early years alliance - Baby and toddler

Muddy boots and green fingers

jessica.gibson_EYA — Tue, 08 Apr 2025 12:02:30 +0000

As the first green shoots push their way through bare soil, and trees begin to unfurl their fresh green cloaks, there is an opportunity to good to be missed. Educators can nurture children’s natural curiosity by encouraging them to notice the signs of Spring and incorporating them into their educational programmes. 

National Gardening Day on 14 April is dedicated to drawing attention to the hobby of gardening and encouraging gardeners to share their knowledge to inspire others. Although it’s not the only ‘named’ day dedicated to gardening, it’s the earliest one on the calendar so marks an ideal time to tap into children’s fascination and get started!

In fact, April is named as National Lawn and Gardening month, giving you plenty of scope to grow and expand your educational programmes as you build on children’s [horti]cultural capital. By the end of April, you may find that those around you are developing green fingers, which leads you nicely into National Children’s Gardening Week 24 May to 1 June – when you should be seeing the results of children’s care and attention to whatever you planted back in March. 

Growing for the future

Nowadays, the need to produce food for the family table is met on an industrial scale. Fruit and vegetables are no longer seasonal, they’re sourced from all over the world, but what we may have gained in convenience is offset by the environmental impact of transporting fruit and vegetables into supermarkets.

The art of growing food is being lost, along with the innate skills that gardening requires such as being able to read the weather, prepare the soil and judge the right time to harvest a crop.  Growing your own fruit and veg is eco-friendly, sustainable and far more rewarding than plastic wrapped produce that may have been in cold storage for 6-12 months before travelling thousands of miles to be put on a supermarket shelf.  

Growing for learning 

You could start your gardening initiative with the children this year by celebrating National Gardening Day. Children delight in helping with a project, especially when they can see the results of their efforts in a relatively short space of time. Gardening is a great way to instil responsibility, patience and nurturing, as well as other important life skills that contribute towards self-regulation. It’s good for grown-ups, too, so if a child’s enthusiasm extends to the home learning environment, then so much the better! 

All areas of learning and development benefit from activities linked to gardening and growing produce, encouraging an awareness of where our food comes from. 

Getting started 

Growing fruit and veg is not about having the space. You can plant a fruit tree in a pot outside and even grow vegetables on a window box or in growbag! Identifying a piece of ground to cultivate is a bonus, not a necessity. Involve the children from the very outset. What will your plants need to be able to grow? Sunlight, some shade on the hottest days, water and lovely rich soil (or compost). Now is the time to be hands on – encourage children to dig and explore the soil. How does it feel and smell? What can they find amongst the dirt? They’ll probably find a few minibeasts, leading to other teachable moments as you talk about worms and other creepy crawlies that live below the surface.  

What to plant 

Plant pumpkin seeds and watch children’s utter amazement later in the year as a pumpkin emerges from the flower, and grows and grows… See who can grow the biggest by nurturing it with ‘food’ and water.

Sunflowers are a great plant for children. They grow quite quickly, reach incredible heights and, as the flowerheads die back, provide sunflower seeds that can be dry roasted for snack time or added to a birdfeeder.

Broad beans or runner beans are another quick crop; children will be fascinated at how they climb a pole and cling on.

Herbs offer a multisensory experience and need little more than a pot, sunshine and water to thrive! Add chopped parsley or mint to snacks, or gently crush a leaf between the fingers to release the heady smell of lemon balm.

A little bit of health and safety first 

Make sure you check soil for visible signs of animal faeces or litter before children are let loose with trowels or forks. While mud itself isn’t harmful and contains many good bacteria that help to build children’s resilience, animal faeces can cause toxoplasmosis which in extreme cases can cause blindness. Vigilance and good hand hygiene is essential before and after each gardening session.

Remember that some plants can be harmful to children and babies. You can find a list of potentially harmful plants on the RHS website: bit.ly/RHS-harmfulplants. 

Growing for health and wellbeing 

Children’s personal, social and emotional development (PSED) has strong links to activities associated with gardening. Being outdoors and making connections with nature is good for little one’s mental health and wellbeing.  

Mindfulness 

Planting and caring for plants is a ‘mindful’ activity that increases dopamine levels that affect emotions, behaviour and movement. Children who struggle to self-regulate will benefit from time spent gardening as an activity that instils patience, and a sense of responsibility. Before commencing with any gardening tasks, take time to observe the area being worked on, listen to the sounds of nature, encourage children to breathe deeply as they place their hands on the ground to connect with the earth. Children learn with all their senses so concentrating on what they can see, hear, and smell, helps to stimulate the learning potential of the activity. 

Physicality 

Physical development is promoted as children use large and small muscle groups to dig, rake, and carry equipment. Using tools helps to raise the heartrate and contributes towards the recommended three hours of physical activity a day. Do give children the right tools for the job; small plastic representations will soon break, leading to frustration and potential disengagement with the activity when, despite children’s best efforts, the tools aren’t fit for purpose. Proper tools manufactured for little hands are a good long-term investment. 

Fine motor skills are also encouraged as little fingers plant tiny seeds, or thin out seedlings so that they have room to grow. Children will learn how to regulate the amount of force needed to pull a weed or gently remove a dead leaf and how to handle delicate plants that need to be transferred from pots to plots.  

