Understanding Sensory Needs in Early Childhood: A Guide for Parents.

Every child experiences the world through their senses, but not every child processes sensory information in the same way. “Sensory needs” refer to how a child registers, interprets, and responds to the sights, sounds, touches, tastes, smells, and movement around them. For many children, especially those with SEND (Special Educational Needs and Disabilities), sensory processing can present real challenges or differences. Understanding this is vital for parents because meeting a child’s sensory needs helps them regulate their emotions, learn more effectively, and feel more secure in their environment.
 
Sensory processing begins incredibly early, even before birth. Neuroscience research shows that sensory circuits in the brain begin to form very early in life. Researchers at University College London have demonstrated through non-invasive brain monitoring (using EEG and fMRI) that even newborn infants have developing networks for processing touch, pain, and other stimuli. Over time, these early circuits mature as the child grows, allowing them to interpret increasingly complex sensory input. When a child’s sensory system is functioning well, they can filter out relevant stimuli, ignore distractions, and integrate their experiences into cohesive perceptions of the world around them.

However, some children process sensory information differently. These differences can manifest in various ways. An over-responsive child might find bright lights painfully intense, flinch at loud noise, or cry at scratchy clothing. Another child might be under-responsive: they may not notice when their name is called, crave deep pressure, or constantly seek movement. In children with SEND, such as autism spectrum disorder, sensory processing difficulties are pervasive. Research shows that sensory processing challenges are closely linked to participation in daily activities and can affect children’s emotional regulation, behaviour, and social engagement. 
 
From a theoretical perspective, environmental sensitivity theories help explain why children respond so differently to sensory experiences. One important concept is vantage sensitivity, which proposes that some individuals are more susceptible to positive experiences in their environment and benefit more from supportive, enriching contexts. In practice, this means that creating a nurturing, predictable sensory environment is not just helpful for some children; it can make a profound difference to how they engage, learn, and thrive.
 
Sensory experiences are not merely about managing difficulty; they are fundamental to healthy brain development. When children explore their world through touch, movement, sound, and sight, they are strengthening the neural pathways that support learning, memory, and cognitive flexibility. A recent meta-analysis found strong associations between multisensory processing (for example, combining visual and auditory stimuli) and working memory performance in children. In short, when children process sensations from more than one sense at once, their brains are challenged in ways that build capacity for memory, attention, and complex thinking.
 
Moreover, the brain is inherently predictive. Models such as those rooted in the free-energy principle suggest that our brains constantly make predictions about sensory input, adjusting expectations based on experience. With consistent and supportive sensory experiences, a child’s brain learns to fine-tune its predictions, reducing surprise and anxiety, and strengthening self-regulation.
 
Neuroscience also demonstrates that early sensory processing is not simply “noise” but core to our ability to live and learn. For example, sensory gating, the brain’s ability to filter out redundant stimuli, can be measured as early as infancy via a response known as the P50. As children mature, improvements in gating reflect the development of more mature cortical inhibitory circuits, which are crucial for attention and preventing sensory overload.
 
In the UK, early years practitioners and parents are supported by a growing body of evidence and guidance. The Humber Sensory Processing Hub explains that very young children are still learning to organise sensory input and may show strong reactions simply because this skill is still developing. Sensory processing differences do not always indicate pathology; they are sometimes part of typical development. However, when sensory reactions are extreme, consistent, or interfering with sleep, play, eating, or communication, they may need support. Local authorities, such as Salford City Council, recommend creating low-stimulus zones, offering quiet spaces, and using sensory tools like ear defenders or weighted items in early years settings. 
 
For children with SEND, including those with autism or coordination difficulties, sensory needs are often a key part of their profile. A rapid evidence review by University College London (UCL) highlights that sensory processing assessments should be incorporated into the identification of need process for autistic children, alongside assessments of communication, behaviour, and mental health. According to guidance from Lancashire’s SEND framework, consistent observation and communication about a child’s sensory profile, especially in early years, is essential. Parents may struggle to articulate their child’s experience, especially if the child is non-verbal, so adults supporting them should use one-page profiles, regular observation, and shared documentation with professionals. 
 
What can parents do at home and during holidays to support their child's sensory needs meaningfully? First, observing your child is key. Notice when they seem overloaded (covering ears, withdrawing, becoming distressed) and when they seek input (jumping, spinning, touching textures). Use this insight to build a “sensory toolkit” for everyday life, incorporating elements like soft fabrics, quiet corners, movement breaks, and tactile play, such as playdough or water. Even outdoor play offers powerful sensory experiences: running in the garden, puddle-jumping, walking barefoot on grass or leaves, listening to wind and birds, all of these help children regulate, explore, and integrate sensory input naturally.
 
