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Working in early years education is one of the most rewarding and meaningful professions imaginable. To shape the development of young children, to witness their growth, curiosity, and joy, this is a privilege few careers offer. However, the role of a childminder or early years educator is also demanding, emotionally intensive, and often physically exhausting. Long hours, high expectations, and the constant need to manage both children’s needs and regulatory requirements place a significant strain on our well-being. Without deliberate attention to self-care, the risk of burnout looms, threatening both personal health and professional sustainability. As a childminder myself, I understand these pressures intimately. After a busy day of nurturing, teaching, and caring, I often take a break, just for myself, to unwind and reset. Sometimes this means walking my dogs to the local lakeside, where the calm of nature and the gentle movement of the water allow my mind to shift away from work and breathe freely. At other times, I meet up with friends or fellow childcare professionals to share experiences, laughs, and reflections, reaffirming that I am not alone in the joys and challenges of this vocation. There are moments when I retreat into a good book, such as my recent reading of ''The Anxious Generation'' by Jonathan Haidt. This book has profoundly shaped my understanding of the contemporary pressures facing both adults and young people, illuminating how societal stressors, social media, and cultural expectations contribute to anxiety and emotional overload, reading Haidt’s work reinforced for me that managing our own stress and modeling emotional resilience is not only vital for our own well-being but also central to the quality of care we provide. Alarming statistics in the UK workforce underscore the necessity of self-care in early years education. Research indicates that approximately 18–20% of early years educators leave the sector each year, a rate far higher than in many other educational settings. In 2024 alone, data from the National Foundation for Educational Research (NFER) showed a turnover rate of 16% in group-based providers, double that of school-based settings (nfer.ac.uk). Ofsted statistics further reveal that between March 2024 and March 2025, a net total of 1,250 childminders left the profession. The reasons behind these departures are multifaceted but consistently include low pay, limited opportunities for career progression, long hours, and high emotional demands (workplacejournal.co.uk). These figures are not merely abstract numbers; they represent the loss of experienced professionals and the real stress borne by those who remain. Amid these pressures, how can we continue to thrive in our roles? One of the most effective strategies is integrating deliberate pauses and restorative practices into our daily routines. Research in neuroscience and psychology shows that even brief breaks have a profound impact on the body and mind. Pausing activates the parasympathetic nervous system, which lowers the stress hormone cortisol, reduces heart rate, and relaxes tense muscles. Breathing deeply and mindfully during these moments floods the brain with oxygen, improving mental clarity and emotional regulation. This physiological reset allows us to step back, evaluate our work, and appreciate small successes. Beyond the physiological benefits, pausing provides a crucial mental and emotional recalibration. In these quiet moments, we can reflect on what is working well, what feels draining, and how to approach challenges with greater calm and clarity. Emotionally, this process helps us reconnect with our professional purpose - the joy of nurturing children, witnessing their curiosity, and celebrating their achievements. From a coaching and therapeutic perspective, such reflection is a cornerstone of self-care. It is not indulgent; it is strategic, professional, and essential. By prioritising these restorative practices, we build resilience, sustain our energy, and maintain the emotional capacity necessary to deliver high-quality care. The approaching festive season offers a natural and welcome opportunity for reflection and self-care. Many childcare settings close or reduce intensity during the Christmas period, giving professionals a rare chance to rest, recharge, and reflect. Embracing this pause allows us to release the constant pressure, sleep more, and engage in restorative activities that nurture body and mind. It is also a chance to reflect on the year to consider moments of joy, identify challenges, and plan for future improvements. From a coaching perspective, this “rest-and-reflect phase” is invaluable, supporting both personal growth and professional effectiveness. Self-care extends beyond the workplace; it enhances our personal lives and family relationships. When we arrive home depleted, our capacity to engage fully with loved ones diminishes. By taking time to restore ourselves, we can be present, patient, and attentive in our family roles. This ripple effect highlights the holistic value of self-care, as it benefits not only the children we teach but also our colleagues, our own families, and ourselves. Children, too, reap profound benefits when we are balanced and emotionally regulated. They are remarkably perceptive, sensing our emotional tone and responding to it. Calm, rested educators create secure environments where children feel safe to explore, learn, and express themselves. They model self-regulation, teaching children through observation how to manage stress, pause, and reflect. Stability and consistency in care, supported by a workforce that prioritises its own self-care, are vital for children’s emotional development and learning outcomes. Neglecting self-care, on the other hand, carries tangible risks. Chronic stress without intervention can lead to anxiety, sensory overload, and professional burnout. Such conditions impair judgment, patience, and empathy, qualities essential for high-quality early years education. In turn, these effects undermine both professional satisfaction and the overall stability of the workforce. The work of early years educators and childminders is profoundly important and deeply rewarding, but it is also demanding and fraught with pressures that threaten well-being and professional longevity. Intentional self-care, whether walking by the lakeside, meeting friends, enjoying a book, or simply pausing to breathe, is essential. As highlighted by Jonathan Haidt in The Anxious Generation, managing stress and anxiety is both a personal and systemic responsibility. By prioritising our own balance, we preserve our capacity to care for children effectively, model resilience and emotional regulation, sustain our engagement with our profession, and nurture our own families. The approaching holiday season presents a unique opportunity to engage in this restorative work: to rest, reflect, and reconnect with our purpose. Self-care is not a luxury; it is a professional imperative. When we nurture ourselves, we enrich our practice, deepen the relationships we build with children, and ensure that we can continue to provide the care, attention, and joy that young children need to thrive. In caring for ourselves, we care more deeply for others and that, ultimately, is the foundation of excellence in early years education.

