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Handbook cohort 3

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EYCP Champion and Manager/Lead to BOTH attend

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EYCP Champion and Manager/Lead to BOTH attend

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You can also find it here under printable resources: Resources and Reading – Sheringham Nursery

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“What if I was to tell you that a game of peek-a-boo could change the world?” asks seven-year-old Molly Wright, one of the youngest-ever TED speakers. Breaking down the research-backed ways parents and caregivers can support children’s healthy brain development, Wright highlights the benefits of play on lifelong learning, behavior and well-being, sharing effective strategies to help all kids thrive by the age of five. She’s joined onstage by one-year-old Ari and his dad, Amarjot, who help illustrate her big ideas about brain science. (This TED Talk was produced in collaboration with Minderoo Foundation as an educational tool for parents and caregivers around the world and is supported by UNICEF.)

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Center on the Developing Child at Harvard University

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One of the most essential experiences in shaping the architecture of the developing brain is " serve and return " interaction between children and significant adults in their lives. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. This back-and-forth process is fundamental to the wiring of the brain, especially in the earliest years.

This video is from Three Core Concepts in Early Development, a three-part video series from the Center and the National Scientific Council on the Developing Child.

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Serve and Return Interaction Shapes Brain Circuitry

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This 2-minute video explains why "serve and return" interaction between children and significant adults in their lives is one of the most essential experiences in shaping the architecture of the developing brain.

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High quality interactions in the Early Years - The ShREC approach

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EYCP Champion and Manager/Lead to BOTH attend

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EYCP Champion and Manager/Lead to BOTH attend

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EYCP Champion and Manager/Lead to BOTH attend

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EYCP Champion and Manager/Lead to BOTH attend

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NARRATOR: It used to be thought that being bilingual was a bad thing - that it would confuse or hold people back, especially children. Turns out, we couldn't have been more wrong. PROF LI WEI, INSTITUTE OF EDUCATION, UCL: Learning new languages is an exercise of the mind. It's the mental equivalent of going to a gym every day. In the bilingual brain, all our languages are active, all at the same time. The continual effort of suppressing a language when speaking another, along with the mental challenge that comes with regularly switching between languages, exercises our brain. It improves our concentration, problem solving, memory, and in turn our creativity. NARRATOR: It's now widely accepted that there are huge benefits to being bilingual. A key breakthrough came back in 2007 in Toronto, when Ellen Bialystok and her team made a discovery that shook the scientific community - and has massive real-world implications. DR THOMAS BAK, NEUROSCIENTIST, UNIVERSITY OF EDINBURGH: It was the first study which suggested that bilingual people - people who speak more than one language - develop dementia four to four-and-a-half years later than those who don't. It was a powerful confirmation of the idea of cognitive reserve. NARRATOR: Now, what is cognitive reserve? Cognitive reserve is the idea that people develop a reserve of thinking abilities, and this protects them against losses that can occur through ageing and disease. As well as delaying the onset of dementia, bilingual people have been shown to recover significantly better after a stroke. Learning anything new helps build cognitive reserve. But there's something special about language. THOMAS BAK: Language is particularly broad and complex. It affects ideas and concepts, perception, different sounds. The more complex a certain skill is, the more likely it is to have a positive effect on cognitive reserve. NARRATOR: So when is the best time to learn a new language? Well, here's part of the answer. PROF LI WEI: The brain is a complex set of neural networks. When you're learning a new language as a child, you're building new networks. But when you learn a language later in life, you have to modify the existing networks and make more connections. Because learning languages later in life can be more challenging, the benefits can also be greater. NARRATOR: But a 2023 study at Great Ormond Street suggests this is just part of the story. DR FREDERIQUE LIEGEOIS: So we invited three groups of children that were aged eight to 10. We had a group of children who were monolinguals. A group of children who had early exposure to Greek and English from birth - they were our early bilinguals. And finally, we had a group who had been exposed to English between the age of two and five, and they were our later bilinguals. So what we did that no-one had done before, is that we asked the children to lie in the scanner while doing nothing - and just stare at a cross. And during this, we measured their brain activity. What we found that was really exciting for us is that our early bilingual group had the strongest connectivity in the network at rest. And these group of regions are regions that light up when we're doing nothing and just mind-wandering. A little bit like if you're going to the gym every day, your muscles might look bigger at rest. Similarly your brain might be better connected at rest, because you are learning a language early. And this is something no-one had found before. NARRATOR: And there's more. PROF ANTONELLA SORACE: One lesser-known behavioural effect of bilingualism in both children and adults is the ability to see the other people's perspective, or to understand that it is possible to have different points of view. THOMAS BAK: Recent studies have also found that people tend to react more emotionally in their first language, and more rationally, in a more abstract way, in their second. And the way it is usually explained is that the first language is the one which we use to speak with family with friends - in informal settings. The second language is usually learned at school, at the university, at work. NARRATOR: Scientists are discovering new upsides to being bilingual all the time. And it's not just our brains that benefit. ANTONELLA SORACE: Learning new languages, and speaking more than one language, is very important - not only for individuals, but also for societies. PROF LI WEI: Learning new languages can open doors to new cultural experiences, life opportunities. THOMAS BAK: Different people, different communities, and different ways of seeing the world. NARRATOR: And with that, we'll say a final... [interviewees say goodbye in multiple languages]

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Why being bilingual is good for your brain - BBC Ideas

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Watch the "Why being bilingual is good for your brain" video at BBC Ideas. Explore other related content via our curated "Understanding the human brain" playlist.

