Early Years Training

My favourite part of my role as an Early Years Consultant is planning and delivering 'nursery staff training' and continued Professional Development sessions for schools, nurseries, pre-schools, childminders, children’s centres and parents/carers. I have a wide variety of 'childcare courses' that I have written and deliver regularly, which you can see listed below. You will notice that the 'early years training' courses are categorised into nine groups below for ease of reference.

I can also plan and deliver personalised early childhood training courses that are designed around your needs. We agree the aims and objectives for the training together then I put together the materials and deliver it to your requirements. Please contact me to discuss how I can meet your training needs.

Playing and Nurturing

Promoting children's emotional development and wellbeing through play • Consider which factors can influence young children’s emotional development and wellbeing and gain confidence in supporting children’s emotional development and wellbeing; • Investigate strategies which will help to nurture children and promote their wellbeing through play; • Explore the principles of nurture and how they can assist us in understanding how to nurture children through play.

Love and Nurture in the Early Years

To consider the importance of loving and nurturing practices • To explore the neuroscience that underpins loving and nurturing interactions; • To investigate strategies which help to nurture children and families and promote their wellbeing; • To gain confidence in supporting children’s emotional development and wellbeing.

Developing a Loving Pedagogy

To explore the notion of professional love • To explore professionalism and professional love, defining terms and defending our stance • To learn about speaking different love languages • To consider what constitutes a loving pedagogy • To review and evaluate our practice in the light of professional love

Attachment & Trauma-Responsive Practice

To consider the impact of trauma and how we can support children through a relational approach • Understand the impact that trauma and Adverse Childhood Experiences (ACEs) have on children; • Consider the role of the adult in developing protective factors and building attachments; • Reflect on how young children grow resilience.

Early Years Love and Nurture Rating Scale.jpg

Early Years Love & Nurture Rating Scale

Using the Love & Nurture Rating Scale to assess the quality of loving and nurturing practices • To find out about the principles underpinning Love and Nurture in practice; • To explore how to use the rating scale*; • To reflect upon practice in the light of the scale. *In attending this course attendees will receive a free PDF copy of the rating scale.

Bereavement and Loss

To enable practitioners to support young children through bereavement and loss • Think about what we mean by bereavement and loss and explore children’s understanding of death in a developmental way; • Consider how bereavement and loss may impact a child and family; • Learn about a range of strategies we can use to support children experiencing bereavement and loss.

Exploring the Principles of EYFS

To consider the principles of the EYFS and unpick them in the light of practice • To consider the principles of the EYFS; • To unpick how we support the unique child and recognise how children learn in different ways and at different rates; • To explore the role of the learning environment in supporting children’s learning; • To explore how positive relationships with children and families can help children to develop and learn.

Nurturing Self-Regulation

To understand the development of self-regulation in young children • To define self-regulation and consider how it affects our lives; • To consider self-regulation in terms of cognitive and emotional development; • To gather ideas of how to support children to become better at regulating their emotions and explore calming strategies; • Link this with the prime area of PSED.

Personal Social & Emotional Development

To develop an understanding of the Prime Area of PSED • To consider how children learn socially and emotionally; • To investigate ways of promoting positive behaviour through policy and practice; • To make links with other areas of learning within the EYFS; • To consider how we create enabling environments and engage in positive relationships to promote this Prime Area; • To gather and share some new and interesting ideas for teaching in this area.

Let's Get Talking!

To understand children's speech and language development within Early Years and how practitioners can promote it. • To consider how children's speech, language and communication skills develop; • To consider relevant research findings and their impact on our practice; • To reflect on our practice in the light of this research and consider practical ways that we can improve our practice; • To consider the role of the adult and develop a range of strategies which promote the development of speech, language and communication, including creating communication friendly spaces.

Once Upon a Time

Using stories and rhymes to promote the Prime area of Communication and Language • To develop an understanding of how communication and language develops in young children; • To consider the benefits of using rhymes and stories to support their learning; • To gather some new and interesting ideas for using stories and rhymes with young children; • To consider how we use stories and rhymes, sharing ideas and reviewing our current practice.

Exploring Theory of Mind

To explore theory of mind and our role in supporting children with this • Understand how children develop theory of mind in the context of their social and emotional development; • Consider how to support children in this development through positive relationships and enabling environments; • Link this with the prime area of PSED.

