TTS Talking Early Years

Alistair Bryce-Clegg and Ann-Marie Christian return for the Series 4 finale of the TTS Talking Early Years Podcast to summarise their discussion so far on the importance of safeguarding in early years education.   Alistair and Ann-Marie emphasise the need for a proactive approach to safeguarding, raising awareness among young children and creating a culture of vigilance. Ann-Marie also highlights the significance of using appropriate terminology when discussing private body parts, as well as the importance of understanding the signs and indicators of child abuse, even in cases of child-on-child harm.   The episode offers practical tips for practitioners, such as laminated posters, regular staff training, and multi-agency working practices. Ann-Marie stresses the need for a collective responsibility in ensuring the safety and wellbeing of all children, emphasising the reality of hidden abuse that must be addressed. She encourages educators to provide children with a safe and trusting environment to share their stories.  📌 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 of the TTS Talking Early Years podcast, Alistair Bryce-Clegg continues the conversation around safeguarding in the Early Years with Ann-Marie Christian, a safeguarding consultant, speaker, and author.  Ann-Marie and Alistair delve into the importance of safeguarding policies, emphasising the need for practitioners to be aware of national and local legislation, guidance, and procedures. Ann-Marie highlights the significance of the document "Keeping Children Safe in Education", as it provides a legal framework for safeguarding practices. She stresses the importance of clear and transparent safeguarding policies that should be regularly reviewed and updated.  The episode also explores the role of designated safeguarding leads (DSLs) and the responsibilities they carry, such as managing referrals, attending meetings, and ensuring that safeguarding remains a top priority within the setting.   📌 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. 

Exploring challenges in safeguarding young children, emphasizing the need for recognizing behavioral changes and cultural competence. Encouraging a proactive approach with support for parents and integrating safeguarding into daily practice. Emphasizing the importance of vigilance and understanding diverse family backgrounds.

Alistair Bryce-Clegg is joined by Ann-Marie Christian, a safeguarding consultant, speaker, and author. In this episode, they delve into the crucial topic of safeguarding in the early years.  The conversation underscores the challenges of recognising safeguarding issues and the role of early years practitioners as vigilant observers. Information sharing within the team is crucial, as child abuse can occur in various settings, even affluent ones. They also stress that cultural beliefs and practices may sometimes clash with safeguarding principles.  Ann-Marie and Alistair emphasize the complexity of safeguarding and the necessity of training and support for practitioners to make informed decisions that prioritise children's wellbeing.   📌 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. 

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.