Tag: child development

sensory play

5 Engaging Sensory Play Activities and Why They Matter

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5 Engaging Sensory Play Activities and Why They Matter

Sensory play is a vital part of early childhood development. It helps children engage with their environment, develop essential skills, and build connections in the brain. By exploring different textures, sounds, scents, and movements, children not only have fun but also strengthen their cognitive, emotional, and physical abilities.

Below are five engaging sensory play activities and how they support development.

1. Messy Play with Taste-Safe Materials

Messy play using edible materials like yoghurt, jelly, or mashed vegetables allows children to explore textures in a safe and engaging way. They can squish, smear, and even taste their play materials, stimulating multiple senses at once.

Benefits:

  • Supports sensory processing – Helps children become comfortable with different textures, reducing sensitivity to messy or unfamiliar sensations.
  • Encourages fine motor development – Strengthens small hand muscles used for writing, buttoning clothes, and other important tasks.
  • Enhances language skills – Children learn to describe what they feel, taste, and see, expanding their vocabulary.
  • Boosts creativity – Messy play allows open-ended exploration, fostering imagination and problem-solving skills.

2. Playing with Noisy Toys

Toys that produce sounds, such as rattles, bells, or musical instruments, stimulate a child’s auditory sense. Babies learn about cause and effect as they shake, bang, or press objects to produce different noises.

Benefits:

  • Develops auditory processing skills – Helps children differentiate between sounds, which is crucial for language development.
  • Encourages hand-eye coordination – Reaching for and grasping sound-producing toys strengthens motor skills.
  • Supports early language development – Exposure to different sounds builds the foundation for speech and communication.
  • Enhances focus and attention – Engaging with sounds teaches children to listen carefully and respond to auditory cues.

3. Exploring Different Scents

Introducing children to a variety of smells—such as scented playdough, herbs, flowers, or citrus peels—encourages them to use their olfactory sense in a meaningful way. Since the sense of smell is linked to memory and emotion, this activity can create strong sensory associations.

Benefits:

  • Enhances memory and recognition – Familiar scents can trigger positive memories and help children differentiate between different smells.
  • Supports emotional development – Certain scents, like lavender, can have a calming effect, while citrus scents can be energising.
  • Encourages curiosity and exploration – Smell is often overlooked, so introducing a variety of scents sparks interest and engagement.

4. Peekaboo and Hiding Games

Games like peekaboo and hiding objects under blankets help children develop an understanding of object permanence—the concept that things still exist even when they can’t be seen. This is an important cognitive milestone in early development.

Benefits:

  • Builds cognitive skills – Strengthens memory and problem-solving as children learn to anticipate the return of hidden objects or people.
  • Enhances social interaction – Peekaboo encourages turn-taking, eye contact, and social bonding, helping to develop early communication skills.
  • Develops visual tracking – Watching a hidden object reappear strengthens the ability to follow movement, an important skill for reading and coordination.
  • Encourages emotional resilience – Helps children understand that separations (like a parent leaving the room) are temporary, easing separation anxiety.

5. Textured Materials for Tactile Exploration

Providing children with different textured objects—such as soft fabrics, bumpy sponges, smooth stones, or textured chew toys—stimulates their sense of touch. This helps them process and respond appropriately to tactile sensations.

Benefits:

  • Encourages sensory integration – Helps children process different textures, which is particularly beneficial for those with sensory sensitivities.
  • Strengthens fine motor skills – Holding, squeezing, and manipulating textured objects builds hand strength and coordination.
  • Supports emotional regulation – Certain textures, like soft materials or deep pressure touch, can have a calming effect on children.
  • Builds confidence with new experiences – Exposure to different textures helps children become more comfortable with new sensations, which can be useful in activities like eating diverse foods or wearing different fabrics.

The Science Behind Sensory Play

Sensory play is more than just fun—it’s a crucial part of early learning. Studies show that multi-sensory stimulation (engaging multiple senses at once) enhances cognitive development, emotional regulation, and motor skills. Sensory-rich experiences help children build strong neural connections, laying the foundation for skills like problem-solving, social interaction, and self-regulation.

By incorporating sensory play into daily activities, caregivers can support a child’s development in a meaningful and engaging way. Whether it’s through messy play, music, textures, or movement, sensory experiences help children explore, learn, and grow.

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multiple intelligences

Understanding Howard Gardner’s Multiple Intelligences

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Understanding Howard Gardner’s Multiple Intelligences

Every child is unique, with their own way of thinking, learning, and exploring the world. Howard Gardner’s theory of multiple intelligences, first introduced in 1983, helps us understand that intelligence is not just about being good at school subjects like maths or reading. Instead, there are many different ways to be smart!

Gardner identified eight different types of intelligence that children might excel in. Some children might have a natural talent for music, while others may have a deep understanding of nature. Recognising these strengths can help parents, caregivers, and teachers support each child’s learning journey in a way that best suits them.

The Eight Types of Intelligence

1. Linguistic Intelligence (Word Smart)

Children with strong linguistic intelligence love words! They enjoy reading, writing, telling stories, and playing with language. They might be fascinated by new words, enjoy rhyming games, or show an early talent for storytelling. Encouraging them to write stories, keep a journal, or participate in debates can nurture this strength.

2. Logical-Mathematical Intelligence (Number Smart)

These children enjoy problem-solving, puzzles, and numbers. They are curious about how things work and often ask “why” and “how” questions. They may enjoy counting, sorting, and recognising patterns in their environment. Engaging them in brain teasers, science experiments, and strategy games can support their logical thinking.

3. Spatial Intelligence (Picture Smart)

Children with high spatial intelligence think in pictures and images. They may enjoy drawing, building with blocks, or solving jigsaw puzzles. They have a strong sense of direction and can visualise objects in their mind. Activities like painting, designing, and playing with maps or blueprints can enhance their skills.

4. Bodily-Kinesthetic Intelligence (Body Smart)

These children learn best through movement and hands-on experiences. They love to run, jump, dance, and engage in sports or physical activities. They may also enjoy acting, role-playing, or working with their hands through crafts and building projects. Encouraging outdoor play, drama activities, and hands-on experiments can support their learning.

5. Musical Intelligence (Music Smart)

Musically intelligent children are sensitive to sounds, rhythms, and melodies. They may hum tunes, create their own songs, or enjoy playing musical instruments. They often respond well to learning through songs or rhythmic patterns. Providing them with opportunities to sing, play instruments, or listen to different types of music can enhance their abilities.

6. Interpersonal Intelligence (People Smart)

Children with strong interpersonal intelligence are naturally social. They understand people’s emotions, communicate well, and enjoy working in teams. They are good at making friends, resolving conflicts, and showing empathy towards others. Group activities, role-playing, and collaborative projects can help develop their social skills.

