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I was recently at The Voice Of Early Childhood Conference were I had the opportunity to listen to the inspirational Laura Henry-Allain. I have always believed in the power of books in Early Years but that visit and keynote talk inspired this blog. The concept of books as windows, mirrors, and sliding glass doors was first articulated in 1990 by Rudine Sims Bishop, a scholar and educator known for her work in multicultural children's literature. In early years settings, the b

Why Happiness Matters Most in the Early Years In early years education, we are surrounded by measures. Progress trackers. Observations. Next steps. School readiness. We carefully monitor what children can do, what they know, and what they are ready to learn next. But there is one metric we rarely record — and yet it underpins everything: Happiness. Not the fleeting, surface-level kind, but the deep-rooted sense of feeling safe, secure, valued and connected. The kind of happin

In early years settings, we talk a lot about observation, assessment, and planning—but how often do we truly stop and listen to the most important voice of all? The child. Understanding a child’s experiences, preferences, and feelings isn’t just a “nice to have”—it’s a fundamental part of high-quality practice. When we actively seek and value children’s views, we create environments that are more meaningful, inclusive, and responsive. What Do We Mean by “The Child’s Voice”? T

Walk into many early years settings and you’ll often see the same thing. The book corner. A cosy space. A soft rug. A carefully chosen basket of stories. And those spaces matter. They create calm, comfort, and a place for children to slow down with a book. But what if books could do more than sit in one corner? What if they travelled? When Books Move, Learning Deepens Books become far more powerful when they are woven throughout the environment—when they become part of play,

In the outdoor area, something familiar kept appearing. Planks balanced on crates. Lengths of guttering stretched across space. Milk crates stacked and restacked. Angles adjusted. Heights tested. Ideas rebuilt. Almost every week, the ramps reappear. No adult suggested it. No practitioner introduced a “ramp investigation. " No one directed the children to explore forces or motion. And yet the ramps keep coming back. Again and again. To an adult, it might look repetitive. But

Quality improvement is not simply a regulatory expectation — it is a professional responsibility. In early years education, where the experiences children have can shape their development for life, maintaining and improving quality should be central to every setting’s culture. Effective quality improvement ensures that early years settings continuously reflect on their practice, adapt where needed, and strengthen the experiences they provide. It is not about finding faults or

I created my first nursery website in 2018. At the time, it wasn’t about marketing or growth. It was about practicality. Parents were asking the same questions repeatedly. Ofsted wanted to see evidence of communication. Staff needed clarity. I needed a way to show, not just tell, what our setting was really like. What I didn’t realise then was how powerful that decision would become. Today, a website and social media presence are no longer “nice extras” for early years setti

Gardening is something many early years settings want to do with children — but it can also feel surprisingly hard to get right. Practitioners often say they’re unsure: what to grow when to grow it how to make it meaningful rather than a one-off activity how to fit it into busy days and limited outdoor spaces The good news is that early years gardening doesn’t need to be complicated, expensive or led by “expert” gardeners. When approached in a simple, thoughtful way, it can b

In early childhood, our actions carry weight—not just for the here and now, but for the seeds we plant for generations to come. Bringing eco-friendly thinking into an early years setting is more than a “nice to have.” It’s an investment in children’s understanding, identity, and lifelong habits. At my setting we discovered that if we put into practice, even small changes, done thoughtfully over time, they can ripple out in ways we never anticipated. My College Below, I share

At Early Insights, I believe that the best learning happens when curiosity meets community. Inviting visitors into our early years...

When it comes to early years education, there’s often pressure to invest in the latest toys, equipment, and learning resources. Shiny...

My Journey to a Child Centred Approach When I was at the University of Worcester studying my Foundation Degree I was blown away by the...

In the world of early years education, it’s easy to get swept up in the language of progress—milestones, assessments, school readiness....

Downloadable Reflective Checklist here... In his 1943 paper "A theory of Human Motivation" Abraham Maslow set out his Hierarchy of Needs...

In Early Years education, the environment is often described as the third teacher . Alongside practitioners and families, it plays a...

What is Mark Making and how does it develop? Mark making is a term used for the creation of different patterns, lines, textures and...

First Published by James Boddey in 2019 The feeling I want to share with you through this post is my joy and the importance of really...

First Published by James Boddey in 2019 Serendipity is defined as a “fortunate happenstance” or “pleasant surprise”. It was coined by...