For 10% off our conference tickets visit: www.thevoiceofearlychildhood.com/early-years-conference-2024/.  If you enjoyed this episode, you may also like: Matt Bawler's episode on: Growth mindset in early childhood - www.thevoiceofearlychildhood.com/growth-mindset-in-early-childhood/  Maureen Hunt's episode on: Self-efficacy in young children - www.thevoiceofearlychildhood.com/self-efficacy-in-young-children/  This episode details: On this episode Angelica talks to Dr Jacqueline Harding, International Child Development Specialist, Research Fellow at Middlesex University, Chair of Bright Start Foundation. Jacqueline and Angelica discuss:  01:13 - What do we mean by 'play'?  02:48 - Play is far from JUST fun... 04:35 - Play as a buffer against stress 05:27 - The power of the smile: Social interactions and connection 09:00 - Mirroring and sustained shared thinking: What happens in the brain during this? 11:25 - Neuroplasticity, celebrating our lives and promoting positivity  13:18 - Creativity and imagination as vital skills for now and the future 19:54 - Play poverty and its long term effects 22:35 - The state of flow and the brain 29:00 - Brain and body working in harmony 30:43 - Adults focusing on their own needs to be able to give more to children 33:50 - Reflective questioning and unpicking research 35:11 - Becoming experts via observations 39:15 - Building resilience through play 40:35 - Advocacy, protecting play and research informed practice 43:00 - What activities help brain growth? - Laughter as an under-researched area Read Jacqueline's article and find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

In this series on the science behind outdoor play Angelica talks to Gemma Goldenberg who is researching how indoor and outdoor environments affect children's stress, attention and self-regulated behaviour. In this episode, part 1 of the series, Gemma gives us an introduction to her research, including a look at the methods she decided to use and unpicking some of the decisions and complexities around this.  The discussion focuses on making research accessible to a wider audience, specifically to those outside of academia, namely families and educators. As well as ensuring that research findings reach policy makers and have an impact on practice sooner rather than later, as is often the case.  Gemma and Angelica discuss: 00:56 - Making research more accessible for educators and parents 03:30 - The problem with research being shared on social media 05:58 - Why is research not influencing policy and practice quicker? 10:00 -  Researcher bias and choosing methods carefully 14:30 - Controlling variables for accurate findings 19:00 - Measuring self-regulation 24:33 - Mixed methods research 26:19 - Educators shaping research: A two-way dialogue  27:50 - Ethics: Parental and informed consent 29:45 - Researching in areas of disadvantage In part 2 Gemma will share with us how children and educators reacted to her research process and some of the challenges the project faced. Read Gemma's articles and find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

On this episode Angelica talks to Di Chilvers, who is an Independent Advisory Consultant in early childhood education having worked in the early years sector for over 45 years as a Nursery Nurse, Teacher, Senior Lecturer, Adviser and National Strategies Regional Adviser.  Di has created an assessment tool called the Development Map, which is a holistic, child centred way of mapping children’s development and progress. She is also the creator of The Observation Toolkit, which she touches on in this episode. Angelica asks Di - what should we choose to observe? We are constantly observing children, but what should we really focus on? How do we know what children's interests truly are, and which ones should we follow? And amongst all of the workload pressures, what and how do we record and document our observations? Di talks about observation in action, activity based interests, 'interests in motion', a fluid curriculum, working theories and much more... Episode breakdown:  02:30 - The starting point is observations 06:27 - Observation, assessment and planning at the centre 07:00 - Child-centred practice through the lens of observations 09:10 -  Statutory duty to observe - Observe, assess, plan 10:00 - Observing during continuous provision is vital 11:10 - Should we observe during pre-prepared activities? 13:00 - Observing for outcomes and statements 16:30 - Observation in action - What does it actually look like? 18:20 - The traditional view of how we record observations 20:00 - You don't need to write all observations down 24:20 - Working smarter not harder! 