7. Intrapersonal Intelligence (Self Smart)

These children are introspective and have a deep understanding of their own emotions, thoughts, and motivations. They enjoy spending time alone, reflecting on their experiences, and setting personal goals. Encouraging journaling, mindfulness activities, and independent projects can help them grow.

8. Naturalist Intelligence (Nature Smart)

Children with naturalist intelligence are drawn to nature. They love animals, plants, and exploring the outdoors. They might enjoy gardening, collecting rocks, or watching wildlife. Providing opportunities to explore nature, go on hikes, or care for animals can strengthen this intelligence.

How This Theory Helps Children

Gardner’s theory encourages a more personalised approach to learning. Instead of assuming all children learn the same way, it recognises that each child has their own strengths. Schools and parents can use this knowledge to offer activities that match a child’s natural abilities and interests, making learning more enjoyable and effective.

For example, a child who struggles with traditional maths lessons but enjoys music might understand patterns and numbers better through rhythm and songs. A child who loves movement might learn spelling words more easily by acting them out rather than writing them repeatedly.

Embracing Every Child’s Strengths

Every child has a unique mix of these intelligences, and recognising them can boost confidence and motivation. By offering different ways to learn, we allow children to shine in their own way. Whether a child is a budding scientist, artist, musician, or athlete, nurturing their intelligence type can help them thrive and enjoy the learning process.

Understanding multiple intelligences allows us to celebrate children’s strengths and guide them towards their full potential. When we embrace different ways of learning, we create a world where every child feels valued and capable!

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co-sleeping

The Gentle Bond: Why Co-Sleeping Matters for Child Development

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The Gentle Bond: Why Co-Sleeping Matters for Child Development

By Marija Lobanova

As a Psychosocially trained mother of two girls, now aged two and four, I often find myself reflecting on the many ways our parenting choices shape our children. One of the most significant decisions my husband and I made was to embrace co-sleeping. This choice wasn’t born solely out of convenience—although nursing my youngest at night without getting out of bed has undoubtedly been a blessing—but rather from a deep understanding of this practice’s developmental and emotional benefits. Co-sleeping is a cornerstone of our family’s connection, deeply rooted in anthropology and psychology.

A Tradition Across Time and Cultures

Anthropological evidence strongly supports co-sleeping as a natural and beneficial practice. Across the globe and throughout history, shared sleeping arrangements have been the norm rather than the exception. In many cultures, the concept of separate sleeping spaces for infants is unheard of. For example, in Japan, families often sleep together on futons, fostering a sense of closeness and security. Similarly, among the! In Kung San, in southern Africa, infants sleep next to their mothers, who respond promptly to their nighttime needs. This practice aligns with the evolutionary need for proximity between mother and child, promoting survival and emotional well-being.

While Western cultures’ modern preference has shifted toward separate sleeping arrangements, co-sleeping has historical roots here as well. In medieval Europe, it was common for families to share a single bed, not just out of necessity but also as a way of maintaining warmth and security. Early American settlers often practised co-sleeping, particularly in frontier environments where safety was a primary concern. Even into the 19th century, the “family bed” was a fixture in many households.

More recently, co-sleeping has seen a resurgence in some Western families, particularly among those who embrace attachment parenting principles. These parents often view co-sleeping as a way to strengthen bonds and ensure their children feel secure. Scandinavian countries, known for their progressive parenting practices, have also embraced family-centric sleeping arrangements. In Sweden, for example, it is not uncommon for parents to co-sleep with their infants well into toddlerhood, reflecting a cultural emphasis on connection and emotional well-being.

The shift away from co-sleeping in much of the West coincided with the Industrial Revolution and the rise of ideas about individualism. As homes grew larger and the concept of personal space became more prominent, separate nurseries and cribs became symbols of progress and modernity. However, this departure from traditional practices does not negate the long-standing history of shared sleeping arrangements. By recognising the global and historical context of co-sleeping, parents can feel empowered to make choices that align with their cultural heritage and children’s needs.

The Science of Co-Sleeping and Development

From a psychological perspective, co-sleeping offers numerous developmental benefits that extend far beyond the immediate comfort of parent and child. Research demonstrates that close physical proximity to caregivers during sleep can significantly enhance an infant’s sense of security. This secure attachment—formed when a child knows their needs will be met consistently—is the foundation for healthy emotional and social development. Infants who feel safe and supported are more likely to grow into confident and resilient children, better equipped to navigate life’s challenges.

Moreover, co-sleeping can facilitate better sleep quality for both parents and children. Babies near their caregivers tend to wake less frequently, as their physiological needs are met promptly and with minimal distress. This responsiveness reduces stress for both parties and creates a nurturing environment that promotes positive sleep associations.

Co-sleeping also supports self-regulation and emotional well-being. Babies experience lower stress levels when their cries are soothed, which helps regulate their cortisol levels and promotes a sense of trust in their caregivers. Over time, this trust builds a secure attachment that lays the groundwork for independence. Contrary to the misconception that co-sleeping fosters dependency, children who feel securely attached often become more independent and self-assured as they mature.

In my own experience, co-sleeping has encouraged my daughters to embrace new challenges confidently. Knowing they have a safe and loving space to return to each night gives them the courage to explore the world during the day. This balance of security and exploration exemplifies co-sleeping’s profound impact on child development, making it a practice worth considering for families seeking to nurture strong, lasting connections.

Breastfeeding and Co-Sleeping: A Perfect Pair

For breastfeeding mothers like myself, co-sleeping is an incredibly harmonious practice. The proximity allows for easier nighttime feedings, minimising sleep disruptions for both mother and baby. Thanks to the synchrony established between mother and child, co-sleeping also helps regulate the baby’s breathing, heart rate, and temperature. This biological connection is often referred to as “physiological bonding” and is thought to reduce the risk of Sudden Infant Death Syndrome (SIDS).

The Negative Influence of Capitalism on Children’s Sleep

The widespread rejection of co-sleeping in many Western societies is not rooted in science or tradition but rather in the demands of capitalist structures. In a culture that prioritises productivity and economic efficiency, independent sleep training has become a norm, marketed to ensure parents return to work quickly and maintain high output levels. This pressure to “normalise” infant sleep often ignores biological needs and undermines the natural rhythms of childhood development.

Capitalism commodifies parenting by introducing tools, gadgets, and strategies designed to foster independence at the earliest stages of life. Products like cribs, baby monitors, and sleep-training programs are promoted as essential, creating a lucrative industry while perpetuating the myth that co-sleeping is unsafe or indulgent. This economic-driven narrative alienates parents from their instincts, leading to stress, guilt, and a potential loss of connection with their children.

By sidelining practices like co-sleeping, capitalism disrupts the deeply embedded human need for proximity and nurturance. Parents may feel pressured to prioritise rigid schedules over their children’s emotional and physiological needs, potentially hindering optimal development. Recognising these influences allows caregivers to reclaim their parenting choices and create environments that genuinely support their children’s well-being.