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Supporting the home learning environment

The home learning environment plays a central role in shaping children's early communication, social development and long-term learning.

It is the quality of the home learning environment that has the most significant impact on children's speech, language, and communication skills and their social-emotional development. We all have a part to play.

National guidance:

Download our national home learning environment (HLE) guidance commissioned by the Department for Education.
Embedding the home learning environment: evidence, practice and partnerships.
The document brings together the best available evidence and practical insight to support those working with families to strengthen the home learning environment. It focuses on what works, why it matters and how local partners can create the conditions for families to feel confident, supported and able to embed early learning in everyday life.

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Embedding The Home Learning Environment | National Literacy Trust

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Download the national home learning environment (HLE) guidance commissioned by the Department for Education. Embedding the home learning environment: evidence, practice and partnerships.

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Promoting positive interactions with parents - 2 min read article

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Promoting positive interactions with parents - 2 min read article

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Promoting positive interactions between parents and children: Where do we start?

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Do you get upset when a parent is short-tempered with their child? Or feel a pang of sadness when a child goes unheard? It is unrealistic to expect parents to be understanding and patient all the time - they are human after all.

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'A parent asked us...' series of blogs produced by A Brighter Start

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'A parent asked us...' series of blogs produced by A Brighter Start

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This is one example - there are many more that may help shape conversations with families

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A parent asked us … Why doesn’t my son like going out?

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Alan came over to me at home time - he was having a difficult time with Haris, his son. Haris has been in nursery for 2 months now.

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Actively involving parents in supporting their children’s learning and development.

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A School's guide to implementation - EEF guidance report

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A School's guide to implementation - EEF guidance report

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Guide to effective professional development in the early years - EEF guide

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Guide to effective professional development in the early years - EEF guide

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Centre for Early Childhood. Big change starts small. We’re on a mission to transform society through early childhood.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Kletsheads - The podcast all about bilingual children

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The podcast about bilingual children for parents, teachers and speech language therapists

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Promoting high-quality interactions in the early years.

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Children’s brains are built from their earliest months. And careful, back-and-forth interactions with parents, caregivers, and other important people in their lives, help them learn and grow. When a child talks – or gurgles – to an adult, it’s like they’re serving in a game of tennis. When that adult talks – or gurgles – in response, they’re returning that serve. By watching closely, we can pick up on what – and when – a child serves, and make a rally of these interactions. And this repetition, back-and-forth, actively builds a child’s brain.

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Responsive relationships builds strong brains | Serve & Return | NSPCC

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Picture books are a great way to spark chat with your little one.

They can both help them to understand things they see in their everyday life and introduce them to all sorts of new ideas.

Watch the film below for some ideas on how to get the best out of picture books with your little one.

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How picture books are a great way to encourage a conversation with your toddler about both everyday things they see and whatever else they can imagine.

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Building babies’ brains through play: Mini Parenting Master Class.

Did you know that the most important interaction you can have with your child is through play? Harvard University's Dr. Jack Shonkoff explains the most important thing a parent can do to support their child's brain development.

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Building Babies' Brains Through Play | Mini Parenting #Masterclass

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The linguistic genius of babies | Patricia Kuhl

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Why do the early years matter so much for later life? 

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Why do the early years matter so much for later life? 

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Why do the early years matter so much for later life?

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Early brain development, combined with cascading developmental effects, mean experiences in childhood profoundly shape long-term outcomes

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Centre for Early Childhood. Big change starts small. We’re on a mission to transform society through early childhood.

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As a general principle the best books have rich detailed pictures. The pictures have details that children can spot, and perhaps use to tell a story. Books with pictures that relate to their own lives are also very powerful.

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As a general principle the best books have rich detailed pictures. The pictures have details that children can spot, and perhaps use to tell a story. Books with pictures that relate to their own lives are also very powerful.

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Baby Goes to Market - Ambler Primary illustrator visit with Angela Brooksbank

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Join Baby and his mama at the bustling marketplace for a bright, bouncy read-aloud offering a gentle introduction to numbers. When Baby and Mama go to market, baby is so adorable that the banana seller gives him six bananas. Baby eats one and puts five in the basket, but Mama doesn’t notice.As Mama and Baby wind their

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Allan Ahlberg, a former teacher, postman, plumber's mate and grave digger, is in the super-league of children's writers. He has published over 100 children's books and, with his late wife Janet, created such award winning picture books as Each Peach Pear Plum and The Jolly Postman - both winners of the Kate Greenaway Medal. He has also written prize-winning poetry and fiction and lives in Sussex.

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This book's packed with lots of baby pictures and baby items. It's great for learning and making up stories - this fantastic book will lead to lots...

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Each Peach Pear Plum is a timeless picture book classic from the bestselling illustrator/author team Janet and Allan Ahlberg, creators of Peepo!. Each beautifully illustrated page encourages young children to interact with the picture to find the next fairy tale and nursery rhyme character.

Praise for Each Peach Pear Plum:

'Deceptively simple. Each Peach Pear Plum is a work of genius' Elaine Moss

'This familiar rhyme has been given the brilliant Ahlbreg treatment to which no young child can fail to respond. It's a book which will be read over and over again . . . just perfect!' Child Education

'A charming, pictorial fantasia...a warm, sunny, delectable picture book' Brian Alderson, The Times

Allan Ahlberg has published over 100 children's books and with his late wife Janet, created such award-winning children's picture books, including Peepo!, and the Kate Greenaway Medal winning The Jolly Postman.

