Debs Davies and Alistair Bryce-Clegg discuss practical strategies for supporting neurodivergent children, emphasizing the importance of understanding their unique needs and avoiding punitive measures. They highlight the benefits of creating inclusive environments for all children, promoting diversity and acceptance. Debs stresses the significance of early diagnosis and fostering a sense of agency, while encouraging practitioners to challenge preconceptions and create supportive learning environments.

Alistair Bryce-Clegg is joined again by Debs Davies, a coach and consultant, to discuss how to support children with ADHD and neurodiversity.   Debs and Alistair emphasise that ADHD affects children differently, highlighting the need for a more flexible and inclusive approach in the early years. Transition periods can be challenging for neurodivergent children due to their struggles with attention, working memory, and starting new tasks. Debs stresses the importance of understanding these challenges rather than assuming defiance or non-compliance.   They also touch on the long-term impact of negative reinforcement on neurodivergent children's mental health and self-esteem. The episode concludes with a call to create more inclusive educational spaces and empower practitioners to embrace neurodiversity in their teaching. It emphasises the significance of accommodating children's needs without detrimental assumptions about their behaviour.  📌 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. 

Alistair Bryce-Clegg is joined again by Debs Davies, a coach and consultant who is committed to helping create affirming and inclusive environments where neurodivergent people can be valued. In this episode, Alistair and Debs discuss ADHD and how educators can become more aware of it, recognising that it presents itself in various ways beyond common stereotypes.   They emphasise that understanding and addressing ADHD isn't about planning a separate curriculum for neurodivergent children but rather creating inclusive spaces that benefit all students. Debs explains that ADHD is related to executive function challenges, like planning, organising, and self-regulation, which everyone experiences to some extent. Still, neurodivergent individuals struggle with these more intensely and frequently.  The discussion delves into the importance of reducing distractions and tailoring environments to support different learning styles. They also discuss early diagnosis and highlight that many high-performing individuals in various fields have ADHD, demonstrating that neurodivergent children can be high achievers.  📌 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, Debs Davies shares her journey from a corporate career to becoming an ADHD coach. The podcast emphasizes the importance of understanding and supporting neurodivergent children's needs in early years settings. It encourages practitioners to adopt inclusive teaching practices tailored to individual learning styles, especially for children with ADHD.

In this final episode on the topic of emotional regulation and resilience, Alistair Bryce-Clegg and Samantha Dholakia delve into the significant aspects of emotional regulation.  Sam and Alistair explore practical ideas to aid children in regulating their emotions and energy levels throughout the day, including key concepts such as creating accessible spaces for children to engage in high-energy releases and providing diverse options to manage their emotions effectively.   The conversation highlights the significance of nurturing habits that foster emotional awareness and resilience in both children and adults.  To learn more about Samantha Dholakia’s work, visit https://spdtuitionandcoaching.co.uk/  📌 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. 

Alistair Bryce-Clegg is joined once again by Samantha Dholakia, a renowned Behaviour and Oracy Specialist, Consultant Trainer, and Creator of The Balance System©. In this podcast episode, Alistair and Sam discuss the importance of co-regulation to create a safe and connected environment.  Sam discusses how adults' regulation, energy levels, and mood influence the emotional atmosphere in the setting or classroom. She shares her personal experience of how her high energy level affected her classroom dynamics and stresses the need for adults to be aware of their own emotions and regulate them, as children naturally mirror the adults around them.  The conversation delves into the concept of checking in with children's emotions and energy levels. Sam and Alistair discuss the significance of helping children articulate their feelings, moving beyond simple labels, and exploring where the children want to be emotionally. They advocate for ongoing check-ins and a process-oriented approach, rather than just identifying emotions at a specific moment.  📌 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. 

Alistair Bryce-Clegg is joined once again by Samantha Dholakia, a renowned Behaviour and Oracy Specialist, Consultant Trainer, and Creator of The Balance System©. Join them for an engaging discussion on emotional intelligence in early years education.   Sam expresses her belief that emotional intelligence is a vital skill to impart to the little learners, as it underpins their actions, thoughts, and responses. They discuss the importance of self-awareness, self-regulation, effective communication, and social skills in a child's emotional development. The conversation delves into the significance of understanding emotional regulation and how it contributes to building resilience in young children.  The conversation also touches on the role of the learning environment, emphasising the need for a balanced, supportive space that allows for self-expression and independence. Sam advocates for a shift from traditional reward-based systems to fostering collaboration and intrinsic motivation, ultimately aiming for a more effective and emotionally attuned education system.  📌 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. 

Samantha Dholakia and Alistair discuss coaching emotional regulation in early years, emphasizing understanding emotions over compliance. They explore the need for creating conducive environments and promoting intrinsic motivation for authentic engagement.

Early Years consultant Kate Moxley joins Alistair Bryce-Clegg to discuss the importance of reflective practice in early years settings. They emphasize the need for leaders to model good wellbeing practices, the value of self-care, and the importance of recognizing one's strengths and areas for development. The episode concludes with a call to action for the early years sector to collectively advocate for better wellbeing and respect in the profession.

Alistair Bryce-Clegg is joined by Kate Moxley, an Early Years consultant, trainer and speaker, to delve into the importance of fostering wellbeing within early childhood education teams.   Kate stresses the need to address mental health in the early childhood education sector, breaking the stigma around it, and highlighting that both educators and children have mental health needs. The episode encourages open conversations and caring for the wellbeing of both the team and the children they serve.   Alistair and Kate also touch on the challenges of managing work-life balance, setting boundaries, and the importance of practicing self-care. They advocate for more honesty and openness within the profession to create a healthier, more supportive environment for both educators and children.  📌 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.