Encouraging excellence in Early years
…Empowering practice, pedagogy and provision, enabling reflection and reflexive practice, based upon a greater understanding of research which enables unique children (0-5+) to thrive and learn.
EEY has a passion for empowering practitioners, teachers and educators
Enabling professional development opportunities, for all those working with young children, through excellent Early Years CPD, focussed on key research, play, neuroscience and child development as the basis for academic learning and thriving.. Those working with the under 5’s through excellent Early Years CPD opportunities focussed on research, play and child development as the basis for learning and thriving.
Run by Early Years Teacher, Associate Lecturer (FdA / BA (Hons) Early Childhood studies),Education Assessor (NCFE L3) and Early Years Trainer Hannah O’Donnell (BA (Hons) Psych, EYTS, PGDip – Dist (Early Years), MA – Early Years (Dist). Empowering Early Years aims to provide relevant, practical, cost-effective, high-quality Continuous Professional Development (CPD) training in key areas of child development, play-based learning and Early Years Educational practice, through online workshops, in-setting professional training and follow up mentoring or planning support for all those working professionally with young children.
EEY further aims to support parents in their key understanding of early brain development, play and allowing children to thrive and learn – through easy to understand developmental research into practice, play ideas and related understanding of how these link to later academic and life outcomes.
More about Hannah…
‘I’m passionate about showing that play IS learning and demonstrating the key links between enabling effective growth and development opportunities for young children through play and their subsequent achievement of their potential, later happiness, sense of security, love of life and engagement with education.
I also want to give practical, research- based ideas for reflection within practice, provision and pedagogy, which relate to recent child development, education and scientific research, in an effort to help all children thrive within their settings and schools.
I aim to give simple explanations of key complex ideas which can enable practitioners to develop their triple loop thinking and underpin their excellent practice.
Moreover, I want to help enable practitioners in their developing early years practice – with knowledge, ideas and reflection, through cost-effective CPD training opportunities, centred around the uniquely developing child.
Empowering Early Years Support
Information
Early Years Teacher/ Trainer& parent! Passionate about play for 0-5 age group as well as linking new practical ideas to recent child development, education and scientific research. Aiming for play to be cheap, fun and wanting to empower parents and practitioners with knowledge about how young children learn and develop effectively through being engaged in high quality play & fun!
Empowering Early Years
EY trainer, teacher (0-5), EYITT personal tutor, assessor & former lecturer, passionate about empowering unique children & educators through play, research & excellent, informed nurturing practices.Doing what I can for play!
**SPECIAL TRAINING PRICE OFFER!** £10 GBP only ( EEY IS 10 year old!)
As EEY is 10 years old this year (!?!), by way of THANKS to all those I have had the pleasure of working with and to give back in celebration, we are offering:
FIRST 10 x delegate spaces on ANY courses online NOW at £10pp ONLY (half price*) when booked now (normal price £20).
This is part of our ongoing commitment to enhancing early years practice, through research led understanding that is cost effective, reflective, empowering and impactful for educators !
See website for course details and booking link
www.empoweringearlyyears.com
Or book direct (with info there too) via EVENTBRITE
(Event brite page link for EEY collection - search Empowering Early Years CPD)
COURSES!