Need more inspiration? Have a look at these sites and we can guarantee that gardening will soon grow on you: 

bbc.in/4h9FAPz

bit.ly/vertical-veg

bit.ly/veg-beginner-guide

Baby and toddler

Words in motion

jessica.gibson_EYA — Tue, 08 Apr 2025 11:55:48 +0000

Communication, language, and literacy are vital skills for children to develop to be able to connect with the world around them. Indeed, communication and language are one of the prime areas of the Early Years Foundation Stage (EYFS), described by the Department for Education as ‘one of the important building blocks for all the other areas1’ [of development]. Meanwhile, the development of literacy as a specific area of learning states that ‘It is crucial for children to develop a life-long love of reading’. 

Educators aim to support young children’s communication and language development alongside a love of books and stories in a playful environment. Young children need plenty of opportunities to build their vocabulary and experiment with new words as they learn to communicate effectively with their peers.   

Words convey meaning, inform, inspire, and define cultures. The right words can start and end wars, they can be used to influence populations, or simply to entertain generations. Whether written or spoken, words connect us. We revere great writers and orators for their ability to ignite our emotions and to unlock our imagination. From the moment a young child puts together a sentence or picks up a book and begins to make sense of the printed word, they hold the key to a world of possibilities.  

There are so many ways to play with words that will capture a child’s attention and build their vocabulary, none more so than to rhyme them. 

Poetry fosters creativity and innovation – both of which are to be found in the characteristics of effective learning in the EYFS. 

How? Well, let’s start at the very beginning… 

A baby’s first and most enduring interaction with words and language is often nursery rhymes, spoken or crooned to them by their main carers. These simple early rhymes are often handed down through generations as new families recall their earliest memories and connect with their baby in a shared experience. The repetition of the words, a familiar voice, and anticipation of the next word means that the baby is never just a passive recipient of the nursery rhyme and will soon be joining in with their own sounds and gestures. 

Who could ever forget Hairy Maclary from Donaldson’s Dairy? 

There’s a reason why rhyming books continue to be staples in early years book corners. Classics such as Hairy Maclary (celebrating his 40th anniversary in print) invite children to join in as they recall that Bottomley Potts is covered in… wait for it… SPOT! And that Schnitzel Von Krumm had a very low… TUM! It’s the rhyming element of the sentence that sticks in children’s minds as they delight in getting it right.  

It's a pleasure to hear a child and their family member walking in the woods together, reciting lines from another favourite as they chant together “silly old fox, doesn’t he know, there’s no such thing as a…”. There will be very few people involved with children who won’t know how to finish that sentence! 

How can we celebrate poetry? 

Make a week of it. Try these ideas, the headings may not rhyme perfectly, but you can fill each day with rhyming activities on a theme: 

Fun day Monday – see how many rhyming activities you can do today, for example, jump, jump and land with a thump! When handwashing, encourage children to rub their hands together as they wash, wash, splish, splash, splosh. In the home corner children could stack the shelves with pots, pans, tins and cans.  

Foodie Tuesday – rhyme as many foods as you can. Maybe snack time could become ‘snack attack’ and you could offer nice apple slice, or carrots crunchy – crip and munchy. 

Silly day Wednesday – Make up words to rhyme with anything and everything – children love to do this anyway; they’ll leave you standing when it comes to their imagination. The sillier the made-up word, the better! Some of our most enchanting story characters are made-up words – didn’t you know, there really is no such thing as a Gruffalo! 

Word play Thursday – Play rhyming I-spy: I-spy with my little eye, something rhyming with…? 

Poem Friday – Somewhere along the way, children lose contact with the poetic written word as they move from nursery rhymes to rhyming stories and other forms of literature. There are some excellent collections of classic poetry for children, for example Pick and Mix Poetry by Julia Donaldson contains poems for every occasion. I particularly like this one that expresses the wonder of a dandelion, even better if children are holding a dandelion at the time: 

O’ dandelion, yellow as old, 

What do you do all day   

I just wait here in the tall green grass 

Till the children come to play  

O dandelion yellow as gold,  

what do you do all night? 

I wait and wait till the cool dews fall 

And my hair grows long and white. 

And what do you do when your hair is white 

And the children come to play? 

They take me up in the dimpled hands 

And blow my hair away!

Anon. 

There’s so much to explore in this simple poem – new words to explain and, of course, the firsthand experience of holding a dandelion and blowing gently to dislodge the seeds. But don’t forget that poetry is also expressed through spoken word performances, rap, and even graffiti.

Make it count, make it last, don’t give up on poetry too fast!! 

Baby and toddler

Making music meaningful

jessica.gibson_EYA — Tue, 08 Apr 2025 11:47:57 +0000

Most baby and toddler groups have a song and music time built into their routine for families to join in with, but we often get asked questions by groups who are struggling to get the most from this in a way that best meets the needs of the children and families attending their group.

Not everyone is comfortable singing in public, and some leaders and families share with us that they find this difficult to do as they lack the confidence to join in, feel that they don’t know enough songs, or get embarrassed.   

But what are the benefits of encouraging your families to come together to enjoy singing?

Taking part in singing releases feel good hormones, called endorphins, that act as mood boosters, helping children and adults to feel more relaxed and happier. Singing supports language development, providing a safe space and opportunities to learn about – and practice – pitch, rhythm, new vocabulary, and new sounds. Combining songs with actions and movements can help children to build both their motor skills and co-ordination, as they move in time to the music. Songs can be a great way to express thoughts and feelings in a new and creative way building children’s imagination. 

Our groups have shared with us some of their top tips to make singing a success: 

Make sure that families feel that your group is a safe space where their musical abilities aren’t being judged by others.

Start with a shorter singing time and make sure it includes your families’ favourites.

Be realistic about the length of time that your little ones will be able to focus, and respect that some families may not want to join in initially.