During holidays, when routines shift, maintaining sensory balance becomes particularly important. Whether you are travelling, visiting family, or simply celebrating at home, predictable breaks and quiet zones can help. Establish a calming retreat area where your child can pause if things feel overwhelming, perhaps a cosy tent with soft cushions and dim lighting. Encourage gentle sensory activities like baking (kneading dough, smelling flavours), crafting (textured materials), and quiet listening games (soft music, nature sounds). These experiences are not only soothing but developmentally meaningful, helping your child remain grounded amidst novelty.
 
With Christmas approaching, the risk of sensory overload can feel real. Festive lights, crowded shops, unexpected noise, and new foods can all overwhelm a child who is sensitive. To support them, parents can plan for sensory-safe strategies in advance by providing their “quiet retreat” at home, attending shopping trips at quieter times, or offering festive textures and smells in smaller doses. It can also help to prepare the child for what to expect, discussing lights, sounds, and routines ahead of time, using simple social stories if needed.
 
Communication with your child’s school or childcare setting is essential. Sharing your observations about your child’s sensory responses and what works well at home helps professionals develop consistent support strategies that benefit your child. Early years settings may be able to provide sensory tools, designate calm areas, or integrate sensory-rich experiences into daily routines. When parents and educators collaborate by exchanging insight, the child benefits from consistency, predictability, and understanding across contexts.
 
Sensory experiences are not extracurricular; they are foundational to children’s development. When parents support sensory needs thoughtfully, they help their child’s brain build resilience, cognitive capacity, and emotional regulation. They also foster a more profound sense of security and trust, because the child learns that adults understand and respect their way of experiencing the world. This, in turn, supports well-being, participation, and joy.
 
Understanding sensory needs and responding with compassion, observation, and practical strategies is one of the most potent gifts parents can give their children. Sensory processing may be invisible, but its impact on a child’s life is profound, and when we help them navigate it with care, we enable them to flourish, learn, and connect more fully with us and the world.

Supporting Children Through Anxiety: A Guide for Parents

Why Play Is the Best Kind of Learning: A Guide for Parents

When we think of childhood, images of play often come to mind: children building towers, dressing up as superheroes, splashing in puddles, or simply running around with friends. However, play is so much more than just fun and games. From my years working in early years settings and now as a childminder, I have seen firsthand how play is, in fact, the most powerful way children learn and develop.

Play is often described as the “work of childhood” and for good reason. It is through play that children explore their world, test ideas, build relationships, and develop skills that form the foundation for lifelong learning. In this post, I will explain why play is essential to children’s development, how it supports various areas of growth, and why allowing children freedom and choice in play helps build their confidence and resilience.

Free Play: Where Learning Blossoms Naturally

One of the most important aspects of play is that it is often child-led, known as free play. This means children choose what, how, and with whom they play. In my childminding practice, I encourage plenty of uninterrupted free play time because this is when children’s curiosity and creativity shine brightest.

For example, I often observe children discovering the properties of everyday objects, rolling balls or cars down ramps, experimenting with water or sand, or building with blocks. What appears to be “just playing” is actually a rich learning experience. They are exploring cause and effect, noticing how different surfaces change the speed at which a ball rolls, or how stacking blocks higher makes a tower less stable.

Through these experiences, children are engaging in early scientific thinking. They hypothesise, test, observe, and adjust, all crucial skills that form the foundation for problem-solving and reasoning later in life.

Research supports this, too. The LEGO Foundation, a respected organisation focused on child development, highlights that playful learning encourages children to engage actively, experiment, and develop a deeper understanding of the world around them. Similarly, research from the Centre on the Developing Child at Harvard University shows that early playful experiences actually shape brain architecture, creating neural pathways that support memory, attention, and reasoning.

Language Development and Emotional Growth Through Play

Play is also fundamental to developing language and emotional skills. When children engage in pretend play, acting out roles such as shopkeeper, doctor, or parent, they practise using language in meaningful ways. They negotiate roles, describe objects, ask questions, and tell stories. This rich verbal interaction significantly enhances vocabulary and communication skills, far surpassing the benefits of passive listening or formal teaching.