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Each Peach Pear Plum is a timeless picture book classic from the bestselling illustrator/author team Janet and Allan Ahlberg, creators of Peepo!. Each beautifully illustrated page encourages young children to interact with the picture to find the next fairy tale and nursery rhyme character.

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ENGLISH Shh! We have a plan SPANISH Shhh! Tenemos un plan CATALAN Shhh! Tenim un pla NORWAY Shh! Vi har en plan DENMARK Ssh! Vi har en plan NETHERLANDS Ssst! We hebben een plan Germany: Pssst! Wir haben einen vogel Brazil: Shhh! Nos Temos um plano Japanese しーっ!―ひみつのさくせん Complex Chinese 噓! 我們有個計畫!
Simplified Chinese edition coming in November 2014

Shh! Abbiamo un piano Italian

Σσσς! ΕΧΟΥΜΕ ΣΧΕΔΙΟ Greece

Schh! Vi har en plan Sweden

ŠŠŠ! IMAMO NAČRT

Slovenia
THE MAKING OF SHH WE HAVE A PLAN AWARDS

WINNER: Ezra Jack Keats Award

Nominated Irma Black Award

WINNER: Irish Book Award

WINNER:
ASSOCIATION OF ILLUSTRATORS 2014 AWARD for Childrens Books

WINNER:
Baby & Me Style award 2014

Longlisted for the Kate Greenaway award.

Junior Library Guild Selection - Fall 2014

Outstanding Books for Young People with

Long listed for the UKLA awards (3-6 category)
REVIEWS
'Pleasingly spare and simple in design and storyline, and ending with a good joke, this is a perfectly executed picture book. ... Chris Haughton plays tribute to Tomi Ungerer's classic The Three Robbers in using only muted blues and blacks while the hunt is on, before bursting into colour as the joke unfolds' Guardian

'He scored critical hits with his first two books and is back with a third, brimming with the same offbeat humour and distinctive, bold artwork' The Bookseller

'Wonderfully quirky, hilarious and utterly engaging' Junior - Best Books for March

'a wonderful bedtime read' Angels and Urchins

'Chris Haughton tells a big story in stunning illustrations in his near-wordless picture book... a wittily told story with a strong message about communication' Love Reading

'Through seemingly simple but wonderfully sophisticated visual techniques, Haughton excels in his goal and in doing so, proves that even as profound a concept as achieving peace through understanding can be conveyed visually, without words' Look/Book

'The truth of one of Bornholdt's observations - "Reading a book of pictures is still reading" - will become immediately obvious to the "reader" of Chris Haughton's picture book Shh! We Have a Plan True, there is a minimalist text of just over 100 words, but it is in the dynamism of the magnificent artwork that Haughton's creativity is most clearly visible. His combination of collage and silhouette, aided by a judiciously selective use of colour, results in a sequence of images that, in more than one sense, tell their own story. They also manage to reflect the mischief and comedy inherent in a narrative where a group of hapless humans insists on becoming bird-catchers, even if one of them has reservations about their intentions. But some people, as the concluding pages remind us, never learn' Irish Times

'This is a beautifully produced book which will take pride of place on my bookshelf alongside Chris Haughton's other books.' Being a Mummy

'An intriguing story, with wonderful quirky characters' Nursery World

'Strikingly individual and fantastic to look at' Bookwitch

'One of the most exciting author/illustrators in children's books today and this latest offering is a delight ... a lovely book for reading aloud full of expression and fun, with a final twist in the furry tail' Daily Mail

'packed with atmosphere ... a journey which no reader is likely to forget' Independent on Sunday

'Picture book perfection' Metro

'This is his best yet: simple, original, very blue and HILARIOUS...every single school in the country should have a copy' Families (South East)

'I like the quirky design and somehow it works very well, perhaps because the story is funny and easy to follow...I like the ending of the story, which made me laugh, and overall this was an enjoyable book to share and one that we will easily and happily come back to for repeat readings' The Book Bag

'Through deft visual storytelling, sparse text, and a keen sense of comedy, Shh! We Have A Plan exemplifies the simple brilliance of the picture book form. It's impeccably designed - from Haughton's stylised paper cut characters and distinctive blocky font, to the illustrated endpapers and careful composition of each scene - and a terrific sense of theatre and anticipation is created through clever pacing. Shh! We Have A Plan is a rare and exotic bird indeed'

' Shh! We Have a Plan is a book to fall in love with . . . The characters are so warm and endearing, their antics so gentle and funny that children will take them to their hearts. . . a lovely, lovely book' Armadillo

'This simple tale of adventure and innocence is a delight to the senses, stunningly crafted in his signature style. . . a sensational picture book for early readers and will leave adults coveting the captivating design' The Looking Glass

'Four friends- three big and one little, tip-toe very slowly with nets poised to catch a beautiful bird perched in a tree. But at the turn of the page we find a ridiculous bunch of very tangled characters and a blissfully ignorant bird flying away. Hilarious, foiled plans follow from the goofy trio- so it's up to the littlest friend to find a solution!' Mums & Tots

