Cambridge University is looking for practitioners to share their experiences of working with children aged two to five



Cambridge University and the Early Intervention Foundation are seeking input from practitioners to create a new library of resources for early childhood professionals.

The Early Years Library, created by the Center for Play in Education, Development and Learning (PEDAL) at the University of Cambridge alongside the Early Intervention Foundation (EIF) and funded by the Nuffield Foundation, aims to bring the pieces together individual success in early childhood. interventions in a guide for practitioners.

The guide will consist of an organized collection of small practices designed to support planning and problem-solving that will enable practitioners to consider the needs of their children, their environment and their community when choosing which practices to use and when to incorporate them into their routines.

It will be available free of charge and will include activities to help practitioners support children’s socio-emotional learning, math, and reading and writing skills.

The following are examples of practices to support socio-emotional learning in the area of ​​emotional knowledge that will be included in the guide:

  • PRACTICE 1: Practitioners use mirrors with children to imitate different facial expressions based on emotions – cCould you encourage this during the role play, eg “Do pirates make angry faces?” Can you see your angry face in the mirror? ‘
  • PRACTICE 2: Practitioners talk with children about the emotions of the characters in the stories – uat story time, for example “How is Billy feeling?” How would you feel if that happened? ‘
  • PRACTICE 3: Practitioners show facial expressions based on emotions and tone and then label them for children – Use in a variety of situations, eg “How am I feeling right now?” What does it mean when I look like this? ‘

PEDAL and EIF are seeking practitioners at all levels of LDAPs and maintained facilities, including childminders, who work or have worked with children aged two to five to join a panel or focus groups to to share their experiences and help inform the development of the guide.

“The contribution of practitioners will be essential to the design of an effective guide”

Sara Baker, Project Manager and Reader in Developmental Psychology and Education at PEDAL, said: “We are very excited to develop the early childhood library from the strong evidence base of early interventions. successful. The contribution of early childhood practitioners will be essential in designing an accessible and effective practice guide. ‘

Sarah Hardy, early childhood teacher at Honey Pot Nursery in Garston and a member of the project’s first focus groups, added: “Being a member of the group was really beneficial as I was able to connect with other practitioners in different areas of the early childhood sector to discuss similarities and differences in practice. I think the early childhood library will have a significant impact, especially in helping apprentices in my community develop their practice to meet the individual needs of a child or a group of children. ‘

  • Those interested in bringing their experiences and knowledge to the project should contact Anna Jackson, Research Assistant at the University of Cambridge, by email at [email protected]



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