In my childminding experience, I have seen how children develop more complex language and social understanding during imaginative play. For example, when children play “vet surgery” with toy animals, they use new words like “injection,” “check-up,” and “symptom” while practising social interactions such as turn-taking and empathy.

The influential child development theorist Lev Vygotsky emphasised that social play is the space where children internalise language and social rules. He believed play is the leading source of development in early childhood, where children stretch their thinking and learn to regulate behaviour and emotions.

Speaking of emotions, play also gives children a safe space to express and understand their feelings. For example, a child who repeatedly acts out a story of being lost and found may be working through anxieties about separation. This process helps build emotional resilience — learning to manage complicated feelings in a way that promotes wellbeing.

Autonomy, Choice, and Building Confidence

One of the greatest gifts we can give children is the freedom to choose their own play. Autonomy in play fosters independence and self-confidence because children are making decisions, solving problems, and trusting their own ideas.

In my practice, I prioritise child-led activities where children feel empowered to initiate and direct their play. I have noticed how this sense of ownership encourages persistence and pride. For example, a child who spends several sessions building and refining a block structure is not just playing; they are developing spatial awareness, planning skills, and a strong sense of achievement.

Researchers such as Dr David Whitebread from the University of Cambridge have demonstrated that self-chosen play enhances metacognition, the ability to think about one’s own thinking, which in turn supports motivation and adaptability in learning throughout life.

Risk-Taking: Learning to Navigate the World Safely

Risk is an important but sometimes misunderstood part of play. It is not about danger, but about giving children the chance to explore and challenge themselves within safe boundaries.

For babies and toddlers, this might look like walking across uneven ground or climbing a low step. At first glance, it might seem like “just walking,” but in reality, the child is learning to balance, coordinate their movements, and develop body awareness. They are training their vestibular and proprioceptive senses, systems that are vital for physical control, spatial awareness, and concentration.

In my childminding practice, I often see toddlers carefully navigating a gravel path or reaching for a low branch. Their brows might be furrowed in concentration, their arms held out for balance, as they work hard to master new skills. This physical risk-taking builds confidence and resilience because they learn to assess challenges, cope with wobbles or stumbles, and keep trying.

Tim Gill, an expert on childhood risk, argues that experiencing manageable risks helps children develop good judgment and self-trust. Overprotecting children can make them less able to assess risks later in life, potentially putting them at a greater risk.

Play and Social Connection: Building Bonds and Community

Play is not a solitary activity; it is how children build connections with others. Whether it involves sharing toys, negotiating rules, or cooperating in imaginative scenarios, play fosters social skills that are essential for lifelong relationships.

Children learn to communicate, empathise, take turns, and resolve conflicts - all through play. In group settings, such as childminding or nursery, these opportunities occur naturally and frequently.

I have witnessed how children playing together build friendships, learn to share ideas, and develop patience. These social experiences also support language development and emotional understanding, reinforcing that play is a deeply holistic experience.

Play Is Not Just Play - It is Essential Development

Every time your child builds a den, paints a picture, or pretends to be a chef, they are engaging in complex learning. Play supports holistic development, encompassing cognitive, physical, emotional, and social aspects simultaneously.

It is through play that children develop the foundations of science, language, emotional intelligence, self-confidence, and resilience. It is a form of learning that is joyful, natural, and profoundly effective.

What Research Shows

• Lev Vygotsky emphasised play as the primary context for cognitive and social development.
• The LEGO Foundation (2017) highlights how playful learning fosters creativity and deep understanding.
• The Centre on the Developing Child at Harvard University (2011) explains that early play shapes brain architecture.
• Dr David Whitebread (University of Cambridge) links self-chosen play with higher motivation and metacognitive skills.
• Tim Gill’s work underscores the importance of risk-taking in play for resilience and judgment.

Parents, Embrace Play To Embrace Learning

So, when your child is lost in play, building, pretending, or exploring, remember, they are not just passing time. They are learning the essential skills and emotional tools they will carry for life.

As someone with years of experience both in early years education and childminding, I cannot stress enough the importance of protecting and valuing play. Allow children the freedom to explore, make choices, take risks, and connect. Celebrate their discoveries, however small they seem.

Play is, truly, the best kind of learning there is.

Helping Children Manage Big Emotions: Coaching Tools for Parents at Home

If you’re a parent, you’ll know that children’s emotions can sometimes feel like a rollercoaster. One moment they’re laughing and playing, the next they’re on the floor crying because their sibling looked at them “the wrong way.” These big feelings can be exhausting, not only for children, but for us as parents too.

