30. Why laughter matters to learning

Karl Fice-Thomson, or Big F-T, is an Outdoor Educator, a”lifelong adventurer, and rockpool enthusiast” from Newquay, Cornwall. Karl’s outdoor community classroom is the Cornish coastline, where he shares adventures through rock pools, while educating his students about marine life and nature through hands-on experiences.Why don’t Early Years educators want to teach outside?Karl believes that there is a lack of confidence among educators, particularly younger or less experienced teachers, in taking children outdoors and using the environment educationally. And there can be a lack of enthusiasm too.Adult fears, discomforts, and negative attitudes towards the outdoors are directly transmitted to children, shaping their willingness and ability to engage with the natural world. Karl intrudices the the concept of “nature deficit disorder” and the broader societal consequence of children losing their connection to nature.“If you’re in a setting where none of the teachers want to go outside, none of them want to go wet, none of them want to walk more than 150 meters, to a gorgeous beach that’s on their doorstep, the kids are going to pick up on that as well.”What does good outdoor learning look like?Karl explains that we need to find our “community classroom”. Educators should be using the immediate environment surrounding their setting as an educational resource, as much as is safe. Karl beleives that outdoor learning is not a niche or supplementary activity but a foundational pedagogical approach applicable across all subjects and settings, regardless of geography.For example, Karl explains how he uses rock pools to teach maths, science, geography, geology, and even politics, demonstrating the cross-curricular potential of any local environment. The outdoors is not exclusive to coastal or rural settings. “If it’s a moorland, use the moorlands. Forest, use the forest” says Karl.How does the outdoor environment act as a co-regulator for children?The outdoor environment naturally moderates pace, space, and sensory experience in ways that benefit all children, explains Karl. He gives the example of the tidal rhythm of the beach being an organic pacing tool - the receding tide expands the learning space gradually, preventing children from feeling enclosed, while the returning tide creates a shared sense of movement with the environment.Karl also recommends that educators adopt child-centred approaches, including physical and communicative attunement, rather than authoritative, top-down teaching styles. Complementing the natural moderation of the environment, Karl explains that even small gestures, such as kneeling to a child’s level, signal respect and inclusion.How do we support greater opportunities for outdoor learning?Karl believes outdoor learning should be embedded and integrated throughout education. He’s bouyed by Sir David Attenborough’s work on a natural history GCSE, potentially available by 2028, as he recognises this as a policy-level opportunity to formalise children’s relationship with the natural world. But, he believes more broad structural change is neededHowever, educators have plenty off opportunity to help. Karl advises we find our professional community (“clan”) to sustain momentum in getting more children involved in real outdoor learning.

Sukhy is a former Primary Teacher, children's author and founder of SK Author Workshops. Following her own experience of challenging times for wearing a turban as a child, she made it her mission to ensure every child feels seen, valued and represented. Through her Paras and Pete sensory book series and highly interactive workshops, Sukhbinder champions cultural diversity, inclusion, neurodiversity and belonging, helping children celebrate differences from the grassroots level. Her workshops combine storytelling, puppetry, sensory learning and hands-on experiences to create memorable learning opportunities that foster empathy, understanding and acceptance. Sukhy is passionate about breaking down barriers in education and empowering schools to create environments where every child can thrive and feel that they truly belong. Sukhy noticed that there was a significant gap in mainstream Early Years resources representing the Sikh faith, meaning educators who wished to introduce the Sikh faith often lacked the tools to do so authentically.Why learn about different faiths in the Early Years? When offering hands-on engagement with religious items in Early Years settings, as Sukhy does with turbans in her workshops, respect is key. Sukhy advises that an activity where real religious symbols and objects are explored should be adult-led, guided, and meaningful. Sukhy shares the example of the turban, which Sikh people see as a crown, as it carries values and responsibilities. She explains that the turban should be treated accordingly, for example by storing it in a box rather than leaving it on the floor. Sukhi suggests that teaching about festivals and celebrations from a range of faiths is the most accessible starting point for educators wishing to introduce cultural and religious diversity. This approach normalises diversity without requiring a child from that background to be present in the setting, and mirrors how children already understand cultural milestones such as birthdays and wedding and celebrations from their own cultures and faiths.Why do authenticity and community representation matter in Early Years resources?Resources are most meaningful when created by people with lived experience of the culture or faith being depicted, so educators should carefully consider the origins of the resources they choose. Sukhy refers to Dr Rudine Sims Bishop's "Mirrors, windows, and sliding glass doors" (which we learned about in Laura Henry-Allain's episode) as a framework for auditing and improving representation in your Early Years setting.Sukhy reiterates the point that proactive rather than reactive when it comes to diversity and inclusion is essential in Early Years settings. Waiting for a child from a particular background to join a setting before introducing relevant resources sends an unwelcoming message and misses the opportunity to prepare all children for the diverse world they will encounter.