Slowly build up your song repertoire over time and include not only traditional nursery rhymes but songs that reflect the cultures of the families attending your group. Don’t be afraid to include some newer songs, too.

Gently encourage your parents and carers to join in and be role models for their children.

Look at your session routine and ask when the best time would be to come together for singing.

Mix in some spoken rhymes too that don’t require following a tune.

Include songs with actions and sounds to give everyone different ways of engaging and getting involved.

Use props and puppets that add visual clues to the songs and help children to stay focused.

Give lots of praise – for some children and grown-ups, this is a new learning experience.

Learning songs through Lycra

One of the most popular singing activities that can help to bring a group together is, perhaps surprisingly, Lycra. This four-way stretch fabric involves everyone working together to hold and move the fabric in time to the songs and following the instructions. You’ll need a piece big enough for your group so that everyone can fit around it. 

This is a great song to get everybody warmed up and taking part, just by following the instructions!

(Sung to the tune of London Bridge is Falling Down) 

Wave the Lycra up and down, up and down, up and down 

Wave the Lycra up and down, up and down, up and down 

Altogether now 

Stretch the Lycra in and out, in and out, in and out… 

Shake the Lycra way down low, way down low, way down low… 

Lift the Lycra say hello, say hello, say hello… 

This song encourages everyone to move and pull against the Lycra as they row their boats.  You could try having some soft animal toys that join in on the Lycra as you sing about them, too!

Row, row, row your boat gently down the stream 

Merrily, merrily, merrily life is but a dream. 

Rock, rock, rock your boat gently out to sea 

If you see a crocodile don't forget to scream. 

Row, row, row your boat gently down the river 

If you see a polar bear don't forget to shiver. 

Row, row, row your boat quickly back to shore 

If you see a lion don't forget to roar. 

Everyone enjoys a game of hide and seek and in this song the children all ‘hide’ under the Lycra. At the end, the Lycra is lifted up and all the children ‘discovered’.

Where are the children, where are the children 

Where have the children gone? 

Peek-a-boo children, peek-a-boo children 

They were there all along. 

This song uses soft animal toys on the Lycra as you sing and bounce them up and down. On the shoo shoo shoo chorus, the idea is to bounce the animals off the Lycra – they can travel quite a distance! 

Pigs in the pantry oink, oink, oink 

Pigs in the pantry oink, oink, oink 

Pigs in the pantry oink, oink, oink 

What shall we do Tom farmer. 

 

Chase them away shoo, shoo, shoo 

Chase them away shoo, shoo, shoo 

Chase them away shoo, shoo, shoo 

That's what we'll do Tom farmer. 

Cows in the kitchen moo, moo, moo… 

Horse in the shower neigh, neigh, neigh… 

Dogs in the dustbin woof, woof, woof… 

Cats in the bed meow, meow, meow… 

We often like to finish a session with the pea pod song – it’s a great way to get the Lycra gathered up again before putting it away. Everyone works together to pull the Lycra tighter and tighter until in the last line, when on ‘pop’, everyone but the session leader lets go.  All the Lycra will then end up with them. 

Five little peas in a peapod pressed 

One grew, two grew and so did all the rest 

They grew and they grew, and they did not stop 

‘til all of a sudden 

The pod went POP! 

Baby and toddler

Once upon a time...

jessica.gibson_EYA — Tue, 08 Apr 2025 11:33:02 +0000

At the Alliance, we fully appreciate the importance of storytelling. And, whether reading from a book or simply making it up as we go along, time spent sharing a story with a baby or young child promotes their brain development, strengthens bonds, and begins to establish communication and language skills.

Are fairy tales important?

Fairy tales are short stories that feature fantasy characters, repetition and rhyme, and make believe. Most fairy tales open with the lines ‘once upon a time’ and, for generations, these four little words have signified to children that a story transporting them to a world of imagination, awe and wonder is coming.

One core element of fairy tales is the tendency to have an underlying moral message – wicked characters don’t fare well, and good characters get to live ‘happily ever after’. It all seems quite straightforward!

While fairy tales can have a positive impact on children’s development – exploring themes such as greed, justice, loyalty and bravery – we must also be aware that many traditional fairy tales contain unrealistic standards, outdated messages and unhelpful gender stereotypes. And, even more confusingly, what can be a positive message in one tale takes on a different emphasis in another! For example, the ‘looks can be deceiving’ message – the Beast in Beauty and the Beast has a kind and gentle side to his character, while the seemingly kind old lady in Snow White turns out to be the Wicked Witch in disguise.

Positives:

Imagination: Fairy tales ignite children’s imagination as they are introduced to magical places and fantasy creatures.

Creativity: Fairy tales can support children’s creativity as they replicate and evolve their favourite stories during their play.

Emotional development: Fairy tales can help children to apply appropriate responses to situations they may face in real life. For example, being kind to each other, persevering when things go wrong, or not judging someone because of how they look.

Critical thinking: Fairy tales can help children to problem solve or to recognise when someone is not telling the truth

Rich language: Fairy tales introduce children to words they may not hear in everyday situations, extending their knowledge of the world around them and their vocabulary.

Negatives

Gender stereotypes: Fairy tales can reinforce outdated gender roles and stereotypes, for example, the slim, pretty, helpless female who can only be rescued by the strong, handsome male.

Unrealistic expectations: Fairy tales can promote false ideals about how the world works – for example, that everything always turns out well in the end.

Negative portrayals: Fairy tales label roles such as the evil witch, wicked stepmother, and ugly sisters as negative characters in whichever story they happen to appear; ‘attractive’ people are usually ‘good’ and ‘unattractive’ people are usually ‘bad’.

