What does the government mean by British Values and the Prevent Duty in the Early Years?

British ValuesAs a formal part of the Early Years Foundation Stage, educators are now required to deliver instruction of British Values and the Prevent Duty in classrooms, nurseries and other early years settings.  In response, Kerry Maddock, author of British Values and the Prevent Duty in the Early Years, outlines what exactly the government means by this legislation and offers clear advice to early years practitioners on how to implement British Values in such a way that also fosters individual liberty. Through case studies, research, and interviews with OFSTED inspectors, her book is an essential guide for any Early Years professional seeking guidance on this statutory requirement.

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Tips for promoting young children’s wellbeing

Young children's wellbeing

Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.

Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.

One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading

Why We Need to Break the Silence Around Suicide, Especially for our Children

Louise Moir explains why she wrote Rafi’s Red Racing Car, details her own experiences, and expresses the need for a breakdown in the stigma that surrounds mental illness and suicide.

I lost my husband to suicide in 2011 following his brief decline into mental ill health that was triggered by a job redundancy. My sons were aged 4 ½ and nineteen months. Rafi’s Red Racing Car is the book that I wished I’d had at that time to help me with the terribly painful and bewildering task of trying to explain to my boys what had happened to their Daddy.

Before their father’s suicide, my children had not yet experienced death of any kind, so they had absolutely no understanding. I quickly learnt that their grief was too raw and overwhelming for them to be able to tolerate me talking directly about the tragedy that had enveloped us all. Very young children are very visual and respond well to explanations in pictorial or metaphoric realms. I found a wealth of good, age appropriate books that helped to explain death and the emotions that surround loss and these helped tremendously. Identifying with the character in the book who was experiencing similar events and emotions to themselves enabled my sons to externalise their own feelings, begin to understand their experience and led to them asking me questions about their own loss.

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Early Years List Launch

Early Years behaviourWe’re delighted to announce the launch of our Early Years list. As of now, we’ll be publishing a range of resources written by Early Years specialists offering valuable advice on important issues such as behaviour management, positive learning environments and how to run a successful Early Years business. We’d like to make you aware of a number of ways you can interact with the list:

1. Sign up to our Early Years mailing list to receive news and information on our latest books by filling out the form below

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Why do two-year-olds behave differently to three and four-year-olds?

Early Years BehaviourLiz Williams, author of Positive Behaviour Management in Early Years Settings, explains how young children will only be able to behave in a way that is appropriate to their own age and stage of development. Observing that the whole early years period is a time in which children develop rapidly, she describes how the stage of development between the ages of two and three is especially fast.

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Informed by the author’s wealth of practical experience, Liz’s book is an essential guide to promoting positive behaviour in early years settings. It explains why children may act the way they do, describes the key factors in promoting appropriate behaviour and provides a range of easy to use techniques for improving behaviour and supporting development.

If you would like to read more articles like Liz’s and hear the latest news and offers on our Early Years books, why not join our mailing list? We can send information by email or post as you prefer, and please also tell us about your areas of interest so we can send the most relevant information. You can unsubscribe at any time.

Read an extract from Shelly Newstead’s ‘The Busker’s Guide to Risk, Second Edition’

Newstead-Thread_Buskers-Guide-t_978-1-84905-682-3_colourjpg-printWelcome to the second edition of The Busker’s Guide to Risk – and for those of you who are used to these little books by now, I’m sure you’ll agree with me that starting off with a few jokes is not at all out of keeping… so here goes…

Have you heard the one about the children who were banned from making daisy chains in case they ate them?

Or the school that stopped doing egg and spoon races in case a child dropped an egg and then turned out to be allergic to it?

Or what about the children who weren’t allowed to play with cardboard boxes because they were a fire risk? (The boxes, that is, not the children… although any day now…!)

Laugh out loud?  Well, I would- if any of those were actually jokes- you know, like those urban myths that get passed around and exaggerated with every re-telling… But here’s the punchline- they’re not.  All of those seemingly ludicrous things have really happened- to children whom you and I know, up down the UK, in a neighbourhood near you- all in the name of health and safety.

The Busker’s Guide to Risk is part of the Busker’s Guide series for adults who work where children play.  Each Busker’s Guide provides succinct and down to earth introductions to key areas of theory and practice.  Written in a light-hearted style and illustrated with witty cartoons, Busker’s Guides are accessible to practitioners working in a wide range of settings.

>>Click here to download the extract<<