Emotion Coaching

To understand how to use an emotion coaching approach in supporting young children • To consider what happens in our brains during stress and conflict; • To think about strategies to support children during this time; • To unpick what constitutes an emotion coaching approach; • To investigate additional strategies for supporting children’s emotional development.

It's Not Fair!

To empower practitioners to use positive behaviour strategies • To consider why we need to support children in resolving conflicts and manage their behaviour; • To think about the characteristics of and sources of conflict for young children; • To introduce the problem solving approach to conflict resolution and emotion coaching techniques; • To investigate ways of promoting positive behaviour through policy and practice; • To link with the Prime Area of PSED in the EYFS.

Poor Behaviour or Schematic Play?

Exploring if behaviours that frustrate us or are challenging to respond to are actually schematic • To recognise how children learn through schematic play; • To identify when schematic behaviour could be misinterpreted as poor behaviour; • To reflect upon the role of the adult in supporting schematic behaviour.

Behaviour Detectives

Recognising children’s behaviour as communication • Explore the reasons why children behave the way they do; • Understand what happens in our brain during stress and conflict; • Consider the role of the adult as co-regulator and in de-escalating conflicts and situations; • Explore how to become a behaviour detective and respond sensitively to any behavioural challenges you face.

Sharing is Caring

Understanding how children learn to share, empathise and engage in social play • Understand how children develop prosocial skills such as sharing; • Consider the role of the adult in de-escalating and resolving conflicts in children’s play; • Recognise how to become a behaviour detective and respond sensitively to our children.

Diversity and Equality

To explore equality and diversity issues within the context of the EYFS • To understand the difference between equality and equity and the importance of promoting diversity and equity in early childhood; • To become aware of the Equality Act (2010) and to further explore issues that directly relate to us within Early Years in relation to this area; • To reflect on the impact of discrimination and how we can develop our own practice in the light of this.

Using Signs with Young Children

To encourage the use of sign language to promote early communication with all children • To consider why signs are used with young children; • To unpick the definitions related to using signs; • To consider the benefits of signing for children, their parents/carers and practitioners, including evidence from research; • To learn some signs which practitioners can use with children in their settings; • To find out how using signs links to EYFS.

Boys' Learning and Development

Explore all the issues relating to boy's learning and development The course provides a reflective space in which practitioners can openly explore all the issues relating to boys’ learning and development. • To develop a greater understanding of how boys learn and develop; • To understand how to equip an effective environment for learning that support both boys and girls; • To feel confident in supporting the boys in our setting.

Terrific Twos

To understand the unique two year old child and explore how best to support them • To explore the two-ness of two and relating this to child development; • To understand the role of the adult in supporting this age group through positive relationships; • To explore how enabling environments can provide for two year olds; • To consider all aspects of the statutory 2–3 year old check and integrated review and gain confidence in writing a Progress Check.

Child Development

To explore child development from conception through to five years of age • To understand and feel able to apply key theories and research that underpin early years practice; • To have an overview of child development and key milestones that children reach in their early years from conception to age five years; • To understand how the brain functions in its early years and consider the range of ways young children learn; • To consider the role of the adult in supporting children’s learning through a balance of child-initiated and adult-led experiences and developing an effective learning environment.

Promoting Secure Attachments

To understand attachment theory and consider how this relates to our practice • To understand how babies and young children develop attachments; • To understand and feel able to apply key theories and research that relate to attachment; • To explore how to promote secure attachments in daily practice; • To consider the implications of insecure attachments and the importance of promoting positive attachments in the early years

How Do I Learn?

To explore the characteristics of effective learning To explore the characteristics of effective learning and consider how young children learn and relate this to everyday practice • To explore how young children learn and consider different learning behaviours; • To focus on the Characteristics of Effective Learning in detail and unpick what they look like in our everyday practice; • To develop how we link observations of children with these characteristics and the Prime and Specific areas of learning within the EYFS; • To consider the role of the adult in promoting the Characteristics of Effective Learning in terms of positive relationships and enabling environments.

Brain Development in Under 3's

To develop an understanding of brain development from birth to three years To develop an understanding of brain development from birth to three years and how to apply this knowledge to effective early years practice • To understand how the brain develops and reflect upon how young children develop from conception to the age of 3; • To understand the response of our brain to conflict situations and how this relates to young children and their ability to think; • To consider the role of the adult in supporting early brain development in terms of positive relationships and enabling environments; • To reflect upon the impact of extreme neglect and under stimulation on our brains; • To make links with the EYFS and explore how practitioners should best support child (brain) development in their settings.