EEY: UNDERSTANDING TRANSITIONS , ATTACHMENT & ANXIETY in Early years- Relational Approaches work!- Online Event
Thurs 14th May 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
EEY: I Can't do it (YET!) GROWTH MINDSET concepts in Early Years- Online Event
Thurs 21st May 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
EEY: THE ADULT ROLE IN CONTINUOUS PROVISION - impactful scaffolding & empowering practices for equity and outcomes. Online Event
Thurs 4th June 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
EEY: Enabling SHY, ANXIOUS & SELECTIVELY MUTE children to thrive and learn - Online Event
Thurs 11th June 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
EEY: UNDERSTANDING & ENABLING SELF REGULATION SKILLS IN Early Years - to impact outcomes. Online Event
Thurs 25th June 2025 at 19:00 -20.30 (Recorded if not able to access on date/ time)
**NEW**
EEY: INVITATIONS TO EXPLORE: IMPACTFUL, UPCYCLED & SCAFFOLDED provision to ENHANCE learning and engagement in EY. Online Event
Thurs 2nd JULY 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
**NEW** EEY: ENABLING KEY EMOTIONAL INTELLIGENCE & SOCIAL SKILLS in EY TO THRIVE AND LEARN Online Event
Weds 8th JULY 2026 at 19:00 -20.30 (Recorded if not able to access on date/ time)
**NEW** EEY: UNDERSTANDING & ENABLING EMERGENT LITERACY SKILLS IN EY - IMPACTFUL PRACTICE & PROVISION IDEAS. Online Event
Mon 13th JULY 2026 at 19:00 -20.30 (Recorded if not able to attend)
KEY INFO:
· All booking /course details -Eventbrite Empowering Early Years CPD training | Eventbrite
· Or via website - www.empoweringearlyyears.com.
· Email: empoweringerarlyyears@gmail.com
Cost - £10 per first 10 spaces booked*
*Then, £20 per delegate, £50 per group of 5 (select 'group' booking option)
Includes: recording access (if unable to make timings), CPD cert, reflective pack and CPD notes (PDF).
Thanks!H x
Recent OECD report out THIS WEEK on WELLBEING for CHILDREN in EARLY YEARS, shows across 8 countries (inc UK) and 23000 children some of the key factors in enabling outcomes holistically...linked to overall wellbeing...
Some important aspects for EY educators include:
* Valuing the role of PARENTS and carers in enabling the under 5's and their wellbeing and education as this is highly predictive of positive stuff!
So, ...ensuring increased opportunities to empower parents, see their unique situations,support and also enable them to value play, the child and work together is KEY!
*Children NEED support with EXECUTIVE FUNCTIONING SKILLS (working memory, attention, problem solving, self regulation, emotional intelligence, task switching, ordering etc) as these still significantly predict ALL outcomes .
Remember! these are taught skills and our most VULNERABLE children may not have these modelled or be in environments that can do this and support those skills...EY settings may be their only options to 'level up' (horrific term) but change outcomes and intergenerational aspects like enabling secure Attachments.(again huge predictors of outcomes and reducing the impact of trauma and inequality).
*EY settings and ENVIRONMENTS MATTER ..where the quality and differences in environments linked to outcomes, across different domains...UK showing numeracy and literacy but then South Korea with more EF skills..
All very important skills,but if we USE the science to understand HOLISTIC development and how brains develop in all ways for unique children we can use what we know EFFECTIVELY to encourage holistic prime skills (as children struggling in one skill showed this in other areas too..so we MUST not over focus on one aspect over another!)
For EF skills support we need secure attachments / excellent environments & practice to then enable challenge, risk taking, self confidence and all aspects of these in PROVISION (with adults scaffolding)
..EF skills are the highest predictors of ALL outcomes including ACADEMIC, across the research, so supporting these or ensuring we know how these develop, our role or what also affects children (Trauma, ACEs, inequality etc)...
Thus,ideally in all EY systems, rather than focusing on the systematic 'knowledge' model only and instead, adapting and responding to science, will then allow us to support better WELLBEING and OUTCOMES, as part of EQUITY in EY for long term societal benefits.
Summary available and worth a read!
#empoweringearlyyears
Building Strong Foundations for Life
www.oecd.org
The first five years of a child’s life represent a critical window of opportunity, but also of vulnerability. Strong early skills prepare children to succeed in education and to develop into healthy...
Body painting & WHOLE BODY CREATIVITY (my smallest 2.5)
I know this is not ideal in setting often (from an adult POV, usually parents), BUT, it is super important (bear in mind skin allergies) to allow children the space, time and freedom to enjoy PAINT and creativity as part of sensory play...how they like to do this...whether that be immersive experience or more refined aspects of using materials to create with.
Opportunities to do BOTH and use whole bodies for TODDLERS upwards add HUGE amount of learning and fun that links to later academic skills, cognition, as well as Physical development, PSED and more by linking both sides of the brain and body (BILATERAL INTEGRATION).
