Bespoke Training

• Training is suitable (and can be tailored for groups also) for those trained from level 2-Level 7+ and covers a wide range of easily distilled research into impactful practices which meet the needs of the unique child.
• All training can also be tailored to the team needs, time requirements and topic relevance, or additional context can be explored also – please just ask! IT aims to provide a cost effective solution to high quality CPD, which supports the Educator in reflection and reflexive practice, which enables the unique child in terms of their progression.
• Training aims to be current, relevant, easily understood, informative, a point for reflection, show potential for transformative practices and linked to supporting and enabling healthy development, growth and a love of learning and life in young children +.
• All training includes an overall understanding of how healthy brains and bodies develop, factors affecting these and how this links to the potential for higher level cognitive learning skills/ greater outcomes across learning and wellbeing domains. Research supports deconstructed understanding of the topics and all courses aim to give ideas for practice, provision and pedagogy, allowing each setting to reflect upon or adopt aspects most relevant to their needs.

All courses come with delegate REFLECTIVE PACKS, PDF COURSE NOTES and CPD CERTIFICATES.

If you are interested in finding out more about the training content and possible costs(no obligation) – please do just complete the enquiry form or email direct (enquiries@empoweringearlyyears.com) and we will get back to you within 72h  to provide further information for you. Thank you!

 

• Gross Motor Physical Skill development & Sensory integration (to support emergent literacy, writing and reading)
• Enabling Fine motor skills to support communication skills. (How FM skills develop as part of Gross Motor skill physical development, opportunities to support these effectively – in practice, at home and links to healthy brain development, plus opportunities for greater language and communication skills.)
• Maths and Mud! The power of sensory play to enable early mathematical understanding and skills. ( An understanding of the neuro-developmental potential of sensory play, deconstruction of the key early maths skills children need to learn in their play, based on research, in order to link into later learning, ideas for practice.)
• Babies and Early mathematical skills – Babies as early mathematicians, key research findings linked to enabling practices, which support early maths skills and enable greater educator understanding through observation and play of what, how and why these skills develop/ are important.
• The power of Loose parts to enhance early learning (Supporting a greater understanding of the potential of loose parts within provision and play to enhance STEM, language development, early mathematical understanding, innovation and executive functioning, as well as guides for Risk assessment, planning for loose parts and ideas)
• Early Communication skills; practice, provision and pedagogy. (Reflecting on environments, practice and the team linked with recent research to support an overall approach (with tools for analysis), to enabling communication skills everywhere for all children, rather than solely intervention)
• Attachment, anxiety & chronic stress: enabling young children to thrive and learn. (Key recent neurobiological and developmental stress/ trauma research, linked to attachment theory, to enable greater understanding of stress and anxiety linked behaviours and how to support these in trauma informed practices to enable children at risk to thrive and learn effectively.)
• Understanding Self-regulation skills basics: re-framing negative behaviours for positive outcomes. (A whistle stop-tour of SR skill development -what and how, linked to key research and theory – to understanding stressors, enabling children through co-regulation, spotting dysregulation and supporting Self regulation skills across practice and provision effectively, based on healthy brain and body development)
• Schema: Enabling schematic thinking to support the CoEL. ( A greater understanding of Schema concepts and common schema types – what and how, linked to expectations of the CoEL and observations of ‘effective learning’. Research around Intrinsic motivation,Working memory and Attention capacity linked to potential within schematic play, as part of inclusive practices which meet the needs of the unique child at the point of their own motivated learning. )
• Enabling positive mental health habits for young children. ( Contemporary understanding of the rising rates of poor young MH figures, deconstructed around concepts of poverty, anxiety, less play & autonomy etc, to support a basis for core research-informed wellbeing practices which enable healthy and positive MH habits for the future (and link to learning/ outcomes).
• Getting outside to ‘close the gap’ – outdoor play and provision. (Understanding the narratives around ‘gaps’ in attainment/ outcomes and future wellbeing and the potential for future practice and provision to tackle this, based on research relating to the multi-dimensional aspects offered through impactful and easily translatable outdoor activity and learning in play opportunities)
• Enabling risk and challenge in play to support executive functioning skills. (Understanding importance of risky play types and research, linking to potentials for autonomy, risk assessment skills/ safety , challenge, resilience, growth mindset and learning etc. Focus on key aspects of Risky play into practice as part of inclusive practice; Risk assessment and Health and Safety executive understanding of Risky play and challenge, intertwined with a neuroscientific understanding of healthy brain development and key executive functioning skills for learning (attention, memory, problem solving, SR etc)
• Awesome twos: Putting research into excellent EY practice. ( Wealth of research linked to healthy brain and body development/ skills at this unique time for neural growth and learning – added into excellent EY practice/ provision.
• Supporting growth mindset concepts in Early years ( Understanding Growth Mindset research and practices which enable children to challenge themselves and show grit, resilience and perseverance. Enabling observation of these skills in play & further linking to learning potential, enhancement and outcomes.)