoiceofearlychildhood.com/montessori-for-sustainability/ Montessori in practice today – Sarah Thorpe –  https://thevoiceofearlychildhood.com/montessori-in-practice-today/ Learned helplessness: Are we setting children up for failure? – Dr Sue Allingham – https://thevoiceofearlychildhood.com/learned-helplessness/   Episode break down: 00:00 – Sharing international pedagogies 04:00 – How is independence a Montessori value? 08:28 – Self-correcting materials 11:00 – Activities for everyday living/practical life 13:00 – The adult’s role as a guide 14:30 – Calm and order in Montessori classrooms 15:10 – Cultural area of learning – the map game 18:00 – Unlocking the child’s potential through independence 19:30 – The ‘horme’ concept in Montessori 20:00 – Adult as a guide vs co-constructor 21:30 – Sensorial area in Montessori classrooms   25:30 – Is there role play in Montessori classrooms? 31:00 – ‘Mainstream provision’ blending with Montessori provision 33:00 – Modern Montessori practice 33:39 – The concept of ‘work’ in Montessori classrooms 34:45 – Is ‘work’ contradictory to ‘play’? 38:00 – Learned helplessness can happen in Montessori classrooms 39:30 – Curriculum provision in Montessori 43:30 – Unlocking a child’s potential   48:00 – Montessori classroom myth 49:00 – Cycles of activities and tidying up 56:00 – Group presentations and activities 59:00 – In the moment planning 01:01:30 – The nature table – a strong Montessori influence 01:03:40 – Taking a critical lens but equally celebrating Montessori practice For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Knowing when to step back, good quality conversations, space for both talking and listening, interacting with the environment around you…Gillian Craig shares her expertise as a language teacher and consultant, as well as a parent herself. We problematise when is the right time to stop babbling back to a child, how much choice we give to children, should we use ‘big’ words with children, whether watching TV is useful for learning language, creating a need to communicate, and much more… Read Gillian’s article here: https://thevoiceofearlychildhood.com/why-is-my-child-not-speaking-yet Listen to more: If you enjoyed this episode, you might also like: My child can’t write yet – Helen Battelley https://thevoiceofearlychildhood.com/my-child-cant-write-yet-the-foundations-of-early-writing/ My child can’t read yet – Stacy Benge https://thevoiceofearlychildhood.com/my-child-cant-read-yet/ Episodes mentioned in this recording:  Proactively promoting positive mental health – Matt Bawler https://thevoiceofearlychildhood.com/proactively-promoting-positive-mental-health/ The power of play in the absence of language – Marlis Juerging-Coles https://thevoiceofearlychildhood.com/bridging-language-barriers-for-eal-children/  Episode break down: 00:00 – My own concerns as a parent 04:30 – The intersections of parent and educator 06:00 – More input is not always better! 09:00 – Language learning through everyday routines 13:45 – Treating your child like they DO understand language 14:15 – Serve and return interactions 16:00 – You ARE doing the right things! 19:00 – If a child is not ready, don’t force them! 21:50 – Don’t always fill gaps of silence! 24:00 – Reading stories is SO valuable 26:40 – Giving children a NEED to communicate 28:50 – Is babbling back to babies ok? 36:55 – Don’t be scared of using ‘big’ words 41:30 – Labelling feelings to support self-regulation 42:30 – How watching TV can support language 52:00 – Top tips for parents and educators in Gillian’s article For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com