25:20 - Documenting with photos 28:30 - Observations and interests informing the curriculum 29:20 - A fluid curriculum and letting observations spiral 30:50 - Learning in action boards 32:50 - Activity based interests and superficial observations 35:00 - Working theories and 'interests in motion' 40:00 - Floor books and observation, assessment and planning in action 41:40 - Children's Development Maps and The Observation Toolkit 44:45 - Can you talk about your observations to parents, your SLT and Ofsted 47:20 - Observing children is a privilege - Listening to children's voices 47:40 - The pedagogy of listening - The 100 languages Find out more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Stephanie Hammond and Angelica Celinska critically discuss early literacy provision and the teaching of phonics, really unpicking how children learn to read. They discuss practitioner skills and confidence in challenging 'tick list practices', child-led vs adult-led learning, activities set up for adult purposes in terms of testing for specific outcomes and observations, rather than for the value of the learning in the moment for the children. As well as rich language environments, expectations of phonics schemes, reductionist phonics set ups and the 'catch up' narrative. Episode breakdown:  00:30 - DfE Literacy Specialist  03:00 - Learning from practice 04:55 - Are we 'experts' or 'specialists'? 08:00 - Letters in a sand tray are like worksheets  11:30 - Tick list and outcomes based practice 18:00 - Skilled adults supporting phonological awareness 19:45 - Senior leadership teams and Ofsted 22:00 - Are we interacting or interfering in learning? 23:40 - 'Quick wins' and contradictory information 25:25 - The reading framework 27:50 - Top down pressures and school readiness 31:15 - Strong phonics start in Reception 34:39 - Do children really need to 'catch up'? 42:55 - Phonics schemes and adult-led teaching 45:35 - Picking up literacy in the environment 46:50 - Language rich environment 48:55 - Expectations of phonics schemes 51:35 - Being open to being challenged and reflective Take a look at Stephanie's article and read more around early literacy and language development: www.thevoiceofearlychildhood.com

Where is AI's place in early years?...Joshua Barr and Angelica Celinska critically discuss the use of artificial intelligence (AI) in early years, specifically for observing children. They question whether AI can act as the 3rd teacher in the classroom, and also as a digital colleague for educators. The discussion centres around the opportunities of AI, many of which are still untapped in education, but also the need to use AI as an aid to teaching, rather than replacing the teacher - AI is a great addition to teaching, but we must view AI through a critical lens. Joshua and Angelica further discuss the scripted vs the unscripted classroom - likening AI to educational frameworks.  Episode breakdown:  02:20 - Where is AI's place in early years?  04:30 - Using AI for observations 05:25 - Is AI the 3rd teacher in the classroom? 06:35 - Using AI to support the educator 10:40 - Using AI critically 13:40 - Is technology replacing the teacher? 19:00 - Having a conversation with AI 22:20 - Is the use of AI similar to using educational frameworks? 25:52 - Looking at things from different perspectives with the use of AI 27:50 - AI for CPD and as a 'critical friend' 30:22 - Generating new ideas with AI 32:18 - Getting started with AI Take a look at Joshua's article with examples of how he uses AI for observations: www.thevoiceofearlychildhood.com

Shardi Vaziri and Angelica Celinska critically discuss tuff trays specifically in relation to maths, which is the area of learning most prone to setting up tuff trays as large scale worksheets. They unpick the problems with 'tuff tray maths' - from stifling children's creativity to unethical practice around the use of food in play. How children can be supported to learn abstract mathematical concepts in context are also discussed, as well as the practicalities of using tuff trays, the dangers of 'pinterest pedagogy' and 'the social media trap', as well as thinking about intent and 'the why' behind our set ups, environments and day to day decisions. Episode breakdown:  02:00 - Tuff trays as large scale worksheets 05:00 - Learning maths concepts in context 06:10 - Does this activity need to be in a tuff tray? 07:50 - Not enough open-ended play 09:30 - What is your intent?  10:30 - Messy play: The practicalities of tuff trays 11:45 - Inviting set ups and 'Pinterest pedagogy' 12:55 - Knowing your why 14:30 - Have we gone too far with coloured rice? 16:55 - Is setting up a tuff tray a good use of time? 20:00 - Using food in tuff trays 22:15 - Not criticising but developing practice  25:30 - Carbon copies of classrooms 27:10 - How do we question and develop our own practice? Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Tricia Mohamed and Angelica Celinska critically discuss observations in early childhood. They reflect on whether the mere concept of developmental stages risks educators seeing development as linear, regardless of the documents used to inform practice. They discuss the implications of not working with stages of development in mind, and Tricia questions identifying the need for support, and whether when we diagnose and label children, do we sometimes put a cap on their learning and abilities?  A new way of looking at observations? Tricia and Angelica consider seeing observations in a way which is not the most common practice. Observations are a big part of continuous professional development and unpicking educator's own reflections, knowledge of each unique child and pedagogy. Conducting observations can be part of educators' professional development in itself when done well. For instance, discussions with colleagues can build on our considerations, knowledge and insight of how to best support a child, as well as gaining valuable perspectives outside of our views, and unpicking our own biases.  Episode breakdown:  00:49 - What do we mean by observations? 06:12 - Slowing down and taking time to observe 08:19 - Observing the authentic child and hearing their authentic voice 09:00 - Allowing children to follow their interests 10:30 - The environment allowing for independence in play 10:49 - What do children learn through their interests? 12:40 - Stages of development: The danger of limiting learning but also missing support 13:45 - Block play: The perfect example of learning progression 17:30 - Progressing through stages of development too fast 20:13 - Taking time for mastering skills 21:45 - The limitations of progression and tracking documents 23:20 - Let's focus more on the characteristics of effective learning  26:24 - What if we didn't use stages of development documents?  28:00 - Are we too quick to label and diagnose children? 30:00 - Was there a missed opportunity with the Birth to 5 Matters document?  33:00 - Do we focus too much on what 'normal development' looks like? 36:10 - Exercising criticality, reflection and professionalism through observations Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Jenny Smillie emphasises the therapeutic benefits of nature for children with special educational needs and disabilities (SEND). A lot of the time the children who will benefit most from being in nature don't get enough opportunities to experience this due to the challenges involved, from keeping children safe outdoors to practicalities such as weather. Jenny and Angelica discuss mental health, Forest School practice, unhurried time, forest bathing, children's therapeutic needs being met and much more. Episode breakdown:  05:00 - Applying SEND practice to outdoor learning07:18 - It's not bad weather it's bad clothing!  09:24 - Experiencing the joy of the outdoors10:40 - The uniqueness of the outdoors12:00 - Unhurried time: Slowing down practice outdoors16:45 - Regular access to natural spaces19:05 - Recommended physical activity guidelines24:20 - Physical development within day to day routines29:05 - Being outside is a multi-sensory experience33:26 - Forest bathing: The benefits for mental health36:50 - The freedom of the outdoors38:40 - Rest and relaxation outdoors Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Jacquelyn Davis shares with us both her personal experience as a parent of a child with dyslexia and her professional knowledge. Jacquelyn explains that learning to read is not a natural process, it is a learning process, and that building a culture of reading, building language and having a dialogue around what you're reading with a child is vital. Also in this episode our host, Angelica Celinska, questions whether we are testing children for dyslexia before they even learn to read and write, as well as opening up dialogue around whether structured phonics is a suitable way of teaching young children to read. This is where Jacquelyn and Angelica discuss children learning through play, and Jacquelyn points out that play should be 'based on the science of reading'... Episode breakdown:  01:05 - A parent's experience of their child's dyslexia struggle 05:55 - Misinformation around dyslexia 07:54 - Dyslexia should not be seen as a permanent state 09:00 - The importance of repetition and practice 10:00 - Early screening of dyslexia and diagnosis is important 12:20 - Challenging behaviours which manifest with dyslexia 13:10 - Are we testing children before they even learn to read and write? 14:20 - Early indicators of dyslexia 15:35 - Dyslexic children not presenting as dyslexic 18:25 - Is explicit structured phonics suitable for young children? 20:58 - Whole language and balanced literacy strategies 23:28 - Should we teach the alphabet as well as phonics?  26:20 - Is phonics taking the joy out of reading? 27:05 - Learning to read or reading to learn? 