In the world of early years education and childcare, adults often feel enormous pressure to maintain calm, manage behaviour, and respond to a variety of emotional needs simultaneously. However, perhaps one of the most misunderstood aspects of child development is the belief that young children should “calm down,” “use their words,” or “manage their emotions” independently. The truth is far more nuanced. Self-regulation is not something a child does because an adult instructs them to; instead, it is a skill that grows slowly, shaped first and foremost by the presence of a calm, regulated adult. This is where co-regulation becomes essential. For childminders, nursery practitioners, teachers, and early years educators, understanding co-regulation is not only helpful; it fundamentally transforms the way we interpret children’s behaviour and emotional reactions.

When working with children, families and early years practitioners, one of the foundational enquiries you will inevitably encounter is the question: What makes children who they are? Are they products of their genes and biology (nature), or are they shaped primarily by their environments, experiences, parenting and culture (nurture)? The answer accepted by modern developmental psychology, neuroscience and family‑work practice is that it is neither one nor the other; rather, it is an interplay of nature and nurture. But for practitioners working with children and families, it is crucial to understand what each of these forces means, how they operate, and why that knowledge matters in everyday work with children who may come from a wide range of backgrounds, including those facing disadvantage.

Building strong, trusting relationships with parents is central to high-quality childminding practice. Ofsted’s Early Years Foundation Stage (EYFS) framework highlights the importance of working closely with families, stating that early years providers must “work in partnership with parents and/or carers to promote the learning and development of all children in their care.” This partnership helps to ensure that every child’s needs are met, their progress is supported both at home and in the setting, and parents feel included, respected, and well informed about their child’s experiences.

From the very moment I held this magazine in my hands, I could tell it was

Childminding is a deeply rewarding profession. We help shape young lives, provide comfort and care, and support children through their early years of growth and development. But while we’re busy meeting everyone else’s needs, it’s easy to lose sight of our own emotional well-being. The truth is, childminding can be emotionally exhausting and that’s something we don’t talk about enough.

I am thrilled to share that my article has been published with Childmindinguk.com, you can read full article by clicking here  

Sleep is a vital component of early childhood development, influencing cognitive function, emotional regulation, and physical health. For children under five, establishing healthy sleep patterns is essential, not only for their immediate well-being but also for long-term growth, learning, and development. Early years practitioners and childminders play a crucial role in supporting children’s sleep needs within childcare and nursery settings.

Language and communication are fundamental to a child’s development. As childminders, we have a unique opportunity to support children every day, helping them to express themselves, understand others, and build the foundations for learning and social interaction.

Thinking about how to improve your childminding setting? Leadership is key! Childminders aren’t just caregivers they are leaders, educators, and role models. Strong leadership ensures children feel safe, happy, and supported while achieving their developmental milestones. Ofsted inspections pay close attention to how childminders manage their settings, plan learning, and work with families.

Teaching children through the seasons offers an engaging and immersive way to explore the world, blending learning with play, curiosity, and creativity. Observing natural changes throughout the year helps children develop a strong understanding of time, life cycles, and the environment, while supporting their emotional, social, and cognitive growth.