The Influence of Behaviourist Theory and Sleep Training

Behaviourist theory is another significant force shaping modern attitudes toward co-sleeping, which has heavily influenced sleep training methodologies. Pioneered by psychologists like John Watson and later popularised in parenting literature, behaviourist principles emphasise conditioning and reward systems to modify behaviours, including infant sleep patterns. Sleep training methods such as “cry it out” (CIO) are rooted in these ideas.

While these approaches can lead to changes in sleep behaviour, they often fail to consider the emotional and developmental needs of the child. For instance, the “cry it out” method encourages caregivers to ignore a baby’s cries to teach self-soothing. However, research suggests that prolonged crying without comfort can lead to elevated stress levels in infants, as evidenced by increased cortisol levels. Over time, this may impair the formation of secure attachments and affect emotional regulation.

Behaviourist sleep training also reflects cultural biases that value independence over interdependence, reinforcing that children should become self-reliant as early as possible. While independence is an admirable goal, it need not come at the expense of a child’s sense of safety and connection. Co-sleeping, by contrast, fosters a gradual and natural transition toward independence, allowing children to develop at their own pace while maintaining a strong emotional bond with their caregivers.

Sleep Training and Cultural Expectations

As a mother married to an Australian, I have first-hand experience with the cultural expectations surrounding infant sleep training. Australian Maternal and Child Health system widely promotes sleep training as a standard approach to addressing infant sleep challenges, supported by the national Medicare system. Programs such as Tresillian and Karitane offer structured advice, and stay-in schools teach parents techniques like controlled crying and self-soothing (imagine if the NHS promoted sleep training stay-in clinics!). These programs, while well-meaning and supportive in many ways, emphasise the nationwide and arguably prescriptive approach to a child’s sleep and expectations from parents.

During my youngest daughter’s infancy, I faced significant pressure to consider sleep training. Health professionals framed co-sleeping as a barrier to achieving “good” sleep habits, and I was repeatedly advised to place my baby in a cot in a separate room and let her ‘cry it out’. The rationale often cited was to foster independence and reduce the risk of sleep associations, which were portrayed as problematic. There was a point where I gave in and let my baby cry for over TWO HOURS! What was I thinking? Indeed, it cannot be suitable for anyone. Some babies would not mind being on their own and would fall asleep after a short resistance, but my babies were adamant that they did not want to be left on their own. And they made it pretty clear.

So, I found the sleep-training perspective at odds with my instincts and understanding of child development. Research consistently highlights the benefits of responsive parenting during nighttime hours, and I worried about the emotional toll of sleep training methods like controlled crying. Ignoring my child’s cries felt counterintuitive and potentially damaging to our bond. For parents navigating similar pressures, trusting their instincts and making decisions that align with their values and their children’s unique needs is essential.

A Personal Reflection

For me, co-sleeping is more than a practical solution; it’s a way of nurturing a bond that will last a lifetime. The quiet moments in the middle of the night, when my youngest nestles close and her soft breaths match mine, remind me of our profound connection. I also noticed that my four-year-old has a better and longer sleep when having her loving daddy nearby. When sleeping with someone else in the room, she does not wake up at night, rarely has nightmares, and sleeps for an extra hour after a morning cuddle. One day, the girls will be sleeping in the same room without our parents, but for now, for another few months, I will deeply cherish the nights we spend together.

To the mothers and caregivers reading this: co-sleeping isn’t about spoiling a child or clinging to them too tightly. It’s about meeting them where they are and offering them the security they need to grow into independent, compassionate individuals. It’s about embracing the natural rhythm of parenthood and trusting the instincts that guide us.

Let’s celebrate this beautiful, shared journey of raising children—one night, one cuddle, one breath at a time.

While many parents plan for their infants to sleep safely in their own cots, it’s common for circumstances such as exhaustion or illness to lead to co-sleeping.

Recognising this reality, recent guidelines have evolved to support parents in making informed decisions about safer co-sleeping practices. Rather than shaming parents, it’s crucial to provide them with strategies to ensure safety during co-sleeping, even if it wasn’t part of their initial plan.

UK Guidelines on Co-Sleeping:

  • NHS Guidance: The NHS advises that the safest place for a baby to sleep for the first six months is in a cot or Moses basket in the same room as the parents. However, they acknowledge that parents may sometimes share a bed with their baby. In such cases, they recommend ensuring the baby sleeps on a firm, flat mattress on their back, without any pillows or duvets that could obstruct their breathing.
  • The Lullaby Trust: This organisation provides detailed advice on co-sleeping, emphasising the importance of creating a safe sleep environment. They highlight that while co-sleeping can be a natural and beneficial practice, it’s essential to avoid hazardous situations, such as sleeping on a sofa or after consuming alcohol.
  • Unicef UK: Unicef has developed resources to guide health professionals in discussing co-sleeping and Sudden Infant Death Syndrome (SIDS) with parents. Their materials stress the importance of open conversations and provide evidence-based recommendations to reduce risks associated with co-sleeping.

Statistics on Co-Sleeping in the UK:

  • A survey conducted by The Lullaby Trust revealed that 76% of parents have co-slept with their baby at some point. However, over 40% admitted to having done so in dangerous circumstances, such as on a sofa, after consuming alcohol, or as smokers. These situations significantly increase the risk of SIDS.
  • Data from Unicef UK indicates that approximately half of SIDS cases occur while the baby is sleeping in a cot or Moses basket, and the other half occur during co-sleeping. Notably, 90% of the co-sleeping-related SIDS cases involved hazardous situations that are largely preventable.

Key Recommendations for Safer Co-Sleeping:

  • Avoid Hazardous Situations: Never co-sleep on a sofa or armchair, as this increases the risk of SIDS by up to 50 times. Additionally, avoid co-sleeping if you have consumed alcohol, are a smoker, or have taken drugs that may impair your awareness.
  • Create a Safe Sleep Environment: Ensure the baby sleeps on a firm, flat mattress without pillows, duvets, or any items that could cover their face or head. Keep the room at a comfortable temperature to prevent overheating.
  • Open Communication: Healthcare professionals are encouraged to discuss sleep practices with parents openly, providing guidance tailored to individual circumstances to promote safer sleep environments.

By acknowledging the realities of parenting and offering non-judgmental, practical advice, we can better support families in making informed decisions that prioritise the safety and well-being of their children.

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sensory overload at christmas

Sensory Overload in Children During Christmas: Understanding and Supporting Your Child 

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Sensory Overload in Children During Christmas: Understanding and Supporting Your Child 

The Christmas season is a magical time filled with lights, music, family gatherings, and festive traditions. But for many children, this time of year can also bring sensory overload—a feeling of being overwhelmed by too much stimulation. Understanding sensory overload and how to help your child navigate the chaos of the holiday season can make Christmas more enjoyable for everyone. 

What Is Sensory Overload? 