Portrayal of families: Fairy tales portray the typical nuclear family as mum, dad, and child. There’s also the stereotype of the ‘wicked’ stepmother, which can negatively influence children’s perceptions of stepparents.

Approach with caution

There’s plenty of debate about whether fairy tales should be told at all. Some argue that children shouldn’t be exposed to the wickedness and adversity that many traditional stories contain, while others argue that, by the time children reach seven to eight years’ old, they’ll have worked out that they aren’t ‘real’ and will simply enjoy the story for the escapism it brings.

It would be wrong to condemn all fairy tales to the recycling bin; far better to consider how you populate your book corner in the first place. Many traditional fairy tales have been retold to feature inspiring, diverse and empowering characters and magical beasts whilst maintaining the magic and enchantment that makes them special.

Usborne Books have published an alternative series that includes titles such as Forgotten Fairy Tales of Brave and Brilliant Girls and Forgotten Fairy Tales of Courage and Kindness. Likewise, Ladybird Books have published Favourite Fairy Tales stating that “each favourite fairy tale or story has been sensitively retold for modern readers”.

Traditional meets contemporary

The tales that have been passed down through generations are important parts of our history, but that doesn’t mean they shouldn’t evolve over time – and they will continue to do so.

Despite your efforts to be sensitive about the literature your children have access to in your setting, many will have watched classics such as Cinderella and Sleeping Beauty or will have listened to tales told by family members who are recalling their own childhood favourites. Whatever the source, it’s likely that most children will be familiar with at least one ‘classic’ fairy tale, complete with its stereotypical characters and (sometimes) negative messages.

Where this is the case, use the learning opportunities that fairy tales present.

Children are born storytellers, increasingly exposed to a more openly diverse and inclusive society – they can be supported to change the narrative. Opportunities for role-play using puppets, dress-up, small world, and made-up games allow children to explore some of the less desirable elements of fairy tales. For example, the ‘ugly’ stepsisters who are so unkind to Cinderella offer a chance for educators to prompt thinking about being kind, as children consider how other people’s words and actions make us feel, and open space up for discussion over literal and figurative meanings – ‘ugly’ here could refer more to the stepsisters’ inner traits than outer, physical traits.

Don’t banish all fairy tales

In conclusion, there are enough contemporary versions of traditional fairy tales available that still contain all the magical elements children love. There are also plenty of new fairy tales being written that convey the positive messages we want children to hear!

Next time you pick up a fairy tale, reflect on it carefully: are the language and any images or illustrations in the book discriminatory? Are they inclusive? Are there positive role models and positive body images being portrayed? What is your aim for sharing the story with the children in the first place? What’s the knowledge that you want to reinforce? If you’re not sure about a book, discuss it with other families and group leaders, and remove it from your collection if necessary.

If you can’t find an acceptable version of an old classic, retell it yourself using other props and visuals. After all, who says that the Wolf must be ‘big and bad’? Maybe he was just lonely and misunderstood – let the children give it a new twist!

Baby and toddler

Screen-free for sleep

jessica.gibson_EYA — Tue, 08 Apr 2025 11:17:46 +0000

Poor sleep in early childhood can lead to a whole host of difficulties later down the line, including health problems, developmental difficulties, and behavioural issues. This is because the time the brain spends in sleep mode is essential for building connections based on experiences throughout the day – it's how all the new information babies, toddlers and young children come across is embedded for future use. Without good, solid sleep, these connections are stymied or prevented.

In recent years, various screen-based items have been integrated into our daily lives, with young children particularly affected by their normalisation. Some of the downsides of this are well noted, including the influx of children who try to do things such as ‘zoom in’ on book text or turn book pages with a flick of their finger. Yet, one element that has been widely discussed while remaining purely speculation is the effect screen time – especially prior to bedtime – can have on the growing brains of little ones.

A group of researchers from a range of universities and a number of early years organisations came together to discover once and for all the impact screen time can have on the sleep of little ones, conducting research with over a hundred families – and we’ve got the summary below.

Study lead Professor Tim Smith, UAL Creative Computing Institute, said: “Previous correlational studies have shown that the more screen time toddlers have, the worse they sleep. But it was not possible to know if the screen use was causing sleep problems or vice versa. The Bedtime Boost study provides the first preliminary evidence that removing toddler screen use before bed may lead to better sleep. Further work is required to replicate these effects in a larger number of families.”

The basics of the study

The Bedtime Boost study, funded by the Nuffield Foundation, is the first randomised controlled trial (RCT) supporting paediatric guidance to limit toddler screen time before bed.

Researchers from University of the Arts London (UAL), Birkbeck, Queen Mary University of London, University of Bath, and King’s College London recruited families with 16- to 30-month-old toddlers from across London.

105 families who already used screens with their child before bed were randomly allocated to either the intervention group or one of two control groups, with 35 families in each group.

Parent-administered screen time intervention (PASTI)

In the intervention group, parents were asked to remove all screen time in the hour before bed and use a Bedtime Box containing non-screen-based activities instead (e.g. calming play, reading or puzzles) over a seven-week period.

Parents in the intervention group were able to successfully remove toddlers’ screen time before bed, and toddlers’ sleep quality improved, with more efficient nighttime sleep and fewer night awakenings.

Families in the two control conditions were either told to continue with their typical bedtime routine or asked to do similar activities from the Bedtime Box. Neither control group was told anything about screen time. Toddler sleep in all groups was recorded before and after the intervention period using a wearable motion tracker.