HUGE links to learning here not only of healthy SENSORY integration (tactile, proprioception & possibly regulation), but Gross MOTOR skills (core rotation, should strength, arms and grip all linked to later PSED skills and writing) and fine MOTOR skills (precision, hand eye co-ordination,)brushes, sponges etc), ATTENTION and engagement (linked to the CoEL), as well as experiential learning that is motivated,child led and meaningful for that child!
It's the same with mud/Wet sand etc.
SO important for children to feel free of the constructions/ limits of adult led ideas, when they are learning, so that they can truly begin to grow and learn, as well as be supported to be safe, take risks and know when this activity is best done etc linked to their own developing sense of self.
Aside from this, being outside/ taking our creative offers outside links to other benefits of natural light,(Vit D) fresh air ( sleep), sensory stimulus( not screens), movement opps ( bilateral, core strength, proprioception , vestibular movement) that is different to indoors... & more...!
Even if you can plan this for an afternoon or some days, with home clothes etc and link to whole body activity...this is a HUGE leap for learning, engagement and more...even for those children who may struggle with the sensory stimulus, being able to explore in their own time in a nurturing environment is super important for their unique regulation/development journey also.
#empoweringearlyyears
#play
SHAME is hugely powerful emotion ( see any Brene Brown!) for individuals that drives behaviour & is a negative social construct, designed to limit, reduce or ignore human emotion and increase a sense of 'achievement or failure', linked to whatever social/ cultural norms exist at the time.
For children,this is often linked to adult initiated expectations like ability to toilet , share toys, write, self dress etc.
Or this can linked to school / setting expectation ( behaviour, social rules etc), gender norms ( think quiet, well behaved girls), societal conformity etc - think neurotypical, privileged etc, which means inherently there are those losing out to th8s all the time, there's room for masses of bias, inherent stereotyping and the potential for harm to the individual, how they see themselves and their outcomes / well being ( esp children when developing).
A really useful infographic below from the social workers toolbox ( credit link on pic) detailing how shame for unexpected,unwanted or unusual behaviour can lead to children ( especially), feeling like THEY are the problem & believe this.
It's essential we REFLECT & see children for who they are as unique individuals, all developmentally different; ie where they may have unmet needs, issues of ACEs, trauma etc ...we need to be trauma informed & reflect on our practices/ words/ subconscious messaging, in order to allow them the safe spaces to grow, learn and thrive uniquely, without shame.
Attaching a level of shame ( even if not meant) for ADHD / ASD children in particular can lead to huge rejection sensitivity dysphoria and dysregulation, which is extremely damaging for later outcomes if left unsupported by caring adults.
#empoweringearlyyears #earlyyearsteacher
SHAME is hugely powerful emotion ( see any Brene Brown!) for individuals that drives behaviour & is a negative social construct, designed to limit, reduce or malign human emotion and error linked to whatever social/ cultural norms exist at the time.
For children,this is often linked to adult initiated expectations, school / setting expectation ( behaviour, social rules etc), gender norms ( think quiet, well behaved girls), societal conformity etc, which means inherently there is room for masses of bias, stereotyping and the potential for harm to the individual, how they see themselves and their outcomes / well being ( esp children when developing).
A really useful infographic below from the social workers toolbox ( credit link on pic) detailing how shame for unexpected,unwanted or unusual behaviour can lead to children ( especially), feeling like THEY are the problem & believe this.
Coupled with no tools or guidance if they aren't fully 'seen' uniquely by empowered adults, possibly even given punishment... adds to toxic levels of shame, leading to low self worth, poor confidence, low resilience, stress behaviours (FFFF), poor MH, low output and reduced social contact, as well as a sense of confornimg to 'type' feeling nothing will change/ they are ' faulty'etc.
It's essential we see children for who they are as unique individuals, all developmentally different; ie where they may have unmet needs, issues of ACEs, trauma etc ...we need to be trauma informed & reflect on our practices/ words/ subconscious messaging, in order to allow them the safe spaces to grow, learn and thrive uniquely, without shame.