'Four friends out for a walk decide they must have the beautiful bird perched high in a tree. They have a plan... Trouble is, their plans don't quite work and each time they land up in a tangled heap as the bird flies off. But look more closely and you will see that the littlest one doesn't join in - he has a much better idea. Even then, things don't quite go according to plan in this almost wordless picture book which relies heavily on the clever picture to relate the story.' Parents in Touch

'Will have the little ones in fits of giggles . . . engaging and fun' Baby London

'A very funny picture book . . . most of the story is revealed in the simple, expressive pictures, making it perfect for new readers' Primary Times (North Yorkshire) and (West London)

'An entertaining tale of hapless hunters being bamboozled by birds with plenty of repetition and humour to keep both a 20 month old and nearly five year old amused. And, of course, this against the backdrop of Haughton's distinctive illustrations, which are divine' Babino Goodies

'One of the most exciting new voices in children's literature, comes a new picture book about a beautiful bird, an unquenchable desire and plans gone awry' The Publisher's Association's Best New Children's Books Summer 2014, The Guardian

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ENGLISH Shh! We have a plan SPANISH Shhh! Tenemos un plan CATALAN Shhh! Tenim un pla NORWAY Shh! Vi har en plan DENMARK Ssh! Vi har en plan NETHERLANDS Ssst! We hebben een plan Germany: Pssst! Wir haben einen vogel Brazil: Shhh! Nos Temos um plano Japanese しーっ!―ひみつのさくせん Complex Chinese 噓!

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Eric Carle returns to toddlers' bookshelves with a delightful counting book. A train driver chugs along in his colourful steam train and as the pages unfold, young readers discover that each trailer holds one or more animals heading for the zoo, accompanied by a cheeky little mouse.

An enormous elephant starts the procession, swiftly followed by two hippos with cavernous mouths, three graceful giraffes, four fearsome lions, five quizzical bears, six toothy crocodiles, seven happy-slappy seals, eight mischievous monkeys, nine sinuous snakes and ten dazzling birds. Happily, they all arrive safely at the zoo.

Glorious two-dimensional illustrations in soft sponge-prints bring the animals to life and encourage counting without the need for words. This is a book to treasure.

Enjoy some of our recommended books for younger children about animals, from classics like Dick King-Smith's Sheep Pig to modern favourites like Ed Vere's Mr. Big. These books are perefect to cuddle up and read with little ones, and for more confident kids to read themselves.

1, 2, 3... it's time to get counting! It's never too early to start learning about numbers, and books are a great way to make that fun.

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Glorious two-dimensional illustrations in soft sponge-prints bring the animals to life and encourage counting without the need for words. This is a...

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All the birds have laid an egg and are eagerly anticipating the arrival of their chicks, but poor Duck can't understand why he hasn't produced an egg too.

Then Duck finds a big, spotted egg - the most beautiful egg he has ever seen - and claims it for his own.

One by one, eggs hatch for Hen, Owl, Parrot and Flamingo, but despite waiting patiently, Duck's egg refuses to crack. Until one day the big, spotted egg begins to creak and a most unexpected, decidedly non-feathered, creature emerges from the shell...

A beautifully illustrated return from Kate Greenaway Medal winner, Emily Gravett. Her use of Very Hungry Caterpillar style split- pages, adds an interactive element that small children will love.

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All the birds have laid an egg and are eagerly anticipating the arrival of their chicks, but poor Duck can't understand why he hasn't p...

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Dinosaur Roar!
By Paul Stickland & Henrietta Stickland
Join in the dinosaur fun with this beautiful edition of the rhyming modern classic, Dinosaur Roar! by Henrietta Stickland and Paul Stickland.

With a simple, rhyming text that is perfect for reading aloud, coupled with colourful and charming illustrations, this much-loved picture book classic has been delighting young dinosaur fans for over twenty-five years. This edition includes a fantastic pull-out poster featuring all the dinosaur characters, making this a must-have addition to the shelves of every dinosaur-loving preschool child.

Part of the Dinosaur Roar! range of titles, this modern day classic uses rhyming text and bright, funny and lively illustrations to introduce opposites, making this an essential book for all small children.

Dinosaur Roar! is endorsed by the Department of Earth Sciences at the Natural History Museum, London.

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By Paul Stickland & Henrietta Stickland Join in the dinosaur fun with this beautiful edition of the rhyming modern classic, Dinosaur Roar! by Henrietta Stickland and Paul Stickland. With a simple, rhyming text that is perfect for reading aloud, coupled with colourful and charming illustrations, this much-loved picture book classic has been delighting young dinosaur fans for [...]

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Bobo the chimp wanders sadly around the jungle looking for someone to hug, but all the animals are already cuddling someone else. With minimal text, the reader is encouraged to explore the wonderful illustrations, which speak volumes about Bobo's feelings. A lovely board book, which will surely provoke lots of hugs!

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Bobo the chimp wanders sadly around the jungle looking for someone to hug, but all the animals are already cuddling someone else.

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Judith Kerr was born on 14 June 1923 in Berlin but escaped from Hitler's Germany with her parents and brother in 1933 when she was nine years old. Her father was a drama critic and a distinguished writer whose books were burned by the Nazis. The family passed through Switzerland and France before arriving finally in England in 1936.

Judith went to eleven different schools, worked in the Red Cross during the war, and won a scholarship to the Central School of Arts and Crafts in 1945. Since then, she has worked as an artist, a BBC television scriptwriter and, for many decades now, as author and illustrator of children's books.