Outcomes

Overall, the research “suggested an improvement in sleep efficiency in the PASTI arm” compared to the group just using the bedtime box and, to a lesser degree, the group without any screen time interventions. There was also a preliminary indication of fewer night awakenings for the PASTI group.

The study stated: “The mechanism(s) by which before-bed screen time may negatively impact toddler sleep are not fully understood, but our preliminary results suggest that it may be due to the screen use itself, rather than displaced activities, as the Bedtime Box only encouraged the same before-bed activities as PASTI.”

Professor Rachael Bedford, Head of the Queen Mary Child Development Lab and co-lead on the project, said: “We worked closely with parents and early years practitioners to ensure the Bedtime Boost intervention was low-cost and easy to implement. Results suggest the trial was highly feasible for parents, with all of the intervention families completing the trial. However, further work is needed to understand how the varied ways in which families use screen media may influence these effects.”

Further information on the discoveries in the study – and how it can be both extended and improved upon in future – can be found in the final research paper: bit.ly/PASTI-research-doc.

Baby and toddler

With a tin can, you can…

jessica.gibson_EYA — Tue, 08 Apr 2025 11:12:18 +0000

Proving that there’s a day of celebration for just about everything, Sunday 19 January is, wait for it… National Tin Can Day! We could have gone for World Snow Day, also 19 January, but British weather being what it is, the chances of it snowing on World Snow Day are too unpredictable.  

National Tin Can Day may seem irrelevant, but national days such as this one can be a surprising source of inspiration when introducing new concepts and learning opportunities to children.  

So, why does this store cupboard staple deserve to be celebrated? The invention of the tin can revolutionised food preservation in the 1800s and remains one of the most efficient ways to preserve food. Canned food is both convenient and nutritious, keeping for up to three years, so food is less likely to be wasted. Tin cans are also endlessly recyclable, meaning that we can have some fun with them before they go in the recycling bin.

The average UK household buys 600 steel cans a year – most of which contain food – so there are plenty of empty tin cans to go round. 

What do you want children to get from the activity? 

Whilst there are endless creative and fun activities you could offer, they become meaningless if you cannot link them to wider learning. Think about what you want your children to know and learn next, remembering that planned experiences with specific learning objectives must enable a child to make sense of the information they are presented with. This happens when children have existing knowledge to build upon, and opportunity to represent their own ideas as they play and explore. 

Here are some ‘Can’ dos!

Tin cans with original labels – In role play areas, labelled tins will provide children a sense of belonging (PSED), as they recognise familiar items from their home environment and incorporate them into their play.

Enrich your home corner with food cans that can be incorporated into imaginative play as children build on ideas that are already familiar to them, such as deciding what is for tea, putting tinned beans with other play food and thinking about foods that ‘go together’. (Expressive arts and design and Understanding the world)
Ask for empty labelled cans in children’s home language to encourage vocabulary and to enable children to communicate in their home language and talk about their local community. (Communication and language and Understanding the world)
Explore labels with children, looking for symbols, numbers and letters in environmental print to encourage children’s awareness that words and images have meaning. (Literacy)

Put it in a can – Encourage the characteristics of effective learning as children decorate empty cans with paint, collage, or fabric for a range of storage solutions that are durable, more personal, and more sustainable than plastic: 

pen and pencil pots

plant pots

piggy banks

tea light holder

vase

herb grower

collage materials

 You ‘can’ be scientific – Compare and contrast with older pre-schoolers by experimenting with a tin of peaches and a fresh peach. Begin by sampling fresh and tinned peaches at snack time, how do they taste, look and smell? Leave for a week or so and revisit. 

Next, place a fresh peach and a tin of peaches to one side where the children can observe the gradual decay of the fresh peach, pose the question as to whether the tinned peaches will still look and smell the same as the fresh peach?  

Another challenge could be to look at the ways tin cans are opened to flex the characteristics of effective learning. Compare tins that have no ring pull with those that do, how can the tin with no ring pull be opened? Some children will know that a ‘can opener’ is used which in turn introduces children to other forms of technology with electric can openers and manual ones. (Understanding the world)

You ‘can’ recycle – It’s fascinating to think how many commercial things can be made from a recycled tin can. A hunt around your setting will reveal many items that either started their life as something else or have the potential to be recycled. Such enquiries are excellent starting points to capture a child’s interest and imagination. Take a look at  Resources - Canned Food UK for links to YouTube clips that show how cans are recycled and see where the children’s interests take you next. 

You ‘can’ be artistic – An empty tin can make a fantastic paint roller! Stick some foam, sponge or similar in different shapes to a can. Roll it into a tray of paint and then on a clean sheet of paper. Watch how patterns are formed and sequenced as the can revolves.

To encourage creativity, provide a range of small items to fill cans to make sounds in different ways – try rolling marbles inside a can for an interesting noise and compare it to the sound that they make when rattled. Before you know it, with the addition of ‘different’ small parts, you’ll have a tin can orchestra! (Mathematics and expressive arts and design) 

You ‘can’ play games – Why spend precious funds on plastic skittles when you can make your own with decorated cans. Pile them into a pyramid and babies through to your oldest children can have endless fun knocking them down by rolling or kicking a ball or tossing beanbags as they develop gross motor skills and hand eye coordination.

Make tin can puppets by adding faces and pipe cleaner arms and legs. An adult will need to secure string to the top of the tin through a pierced hole. Puppets can then be used for storytelling and role play. (Physical development and expressive arts and design) 

Before you begin 

A word about safety: most tin cans have sharp edges when opened. Seal any edges with duct tape to avoid cuts to little fingers. Rinse cans well in soapy water and dry them thoroughly first.