28:45 - Fostering a culture of reading pre-phonics 33:24 - Audiobooks for dyslexic children 36:47 - Using technology to support reading 46:45 - The importance of being research informed 50:10 - Reading is vital for future success and life outcomes 52:56 - Policy makers and 'The reading wars'   Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Josh Candy talks us through his role and why PE, or physical education, should be part of early years, and why it is not just the same as what we know as physical development. Josh and Angelica unpick the complexities around how PE fits into early years, such as adapting the teaching, the debate of bringing in external companies and ensuring that PE doesn't just become a gimmick in early years settings.  Episode breakdown:  00:50 - Josh's role as an Early Years PE Teacher 03:55 - How is PE different to physical development?  06:30 - How do we adapt PE for early years?  07:50 - Using mascots to support learning through imagination 15:00 - Adult-led vs child-led learning 19:30 - Embedding an interest in sport 24:00 - Can anyone teach PE in early years? 35:10 - Should PE exist in early years? 37:20 - Training and upskilling staff 39:15 - Working with external companies to provide PE 44:20 - Not using PE sessions as just a 'selling point' Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Cheryl Warren talks about knowing the difference between reacting and responding to children's behaviours, and importantly tuning into the why behind a particular behaviour. As well as discussing how to support children and families with understanding and dealing with neurodivergent behaviour, Cheryl also shares with us her own personal experience of the emotional rollercoaster of being a parent hearing that her child has been diagnosed with a neurodivergent condition.  Episode breakdown:  01:05 - What is behaviour? 02:35 - What is the difference between reaction vs response? 05:55 - Understanding the 'why' behind the behaviour 07:25 - Behaviour as a safety response  09:40 - Understanding neurodivergence 12:30 - Labelling and stigma 14:15 - Supporting parents with understanding their child 19:00 - Finding out your child has autism 22:55 - Masking behaviours and adult diagnosis 25:05 - Diagnosis helping you to understand who you are 26:20 - Autistic burnout from masking 27:35 - Physical effects of emotional exhaustion 28:30 - Not seeing the hidden disabilities 29:55 - Age related expectations  31:55 - What is stimming? Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

David Meechan unpicks the issues around the reception baseline assessment, he shares his research with us, as well as his personal experience as a parent, including requesting his son's withdrawal from the assessment and having to work with solicitors on this matter. David discusses his view on data, which should 'drive inclusion and promote access', rather than data being part of a reductionist model. David explains that the baseline assessment is in fact reproducing faults of an old system, rather than coming up with transformative or innovative ways of measuring children's progress. At the end David gives insight into his research findings around some positives teachers have taken from making the most of the reception baseline assessment, and he gives tips for teachers currently conducting the assessment.  Episode breakdown:  01:20 - How David's work started on the reception baseline02:40 - Requesting his son's withdrawal from the assessment 04:45 - Inconsistencies of withdrawal from the assessment06:20 - Moral issues with assessment and testing08:20 - Research into the baseline assessment11:30 - Signing away a child's data footprint12:47 - The datafication of early years16:00 - Are the children's best interests at heart? 17:30 - Taking teachers out of classrooms18:58 - Key findings from David's baseline research20:40 - Treating children as a means to an end24:25 - Making the most of the reception baseline assessment26:00 - A holistic approach to the baseline assessment27:30 - Reliability of the baseline assessment29:00 - Reducing lived experiences to abstract numbers31:05 - Positives taken from the baseline assessment 33:00 - Giving value to assessment36:55 - Tips for teachers conducting the baseline assessment Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Helen Battelley and Angelica Celinska unpick issues around early writing; from core strength and containerisation to educator training and assessing children. Some of the more controversial points include the effect and use of digital technology and whether writing is even necessary anymore. As well as increasing the status of physical development through higher levels of accountability, in the form of measuring physical development.  