Attaching a level of shame ( even not meant) for ADHD children in particular can lead to huge rejection sensitivity dysphoria and dysregulation, which is extremely damaging if left unsupported by caring adults.
Reflection on our practices is essential to meet children's unique needs and allows us to check how shame may be perceived;
*through judgements on unexpected actions ( impulsive speech etc)
*age related skill differences or mis matches on given days ( ie you should know how to/ done before)
*unconventional behaviours ( good boys don't...)
* rewarding social acceptable/ conformity behaviour only ( silence etc)
*punishing other behaviour ( no play)
* having developmentally inappropriate expectations ( sitting still for ages).
Shame is unhelpful.
Being that trusted attachment matters to change cycles where children feel they alone are the problem.
We can absolutely empower them that they aren't , through valuing them, seeing them uniquely and supporting them to thrive.
For our youngest upwards, changing that brain wiring through positive feedback, meeting needs and gentle challenge and praise in a caring environment ( even if this is their only one) can reduce the impact of shame and increase wellbeing and positive outcomes.
#empoweringearlyyears
Reminder from the Institute of Child Psychologists about WAYS we can support REGULATION for children & thus support their developing SR Skills & more positive outcomes (nb' as SR and EF skills predict outcomes across many holistic domains...inc academic, socio- emotional, psychological etc,( Kalstabakken et al, 2021).
GREAT to consider how EY practices, environments and general pedagogy can build upon these concepts to allow REFLECTION on aspects already enabled and easy ways to create wider impact through enhanced understanding of what some of these opportunites are allowing ...
ie :
* more PLAY ( multi aspect benefit to brain/ body to regulate)
* more time OUTSIDE(Light, space to move, hide etc, nature, green, fresh air, seasons and predictability, senses, risk!)
*more SINGING ( sensory seekers of volume, calming effects of music, shared passions,memory, movement, vagus nerve calming ( resonates when sing), joy etc...
* more HEAVY work - sand, water, mud, digging, carrying,hanging, dragging,pulling, constructing ( proprioceptive input, essential for sensory integration, as well as stimulus and for sensory seekers to regulate- helps co-ordinate how brains and bodies work together in terms of muscle use!)
Etc..!
Source- institute of child Psychologists.
Play on...
#empoweringearlyyears
#selfregulationskills
#earlyyears #empoweringchildren
Recent OECD report (out this week from 2025) on WELLBEING for CHILDREN in EARLY YEARS, shows across 8 countries (inc UK) and 23000 children some of the key factors in enabling outcomes holistically...linked to overall wellbeing...
Some important aspects for EY educators include:
* Valuing the role of PARENTS and carers in enabling the under 5's and their wellbeing and education as this is highly predictive 9of positive stuff!
*Children NEED support with EXECUTIVE FUNCTIONING SKILLS (working memory, attention, problem solving, self regulation, emotional intelligence, task switching, ordering etc) as these still significantly predict ALL outcomes .
Remember! these are taught skills and our most VULNERABLE children may not have these modelled or be in environments that can do this and support those skills...EY settings may be their only options to 'level up' (horrific term) but change outcomes and intergenerational aspects like enabling secure Attachments.(again huge predictors of outcomes and reducing the impact of trauma and inequality).
*EY settings and ENVIRONMENTS MATTER ..where the quality and differences in environments linked to outcomes, across different domains...UK showing numeracy and literacy but then South Korea with more EF skills..
All very important skills,but if we USE the science to understand HOLISTIC development and how brains develop in all ways for unique children we can use what we know EFFECTIVELY to encourage holistic prime skills (as children struggling in one skill showed this in other areas too..so we MUST not over focus on one aspect over another
Summary worth a READ to empower and inform our PLAY environments and CORE practices with children as they grow and thrive!
