In this extended, hour-long session Charlotte Davies discusses integrating senses for child development – sound triggers reflexes and motor skills; physical milestones like crawling important; screening for sound processing gaps can lead to rapid improvement.

In this interview we discuss the aims of the MOVE programme - an activity-based practice that enables disabled young people to gain independent movement. Charlotte explains how MOVE uses the combined approach of education, therapy and family knowledge to teach the skills of sitting, standing, walking and transitioning between. The programme’s central philosophy is that movement is the foundation for learning, for all children. Charlotte also explains the reasoning behind their new ventures into mainstream education AND the Early Years sector, with Mini MOVE.

Emma, who is passionate about the Early Years, movement and inclusivity, describes all the ways that Mini MOVE helps children with physical disabilities and their families, and also the benefits for all children. She says ‘ Mini MOVE ‘incorporates all, but focuses on some’.

Sonia Mainstone-Cotton shares practical ideas and strategies for supporting your children's physical, emotional and spiritual wellbeing.

In this interview, Chloe Hayden stresses allowing children with autism to stim, watching for signs of sensory overload, and providing accommodations like safe spaces and noise-cancelling headphones at school. She explains communication cards and clothing she's designed to empower those with autism, and the importance of supportive figures who both comfort and push people with autism forward.

Christopher Phoenix shares transformative strategies for enhancing well-being among early years practitioners. Learn techniques for managing stress, being mindful, and fostering supportive environments that benefit both educators and children.

In this interview, Cindy discusses the fundamental and important role that educators play with children’s safe, secure sleep and how can we help infants and young children’s mental health and attachment as well as sleep.

Cindy addresses the classic question from parents and carers “I don’t want my baby to sleep longer than…” as well as questions about transitions and sleep.

In this interview, we discuss how changing the language that we use when discussing sleep can change the mindset of parents, practitioners and educators from a negative to a positive.

Cindy explains how we should be aware of the different types of cries that babies and infant have and how these non-verbal communications can be vital to understanding children’s sleep needs. And, of course, Cindy has some great strategies for those times when sleep patterns change and we have to have new routines.

A big message during this interview is that consistency is absolutely key to ensuring that babies and infants sleep needs are understood and met – consistency between the childcare service or setting, parents and between practitioners and educators as well.

Cindy Davenport is the Founding Director of Safe Sleep Space, based in Victoria, Australia. She is a registered midwife, IBCLC and maternal and child health nurse.

In this interview, we discuss the tricky issue of toddlers, transitions and sleep agency for children.

Cindy starts with a discussion on how ‘transitions’, whether they are small ones such as moving room to room or big ones such as arriving from home, can affect a young child’s ability to settle and make an effective ‘switch’. Interestingly, this depends on the child’s temperament as well.

Cindy goes on to explain how the way a child’s brain develops, by reinforcing neural pathways, means that consistency and repetition when switching really helps children to settle well.

Expert insights into toddler sleep, communication, and emotional development - practical strategies for early years professionals to support young children's transitions and wellbeing.

Clare Devlin shares the 'What, So What, Now What' approach to observation, assessment & planning in early childhood education. Clare unpacks writing objective observations, assessing development, and planning responsive teaching strategies.

Clare Stead explains the Oliiki App, which empowers practitioners and parents of babies from conception to two by helping them develop children who are confident happy learners through the power of play. She is passionate about the first 1000 days of a child's life and believes that this is when the biggest impact can be made.

In this interview, we start with both a definition of Special Educational Needs and Disabilities (SEND) and the responsibilities or legal requirements placed on educational settings in England around SEND. We then go onto discuss the types of barriers and challenges that educational settings and parents or carers may face.

Learn practical strategies for recruiting and supporting male educators, addressing parental concerns, and creating gender-inclusive settings.

In this webinar recording, Alistair Bryce-Clegg looks at how an understanding of skill development within the Early Years environment can support practitioners in providing engaging, impactful and challenging continuous provision where children thrive.

In this webinar recording Alistair Bryce-Clegg explores the concept of Continuous Provision and how you can use it to have a positive impact on your children’s wellbeing, engagement and attainment.

In this special two-part CPD Booster, Dr Kathryn Peckham explains how to make a difference to children’s reading and enjoyment, and how to embed the foundations of mathematical thinking in young children.

Get essential insights and practical strategies to identify and support children with sensory processing difficulties in this comprehensive Masterclass. Early Years expert Sue Asquith guides you through the 8 senses, red flags to look out for, and reasonable adjustments to help these children thrive.

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In this interview, we discuss the different types of mentoring, how mentoring can be beneficial at all stages of a career, but especially during transitions, and the benefit of having a professional mentor.

We also discuss how mentoring can help everyone to be more reflective, which helps them support children much better.