Sensory overload happens when a child’s senses—sight, sound, touch, smell, and even taste—are bombarded with more input than they can process. For example, bright flashing lights, loud holiday music, crowded spaces, and new smells from Christmas cooking can all combine to overwhelm a child’s nervous system. 

While every child can feel overstimulated at times, children with heightened sensitivities, such as those with autism spectrum disorder, sensory processing challenges, or anxiety, are particularly prone to sensory overload. 

Why Does Christmas Amplify Sensory Overload? 

Christmas brings a unique mix of sensory triggers that can be overwhelming for children: 

  • Bright Decorations: Twinkling lights, shiny ornaments, and colourful wrapping paper are visually stimulating but can feel chaotic. 
  • Loud Noises: Carols, crowds at holiday events, and noisy toys can overwhelm sensitive ears. 
  • Social Demands: Large family gatherings or visiting new places introduce new faces, sounds, and expectations that can make a child feel out of control. 
  • Changes in Routine: The excitement of the season often disrupts familiar routines, like bedtimes, meals, and quiet time, which are crucial for a child’s sense of stability. 
  • New Textures and Smells: From scratchy Christmas jumpers to the smell of pine trees and festive foods, there’s a lot to process. 

Signs Your Child May Be Experiencing Sensory Overload 

It’s important to recognise when your child is becoming overstimulated. Look out for these signs: 

  • Irritability or unexpected meltdowns. 
  • Covering their ears or eyes, or trying to retreat from noise or bright lights. 
  • Restlessness, pacing, or excessive movement. 
  • Clinginess or withdrawal from social interactions. 
  • Difficulty calming down, even when the stimulation stops. 

Tips for Preventing and Managing Sensory Overload 

Christmas doesn’t have to be overwhelming for your child. With a few strategies, you can help them navigate the festivities while feeling supported and understood: 

  1. Stick to Familiar Routines When Possible

While flexibility is sometimes necessary during the holidays, keeping regular mealtimes, bedtimes, and quiet times can help your child feel grounded. 

  1. Prepare Them for New Experiences

Talk to your child in advance about what to expect during family gatherings, events, or outings. Visual schedules or social stories can help children anticipate and feel prepared for changes. 

  1. Create a Sensory-Friendly Space

Designate a quiet, calming space where your child can retreat if they feel overwhelmed. Fill it with familiar comforts like their favourite toys, books, or a weighted blanket. 

  1. Set Limits on Stimulation

Limit exposure to things that might trigger sensory overload, such as keeping holiday lights steady (rather than flashing) or playing soft background music instead of loud carols. 

  1. Give Them Tools to Self-Regulate

Encourage self-regulation techniques like deep breathing, squeezing a stress ball, or using noise-cancelling headphones. These tools can help your child regain a sense of calm. 

  1. Practice Patience and Empathy

Remember that sensory overload isn’t a behaviour problem—it’s a response to feeling overwhelmed. Approach your child’s reactions with patience and understanding, validating their feelings. 

Adjusting Expectations 

The holidays often come with high expectations of joy and togetherness, but it’s important to adjust these expectations to match your child’s needs. Focus on creating moments that they enjoy, even if that means skipping certain traditions or making adjustments to fit their comfort level. 

Conclusion 

Christmas doesn’t have to mean sensory overload for children. By understanding their sensory needs, recognising the signs of overstimulation, and creating a supportive environment, you can help your child experience the joy of the season without the overwhelm. 

Every family’s Christmas looks different—and that’s okay. The most important thing is creating a holiday that feels magical, safe, and loving for your child. 

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Smiling woman with open arms bends down to welcome a toddler, meeting them eye-to-eye with warmth and affection

Why Teaching Children to Empathise is More Important Than Just Saying “Sorry”

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Why Teaching Children to Empathise is More Important Than Just Saying “Sorry”

In our society, teaching children to say “sorry” is often seen as a cornerstone of good manners. But while a simple apology can be polite, it doesn’t always mean that children genuinely understand the impact of their actions or feel empathy for the other person. Instead of merely teaching children to say “sorry,” we should focus on helping them empathise—truly understand and care about how their actions affect others. Building empathy helps children develop emotional intelligence, form stronger relationships, and engage in genuine conflict resolution. Here’s how we can start teaching children to empathise rather than parrot an apology.

Explain the “Why” Behind the Apology

Instead of immediately prompting a child to say “sorry” after they’ve hurt or upset someone, take a moment to explain why their actions may have caused harm. Help them understand what the other person might be feeling and encourage them to imagine being in the other person’s shoes.

Example: If a child takes a toy from another, instead of saying, “Say sorry,” try, “How do you think your friend feels now that you’ve taken their toy?”

Goal: The focus is on recognising emotions rather than fulfilling an expected behaviour. By thinking through how their actions affect others, children learn that their actions have emotional consequences.

Use Role-Playing to Practise Empathy

Role-playing can help children understand different emotions and situations from various perspectives. Try acting out scenarios with them where they are on both sides of a conflict. For example, take turns pretending to be the person who took the toy and the person who lost it, discussing how each person feels.

Example: Ask questions like, “How would you feel if someone didn’t let you play with a toy you really like?” or “What could you do to make your friend feel better?”

Goal: The role-play reinforces the concept of empathy by allowing children to explore feelings in a safe, controlled environment.

Encourage Reflective Listening

Teach children how to listen and respond thoughtfully by asking them to reflect on what others say. This helps children recognise the importance of listening to emotions and shows them how to respond with empathy.

Example: If a child is upset about being excluded, encourage your child to listen and then say something like, “It sounds like you felt sad when they didn’t let you play. I understand why that hurt.”

Goal: Reflective listening shows children that being kind and empathetic includes acknowledging others’ feelings. This builds emotional awareness and validation.

Encourage Reparative Actions Over Words

Instead of insisting on an apology, suggest a reparative action that can help make things right. This helps children connect the idea of empathy with real solutions, showing them that kindness involves action, not just words.

Example: If a child hurt someone’s feelings, encourage them to ask, “What can I do to make you feel better?” or suggest they share a favourite toy as a peace offering.

Goal: This approach teaches children that making amends is about considering the other person’s needs, not simply saying “sorry” and moving on.

Read Stories That Model Empathy

Stories are an effective way to teach empathy because they allow children to see conflict and resolution through the eyes of characters. Choose books that show characters recognising mistakes, making amends, or understanding others’ feelings. Discuss the emotions and resolutions with your child to deepen their understanding of empathy.

Examples of Books: “The Invisible Boy” by Trudy Ludwig, which focuses on empathy and inclusion, or “Enemy Pie” by Derek Munson, which shows how empathy can turn conflicts into friendships.

Goal: Stories provide safe, relatable examples of empathy in action and allow children to think about how characters’ actions affect each other.

Focus on “Feeling Words” to Build Emotional Vocabulary

Helping children name and recognise different feelings lays the foundation for empathy. By building an emotional vocabulary, children become better at recognising how others might feel and are more likely to respond with care.