Link:
https://www.oecd.org/en/publications/building-strong-foundations-for-life_02bf8efe-en.html?fbclid=IwdGRjcARqhyNjbGNrBGqHHmV4dG4DYWVtAjExAHNydGMGYXBwX2lkDDM1MDY4NTUzMTcyOAABHvz3iBi_qeUVfrRbMxFOlR9xmbwcKhM2vza4cvjtBEj8UtY0r2PubyKQFj_W_aem_PJRqhac6fAlssWy5JZdglw
#empoweringearlyyears #earlyyears #earlyyearsteacher
Body painting & WHOLE BODY CREATIVITY (my smallest 2.5)
I know this is not ideal in setting often (from an adult POV, usually parents), BUT, it is super important (bear in mind skin allergies) to allow children the space, time and freedom to enjoy PAINT and creativity as part of sensory play...how they like to do this...whether that be immersive experience or more refined aspects of using materials to create with.
Opportunities to do BOTH and use whole bodies for TODDLERS upwards add HUGE amount of learning and fun that links to later academic skills, cognition, as well as Physical development, PSED and more by linking both sides of the brain and body (BILATERAL INTEGRATION).
HUGE links to learning here not only of healthy SENSORY integration (tactile, proprioception & possibly regulation), but Gross MOTOR skills (core rotation, should strength, arms and grip all linked to later PSED skills and writing) and fine MOTOR skills (precision, hand eye co-ordination,)brushes, sponges etc), ATTENTION and engagement (linked to the CoEL), as well as experiential learning that is motivated,child led and meaningful for that child!
It's the same with mud/Wet sand etc.
SO important for children to feel free of the constructions/ limits of adult led ideas, when they are learning, so that they can truly begin to grow and learn, as well as be supported to be safe, take risks and know when this activity is best done etc linked to their own developing sense of self.
Aside from this, being outside/ taking our creative offers outside links to other benefits of natural light,(Vit D) fresh air ( sleep), sensory stimulus( not screens), movement opps ( bilateral, core strength, proprioception , vestibular movement) that is different to indoors... & more...!
Even if you can plan this for an afternoon or some days, with home clothes etc and link to whole body activity...this is a HUGE leap for learning, engagement and more...even for those children who may struggle with the sensory stimulus, being able to explore in their own time in a nurturing environment is super important for their unique regulation/development journey also.
#empoweringearlyyears
#play
SHAME is hugely powerful emotion ( see any Brene Brown!) for individuals that drives behaviour & is a negative social construct, designed to limit, reduce or ignore human emotion and increase a sense of 'achievement or failure', linked to whatever social/ cultural norms exist at the time.
For children,this is often linked to adult initiated expectations like ability to toilet , share toys, write, self dress etc.
Or this can linked to school / setting expectation ( behaviour, social rules etc), gender norms ( think quiet, well behaved girls), societal conformity etc - think neurotypical, privileged etc, which means inherently there are those losing out to th8s all the time, there's room for masses of bias, inherent stereotyping and the potential for harm to the individual, how they see themselves and their outcomes / well being ( esp children when developing).
A really useful infographic below from the social workers toolbox ( credit link on pic) detailing how shame for unexpected,unwanted or unusual behaviour can lead to children ( especially), feeling like THEY are the problem & believe this.
It's essential we REFLECT & see children for who they are as unique individuals, all developmentally different; ie where they may have unmet needs, issues of ACEs, trauma etc ...we need to be trauma informed & reflect on our practices/ words/ subconscious messaging, in order to allow them the safe spaces to grow, learn and thrive uniquely, without shame.
Attaching a level of shame ( even if not meant) for ADHD / ASD children in particular can lead to huge rejection sensitivity dysphoria and dysregulation, which is extremely damaging for later outcomes if left unsupported by caring adults.
#empoweringearlyyears #earlyyearsteacher
Reminder from the Institute of Child Psychologists about WAYS we can support REGULATION for children & thus support their developing SR Skills & more positive outcomes (nb' as SR and EF skills predict outcomes across many holistic domains...inc academic, socio- emotional, psychological etc,( Kalstabakken et al, 2021).
GREAT to consider how EY practices, environments and general pedagogy can build upon these concepts to allow REFLECTION on aspects already enabled and easy ways to create wider impact through enhanced understanding of what some of these opportunites are allowing ...
ie :
* more PLAY ( multi aspect benefit to brain/ body to regulate)
* more time OUTSIDE(Light, space to move, hide etc, nature, green, fresh air, seasons and predictability, senses, risk!)