But here’s something really important: big emotions are not a sign that something is wrong. They are part of growing up. Children are still learning how to process frustration, sadness, anger, and even excitement. As parents, our role isn’t to take those feelings away but to guide our children through them, teaching them the tools they’ll need to manage emotions for life.

Through my training in coaching and therapy with children and parents, I’ve seen just how powerful it can be when families use simple strategies to support emotional wellbeing. In this post, I’ll share practical tools you can use at home.

Why Big Emotions Matter

Children’s brains are still developing the part that helps regulate emotions. That’s why tantrums, meltdowns, or sudden tears are so common – their feelings are bigger than their coping skills. When we respond with patience, empathy, and structure, we’re not only calming the moment, we’re teaching skills that last a lifetime: resilience, self-awareness, and the ability to form positive relationships.

So instead of seeing big emotions as a problem, let’s see them as an opportunity. With the right support, children can learn that emotions are safe, manageable, and even useful.

Tool 1: Name It to Tame It

Helping children put words to feelings is one of the simplest yet most effective tools. When a child says (or hears us say), “I feel angry” or “I feel disappointed”, the intensity of the feeling often reduces.

You could try:

“I can see you’re frustrated because your toy isn’t working.”

“It looks like you feel sad that your friend couldn’t come today.”

Over time, this builds emotional vocabulary, so instead of lashing out, children learn to express themselves.

Tool 2: Create a Calm Corner

Every child benefits from having a safe, cosy space they can retreat to when feelings become overwhelming. This isn’t punishment, it’s a place to reset.

Fill it with cushions, a favourite teddy, maybe some colouring supplies, or calming items like stress balls. When emotions run high, gently encourage: “Would you like to take a moment in your calm corner?”

Children soon learn that this is a resource for them, not a consequence.

Tool 3: Breathe Together

Breathing is powerful for calming the nervous system, but children need it presented in a fun way:

Bubble breathing – pretend to blow slow, giant bubbles.

Starfish breathing – trace each finger with your opposite hand, breathing in as you go up and out as you go down.

Smell the flower, blow the candle – a classic favourite.

Practise when calm so it becomes second nature during big emotions.

Tool 4: Use Play and Storytelling

Children make sense of the world through play. Use dolls, Lego figures, or even drawing to explore feelings.

For example, act out a toy feeling angry because it lost its turn, then ask: “What could help the toy feel better?” Children often give surprisingly thoughtful answers, showing you how they might want to be supported too.

Tool 5: Ask Coaching Questions

Instead of rushing to fix, try gentle coaching-style questions:

“What would help you feel better right now?”

“Can we think of a different way to do it next time?”

“If your feeling had a colour, what would it be?”

This encourages reflection and problem-solving, helping children feel listened to rather than managed.

Tool 6: Keep Routines and Boundaries

Big feelings are often triggered by uncertainty. Predictable routines and clear, kind boundaries give children security.

Examples:

A simple bedtime routine: bath, story, cuddle.

Clear family rules like “We use kind words” or “We take turns talking.”

Boundaries aren’t about control; they’re about safety. Children who know what to expect feel calmer and more secure.

A Note for Parents

Supporting children through emotional outbursts is hard work. It’s okay to feel drained, frustrated, or like you’ve lost your patience. That doesn’t make you a bad parent - it makes you human.

What matters is repair. Saying, “I’m sorry I shouted, I was feeling overwhelmed too” teaches children that mistakes can be acknowledged and fixed. In fact, those small moments of repair build trust and resilience.

Remember: you don’t need to get it right every time. You just need to show up with love and willingness to learn together.

Why saying ''No'' Doesnt't Work with Children - And What to Do Instead 

Parents often find themselves saying “no” countless times a day. No running. No shouting. No touching. No, no, no, no,no! While it may seem like the quickest way to set limits, the truth is that the word “no” often doesn’t work as well as we think, especially for young children. In fact, constantly relying on “no” can leave children feeling confused, frustrated, or even anxious.

So what should we be saying instead? The answer lies in positive phrasing, praise, and positive reinforcement, tools that not only shape behaviour effectively, but also support a child’s developing brain and emotional wellbeing.

Why “No” Alone Doesn’t Work

When we tell a child “No running!” the only word their brain latches onto is “running.” Neuroscience shows that young children think in terms of actions, not in the absence of actions (Miller,  2014). Their developing brains (especially the prefrontal cortex, which helps with impulse control and decision-making) are not yet wired to process abstract commands like “don’t” or “stop.”