Example: Instead of just saying, “You hurt her feelings,” help children identify specific emotions: “She might feel sad, frustrated, or even angry because you didn’t let her play.”

Goal: Expanding their emotional vocabulary makes it easier for children to understand their own feelings and empathise with others’ emotions.

Be a Role Model for Empathy

Children often mirror the behaviours they see in adults. Show empathy in your daily interactions, whether by listening closely when someone is upset, expressing understanding, or showing patience. When you make a mistake, model empathy by acknowledging how your actions affected someone else.

Example: If you’re in a rush and accidentally snap at someone, apologise sincerely and explain, “I was in a hurry, but that wasn’t fair to you. I understand if it made you feel unappreciated.”

Goal: Modelling empathy teaches children that it’s okay to acknowledge mistakes and that caring about others’ feelings is valuable.

Use the “Three Steps of Empathy” Framework

A structured approach can make empathy-building easier for children. Try teaching them these three simple steps:

Identify the other person’s emotion (e.g., “Are they feeling sad or angry?”).

Understand why the person feels that way (e.g., “What happened to make them feel this way?”).

Respond with a caring action (e.g., “What could I do to make them feel better?”).

This framework gives children a mental checklist to work through whenever they’re in a conflict, making empathy a natural habit over time.

Conclusion

Teaching empathy takes patience, creativity, and a shift away from focusing solely on polite apologies. When children learn to empathise, they develop emotional skills that go far beyond simply saying “sorry.” Empathy allows them to build meaningful relationships, understand others’ perspectives, and genuinely care about the impact of their actions. By prioritising empathy over empty apologies, we empower children to grow into compassionate, emotionally aware individuals who value kindness in both words and actions.

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The Role of Social Connection

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Strong social connections in early childhood are the building blocks of a child’s emotional and social well-being. Research shows that those early experiences shape how children interact with the world, influencing everything from forming friendships to managing emotions and working well with others. According to the Centre for the Study of Social Policy (CSSP), strong social connections provide both protection and support, offering the emotional foundation that helps children thrive.

As the CSSP puts it, “Constructive and supportive social connections help buffer parents from stressors and encourage nurturing behaviours that promote secure attachments in young children.” For aspiring childcare professionals, helping children build these connections is key. Through play, educators can create spaces where children feel safe, secure, and free to bond with their peers. This early support doesn’t just boost their well-being now but also sets them up for success in their future relationships and careers.

The Power of Play in Building Relationships

Play isn’t just a way for kids to pass the time; it’s a vital part of how they learn and grow. Through play, children boost their cognitive skills, social-emotional understanding, and language abilities, especially when they have the support of caring educators. Studies show that when children engage in cooperative play with their peers, they pick up important skills like empathy, problem-solving, and conflict resolution—skills that will serve them well throughout their lives.

Types of Play That Foster Connections:

  • Cooperative Play: This kind of play encourages kids to work together and understand one another, helping them build teamwork skills.
  • Pretend Play: When kids dive into imaginative worlds, they explore different social roles, which helps them develop empathy and see things from other people’s perspectives.
  • Group Activities: These not only promote communication and sharing but also teach kids how to resolve conflicts and collaborate effectively.

For those working in childcare, facilitating these types of play is crucial. It’s about creating environments where children can form meaningful friendships and strengthen their social and emotional skills. Aspiring childcare professionals have the incredible opportunity to harness the power of play, guiding kids as they learn to cooperate, solve problems, and communicate with each other. By fostering these experiences, educators create a vibrant atmosphere where every child can thrive and flourish.

Emotional and Behavioural Regulation through Play

Play plays a crucial role in helping children learn how to manage their emotions. When kids take part in activities like drama or collaborative games, they get to practise handling strong feelings like frustration and excitement in a safe space. Dr Evgenia Theodotou from the University of East London points out that drama, in particular, can really boost concentration and engagement, which supports personal growth.

As educators, creating an environment where children feel safe to express their emotions is essential. By encouraging activities that promote emotional expression—think art projects or role-playing—early years practitioners can help kids build healthy coping strategies for dealing with difficult emotions and behaviours. Courses like “Emotion Coaching” equip educators with the skills to guide children through these experiences, helping them understand and effectively regulate their feelings.

How Educators Can Foster Strong Social Bonds

Early years educators play a crucial role in helping children build social connections by fostering a positive, supportive, and inclusive atmosphere. Research shows that personal and social skills really thrive in environments that encourage freedom and creativity. Activities like drawing, music, and drama provide children with fantastic opportunities to engage with one another, paving the way for emotional growth.

For those looking to make a difference as childcare workers, it’s important to get training that dives into understanding the emotional and social needs of children. Courses such as “Supporting Emotional and Behavioural Regulation” offer valuable insights into child psychology, giving educators the tools they need to create nurturing and inclusive spaces where children can develop their social skills.

Why This Matters for Your Career in Childcare

For anyone keen to kickstart a career in early years education, being able to support children’s social and emotional development is invaluable. There’s a growing demand for professionals who can nurture strong social bonds through play and arts-based activities. By creating environments where children feel free to explore and connect with each other, early years educators play a vital role in shaping the futures of the little ones in their care.

Gaining practical experience is essential to developing these skills, and courses like the “Early Years Educator” programme offer the perfect mix of theoretical knowledge and hands-on experience. In settings such as nurseries, pre-schools, and reception classes, aspiring educators will have the chance to guide children in building relationships that will benefit them throughout their lives.

Connections and Early Relationships

Play fosters strong social connections among children—connections that are vital for their development. For those contemplating a career in childcare, understanding how to nurture these relationships, particularly through play, will enable them to make a meaningful impact on the lives of the children in their care.

If you’re eager to embark on a fulfilling journey in early childhood education, why not explore our diverse range of courses, including the Early Years Educator program. This is your opportunity to make a positive difference in children’s lives. Investing in training that highlights the significance of social connections is an essential step towards becoming an effective early years educator. So, let’s celebrate the power of play and connection, one joyful interaction at a time.

How Animals Enhance Emotional Development in Children

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Animals have a unique ability to support our children’s emotional growth in profound ways. Whether through interactions with family pets or simply observing animals in the park, these experiences can significantly foster emotional intelligence (EI) in young children. Emotional intelligence helps children manage their own feelings, understand others’ emotions, and build stronger, healthier relationships—skills that are crucial both in the classroom and at home.

At the London School of Childcare Studies, we believe in nurturing these essential life skills from an early age. In this article, we’ll explore how animals contribute to the development of emotional intelligence, sharing practical examples and research that demonstrate the impactful nature of these interactions.

What is Emotional Intelligence and Why is It Important?