Are You Ready? (School Readiness)

Consider how to support children and families in this phase To unpick and explore the term ‘school readiness’ and consider how to support children and families in this phase • Consider what we mean by school readiness; • Consider some research and guidance around this issue; • Reflect upon school readiness in terms of parents, schools, children and society; • Explore practical ideas of how to support children to be ready for school.

Sustained Shared Thinking

To explore sustained shared thinking and enhance interactions with children • To understand the impact and importance of sustained shared thinking; • To reflect on the learning environment and the quality of interactions in child- initiated and adult- led contexts; • To link with the characteristics of effective learning in the EYFS; • To understand how to plan for, and recognise spontaneous opportunities for sustained shared thinking, and support children’s thinking skills to extend their knowledge, understanding and expressive language.

The Importance of Engagement

To explore the adults role interacting and engaging with children • To consider how children learn including neurological development; • To explore the role of the adult in developing children’s play, tuning into children and support and extend their learning (observations and next steps); • To consider how to engage in sustained shared thinking with children; • To think about the role of the adult with regard to positive relationships and enabling environments; • To reflect on your own role engaging with children.

Again, Again! (Schemas)

To understand schematic behaviour and confidently support children’s schemas • To consider some definitions of schemas and schematic behaviour; • To find out about different behaviour displayed relating to schemas; • To consider how to support children who demonstrate schematic interests; • To reflect upon your key children and consider how to plan for any schema and incorporate this thinking into their next steps.

Let's Pretend

To develop an understanding of the importance of engaging children in social play To develop an understanding of the importance of engaging children in social and dramatic play. • To understand the benefits of social and dramatic play for young children; • To consider the role of the practitioner in developing this play and in creating enabling environments that encourage social and dramatic play; • To share practice and gather some new and interesting ideas which you can take away and implement in your setting.

Let's Play!

To develop strategies aimed at supporting children's play To provide participants with opportunities to develop strategies aimed at supporting children’s play • To consider the various definitions of play and explore different types of play in early childhood; • To explore the importance of play and active learning; • To develop observational skills and understand how to analyse these observations; • To understand the role of the adult in supporting children's play

Calling All Superheroes!

To consider the benefits of superhero play and how to successfully manage this play • To consider the benefits of superhero play for children; • To discuss controversial notions such as weapon play, death and killing; • To consider how to successfully implement this play in terms of positive relationships and enabling environments; • To explore how we can encourage children to find their own superpowers.

Weapon Play

Exploring weapon and power play in early childhood • Consider the challenges and benefits of children engaging in weapon and power play; • Explore children’s developmental understanding of killing and death narratives; • Explore how to practically manage this type of play.

Consultancy

As a highly qualified consultant, there are many ways that I can support early years organisations or nursery settings from keynote speeches, webinars, early childhood consultancy, training/INSET, self evaluation and review, support for leadership and management and parent sessions.

Keynote Speeches and Conferences

I regularly speak at conferences and am happy to deliver key note speeches and deliver supporting seminars or workshop sessions. Please contact me to discuss your individual requirements.

Training and staff inset for Nusery Schools and Early Years settings

Bespoke Training / Staff Inset

I plan and deliver bespoke training and inset courses designed to meet your specific requirements and support the continued professional development of your staff. I also deliver courses on a variety of topics. You can find out more about these and see my current list of courses on my training page. Please contact me for more information.

Supporting Self-Evaluation and Review

I support settings to evaluate and review different aspects of their provision with the aim of supporting continuous improvement. We celebrate strengths, look for opportunities to develop practice further and how these developments would benefit the children. We then put together an action plan to try and make these improvements a reality. If you have identified a particular need and want support to develop an aspect of your practice please contact me.

Supporting Leadership and Management

If your provision does not have any early years specialists in senior management or governance I am happy to visit your setting and share aspects of effective practice. I offer updates or information sessions and generally provide advice and guidance on how they can support your early years provision. I also offer to conduct joint observations of within your setting with senior managers / governors to then discuss aspects of practice and coaching sessions to develop leaders and managers in their role. Please contact me for more information..

Training sessions for parents and carers of young children

Sessions for Your Parents and Carers

In addition to training your staff, I plan and deliver interesting and informative sessions aimed at supporting your parents and carers. I cover various topics such as learning through play, schematic play and promoting positive behaviour. Please contact me for more information.