This means that when parents use “no,” children often don’t learn what to do instead. The result? They repeat the same behaviour, or they stop temporarily but feel unsure of what’s expected.

Over time, repeated prohibitions without guidance can contribute to heightened stress and even anxiety, as the child is constantly corrected but rarely directed (Whalen, 2016).

Positive Phrasing: Guiding Instead of Blocking

Instead of focusing on what children can’t do, positive phrasing gives them clear direction on what they should do. This approach reduces confusion, encourages cooperation, and teaches the right behaviour in a constructive way.

Examples include:

“No running!” → “Walking feet, please.”

“No shouting!” → “Use your quiet voice.”

“No grabbing!” → “Gentle hands.”

“No throwing toys!” → “Keep toys on the floor.”

Positive phrasing transforms discipline from criticism into guidance. It communicates respect and helps children feel safe, because they know exactly what is expected (Durrant, 2013).

The Power of Praise and Positive Reinforcement

Research in child psychology consistently shows that children are more motivated by positive reinforcement than by punishment (Skinner, 1953; Bandura, 1977). The human brain, even in adults, is wired to repeat behaviours that are followed by rewards. For children, those rewards don’t have to be toys or treats: praise, encouragement, and attention are powerful motivators.

For example:

When a child walks calmly indoors, saying “I love how you’re using your walking feet” makes it far more likely they’ll do it again.

If a child shares toys, praising with “That was so kind of you to share with your friend” reinforces kindness as a valued behaviour.

This works because praise activates the brain’s reward system, releasing dopamine, the “feel-good” chemical that strengthens neural connections (Murray & Farrington, 2010). Over time, this literally helps shape the child’s brain, wiring it towards repeating positive behaviours.

Why Praise Works Better Than “No”

1. Specific praise (“You used gentle hands”) teaches exactly what behaviour to repeat.
2. Recognition builds self-esteem, helping children feel capable and confident.
3. Positive attention reduces anxiety, as children feel safe and valued instead of criticised (National Scientific Council on the Developing Child, 2015).

Supporting the Developing Brain

Children under the age of 7 are still in crucial stages of brain development. Their ability to manage impulses, follow complex instructions, and control emotions is still growing. This means that simply saying “no” without further guidance is often ineffective, their brains aren’t yet developed enough to process what they should stop doing, let alone figure out what to do instead.

The prefrontal cortex, the part of the brain responsible for decision-making, impulse control, and self-regulation, is still developing rapidly in early childhood and won’t fully mature until the mid-20s (Casey, Tottenham & Fossella, 2002). Because of this, children rely heavily on the more emotional, reactive part of the brain the amygdala when responding to instructions. This is why they are more likely to act on impulses rather than think logically about consequences.

At the same time, children’s brains are making millions of new neural connections every second (Center on the Developing Child, Harvard University, 2016). These connections are strengthened through repeated experiences. When adults use clear, consistent, and positive language (“walking feet,” “gentle hands”), they are not just teaching manners, they are literally helping the child’s brain wire itself to repeat those behaviours. In contrast, when children are only told “no,” the brain doesn’t get the information it needs to form the right connections for alternative behaviour.

Young children also engage in what developmental psychologists call concrete thinking. They understand simple, direct instructions tied to observable actions (“sit on the chair,” “use your quiet voice”) but struggle with abstract negatives (“don’t run,” “stop it”). Abstract commands require a level of cognitive flexibility that develops later, around ages 6–7, as their executive functioning improves (Diamond, 2013).

This is why parents and caregivers need to go beyond “no” and instead phrase requests in positive, concrete terms. Each time a child is guided with clear direction and praised for following it, new neural pathways are reinforced, laying the foundation for long-term self-control and emotional regulation.

Tools and Resources for Parents

Today, parents have access to countless resources online to help support positive behaviour strategies. From parenting videos on positive discipline to behaviour training programmes, there are practical tools available that can demonstrate exactly how to use praise, positive reinforcement, and positive phrasing effectively.

By actively seeking out behaviour training courses or online guides, parents can learn how to replace negative commands with constructive guidance. This not only reduces conflict at home but also promotes stronger, healthier relationships between parent and child.

Saying “no” is quick, but it isn’t always effective. Children need direction, not just correction. By using positive phrasing, reinforcing the behaviours you want to see, and praising your child when they get it right, you’re shaping their behaviour in a way that builds confidence, cooperation, and emotional security.

