TTS Talking Early Years

Ruth Lue-Quee is joined by Helen Battelley for a final episode, to explore the concept of the "third teacher" and its impact on children's development. The episode highlights how the environment, often considered the "third teacher", plays an important role in fostering physical, emotional, and cognitive development in young children. Helen shares insights into how educators can create rich, inclusive, and play-based environments that allow children to develop confidence, physical skills, and creativity.  The conversation touches on various types of play, and stresses the importance of facilitating these experiences without adult over-intervention. Helen encourages early years practitioners to view their settings through a child’s eyes and make small adjustments to ensure all children, including those with SEN, can access and benefit from these environments. The episode is a reminder to educators to slow down, allow children to explore at their own pace, and create opportunities for play for lifelong learning and development.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

In this episode, host Ruth Lue-Quee is joined by Helen Battelley to discuss the eight senses. Expanding beyond the traditional five senses - Helen introduces the vestibular, proprioceptive, and interoceptive systems, and their crucial roles in children's physical, social, and emotional development.   Practitioners are encouraged to incorporate a variety of movement activities into their settings to hone the three additional senses, helping children to develop body awareness, spatial navigation, and recognise internal bodily signals. This episode offers practical strategies and insights for early years practitioners dedicated to supporting the holistic development of children in their care. Be sure to tune in for valuable guidance and inspiration!  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

Ruth Lue-Quee is joined again by Helen Battelley, to discuss the key role practitioners play in supporting children's movement and growth. Helen highlights how educators’ behaviours and attitudes can directly influence children's development, as young children tend to mirror the adults around them. She emphasises the need for practitioners to be mindful of their actions and language, ensuring they create positive and encouraging environments for children to thrive physically and emotionally.  Helen shares practical strategies for promoting movement in early years settings, such as removing unnecessary chairs, encouraging play, and creating physical activity policies. By making small adjustments, practitioners can create environments that encourage children to explore, take positive risks, and develop both gross and fine motor skills. This episode offers valuable takeaways for educators, encouraging them to be enablers of movement and physical activity, which are essential for children’s overall well-being and development.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

Ruth Lue-Quee is joined by Helen Battelley, expert in early childhood physical development, to discuss the critical role of reflexes and their impact on development. Helen explains the difference between primitive and postural reflexes, and how delays can affect children’s physical and emotional development. They highlight how early years practitioners can identify these delays and support children through targeted activities like tactile play and gross motor exercises.  Helen also shares valuable insights for practitioners working with children with SEN, discussing how challenges with reflexes can manifest in behaviours like anxiety or sensitivity to sounds. By recognising these signs, practitioners can implement movement-based strategies to support development. This episode ultimately encourages practitioners to deepen their understanding of reflexes and incorporate purposeful activities into their practice to help children thrive.    📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

In this episode, Ruth Lue-Quee and Andre Imich discuss whether the Early Years sector is adequately equipped to support children with SEN. They highlight that the volume of children needing attention often surpasses the available support, particularly in areas like speech and language therapy. While there is strong ambition to improve, the sector still faces challenges with providing the right level of support and ensuring consistency, especially with the increasing use of agency staff.  Ruth and Andre outline key areas for improvement, including having a robust Early Years curriculum, sufficient staffing, effective communication with parents, and strong liaison with specialists. Despite these challenges, they also discuss the positives and the potential for a flexible, supportive future for SEN in the Early Years sector.   📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

In this episode, Ruth Lue-Quee and Andre Imich delve into the complexities of supporting children with multiple types of SEN in the early years. They explain that most children with SEN have more than one need, such as a child with hearing impairment also facing speech and language challenges. Understanding these co-occurring needs is essential, as conditions like autism can involve a range of issues that require specific interventions.  Ruth and Andre offer practical strategies for practitioners, noting that many approaches benefit all children, not just those with SEN. They suggest creating orderly, predictable environments and providing consistent responses to support learning. They also emphasise the importance of keeping thorough records, using multi-sensory teaching methods, and adapting to different learning styles. Their key takeaway is to focus on play and utilise basic strategies like repetition and varied learning opportunities to aid all children’s development.  📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

Host Ruth Lue-Quee is joined again by SEN expert Andre Imich as they discuss identifying SEN needs in Early Years. In this episode, they explore how to balance developmental expectations with a child’s individual needs, and the benefits of adapting the curriculum to support them better.   Ruth and Andre share practical tips for identifying SEN, such as paying attention to how children communicate non-verbally, how they play, and their behaviour. They stress the importance of working closely with parents and using a clear process to address concerns. They also encourage practitioners to seek help from specialists when needed, and keep communication open with parents and support services.   📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)  

Ruth Lue-Quee kicks off this new series with expert guest André Imich, as they dive into the complexities of Special Education Needs in the Early Years. With over a decade of experience as the SEN and Disability Professional Adviser for the DfE, Andre brings a wealth of knowledge on identifying and supporting children with SEN.  Ruth and Andre discuss what SEN truly means in an Early Years context, address common misconceptions, and the challenges settings face with the rise in SEN needs over the past few years. They also explore the resources available to practitioners, and whether a formal diagnosis is needed to access help. 📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

In this episode, Alistair Bryce-Clegg is joined by Ruth Swailes, award-winning Early Years specialist, to discuss the transition from Early Years education. They emphasise the importance of maintaining familiarity for children, suggesting that Year 1 should retain elements of the foundation stage, such as having an art area for children who enjoyed art in foundation.    Ruth and Alistair advocate for viewing transitions as a process rather than a one-time event, recognising that abrupt changes can affect children differently. They stress the need to make transitions as seamless as possible and encourage educators to continually ask, "What is it like to be a child in this transition process?"    📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited. 

In this episode, Alistair Bryce-Clegg is joined again by Ruth Swailes, award-winning Early Years specialist, to discuss school readiness and its implications in Early Years education. They shift the focus from children being ready for school to schools being ready for children, emphasising the unique needs of each child.   Ruth and Alistair challenge the conventional notion of readiness, which often ties it to compliance and discipline rather than effective learning, especially for neurodiverse children. They highlight that behaviours like 'good listening' vary among children and discuss the critical role of physical development in acquiring skills such as reading and writing.    📌 To shop for resources relevant to this podcast conversation, click here.     Listened and loved it? Sign-up here for exclusive follow-up content and be the first to hear about new episodes.   (The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)   Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.