Episode breakdown:  01:00 - What is 'Super Scribers?'02:00 - Early writing, drawing or mark making?04:45 - 'My child can't write yet'06:20 - Tips on encouraging mark making08:25 - Is writing necessary in the digital age?12:45 - What is containerisation?15:45 - Training on physical development17:00 - Data on physical development20:45 - Observing physical development23:00 - Physical play questionnaire25:55 - Educators' confidence in supporting physical development28:05 - Obesity in school starters30:30 - Does technology hinder physical development?32:00 - Adults modelling active movement33:25 - Is our environment sedentary?35:20 - The reading framework Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Dr Helen Simmons, Senior Lecturer in Education, shares with us her work on promoting partnerships with parents which are respectful, meaningful and inclusive. Angelica and Helen discuss that there is no formula or recipe for good parenting; losing your identity when becoming a mother; the importance of connection over knowledge and even advice; fathers feeling welcomed on a local and policy level; how we can gain families' trust in services and support networks; where does parental doubt come from...and much more. Episode breakdown:  01:40 - Lack of research around parenting03:55 - Tuning into the whole family, not just the child05:55 - Parents want to be seen06:25 - Losing your identity when becoming a mother10:40 - Finding parenting support groups13:05 - Parent-led opportunities to be heard14:25 - Being supported or feeling lectured and judged?20:00 - The Johari Window21:15 - The family are the experts in their own child22:05 - Fathers entering spaces seen primarily for women23:35 - How do we make the initial steps of engaging families?25:50 - Where does parental doubt come from? Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Matt Bawler, Teacher and Head of Early Years, shares with us his insight into the research, theory and neuroscience behind Carol Dweck's work on fixed mindset and growth mindset, and how he applies this to practice with young children and parents.  Matt and Angelica tap into: 01:15 - Getting it right from the start: Proactive vs reactive 02:50 - I am, I can, I will03:45 - Shared language and partnership04:50 - Growth mindset for parents and families as well as children05:30 - Defining growth mindset08:45 - Are you praising the product or the process?10:00 - Carol Dweck's experiment 11:50 - The neuroscience behind growth mindset14:20 - Celebrating mistakes15:30 - Growth language linking to areas of development17:00 - Modelling lifelong learning: It's ok to not know the answer18:20 - A joined up educational approach: Huge influence of early childhood19:30 - Pressures of being a parent/carer21:30 - Not 'me and my child', but 'us and our children'22:00 - Losing teaches you more than winning24:25 - Critical thinking and growth mindset26:00 - Is competition a bad thing? And am I enough?27:45 - Not wrapping children in cotton wool28:45 - Consistent co-regulation and modelling self-regulation29:45 - We will always lose, make mistakes and come across difficult situations30:45 - Self-esteem, resilience and sense of self31:00 - Strengthening neural pathways through building on previous experiences33:00 - Gender normative stereotypes 35:30 - Children and adults as co-learners: Breaking down power dynamics37:00 - Skills-based adaptability 37:50 - Going outside of our early years bubble38:00 - From fire fighting to active advocacy  Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Maureen Hunt, Early Years Consultant, talks to us about self-efficacy for under 5's. Angelica and Maureen discuss slowing down and making time for independence, and seeing children as capable and competent and allowing them to persevere and build confidence. They also consider anxiety in children, supporting a sense of self, encouraging feelings of pride and satisfaction, persisting during set backs and avoiding limiting beliefs.  Maureen and Angelica tap into: 00:50 - What is self-efficacy01:30 - Performing certain tasks - is this too adult-led? 03:30 - Allowing children to struggle06:30 - Seeing everything as a learning opportunity07:00 - Anxiety in children08:00 - Coping with challenges 09:00 - Preventing mental health issues through a good sense of self10:00 - Working with families to support children's independance 12:30 - Sensitive ways of moving through frustration13:50 - Praising for effort, not accomplishment15:50 - Celebrating effort and small wins18:00 - Developing resilience and the willingness to having a go19:00 - Avoiding limiting beliefs: A key factor in poor mental health20:10 - Exposing children to failure or encouraging to succeeed? 22:15 - Vygotsky: Scaffolding and the zone of proximal development 23:00 - Routines of the day becoming teachable moments 24:30 - Not comparing children to others, but focusing on their strengths25:30 - Children need to have choices to have a sense of control over their lives26:50 - Supporting self-efficacy from birth Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Laura Hughes, Early Years Teacher, shares her career journey, from teacher training to working in a private nursery for 10 years, and most recently re-training as a teacher and stepping into having her own class.  