Emotional intelligence (EI) is all about understanding and managing emotions — both our own and others’. It’s the ability to express feelings in a healthy way, empathise with others, and form positive relationships. For children, this is key to:

  • Building Friendships: Emotionally intelligent children tend to make friends more easily because they can read social cues and respond in kind.
  • Handling Tough Situations: EI helps children navigate difficult emotions like frustration, anxiety, or sadness, making them more resilient.
  • Doing Well in School: Although it may seem like EI is all about emotions, it’s also linked to learning. A study in the American Journal of Pharmaceutical Education shows that children with higher emotional intelligence tend to do better in school because they can focus, manage stress, and work well with others.

But how do animals come into play? Let’s take a look at how our furry, feathered, and even scaly friends can help children develop these crucial life skills.

What Animals Teach Us About Caring for Others

Have you ever noticed how your child responds emotionally to a family pet or even to animals in books and films? These moments are more than just cute interactions — they’re teaching your child empathy. When children care for or observe animals, they learn to think about someone else’s needs and feelings, which is a critical part of emotional intelligence.

For example, the RSPCA’s Animal Kindness Index shows that there’s a growing recognition of how connected humans, animals, and the environment are. The report highlights how children who regularly engage with animals are more likely to show kindness and empathy — both towards animals and people.

How to Foster Empathy at Home or in Early Years Settings:

  • At home: If you have a pet, involve your child in their care. Let them help with feeding or grooming. These small actions teach responsibility and care for another living being.
  • In early years settings: If a classroom pet isn’t an option, consider virtual animal experiences. Many zoos and farms offer live streams of animals that children can observe. You can use these opportunities to talk about what the animals might be feeling or needing at different times.

Social Skills Through Shared Animal Experiences

Working together to care for animals or learning about them in a group can also enhance children’s social skills. Whether it’s helping out with a school pet or taking turns to look after a neighbour’s rabbit, children learn valuable life skills like cooperation, communication, and problem-solving.

Research from the University of Southampton found that children who grow up with pets are more likely to develop strong social competencies. They communicate better, work well in teams, and are more empathetic — skills that are essential not just for academic success but for life.

Real-World Example: Imagine a group of children in an early years setting taking care of a classroom hamster. They have to agree on who feeds it, who cleans its cage, and who gets to hold it next. These kinds of group tasks not only teach responsibility but also help children navigate social interactions in a low-stakes environment, building their confidence in working with others.

Overcoming Fears and Building Emotional Resilience

What if your child is afraid of animals? This is a common challenge, but it can also be an opportunity to build emotional resilience. Gradually introducing children to animals can help them manage their fears and anxieties, teaching them coping mechanisms that they can use in other areas of their life.

Tips for Introducing Children to Animals:

  • Start small: If your child is nervous around animals, start with a gentle animal like a guinea pig or a rabbit. Let them observe before touching or interacting.
  • Use stories and media: Books and nature documentaries are great tools. Read animal-themed books together, like The Gruffalo or Dear Zoo, and talk about the animals’ emotions. What might the animals be feeling in each situation?
  • Virtual pet adoptions: In a classroom where live animals aren’t feasible, you could “adopt” an animal online. Some zoos and wildlife organisations allow children to track their adopted animal and receive updates, helping them form a connection.

Nurturing Compassion for All Animals

Children are naturally curious about all kinds of animals, not just pets. A study from the University of Exeter found that younger children tend to show less speciesism — they care just as much about farm animals as they do about pets. This natural empathy presents an incredible opportunity for early years educators and parents to nurture compassion and respect for all living beings.

You don’t need to live on a farm to introduce your child to different animals. Visits to local petting zoos, farms, or even nature reserves can spark conversations about how different animals live and what they need to be happy and healthy.

Activity Idea: Take your child to a petting zoo or farm, and as you go, ask them questions like, “What do you think the sheep are feeling right now?” or “Why do you think the cows need so much space?” These types of questions encourage children to think more deeply about animals’ experiences, which builds empathy and moral reasoning.

Supporting Emotional Growth Through Animal Observation

Even if your family or classroom doesn’t have a pet, simply observing animals in nature can be a powerful tool for emotional growth. Watching birds, squirrels, or even insects helps children learn patience and mindfulness — two key components of emotional intelligence. Dr. Sandra McCune’s research shows that children who regularly interact with animals, even indirectly, are better able to regulate their emotions and show increased empathy.

How to Incorporate Animal Observation into Your Day:

  • Mindful walks: Take your child for a walk in the park and encourage them to observe the animals around them. How are the birds behaving? What sounds do they make? Focusing on these details helps children become more mindful, which in turn can help them regulate their own emotions.
  • Set up a bird feeder: If you have outdoor space, setting up a bird feeder can be a great way to introduce children to the idea of caring for animals and observing their behaviour up close.

Practical Ideas for Early Years Educators and Parents

Bringing animals into the emotional development of children doesn’t have to be complicated or require a pet at home. Here are some more simple, practical ways to incorporate animals into your everyday routines:

  • Storytime: Choose animal-themed stories that teach emotional lessons. Books like Winnie the Pooh are great for discussing emotions and relationships.
  • Animal Art: Have your child draw or paint their favourite animal and talk about why they like that animal. You could even have them create an “emotion zoo,” where each animal represents a different feeling.
  • Role-Playing: Encourage children to pretend to be different animals. This allows them to explore different emotions in a safe and playful way.

Nurturing a Kinder Generation

By understanding and nurturing the emotional intelligence of children through animal interactions, we can raise a kinder, more empathetic generation. Whether through a family pet, observing animals in nature, or simply reading about them in books, animals provide endless opportunities for children to grow emotionally.

At the London School of Childcare Studies, we recently hosted a seminar with Dr Gemma Goldenberg, focusing on supporting emotional and behavioural regulation in early childhood. Dr Goldenberg offers educators and childcare professionals essential strategies for guiding children through their emotional journeys. You’ll be able to rewatch this insightful webinar here.

As we’ve explored, interactions with animals can significantly enhance children’s empathy and emotional intelligence. By combining these valuable lessons from our seminar with the nurturing power of animals, we can create a rich environment for developing compassionate and emotionally aware children.

self-regulation

Self-Regulation: The Most Important Skill We Can Teach Children

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Self Regulation: The Most Important Skill We can Teach Children

Teaching children how to regulate their emotions and control impulses is a key part of development. For parents and caregivers, however, it’s not always an easy task. Understanding what’s happening in a child’s brain can make all the difference.

Have you ever felt like talking to a frustrated child is like talking to a brick wall? That’s because, in those heightened moments, a specific part of their brain takes over. They may not be able to process explanations or act on your guidance.

The Battle Between the Brain’s Two Systems

The brain’s self-regulation centre is the prefrontal cortex—commonly known as the “learning brain.” This is where logical reasoning happens, enabling us to make plans, solve problems, and make informed decisions.

However, the prefrontal cortex often competes with the limbic system, an older part of the brain responsible for emotions and impulses. In young children, the limbic system is often in control, making it difficult for them to manage emotional outbursts.