Judith has a daughter who is a designer and a son who is a novelist. She lives in London.
Judith won our Lifetime Achievement Award in 2016.

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This rhyming counting book is set in a zoo and follows the antics of the various animal inhabitants once night falls.

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One day, an elephant offers a baby a ride through the town, and the set off on a great adventure. But when the elephant finds out that the bad baby has forgotten his manners, the adventure comes to an abrupt end.

This is an irresistible picture book with a naughty baby hero, and a repeated 'rumpeta trumpeta' of a chorus that children will love to join in with. Raymond Briggs' winning illustrations make this perfect for younger toddlers, whose powers of concentration are beginning to grow.

Enjoy some of our recommended books for younger children about animals, from classics like Dick King-Smith's Sheep Pig to modern favourites like Ed Vere's Mr. Big. These books are perefect to cuddle up and read with little ones, and for more confident kids to read themselves.

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One day, an elephant offers a baby a ride through the town, and the set off on a great adventure.

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Babies may be born in different countries, look a little different and have different needs, but one thing that most have in common are ten fingers and ten toes. This is the uniting theme of this perfect first book for sharing. From the swaddled newborn, to children sitting alone, then crawling together, and then standing, the illustrations show babies born all over the world in the country and cities, all with irresistibly chubby fingers and toes.

This book provides a great opportunity for readers to interact with baby whilst reading aloud - and when the tale turns to the baby that is 'mine, all mine' and supplies a final, surprise extension to the 'ten little toes' rhyme, the opportunity for bonding is made perfect. Accompanied by Helen Oxenbury's lovely illustrations, this is a charming book that is perfect for little ones.

Babies' brains develop incredibly quickly and sometimes it seems they have a new skill every week.

This selection of books celebrates all the clever things many children learn to do from birth to age 2 or thereabouts, from lying on their tummies to clapping and waving, all the way to recognising familiar sights, eating real food and saying their first w...

Helen Oxenbury won our Lifetime Achievement Award in 2018.She's been illustrating children's books for most of her adult life and has won countless awards. How many childhoods would be changed forever without memories of her drawings for We're Going On A Bear Hunt or her classic board books for babies?

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With beautiful illustrations of babies born all over the world and gentle rhyming text, this charming book is perfect for sharing with little ones.

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Rosie the unflappable hen introduces very young children to reading pictures and finding out that they tell a story that is not always the same as the one the words tell. As Rosie walks round the barnyard, she is completely unaware of the sly, but clumsy fox following right behind her. This is a great way to let children know that stories can be full of thrills - and are simply too good to miss!

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As Rosie walks round the barnyard, she is completely unaware of the sly, but clumsy fox following right behind her.

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Total time needed for this catch up is 1 hour 10 min

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Total time needed for this catch up is 1 hour 10 min

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Watch our key note on The ShREC Approach (starts at 37 min). Followed by Wendy Ratcliff HMI, Principal Officer, Early Education talking about a curriculum for communication. (Total time 1 hour)

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Watch our key note on The ShREC Approach (starts at 37 min). Followed by Wendy Ratcliff HMI, Principal Officer, Early Education talking about a curriculum for communication. (Total time 1 hour)

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Foundation Years - Online event - 13.09.23

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The scene is a bustling nursery classroom in east London. Children are calling out my name. I'm helping Fatima, who is just out of nappies. She's sobbing in the toilet with her wet and soiled clothes tangled around her legs.

Whilst I am soothing Fatima, I am also thinking that I need to understand how she is feeling. I need to tune in and respond sensitively. How must she feel, not even used to being away from home, struggling in the toilets as other children come and go?

I can help Fatima and use it as an opportunity to interact, relate and talk with her. I talk about what I am doing. I try to describe and label her emotions, to help put words to her feelings.

With words, she can begin to work through them. We share smiles that become giggles, sing her favourite song, and talk about how tricky tights are.

I have to make a conscious, concerted effort to slow down the pace, to pause and not rush, to talk, to help, and to engage in high quality interactions.
The impact of the pandemic on the early years
In the Autumn term, nursery school life began to feel much more typical - dare I say ​'normal'?

Gone are the bubbles and extensive cleaning regimes. We have brought back the soft furnishings that were swiftly packed away in March 2020 and recreated our inviting and cosy book corners. We have had trips and face to face sessions with parents. We have restarted ​'stay and play' and parenting programmes in our Children's Centre.

However, the fact remains that the youngest children in our society have lived much of their lives under lockdowns. Many children's communication and language skills are delayed as a result.

From my personal experience, I've noticed 3 and 4‑year-olds finding it a real challenge to play together, to share, wait for their turn, and to manage their emotions. Settling in has taken much longer. Many children have needed extra sensitive, personalised support - and so have their families.

So, in the midst of this challenging period, what does ​'high-quality' early years provision look like?

To quote Iram Siraj and colleagues: ​"There is an increasing recognition that the relationship a child has with a teacher or caregiver that is both sensitive and stimulating is the central and most critical component of early care and education."

Relationships matter. The way that I interact with young children as their nursery teacher helps them to develop their self-regulation - especially being able to manage strong feelings and keep going when things get difficult.

The EEF Early Years Toolkit summarises robust evidence that emphasises the positive impact of self-regulation strategies on later learning in school.