*more SINGING ( sensory seekers of volume, calming effects of music, shared passions,memory, movement, vagus nerve calming ( resonates when sing), joy etc...
* more HEAVY work - sand, water, mud, digging, carrying,hanging, dragging,pulling, constructing ( proprioceptive input, essential for sensory integration, as well as stimulus and for sensory seekers to regulate- helps co-ordinate how brains and bodies work together in terms of muscle use!)
Etc..!
Source- institute of child Psychologists.
Play on...
#empoweringearlyyears
#selfregulationskills
#earlyyears #empoweringchildren
Course details via website or Event brite, evenings, 7pm GMT, £20 pp, 5 for £50.
( recording available for short time if unable to attend on given date).
Various dates, including;
Adult role in continuous provision - empower, excite, enable!
Anxiety, attachment& transitions.
Enabling Exec F skills in EY.
Developing Growth mindset in EY etc
Enabling Emotional intelligence skills in EY.
Enabling Self-regulation skills to empower learning & life.
Email for any bespoke queries!
GREAT inforgraphic ( credit on pic) to support our scaffolding language when enabling children to take risks!
Saying 'be careful' doesn't allow children any real information with which to work effectively & is so broad ( ie be careful with what/ how/ why) that it doesn't support being able to then apply learning to risk taking.
Risk taking ( through engaging in risky activity) is also HUGELY important for children in order for their own safety skills & survival ( Brussoni et al 2015).
It often occurs more for optimistic children, ( Lu et al, 2023), but risk taking equals growth and so is essential for all children to thrive and grow/ learn, plus link to resilience, perseverance and healthy development.
Choosing our language careful to facilitate skills of risk management and being able to risk assess for themselves as unique individuals is VITAL. Some great examples here to try!
#empoweringearlyyears
LOVE this picture (no author given) illustrating the importance of the creative PROCESS for learning & the key role of the adult to STEP BACK when it comes to art or creative endeavours.
This is in order that we facilitate, empower and enable a child to fulfill their creative desires (not our own) ...where they have autonomy and can lead their learning experientially.
It's ALL about the PROCESS.
This means providing gentle scaffolds challenges and also curate /support the drive for child led ideas & passions, give praise for resilience and perseverance as well as build upon this MOTIVATED example of DIVERGENT thinking! (Crucial for later outcomes).
This all fits within the Characteristics of Effective learning also.
Where adults LIMIT creativity with their own concepts of 'art' or projects (CONVERGENT thinking)..that don't link to divergent ideas, choice, autonomy, innovation or creativity, they are truly limiting the learning potential ( not to mention the joy!)
Who wants to be all the same anyway???!
Without thinking around concepts of further skills to support for the unique child and using their motivation/ attention (for their own projects),to build upon through these key moments of creativity, we're not empowering children to be unique, lead their own learning or to find their unique zone of proximal development ...
Possibilities are endless and positive outcomes are hugely linked (WEF future of jobs 2027, Layard et al 2014 etc) to enabling executive fubctioning skills (like ordering,attention, task initiation etc), linked to divergent experiences, great adult support through facilitation (not direction).
#empoweringearlyyears
Some food for thought....🧐
There's a billion other research bits that spring directly to mind to evidence the importance of PLAY..(sadly we have to but hey, holidtically speaking for development, health (MH), advocacy, learning, wellbeing, academic outcomes etc it's ALL there linked to PLAY, being outside, child led joy and validated individuals).
For example, just one being.
Bai et al's (2023, The development of divergent thinking in 4-6y old children) study of divergent (innovation, creativity) thinking in 4-6 yr olds and how this can increase during this time, as well as memory retrieval skills/ encoding) with opportunity to link to personal experiences (ie child directed play).
Thus, the POSSIBILITY is there, linked to developing language skills and motivation...
Hence why TOP DOWN academic pressures ( that are not related to our research and understanding of learning experiences, conducive environments, the role of joy and the unique child) do really need to go in the bin as part of any inclusive practices.
Play is the way.
Pic ref from weskoolhouse.