To engage a child’s learning brain, it’s crucial to first calm the limbic system. Only then can the prefrontal cortex step in, allowing the child to process emotions, listen, and respond thoughtfully.

What Is Self-Regulation?

Self-regulation is the ability to manage emotions, control impulses, and focus thoughts. As a child’s brain rapidly develops, so does their capacity for self-regulation—but this doesn’t happen in isolation.

It begins with co-regulation, where an adult helps guide the child’s emotions and behaviours. This might involve soothing a baby’s cries, helping a toddler navigate frustration, or teaching a preschooler how to share.

Over time, co-regulation evolves. As children grow into teenagers and eventually adults, they take on more responsibility for managing their own emotions and actions.

The Early Stages of Self-Regulation

From birth, parents play an intuitive role in helping infants regulate their emotions. For example, a baby might cry when hungry or overtired, and a soothing voice or gentle touch helps them return to a state of calm.

As children grow, emotional and cognitive self-regulation becomes increasingly important. Without guidance, they may struggle to resist impulses, leaving the limbic system in control. But in a supportive environment, children can learn to balance their emotions, paving the way for their “learning brain” to take charge.

When children feel calm, safe, and supported, they are better able to focus, make thoughtful decisions, and enjoy a greater sense of happiness and well-being.

How to Foster Self-Regulation

A loving, nurturing environment is essential for developing self-regulation skills. Positive relationships with parents, teachers, and caregivers lay the foundation for growth.

Strategies to encourage self-regulation include:

  • Modelling and mirroring: Demonstrate calm responses to stressful situations.
  • Teaching techniques: Offer strategies for managing emotions, such as deep breathing or counting to ten.
  • Providing practice opportunities: Let children apply what they’ve learned in everyday scenarios.

By creating a safe and encouraging environment, adults help children develop the tools they need to regulate emotions and behaviours over time.

Explore Neuroscience in Early Years with Us

The early years are a critical period for developing self-regulation skills. From birth to preschool, children begin learning rules, expectations, and how to adapt to the world around them. While tantrums may still be common, this stage lays the groundwork for long-term growth.

At the London School of Childcare Studies, our CACHE Level 2 Neuroscience in Early Years course introduces childcare professionals to the fascinating world of brain development. You’ll explore topics such as neural physiology, child behaviour, and regulation strategies.

Ready to learn more? Request a prospectus on our website today!

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Self-Regulation vs Self-Control: What’s the Difference?

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Self-Regulation vs Self-Control: What’s the Difference?

As a child grows, they learn to control their emotions and, hopefully, develop good behaviours. They’ll learn the difference between right and wrong and how to manage their impulses.

Much of this development revolves around self-regulation and self-control. These are often perceived as being the same things but there are profound differences between the two.

What is Self-Control?

Self-control is the ability to regulate one’s thoughts, emotions and behaviour. You exhibit self-control when you don’t eat the last biscuit in a packet because you know it isn’t good for you. A child shows self-control when they wait until after dinner to get the ice cream out of the freezer.  

What is Self-Regulation?

Self-regulation is the ability to manage stress and control impulses to maintain balance and avoid losing self-control. It involves recognising strong emotions and making thoughtful choices instead of acting on immediate impulses.

For example, a child might take a deep breath and calmly ask for help when frustrated with a difficult puzzle, instead of throwing it in anger.

The Neuroscience of Self-Regulation and Self-Control

When it comes to the brain, two important areas are involved in self-regulatory and self-controlling behaviours.

The first of these is the limbic system. It’s one of the oldest parts of the brain and is involved in our flight fight response. It’s also the source of strong emotions and impulse behaviour. When the limbic system is in charge, it means that a child is more likely to give in to their impulses, look for a quick fix, or exhibit naughty behaviours such as tantrums.

The other part of the brain that is important is the prefrontal cortex. This lies just behind the forehead and is the part of the brain that deals with logical decision making. This is often also called the learning brain and it has a push-pull relationship with the limbic system.

If the prefrontal cortex is not strong enough to rein in the impulsive behaviour of the limbic system, you end up with a child who is more likely to be disruptive.

We often think that handling a lack of self-control is just about lecturing the child of the consequences of their actions. This generally doesn’t work at the point of the bad behaviour because their limbic system has a physiological armlock on them. Getting angry or lecturing them simply raises their stress levels and makes it difficult for them to counter their behaviour because the limbic system continues to go into overdrive.

You first have to calm the child down and release them from their stressors. All too often parents talk when they should be listening. We look angry when we should be supportive and kind. In other words, we pile on more stress rather than helping to reduce it.

Self-regulation is key to helping a child develop a set of foundational rules that help them manage their emotions and impulses more effectively. Understanding this connection and how it impacts self-control is critical.

Learning how the brain functions gives us a deeper understanding of child development and why certain approaches work while others fail. Our Level 3 Neuroscience for the Early Years Practitioner – from Theory to Practice gives childcare professionals an introduction to this fascinating and useful area of child development up to age 7 years.

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Forest School Education Forest School Education

Forest School Education

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Forest School Education

Forest School is a child-centred learning approach that encourages development through regular, hands-on experiences in a natural environment. Rooted in play, exploration, and supported risk-taking, it empowers children to build confidence and self-esteem while deepening their connection with the world around them.

As spring unfolds, this is an ideal time to revisit the principles of Forest School — and how its nature-based philosophy supports children’s holistic development.

Forest School Education

What Is Forest School?

Forest School promotes growth in all areas of development — social, emotional, physical, cognitive, and even spiritual. It is led by trained practitioners who support learner-led discovery and exploration, allowing children to experiment, make mistakes, and grow through meaningful, real-world experiences.

At its core, Forest School values creativity, independence, self-belief, and the right of each child to develop at their own pace through interaction with the natural environment.

A Brief History of Forest School

Forest School has its roots in Scandinavia, where outdoor learning is deeply woven into everyday life. The concept arrived in the UK in 1993 after a group of nursery nurses from Somerset visited Denmark and were inspired by what they observed. They returned home eager to adopt and adapt the approach, leading to the gradual spread of Forest School programmes across the UK.

Although nature-based learning can be traced back to British educators as early as the 19th century, it was the Scandinavian model that crystallised Forest School into the philosophy we know today.

The Forest School Philosophy

Forest School is grounded in a set of values that reflect a deep respect for the child as an individual:

  • All learners are unique, competent, and capable of initiating their own learning.

  • Risk-taking and challenge are recognised as essential to development.

  • Positive relationships — with oneself, others, and the natural world — are nurtured.

  • Learners are encouraged to explore, discover, imagine, and take responsibility.

  • Success is measured not just in outcomes, but in growth, effort, and engagement.

This approach creates an environment where children feel safe to push boundaries, ask questions, and develop key life skills — all while immersed in nature.

How to Bring Forest School into Everyday Life

You don’t need a forest to embrace the Forest School approach — you can start right at home or in your local green space. Many Forest School-style activities are simple, inexpensive, and use materials you already have.