This focus on relationships is at the heart of the EEF's Preparing for Literacy guidance report, which recommends that the development of children's communication and language should be our priority in the early years, through supportive relationships and high-quality interactions. For Fatima, this feels like the right priority.

In the first few years of life, more than  1 million new neural connections are formed every second . Nurturing, responsive interactions with adults are vital for healthy brain development. These ​'serve and return' interactions, often characterised as a game of tennis or ping-pong, lay the foundations for the development of social skills, emotional regulation and communication.

Listening to children and having conversations with them is important for language development because it enables children to practise language and to receive feedback from adults.

The pressure created by the pandemic has reduced all teachers' ​'bandwidth'. The Harvard Center on the Developing Child refers to the ​'buffering protection' of supportive interactions between adults and children during stressful times. In the context of COVID-19, this is important.

We need to care for the adults who are caring for and educating young children. If we are struggling, the quality of the supportive interactions that enable children to develop foundational skills will be adversely impacted.

As the new school term moves quickly ahead, and we brace ourselves for further weeks of anxiety and uncertainty, let's focus our attention on what matters. Let's focus on the power of loving, sensitive and stimulating interactions which help children to become more confident and independent, and more powerful communicators.

Listening and talking with Fatima, generating lots of high-quality interactions, as she is helped to change and more, may seem nigh on inconsequential in the grand scheme of things, but their impacts are positive, cumulative, and they can be long-lasting.

What happens early, can matter for a lifetime.

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the scene is a bustling nursery classroom in east london. children are calling out my name. i’m helping fatima

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who is just out of nappies. she’s sobbing in the toilet with her wet and soiled clothes tangled around her legs.  whilst i am soothing fatima

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i am also thinking that i need to understand how she is feeling. i need to tune in and respond sensitively. how must she feel

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struggling in the toilets as other children come and go?  i can help fatima and use it as an opportunity to interact

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relate and talk with her. i talk about what i am doing. i try to describe and label her emotions

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to help put words to her feelings.  with words

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she can begin to work through them. we share smiles that become giggles

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and talk about how tricky tights are.  i have to make a conscious

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and to engage in high quality interactions.  the impact of the pandemic on the early years  in the autumn term

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nursery school life began to feel much more typical – dare i say ‘normal’?  gone are the bubbles and extensive cleaning regimes. we have brought back the soft furnishings that were swiftly packed away in march 2020 and recreated our inviting and cosy book corners. we have had trips and face to face sessions with parents. we have restarted ‘stay and play’ and parenting programmes in our children’s centre.  however

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the fact remains that the youngest children in our society have lived much of their lives under lockdowns. many children’s communication and language skills are delayed as a result.  from my personal experience

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i’ve noticed 3 and 4-year-olds finding it a real challenge to play together

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and to manage their emotions. settling in has taken much longer. many children have needed extra sensitive

# data[].attributes.attachment_link.keywords[]
personalised support – and so have their families.  so

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what does ‘high-quality’ early years provision look like?  to quote iram siraj and colleagues : “there is an increasing recognition that the relationship a child has with a teacher or caregiver that is both sensitive and stimulating is the central and most critical component of early care and education.”  relationships matter. the way that i interact with young children as their nursery teacher helps them to develop their self-regulation – especially being able to manage strong feelings and keep going when things get difficult.  the  eef early years toolkit  summarises robust evidence that emphasises the positive impact of self-regulation strategies on later learning in school.  this focus on relationships is at the heart of the eef’s  preparing for literacy  guidance report

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which recommends that the development of children’s communication and language should be our priority in the early years

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through supportive relationships and high-quality interactions. for fatima

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this feels like the right priority.  in the first few years of life

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more than   1 million new neural connections are formed every second  . nurturing

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responsive interactions with adults are vital for healthy brain development. these ‘serve and return’ interactions

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often characterised as a game of tennis or ping-pong

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lay the foundations for the development of social skills

# data[].attributes.attachment_link.keywords[]
emotional regulation and communication.  listening to children and having conversations with them is important for language development because it enables children to practise language and to receive feedback from adults.  the pressure created by the pandemic has reduced all teachers’ ‘bandwidth’. the harvard center on the developing child refers to the ‘buffering protection’ of supportive interactions between adults and children during stressful times. in the context of covid-19

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this is important.  we need to care for the adults who are caring for and educating young children. if we are struggling

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the quality of the supportive interactions that enable children to develop foundational skills will be adversely impacted.  as the new sc

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EEF blog: What happens early can matter for a lifetime

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EEF Early Years Specialist, Fliss James, on the importance of high-quality interactions for young pupils.

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So, what are features of high-quality interactions and what can we learn from exploring the evidence?

1. The role of the adult is to be attuned and responsive.

Establishing warm, trusting and responsive relationships with young children is at the heart of early years practice. The importance of attending to children's social and emotional well-being and development has been found to have a positive impact on language development, as highlighted in the evidence review carried out as part of the EEF funded Manor Park Talks pilot (Ang and Harmey, 2019)

The following strategies encourage children to engage in conversational interactions:

Maintain eye contact: look expectantly at children as you engage in conversation with them.

Be warm and receptive: welcome children's attempts to communicate

Promote friendship: foster children's friendship skills, emotional understanding and emotional expression.

Promote cooperation: offer children opportunities to ​'practice' friendship skills such as sharing by encouraging cooperative games and acknowledging and valuing positive behaviours.