Remember: Your child’s brain is still developing. They are learning how to manage impulses, emotions, and expectations every day. By guiding them with positive reinforcement instead of a constant stream of “no’s,” you’re not only improving behaviour, you’re also supporting their long-term emotional wellbeing.

So next time you’re about to say “no,” try instead to say what you do want. Your child will understand better, respond more positively, and grow in confidence which will create helthier environment for you all. 

References

1. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
2. Durrant, J. (2013). Positive Discipline in Everyday Parenting. Save the Children.
3. Miller, E. K., Freedman, D. J., & Wallis, J. D. (2014). The prefrontal cortex: categories, concepts, and cognition. Philosophical Transactions of the Royal Society B.
4. Murray, J., & Farrington, D. P. (2010). Risk factors for conduct disorder and delinquency: key findings from longitudinal studies. Canadian Journal of Psychiatry, 55(10).
5. National Scientific Council on the Developing Child. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience.
6. Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan.
7. Whalen, D. J., Sylvester, C. M., & Luby, J. L. (2016). Depression and Anxiety in Preschoolers: A Review of the Past 7 Years. Child and Adolescent Psychiatric Clinics of North America, 25(2).

Supporting Your Child's Language and Development: Embracing Communication and Attachment

Language development is a fundamental aspect of a child's early years, forming the bedrock for social, emotional, and cognitive growth. The journey of communication begins long before a child says their first word, emerging through gestures, babbling, and the nurturing interactions they share with caregivers. As parents, creating a supportive and enriching environment for your child's language development is not only rewarding but also critical for their future success and well-being. This article explores the significance of language and brain development, including the fascinating realm of bilingualism, while offering practical strategies for parents to help their children thrive.

The Developing Brain: Laying the Foundations

A child's brain undergoes rapid growth in the first five years of life, with neural connections forming at an astonishing rate. According to the Early Intervention Foundation (EIF, 2023), these early years are a "window of opportunity," during which the brain is most receptive to learning and development. The quality and quantity of a child's interactions with adults have a profound impact on the development of language pathways in the brain (Public Health England, 2021). When parents engage in meaningful communication, they help to shape the architecture of their child’s developing brain, supporting skills that will last a lifetime.

Bilingual Brain Development: A Unique Advantage

For families where more than one language is spoken, bilingualism offers unique cognitive and social benefits. Research from the National Literacy Trust (2022) highlights that children exposed to multiple languages not only develop strong communication skills but also demonstrate enhanced executive function, such as better problem-solving and multitasking abilities. Contrary to common myths, learning two languages does not confuse children; instead, it strengthens their brains and fosters greater adaptability. The key is consistent exposure to both languages in natural, meaningful contexts, such as conversations, stories, and daily routines.

Attachment and Communication: The Power of Connection

Attachment is the emotional bond between a child and their caregiver, which plays a vital role in language development. Secure attachment provides a safe foundation from which children can explore and communicate effectively. Responsive parenting, where caregivers listen, respond, and encourage their child’s attempts at communication, is associated with faster language growth and improved social skills (The Communication Trust, 2017). Simply put, when children feel secure and valued, they are more likely to engage, experiment with sounds, and develop a love of language.

How Parents Can Support Their Child’s Language Development

Parents are their child’s first and most important teachers. There are numerous effective strategies that parents can use to nurture communication skills and support healthy brain development:

1. Talk About What You are Doing

Narrate your activities and surroundings to your child, even from birth. For example, "Now we are putting on your socks," or "Look at the red bus outside." This running commentary not only introduces new vocabulary but also models how language is used to describe the world.

2. Encourage Babbling and Single Words

For babies and young toddlers, babbling is a crucial pre-linguistic skill. Respond to their babbles with enthusiasm, mimic the sounds they make, and introduce simple words. For example, if your baby says “ba,” you can say, “Ball! Yes, that is a ball.” This back-and-forth exchange teaches the rhythm and pattern of conversation.

3. Name and Describe Objects

Naming objects and describing what they are, what they do, and how they feel helps children connect words to their meanings. For instance, “This is your teddy bear. The teddy is soft and cuddly.” Repetition is key, as hearing words in different contexts reinforces understanding.

4. Blow Bubbles or Feathers

Blowing bubbles or feathers is a playful way to strengthen the muscles used in speech. These activities encourage children to control their breath and mouth movements, which are essential for clear speech. Plus, they provide opportunities for vocabulary building: “Pop! The bubble burst,” or “The feather is floating.”