Golden syrup tins are a good choice because they have lids and bevelled rims, but a tin of golden syrup takes a long time to get through, so put out a plea to families in good time for your tin can activities!  

Baby and toddler

Five things Ickle Pickles’ mums wish they’d known

jessica.gibson_EYA — Mon, 13 Jan 2025 11:44:31 +0000

One in seven babies end up in neonatal care, so there’s a high likelihood that you or someone you know is going to experience a Neonatal Intensive Care Unit (NICU).

The idea of having a baby prematurely can be incredibly scary, but many people have been there. Ickle Pickles is a Children’s Charity that works and campaigns nationally to give every newborn a chance.

Having information about what NICU can be like – and how to prepare and help – can make all the difference for NICU parents. So, Ickle Pickles’ mums reveal five things they wish they’d known about being the parent of a premature baby.

1. It’s a rollercoaster of emotions

Michelle went through a frightening and emotional birth via emergency C-section at just 24 weeks pregnant. Her daughter, Charlotte, was born weighing just 518 grams (1lb 2ozs) and spent the next 16 weeks in a NICU unit. Michelle remembers her time as a NICU parent as really challenging.

“I wish I’d known that it was ok and perfectly natural to feel a whole range of emotions – including sadness, fear and guilt. Having a premature baby and spending time in a neonatal unit throws all the norms out of the window. I felt sad that I wasn't able to stay pregnant and keep her safe for longer. I felt responsible for her early birth and felt like I’d missed out on all the joys of having a bump. Instead, everything happened far earlier than I’d anticipated, and my high levels of fear and anxiety made bonding hard.

“Also, my baby was in a hospital over an hour away, and every day, I made the 70-mile round trip to spend time with her. All while having an older daughter at home who needed me. The daily commute was exhausting. It was hard not to feel guilty that you weren’t at the hospital 24/7 but also not at home for your other child.”

Many parents will spend weeks or months caring for their preterm baby on a neonatal unit, often a long way from home. Overnight accommodation for parents is rarely available, meaning they must repeatedly endure the distress of being separated from their baby. At this difficult time, the support of family and friends is key. Support can come in many ways: driving a parent to and from hospital; providing meals and childcare; or just offering a hug.

2. You can be involved in your baby’s care

Lorraine is a NICU mum of Owen and Luna. Owen was born prematurely at 26 weeks and sadly passed away at 12 weeks old. Her daughter, Luna, also received neonatal care after her early arrival at 34 weeks. Lorraine wishes she had known more about NICU and what to expect.

“We knew our son was arriving early so perhaps a tour or a virtual tour may have helped us to prepare. I also wish I’d known it was ok to carry out care for my baby, even in the very early days. The neonatal teams, rightly so, can be so focused on caring for your baby and sometimes communication is lost between the team and the parents.

“As soon as I knew I could care for my son, I was a lot calmer and felt like I was actually being 'his mum', not just someone watching on from the sidelines.”

Enabling families to be involved fully in their baby’s care while on the neonatal unit is a vital part of improving outcomes for babies and their families. Efforts to provide family-integrated care are increasing, but practical barriers to making it a reality for all remain. Ickle Pickles advocates for family-integrated care and works on offering virtual visits to neonatal units.

3. Transport teams are providing incredible levels of care

Charlie was born 12 weeks before his due date, at 28 weeks and two days, weighing just as much as a bag of sugar (2lb 4oz).

One of his nurses called him her ‘Ickle Pickle’, until he was named Charlie once he opened his eyes for the first time after 13 days. Founding the Ickle Pickles Charity after Charlie came home from NICU, cofounder Rachael realised that, because babies are treated in neonatal units for long periods, a Transport Team’s short but vital role can be overlooked when families consider donating or fundraising once their child has returned home.

“I wish I’d known about the key role the neonatal transfer teams play across the country. When we had Charlie, we were lucky that he was cared for in the same neonatal unit and didn’t need transferring elsewhere.

“Having recently had the privilege of riding with the London team for a day in a specialised ambulance, it was humbling to see the dedication, precision, care and expertise these professionals have for every minute they’re on shift.

“They are relied on heavily by the neonatal units to safely transport babies across their network (and beyond) to ensure they receive the care where they need it the most. At a hugely stressful time for the babies and their families, these teams are there to reassure and deliver an incredible service that’s so often overlooked.”

Ickle Pickles strives to address that inconsistency and currently supports and collaborates with three Transport Teams.

4. Connect with other parents

Julie’s journey through neonatal care was a shocking experience. Born at just 24 weeks, her twin babies were on the edge of viable life and her son Harry fought bravely for 19 days of his life.

“Ickle Pickles hasn’t just allowed me to share my experiences of being a mother of premature babies in neonatal care, but also as a mother who has lost a baby. Harry lives on in Jack, which gives us a constant reminder of how special he is and how he will never be forgotten.

“As Head of Peer Support at Ickle Pickles, I’m passionate about supporting parents who have been through the neonatal journey and want to chat, receive support and

meet other parents who have had similar experiences.

“These sessions have been invaluable to our neonatal parents. They enjoy meeting like-minded people, who can understand the journey they’ve been on and have no judgements about their babies, especially those with health issues or special needs. They share tips and advice but also offer friendship and a shoulder to cry on, if needed.”

Everyone’s story is different, and there are hard truths and sad or complicated stories that come with prematurity. In the majority of cases, it will be okay, but the psychological impact of this experience can be profound and may not be fully evident until long after discharge home.

Remember, you are not alone and there is help available.