Here are a few nature-inspired ideas to try this spring:

  • Den Building: Encourage creative problem-solving using sticks, blankets, or natural materials in the garden or park.

  • Bug Hunts: Equip children with a magnifying glass and let them observe minibeasts in their habitat.

  • Sensory Nature Walks: Invite children to engage all their senses — feeling bark, smelling flowers, listening for birds, or spotting patterns in the clouds.

  • Creative Play: Use mud, leaves, pebbles, or petals to make natural art, potions, or fairy homes.

Your garden or local park can become an extension of this experience with a bit of imagination. The key is to offer time, space, and trust — and let children take the lead in their discoveries.

In embracing Forest School values, we’re not just offering children outdoor play — we’re giving them a foundation for lifelong learning, rooted in curiosity, confidence, and care for the natural world.

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The Science of Nature The Science of Nature

The Science of Nature

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The Science of Nature

“Children will not protect what they don’t know, and they won’t know what they haven’t experienced.”
— Sir David Attenborough

Nature has long been recognised as a powerful influence on our health and wellbeing — not just emotionally, but physiologically and cognitively too. Far from being a luxury, time spent in natural spaces is increasingly understood as essential to our development and long-term health.

Scientific research shows that just two hours a week in nature can have a significant impact on overall health and wellbeing. Less than that, and the benefits begin to disappear. But what is it about the natural world that makes such a profound difference?

Forest School Education

Nature and the Brain

Time spent in natural environments has been shown to reduce stress hormone levels, lower blood pressure, and improve immune response. A walk in a forest, for example, can increase the body’s natural killer cells — key in fighting viruses and even cancer — and significantly reduce symptoms of anxiety and fatigue.

There are measurable cognitive benefits too. In one study, two groups were given the same 45-minute walk — one through quiet hills, the other along a tree-lined but busy urban street. Afterward, the hill-walkers performed better in cognitive tests and reported more positive moods, demonstrating how quality of nature matters just as much as the act of getting outdoors.

A Disturbing Disconnect

Despite the clear benefits, our connection to nature is dwindling. A 2019 study revealed that half of all 18- to 29-year-olds were online almost constantly, with dramatically reduced time spent outdoors. Even more concerning, three-quarters of UK children were reported to spend less time outdoors than prison inmates — with one in five not playing outside at all on an average day.

This decline in outdoor play and exploration has serious implications for child development, both physically and mentally. Screen time continues to rise, but it often replaces the kind of sensory, unstructured experiences that are foundational for early learning.

Spend Time in The Woods

Access Matters

Not all nature experiences are equal. While gardens offer some exposure, children benefit far more from time in wild or semi-wild environments — parks, woods, beaches, and open green spaces. Research suggests that these diverse, stimulating environments support everything from motor skills to executive function.

Efforts like urban greening and school forest programs are gaining momentum for good reason: they promote healthier, more resilient communities and help reverse some of the developmental challenges linked to limited nature access.

Supporting Children Through Nature

For those working with children, these findings reaffirm the importance of getting outside — not just occasionally, but regularly. Whether it’s bug hunts, forest walks, growing a garden, or simply watching clouds, nature offers infinite opportunities for exploration, connection, and calm.

And as Attenborough reminds us: “Children will not protect what they don’t know.” If we want the next generation to value and care for the world around them, we must ensure they have every opportunity to know it — with their eyes, their hands, and their hearts.

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How to help your child develop empathy

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Defining empathy and sympathy

Empathy is the ability to recognise the emotions of other people as conveyed by their words, tone of voice, facial expressions, or body language and to connect with them in a shared perspective. For example, if a friend or family member is upset and in tears, we may feel tearful too, showing that we acknowledge the person’s sadness and relate to it through our own empathetic response.

Feeling sympathy for someone is a more detached and cognitive response where we recognise and care about the feelings of others and also support them without becoming so emotionally involved.

Modelling a sympathetic response

As parents, teachers, or other caregivers, we should demonstrate sympathy towards children when they express strong emotions such as anger, fear, and frustration – even when this expression takes the form of negative behaviours such as lashing out. While preventing children from hurting themselves or others, we may also ease a challenging situation by acknowledging their feelings, for example, by saying ‘I know you feel angry right now…’ In this way, we become positive role models for children through our own responses, letting them know their feelings are recognised and respected. Over time, the development of mutual trust between adults and children paves the way for further discussion, helping children develop reasoning skills and find ways to manage their feelings, instead of being overwhelmed by them. The development of self-esteem, self-confidence and emotional resilience gives children a secure base from which they can begin to empathise with other people and in turn, show sympathy and support.

Targeted activities

We can also help children develop empathy through varied practical activities, such as the use of stories and role play.

Picture books

Choose well-illustrated picture books that present engaging characters and storylines to capture the attention and excite the imagination. Read the story with enthusiasm and use your facial expressions and tone of voice to suggest the emotions felt by the story characters. Let children have time to peruse the pictures before you turn over each page, particularly when the characters’ emotions are being described and are clearly illustrated. Once you have finished reading the book, you could briefly discuss with the children some aspects of the story, such as the characters’ emotional triggers and emotional responses at particular moments in the story. You might then ask the children if they have ever felt this way. While young children may be aware of common words that describe feelings, such as ‘happy’, ‘sad’ and ‘angry’, you can enhance their vocabulary development using words that describe more diverse and nuanced feelings such as ‘disappointed’, ‘anxious’ and ‘embarrassed’.

Puppet play

Introducing a puppet to young children is almost guaranteed to grab their attention! For this activity, you could also use a soft toy such as a teddy. Describe the emotions of the puppet or toy to the children, for example, say: ‘Teddy feels so excited today, he can hardly sit still!’ Ask the children to consider why teddy is feeling this way and let them offer their ideas. You could also have the children make their own puppets, such as hand puppets or finger puppets, using odd socks, felt or other craft materials. While they are busy, you can encourage them to think not only about naming their creation, but about their character’s particular traits and preferences. For example, is the puppet quite shy, or keen to meet new people? What games does the puppet like to play? What makes the puppet feel happy/sad/frightened?

At the vet’s

The care and concern we show not only for other people, but for animals, such as our pets, indicates the extent to which we can think beyond our own selfish or immediate needs and towards a wider perspective.

Encourage the children to talk about their own pets and discuss how we look after animals, such as by taking a dog for a walk, or cleaning out a rabbit hutch. Ask the children if any of their pets have been ill or injured, or have needed to visit a vet, and talk a little about a vet’s job and what it entails.

Create a role play area for the children based on your discussions with them and on the space and resources you have available. You could use soft toy animals or animal puppets as the ‘patients’ and children can take turns to role play the veterinary surgeons and their assistants. By joining in with the children’s play, perhaps by modelling the responses of a caring and concerned pet owner, you can help children develop empathetic awareness and foster their ability to adopt a caring, sympathetic attitude.

 

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