The role of the adult is to listen to children and encourage sustained back and forth conversations.

Active ​'serve and return' interactions between the child and the adult pave the way for conversation, providing children with the blueprint for turn-taking. Adults can harness the power of conversation by engaging with children in the following ways:

Make time to sensitively join in with children's play: follow their lead and establish shared attention on the child's focus of interest.

Listen carefully and scaffold language responsively, expanding and extending on what the child says.

Model talking about what the child sees and does. Put simply, comment more, question less.

Engage in back and forth conversations that involve multiple turns. Aim for involving children in more than four conversational turns.

Make it meaningful. There are plenty of social opportunities each day, such as ​'snack time', so take time to exploit day to day routines and activities.

Go beyond the ​'here and now'. It is important to start to use (from around 3 years of age) to broaden children's understanding of word meanings. And so, engage in pretend play, talk about past and future events, offer explanations and more.

Wait! This is a golden rule: always give children time to listen, process and respond.

As early years educators, we have the privilege of building on the essential foundations caregivers have established. We can see from the evidence through the power of responsive, stimulating conversational interactions we can really make a difference to the ​'most powerful learning machine in the universe'.

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new-born babies engage in interaction with their caregivers. each child is hard-wired to seek out and respond to interaction

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babbles and smiles.  as alison gopnik and colleagues state

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"the greatest mind that has ever existed

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the most powerful learning machine in the universe."   the science is clear: brains are built not born  . nurturing

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responsive interactions are vital for healthy neural development. what does this mean for educators of young children in early years settings

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nursery and reception classes?  the evidence on high-quality interactions  we know from several decades of research that high-quality early childhood education and care (ecec) has a positive effect on children’s educational

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behavioural and social development. effective early years provision combines care with education

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focusing on both social and cognitive development.  the eef’s  preparing for literacy  guidance report identifies seven evidence-informed recommendations which underpin high-quality early years provision.  the report highlights the need to prioritise the development of young children’s early communication and language

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with an emphasis on supporting educators to engage in high-quality interactions:  “a distinction is sometimes drawn between talking with children and simply talking to children; talking to children tends to be more passive

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while talking with children is based on their immediate experiences and activities and is likely to be more effective.”  so

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what are features of high-quality interactions and what can we learn from exploring the evidence?  1. the role of the adult is to be attuned and responsive.  establishing warm

# data[].attributes.attachment_link.keywords[]
trusting and responsive relationships with young children is at the heart of early years practice. the importance of attending to children’s social and emotional well-being and development has been found to have a positive impact on language development

# data[].attributes.attachment_link.keywords[]
as highlighted in the evidence review carried out as part of the eef funded manor park talks pilot (ang and harmey

# data[].attributes.attachment_link.keywords[]
2019)  the following strategies encourage children to engage in conversational interactions:  maintain eye contact: look expectantly at children as you engage in conversation with them. be warm and receptive: welcome children’s attempts to communicate promote friendship: foster children’s friendship skills

# data[].attributes.attachment_link.keywords[]
emotional understanding and emotional expression. promote cooperation: offer children opportunities to ‘practice’ friendship skills such as sharing by encouraging cooperative games and acknowledging and valuing positive behaviours.   the role of the adult is to listen to children and encourage sustained back and forth conversations.  active ‘serve and return’ interactions between the child and the adult pave the way for conversation

# data[].attributes.attachment_link.keywords[]
providing children with the blueprint for turn-taking. adults can harness the power of conversation by engaging with children in the following ways:  make time to sensitively join in with children’s play: follow their lead and establish shared attention on the child’s focus of interest. listen carefully and scaffold language responsively

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expanding and extending on what the child says. model talking about what the child sees and does. put simply

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question less.  engage in back and forth conversations that involve multiple turns. aim for involving children in more than four conversational turns. make it meaningful. there are plenty of social opportunities each day

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so take time to exploit day to day routines and activities. go beyond the ‘here and now’. it is important to start to use  ‘decontextualised talk’  (from around 3 years of age) to broaden children’s understanding of word meanings. and so

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offer explanations and more. wait! this is a golden rule: always give children time to listen

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process and respond.  as early years educators

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EEF blog: Supporting high-quality interactions in early years

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EEF's Fliss James unpicks the evidence on how to ensure that interactions with young pupils are of the highest quality.

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Many years ago, I remember observing a child deeply engrossed in playing with a set of small world cows. She was ordering the cows according to their size.

A well-intentioned staff member noticed her play; she was interested and wanted to use this opportunity to engage. She rushed in, looming over ​"Oh, wow, how many cows have you got there?" She was met with a curt, ​"I don't care!" and the child walked off, abandoning her play.

Many of us will have experienced similar situations before, in which we have enthusiastically instigated opportunities to interact with young children, only to be left feeling confused and somewhat demoralised by the child's response.

So, what can we do to make sure that all our attempts to initiate high-quality interactions are successful?

As highlighted in the EEF guidance report Preparing for Literacy: ​"When done well, high quality interactions often look effortless but they are not easy to do well and professional development is likely to be beneficial."

The aim of the ShREC approach is to provide early years professionals with a simple and memorable set of specific evidence informed strategies that can be embedded into everyday practice.