5. Everyone can be a NeoHero

NICU parents Chris and Lorraine explain: “We experienced the NICU journey. One we wouldn’t wish on anyone but, my goodness, those people who looked after our babies were amazing. We owe so much to them.

“Seeing just how amazing the team were caring for our son, Owen, made us want to give something back. That’s how we started our fundraising and volunteering journey with Ickle Pickles. I volunteered as a NeoHero for a year, organising fundraising events and supporting the staff on the neonatal unit – being the link from the neonatal unit to Ickle Pickles. It was a wonderful way for me to thank them for everything they did for not only Owen, but us, too!”

Since 2009, the Ickle Pickles Children’s Charity has bought small and large equipment for over 50 neonatal units around the UK and continues to fight for the survival of every Ickle Pickle.

Would you or someone you know like to volunteer as a NeoHero and support your local neonatal unit? You can help parents with a newborn or baby in neonatal intensive care at one of Ickle Pickles’ coffee mornings, get involved with fundraising events or raise awareness of prematurity.

Get in touch at info@icklepickles.org if you think you could be a NeoHero.

Baby and toddler

Basking in the benefits for grown-ups (too)

jessica.gibson_EYA — Mon, 13 Jan 2025 11:39:24 +0000

We all know how much babies and young children gain from attending a baby and toddler group, but, in many cases, the benefits are just as significant for the parents and carers – which means it’s key to consider their needs and wellbeing, too, when planning for your group.

For many families, the local toddler group provides a reason to leave the house and brings a sense of routine to the week. It’s a chance to connect with other families who are in a similar situation and share experiences together. It can be reassuring to know that you’re not the only one who’s struggling to sleep or dealing with a complete upheaval to your pre-baby lifestyle.

Isolation can be a serious issue for many new families. The opportunity to socialise and start to form friendships at a group that can last a lifetime is what builds bonds in communities and gives that sense of belonging. There’s a good chance that the families that meet at your toddler group will meet again at school or clubs later on as their children grow.

As the group leader, are you able help with introductions when new families first arrive, showing them where everything is, giving a brief overview of the session routines, and letting them know the group expectations?

“Not just giving people the support services that they need, but also building lifelong friendships and relationships – that’s really important.”

Your group should be a safe and secure place for families, where they know what to expect each week and that they will be accepted without judgement. This means that as group leader you will need to monitor and guide families helping them to understand the needs of others, role modelling and making it clear that everyone is welcome. Your group can become a vital part of a family’s support network overcoming stigma, promoting kindness and challenging misconceptions.

“We have a number of families struggling with their child(ren) that need extra support, for whom the group is a place of unconditional acceptance. We walk that journey with the parents; they know that we’re there for them appreciating and valuing what they’re doing.”

Your group is also a place of learning, a chance for families to build their parenting skills and discover more about child development. Through your expertise, they can learn new ways to connect with their little one and try out ideas at home. It might be some new songs to sing, sensory play activities or different healthy snack ideas – your role as a trusted source of guidance and support offers you a unique opportunity to be there for families during these exciting, but sometimes overwhelming, early years.

“Families deserve a chance regardless of where they’re from, who they are and what their backgrounds are – they deserve a good start in life and, in my role, I can support children, and I can support parents to be the best they can be.”

Finally, your group is also a valuable link in the bigger picture of support for families. It may be the first place that a parent/carer attends with their new baby and from those early days provides a continuation of support over many years. Your knowledge of local and national services and support organisations can ensure timely and relevant information is shared ensuring the best start in life for all children.

Baby and toddler

Toy safety

jessica.gibson_EYA — Mon, 13 Jan 2025 11:33:32 +0000

Having the chance to play with different and exciting toys is a big part of coming to a baby and toddler group for children and their families – whether it’s the opportunity to zoom about on a ride-on bike, build an enormous brick tower, or a just a chance to quietly explore sensory resources such as a treasure basket.

Many groups have boxes and cupboards full of toys, but how do you ensure that they’re safe for children and families to use?

Buying brand new? Compliance is key

If you’re in the position to be able to buy new toys, you need to be confident that they are from a reputable seller and comply with the relevant toy safety standards.

The Child Accident Prevention Trust says that, generally speaking, toys that are bought from high street chains or big-name toy brands (either in person or online) are safe. It starts getting more complicated if you buy from an online platform, as not only may they also list look-a-like goods that don’t adhere to the same safety standards, but they don’t have to check that toys from other sellers are safe. It is recommended that, if you haven’t heard of the company selling the toy or it’s not based in the UK, you must be aware that the toy may not comply with UK safety standards.

RoSPA (The Royal Society for the Prevention of Accidents) recommends that you look for the CE or UKCA mark as this means that the manufacturer has met all the requirements that apply in England, Scotland and Wales.

You can also look for the voluntary British Toy and Hobby Lion Mark. As a condition of being able to belong to this trade body, the manufacturers must comply with all regulatory toy safety requirements.

You will also need to check the displayed recommended age range for the toy – is it suitable for the children you intend to be playing with it? Toys that are designed for older children may have sharp edges that could cut little fingers, ribbons or cords that are a strangulation danger, or smaller, detachable parts or appendages that could present a choking hazard.

Please be extra careful if toys require batteries, particularly button batteries that can hurt or even kill a child if they are swallowed. If you have battery-operated toys, ensure that the battery compartment is fully secured so that it cannot be opened by a child or fall open on its own.

There are also an increasing number of toys that have strong magnets in them such as construction toys that ‘join’ or connect together. If these come loose and are swallowed by a child, they can cause serious internal injuries.