5. Read Together Every Day

Sharing books exposes children to a rich variety of words, sounds, and ideas, fostering their language development and expanding their understanding of the world. Point to pictures, ask questions, and encourage your child to join in with familiar phrases or rhymes. According to BookTrust (2020), children who are read to develop larger vocabularies and better listening skills regularly.

6. Sing Songs and Nursery Rhymes

Songs and rhymes introduce rhythm, rhyme, and repetition, all of which are important for language learning. Even if your child cannot yet sing along, listening and moving to the rhythm supports language processing in the brain.

7. Encourage Choice and Expression

Offer your child choices during daily routines to encourage language use. For example, “Would you like an apple or a banana?” Wait for their response and model the correct words if needed. Giving children the opportunity to make decisions builds confidence and encourages the development of expressive language.

8. Use Gestures and Non-verbal Communication

Gestures such as pointing, waving, or clapping support understanding and can be stepping stones to spoken words. Celebrate all attempts at communication, whether verbal or non-verbal, to show your child that their efforts are valued.

When to Seek Help: The Importance of Early Intervention

Every child develops at their own pace, but if you have concerns about your child’s speech, language, or communication, it is important to seek help early. Early intervention can make a significant difference in a child’s outcomes (Public Health England, 2021). Speak to your GP, health visitor, or childcare provider if you notice any of the following:

• Your child is not babbling by 12 months
• They are not using single words by 18 months
• You notice a sudden loss of language skills
• They have difficulty understanding simple instructions

Professionals can assess your child’s development and provide support or refer you to a speech and language therapist if needed. Remember, acting early gives your child the best chance to succeed.

Supporting your child’s language and development is a journey filled with everyday moments, joyful discoveries, and meaningful connections. By embracing open communication and fostering a secure attachment, parents can lay strong foundations for learning and overall well-being. Whether you are raising a child in one language or two, your engagement and responsiveness are the most powerful tools you have. If you ever have concerns, do not hesitate to seek professional advice. Early support can open doors to lifelong success.

References:

1. Early Intervention Foundation (EIF). (2023). Why Early Intervention Matters.
2. Public Health England. (2021). Best Start in Speech, Language and Communication.
3. National Literacy Trust. (2022). Bilingualism and Literacy Development in Early Years.
4. The Communication Trust. (2017). Universally Speaking: Ages and Stages of Children’s Communication Development.
5. BookTrust. (2020). Reading with your Child.

Moss, Mud, and Mindset: Teaching Confidence Through Risky Play!

As a childminder, I witness small acts of courage daily: a wobble onto the next log, a hand in squelchy mud, or a brave “I can do it myself.” Healthy risk‑taking isn’t recklessness; it’s the safe stretch where learning thrives. What seems tiny to an adult can be Everest to a four‑year‑old and the view from the top is confidence. Recognising risk as a learning tool helps us understand its impact on growing minds and bodies.

Resilience and self‑esteem bloom when a child faces a challenge, tries, and succeeds. Each attempt lays down proof: “I can try, cope, and recover.” If adults intervene too often, we inadvertently teach, “The world is too hard; you need rescuing.” Instead, I aim for rehearsal. Mini‑risks, like balancing or climbing, build stress tolerance in a supportive setting. Success isn’t just reaching the goal; it’s the story the child tells themselves: “I did it.”

How bodies benefit when children are allowed to try.

Physical development thrives on challenge. Uneven ground stabilises ankles, climbing builds grip strength, and running on wet grass perfects balance. Getting dirty is learning, mud adds friction, puddles teach depth, and slimy textures connect brain and muscle. Sensory‑rich environments, bark, sand and moss strengthen fine motor skills for tasks like writing and cutting. Messy, sensory play also fuels thinking skills, as bodies and brains develop together.

Risk‑taking sharpens cognitive skills.

Children plan routes, adapt mid‑action, and assess risks. I often narrate their process: “You checked the branch and changed your plan, smart thinking.” These moments, simple as they seem, are early lessons in problem‑solving. That pause before a leap is risk assessment in its infancy. Emotions play a role here too, so let’s discuss their impact.

Emotionally, supported risks help children face fear rather than be ruled by it. A fluttery tummy signals information, not danger. I stay nearby, calm and supportive: “I’m here. You decide.” If fear overtakes, we step back and try again later. This “approach, retreat, re‑approach” process builds emotional regulation. Peer play adds layers, turn‑taking, cheering, and negotiating boost social skills and empathy. For this to work, both the environment and adult guidance are crucial.