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i remember observing a child deeply engrossed in playing with a set of small world cows. she was ordering the cows according to their size.    a well-intentioned staff member noticed her play; she was interested and wanted to use this opportunity to engage. she rushed in

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how many cows have you got there?” she was met with a curt

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“i don’t care!” and the child walked off

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abandoning her play.   many of us will have experienced similar situations before

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in which we have enthusiastically instigated opportunities to interact with young children

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only to be left feeling confused and somewhat demoralised by the child’s response.    so

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what can we do to make sure that all our attempts to initiate high-quality interactions are successful?   the shrec approach   as highlighted in the eef guidance report preparing for literacy : “when done well

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high quality interactions often look effortless but they are not easy to do well and professional development is likely to be beneficial.”  the aim of the shrec approach is to provide early years professionals with a simple and memorable set of specific evidence informed strategies that can be embedded into everyday practice.  the 'shrec' approach to high quality interactions in the early years  so

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what does shrec describe:    sh are attention  showing genuine interest in what a young child is focused on is a powerful way to establish a connection. it lets them know that you value them and want to spend time with them. by getting down to their level and engaging in their choice of activity

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you can tune in and crucially pay attention to what they look at

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and what they say. sensitively joining in with a child’s play motivates children to communicate with you.  r espond  how we respond to a child once we have established joint engagement is dependent on our knowledge of them as a unique individual. sensitive

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supportive and stimulating responses need to be adaptive and informed by our understanding of the child’s development.  what might an attuned response look like? responding involves noticing how the child communicates and acknowledging these verbal or non-verbal communications warmly. it involves being aware of your body language.  responses can involve making appropriate eye contact

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an attuned response could be narrating their activity

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a relevant comment that describes what the child can see

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feel or articulating the link between their activity and previous learning or experiences.  e xpand  once the ‘back and forth’ rally of engagement is getting underway: the adult and child are sharing attention

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the adult is responsively following the child’s lead.  this is where modelling and scaffolding begins with the adult pitching their language just above the level of the child. for example

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if a child gives a one-word response such as ‘dog’ the adult should expand on what they say by repeating and building on this utterance by adding a few more words. this helps children to use more complex utterances: ‘yes

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it’s a dog. a big/small/friendly/brown dog!’. your knowledge of the child will inform what key word/s may be helpful to model.  c onversation  sustained back and forth conversations that involve many turns are the goal. the beauty and power of conversation is that it offers children an opportunity to practise talking and to receive feedback from an adult. to encourage rich back and forth conversations

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question less.  it is important to note that questions can be useful in helping children to cue turn-taking in conversation. consider how to use questions sparingly so they are most effective. ‘wh’ and open questions are the most useful as they invite children to elaborate. as children’s conversational skills develop

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adults can sensitively challenge children

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shaping the conversation to incorporate more abstract topics that are removed from the here and now.   featured resources   high quality interactions in the early years: the ‘shrec’ approach

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EEF blog: The ShREC approach - 4 evidence-informed strategies to...

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The EEF's Fliss James explains how practitioners can use the 'ShREC' approach to support high quality interactions.

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Difference is Beautiful: What is Neurodiversity? 

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Difference is Beautiful: What is Neurodiversity? 

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Play and Neurodiversity: Healthy, Happy, Home

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Centre for Educational Neuroscience: policy and best recommendations for early attention

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Centre for Educational Neuroscience: policy and best recommendations for early attention

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Module three- making the most of the everyday 

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ShREC Vignettes - snack and tidy up time

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ShREC Vignettes - snack and tidy up time

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ShREC Vignettes - snack and tidy up time

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Module 3: Prioritising back and forth conversations - making the most of the everyday 

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Module 3: Prioritising back and forth conversations - making the most of the everyday 

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Module 3: prioritising back and forth conversations - making the most of the everyday

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Half day training: Revision of strategies

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Half day training: Revision of strategies

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Planning a birthday party can be very stressful for grown-ups and children, take a look at these party planning ideas, activities, crafts and sweet treat recipes to help take the stress out of throwing a party.

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Looking for parenting and pre-school tips? Maybe you're after ideas for a creative activity, delicious recipe or the perfect party? You'll find all those here, along with insights into our CBeebies shows and how they support your child's development.

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Chat, play, read activity booklets

Our Chat, play, read activity booklets are filled with fun and simple activities. Each one will support your child to learn new words and develop their language and communication skills.

You can complete many of the activities anywhere, anytime! You know your child best, so choose the activity ideas that feel right for you and your child. Change them or create your own.

How will the booklets help my baby or toddler?

The activities in this booklet will support you to introduce new words and simple turn taking games. Turn taking is an important skill which will help your child when holding conversations and playing with others.

The first five years of a child's life have a big impact. The development that happens helps improve their future learning, happiness and wellbeing. You can encourage this development by completing the activities in this booklet, anywhere, anytime!

What if English isn't my first language?

It's important to talk to your baby or child in your home language. Below you'll find translated copies of the booklet in an additional 18 languages.

Scroll further down to find voice recordings of the booklets in English and the 18 additional languages. You may want to listen as you read the booklets, or use them separately.

Translated booklets:
Portuguese
Recordings:

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Our chat, play, read activity booklets are filled with fun and simple activities. Each one will support your child to learn new words and develop their language and communication skills.

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Module 6: Embedding &Sustaining the ShREC Approach 

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Module 6: Embedding and Sustaining the ShREC Approach

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Module 6: Embedding and Sustaining the ShREC Approach

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EYCP Module 6: Embedding & Sustaining the ShREC Approach