Laura and Angelica tap into: 02:00 - The start of my teaching journey: Not knowing where you want to be02:50 - Transition from a school to a private nursery: Big fish in a small pond03:45 - Imposter syndrome04:30 - Getting the confidence back to step into teaching06:25 - The biggest difference of working in a nursery compared to a school09:30 - The impact of the higher level of structure in a school11:15 - Walking into the staffroom and not feeling comfortable 14:15 - Data and paperwork in a school vs private nursery 19:15 - Are you more equipped to work with children once you become a parent? 23:08 - The importance of a supportive team around you25:30 - Creating your new classroom 28:00 - Celebrating children's treasures 29:00 - Giving children time: The practicalities of this33:00 - Hierarchy and power dynamics between teachers and families36:00 - Understanding the family context 37:00 - How do you get to know 27 families as fast as possible?!  Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Hayley Fuller, Early Years Specialist, shares with us her work around supporting transitions to school. Angelica and Hayley unpick this common topic through 3 lenses: children being ready for the transition, families being ready and also educators being ready.  Hayley and Angelica tap into:  03:20 - Getting to know the new setting05:00 - School ready skills07:40 - Attachment: Focusing on personal, social, emotional development09:45 - Pressures around academic skills11:45 - It's not just about the Early Learning Goals13:00 - Understanding and supporting families'/parents' emotional needs15:20 - Embarrassing behaviour? 16:00 - Learning from 'break downs'17:00 - Taking learning opportunities from NOT sharing21:55 - Delayed gratification26:00 - Building trust with families29:15 - Children and families feeling represented and part of the setting31:30 - Including the child's voice in the transition32:55 - Is circle time useful?35:00 - Familiar cue around the setting Read Hayley Fuller's article on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Jesslynn Jeffrey, Director of her own early childhood and training centres in Malaysia, joins Angelica Celinska in exploring leadership. Jesslynn shares her own journey from stepping into the early childhood sector at age 19 to opening multiple settings and training centres. Jesslynn and Angelica discuss delegating, giving your staff agency, knowing your limits and finding balance as a leader, giving your team opportunity to grow and creating new leaders. Jesslynn and Angelica tap into: 01:20 – The start of an educator's journey02:45 – Lack of family support for your career03:30 – Being given opportunities and thrown in the deep end!04:40 – Opening your own childcare and education business06:00 – Enrichment centres07:30 – Support network at the start of your journey09:00 – A strong team around you10:00 – NGO - inclusion for SEN children11:00 – Knowing your limits as a leader13:00 – Putting boundaries in place16:00 – When work doesn't feel like work19:00 – Delegating to your team19:50 – Allowing your team to grow22:45 – Upskilling your team and investing in training23:35 – Giving up control as an owner 24:15 – Trusting your team: Having confidence in yourself and your team27:00 – Giving your team flexibility in their work Hear and read more on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com

Tamsin Grimmer and Angelica Celinska explore physical touch as a way in which early childhood educators can demonstrate their love to children in their care. As one of the love languages, physical touch can be demonstrated in many different ways, and needs to be part of getting to know each unique child. This episode includes considerations around different types of appropriate and loving physical touch, children’s consent and agency, safeguarding, power dynamics, role modelling and consistency between home and the setting. Tamsin and Angelica tap into: 00:40 – Love languages 04:00 – Why is physical touch so important?06:45 – Different ways of using touch08:45 – Physical touch and safeguarding09:45 – Auditing physical touch11:15 – Consent and children’s rights12:45 – Tuning into behaviour13:20 – Agency and nappy changing14:55 – Role modelling consent and choice17:30 – Encouraging consent between children 18:10 – Consistency at home and in the setting20:00 – Sharing as an abstract concept21:40 – Equalling out power dynamics through loving pedagogy23:00 – Role modelling the sharing of feelings25:40 – Not all children respond well to physical touch Read Tamsin Grimmer’s article: Tuning into children’s love languages on The Voice of Early Childhood website: www.thevoiceofearlychildhood.com