The Child Accident Prevention Trust has a range of free, downloadable resources that you can not only use in the group but share with families to help raise awareness of the dangers of button batteries to children: bit.ly/button-battery-safety.

Staying on top of secondhand toys

Many groups rely on toy donations from families and the community – which is a great way to save money – but these, too, need to be safe so look for the safety marks, any signs of damage and ensure that they are age appropriate.

Before use, these toys need to be carefully checked over and, if they’re not suitable, then either regifted (if they’re safe but more suited to older children) or, if needs be, disposed of responsibly. Alongside thanking the individual who’s donated the toys, it’s important to explain why you’ve made your decision about the suitability of the toy for the group.

Children should always be supervised by their adults when playing to help ensure that they are kept safe, that toys are used appropriately, and that they’re not left where they could become a trip hazard.

Securing small parts

You may also have items with or collections of loose parts and treasure baskets. While these give valuable opportunities to support children’s learning and development, they were not originally intended as toys, so it’s vital that children are supported by adults when using them. You’ll need to consider which children will be able to access these resources and be aware of dangers such as choking on small parts.

It’s a good idea to get your families involved in keeping your toys safe. Do they know who to tell if they find a toy that is damaged? It’s important to encourage families not to just put it back in the storage box at the end of the session.

Another idea is setting up a toy cleaning rota for regular attendees, as our youngest children often put toys in their mouths – or you could even get the children themselves washing toys such as plastic building bricks as one of your activities!

Finally, accidents happen, and toys do get broken – do your families know that they don’t need to be worried to tell you about a breakage?

The Alliance Baby and Toddler Toolkit helps group leaders reflect on the service they offer to families and tailor their group for the families with whom they interact. If you would like to know more, please visit: bit.ly/BabyToddlerToolkitU5.

Baby and toddler

Being part of a community

jessica.gibson_EYA — Tue, 15 Oct 2024 14:57:52 +0000

A baby and toddler group can often find itself as the heart of a local community, bringing families together for the first time to build connections, a sense of belonging, and friendships that can last a lifetime.   

Many families share with us that their local toddler group is the first place they venture out to where they meet other families and little ones. The time spent in the group is key in helping to tackle the loneliness and feelings of overwhelm that a new parent can experience. We’ve also had older family members such as grandparents who are bringing their grandchildren to groups tell us that the intergenerational relationships that can flourish are invaluable to both younger and older generations alike. 

A toddler group is a safe place where achievements by the whole community can be widely shared and celebrated – building a better quality of life while creating opportunities for everyone. You may find that, as a toddler group leader, you become a trusted source of information and advice, so it can be a good idea to keep up-to-date contact details of other groups/support organisations in your local area as well as nationally. The information will not only benefit your families, but also the group as a whole!

Your local knowledge and expertise will be essential in putting together your directory but, to help get you started, we’ve listed some national support organisations. 

Family Corner bit.ly/Family-Corner

The family arm of the Early Years Alliance – with free information, support and advice on a wide range of topics, as well as our free online family learning sessions. 

Infant and Toddler Forum bit.ly/ITF-24

Help on a wide range of topics from meal planning, portion sizes, food refusal and breastfeeding. 

BBC Tiny Happy People bbc.in/3WV4kTG  

Activities, tips and advice to support child development particularly children’s language skills. 

50 things to do before you’re 5 bit.ly/50thingstodo-24  

Low cost/no cost activity ideas for families with young children. 

Finding childcare bit.ly/Local-childcare

Help for families to find childcare in their local area. 

Help with paying for childcare bit.ly/childcare-choices24

Information on support from the government to help to cover some of the costs of childcare for families.  

Better Health, healthier families bit.ly/healthier-families  

Advice and information about healthy eating and exercise for all the family. There are ideas for family activities and games, recipe suggestions, mental wellbeing tips and an email update service to support families to make healthier choices. 

Healthy Start bit.ly/healthy-start24  

This scheme through the NHS means that, if someone is more than 10 weeks pregnant or has a child under four, they may be entitled to get help to buy healthy food and milk.  

Breastfeeding support bit.ly/BF-advice24

Frequently asked questions and advice, along with details of the national breastfeeding helpline. 

Child Accident Prevention Trust bit.ly/CAPT-24

Safety advice and resources for families. 

British Red Cross bit.ly/British-RC-24

First aid advice for families with babies and young children. 

ERIC bit.ly/ERIC-24

Information about children’s bladder and bowel health along with advice around toilet training. 

The Lullaby Trust bit.ly/lullabytrust-24  

Safer sleep advice for families with babies and young children. 

PANDAS bit.ly/PANDAS-24

Support for any parents who are affected by perinatal mental illness. 

Hub of Hope bit.ly/Hub-of-Hope24  

 A national database of mental health and wellbeing support in local areas. 

Child Bereavement UK bit.ly/CB-UK-24  

Support for families when a child is grieving or when a child passes away. 

Baby banks bit.ly/BBA-24

For many families baby banks are a lifeline to help to cover the costs of a new baby.  There’s a link on the website to help to find local baby banks. 

Help for families who are struggling to meet food and other household bills bit.ly/Trussell-Trust-24

The Trussell Trust support many of the local foodbanks that run across the country – on their website there is a ‘find a foodbank’ option, where they explain the steps that families need to take in order to access their services. 

Families in need of help with bills, benefits and debts and some legal issues bit.ly/CA-24

On the main website there is information on a wide range of topics and also a link to find local offices. 

Most local authorities will have an information service for families that lists all the local groups, events and activities on it, in addition to national organisations. This is a great place to start and also to find out if you can add your group details to the listings. 

Baby and toddler