An enabling environment whispers “you can try” without shouting “you might fail.” Low branches, loose parts, grippy surfaces, and messy clothes create safe opportunities to stretch. My role is to set boundaries “feet first, one at a time” and then step back, modeling risk assessment and celebrating effort over results. Over‑directing stifles growth; children learn best when they own decisions. Parents often ask how to encourage this at home.

Start with language

Replace “Be careful!” with “What’s your plan?” or “Check your footing.” Offer gradual challenges: curbs before walls, low boulders before high trees. Introduce textures: rice trays, garden soil. Embrace weather, rain adds learning opportunities. Keep basic first aid handy and discuss risks together: “What could go wrong? How can you make it safer?” Dress for mess; a change of clothes is cheaper than a missed learning chance.

Why nature you ask!

Friedrich Fröbel, the early years pioneer, called nature the great teacher connecting children to patterns, seasons, and life’s unity. Research backs him up. Studies highlight “risky play” as essential for developing courage, risk management, and joy. Outdoor play with managed risks fosters physical activity, social skills, and reduced anxiety, without increased injuries when supervision is thoughtful. Over‑restriction, however, stifles these benefits. Knowing this, we can embrace mud and mess with purpose.

Parents!

I understand each parent who is concern about letting their children take risk, trust me, I was there! My promise isn’t “no bumps” but “good judgment, warm support, and rich learning.” Children need textures and freedom to explore nature, it’s how they map their bodies, courage, and place in the world. When your child comes home dirty, that’s not mess, it’s a medal. The confidence they carry to bed at night stems from these small risks. Tomorrow brings a new log, a new wobble, and a fresh “I did it.” I’ll be there, smiling, one step behind.

My Childminder Has a Dog! Will My Child Be Safe?

If you’re wondering whether it’s safe for your little one to be in a childminding setting with dogs, let me put your mind at ease! I’m a passionate childminder with two friendly, playful dogs who absolutely love children. Not only are they safe and well-trained, but they also bring a world of fun, learning, and happiness to our days together. Every interaction is supervised, and I make sure both the children and the dogs are comfortable, happy, and safe at all times.

Having dogs around is more than just cuddles and tail-wags it’s a wonderful boost for children’s development. Did you know that gentle interactions with animals can help children learn empathy and patience? When children stroke or brush my dogs, they’re practicing hand-eye coordination and fine motor skills without even realising it. Offering a treat or helping the dog find a favourite toy is like a little life lesson in responsibility and cause-and-effect. It’s fun, hands-on learning that sneaks in while everyone is having a good time.

Dogs are also amazing for language development and communication. Children naturally chat with animals, they describe what the dog is doing, tell them stories, or even ask questions. These small moments spark conversation, expand vocabulary, and help children practise expressing themselves. Studies show that children who interact with pets regularly often develop better social skills and a stronger sense of empathy. Watching my two dogs gently nuzzle or wag their tails in response is like a little encouragement for every child to join in and communicate.

Let’s not forget the emotional benefits! Dogs are natural comforters. A calm, friendly dog can help children feel secure, reduce anxiety, and boost confidence. Scientific research supports what we all feel instinctively spending time with animals releases happy hormones, lowers stress, and makes children feel safe and supported. In my childminding setting, my dogs are like little furry mood-boosters, helping shy or nervous children settle in and enjoy the day.

Of course, safety comes first. Every cuddle, stroke, and play session is fully supervised, and children are taught the right way to approach and interact with dogs. My dogs are trained, calm, and used to being around children, and I follow strict health and safety standards including grooming, vaccinations, and constant monitoring. This ensures a secure, hygienic, and happy environment for everyone and I bet, this is the case for each and every childminder!

In short, having dogs in a childminding setting is safe when handled correctly and it’s also enormously beneficial. They enhance language, social skills, emotional wellbeing, and even motor development. My two dogs bring endless joy and learning opportunities, making every day brighter for the children in my care. Seeing little faces light up as they play, talk, or cuddle with my dogs is truly one of the most rewarding parts of my work.

So yes, your child will be safe, and they might just leave with a new furry friend and a heart full of happy memories!

Ps. And yes, we have a tortoise too, but that's a whole different story for another day!

Curious about how having a dog can support your child's overall development? Click here 

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Big Day, Little Steps: Helping Your Child Thrive When Starting Nursery or Childminders