► James Tunnel is the Director of NurseryNook, a specialist Early Years coaching and consultancy company. He is a coach, consultant and trainer, as well as a former teacher, and has over a decade of experience in education. His expertise is in curriculum, loose parts, schema play and purposeful provision.► 00:00 Welcome and introduction: Meet James Tunnell of Nursery Nook 02:02 – Early Years Ick & Pick: Fancy displays and ditching the chairs 06:22 – The funniest thing a child's ever said to you 07:57 – Purposeful provision: community, play diet & funds of knowledge 14:46 – Aesthetics vs. purpose in your provision 18:27 – Moving from "areas" to "zones" 26:40 – Introducing new resources in Early Years 32:32 – Trends, off-the-shelf pedagogy and knowing your own cohort 38:48 – Rotating vs. keeping continuous provision 42:46 – Final thoughts and where to find James► Community and culture: the foundation of Early Years provisionDesigning an Early Years environment should begin with a deep understanding of the community and culture it serves, rather than replicating aesthetics seen online or in catalogues. Educators must consider children's "play diets," funds of knowledge, and local community experiences to avoid imposing their own assumptions onto the provision. ► "Settings that lean too heavily into the aesthetics, mostly because I've seen pictures online of really beautiful settings and they copy that style, learn eventually that there's a mismatch here to what the children need. But settings that ignore it and perhaps have utilitarian, completely white walls, harsh lighting, I think they also recognise that actually, it's not a comfortable place to sit, it's not a comfortable place to be. So we need to find that balance."James Tunnell, Director, NurseryNook► Should we divide our rooms into learning areas?Organising provision into broader zones (e.g. a movement zone combining construction, maths, Small World, and loose parts) rather than strict, separated areas supports deeper, more connected learning. Allowing children to move resources freely across spaces mirrors how adults naturally use their own environments. ► "Exploration is a fantastic resource; it's a fantastic thing that we, as human beings, use to make sense of things. It's a sensory experience; we pick things up, we shake it, we smell it, we sniff it, we have a go and see what happens. But it's destructive, which is why when you put those china cups out, they get smashed, because children are just learning what happens if I do this. And that's perfectly normal, but what we can do is we can think, 'Okay, what's the jump between what they don't know and what they do know?' The jump to china cups from the plastic tippy cups is huge. What can I do to break these little steps up into smaller steps?"James Tunnell, Director, NurseryNook► What about loose parts and open-ended resources?Loose parts provision is most effective when built gradually from resources children already understand, such as Play-Doh, sand, water, and construction blocks, before introducing more abstract materials like pine cones or dried oranges. Starting with what is familiar and co-exploring alongside children helps establish open-ended play. Continuous provision should remain stable; enhancements drive change. Continuous provision should stay consistent throughout the year to allow children to develop deep, sustained learning, with enhancements layered on top to introduce novelty.

Richard Knight is a Children's Services Manager for the Early Years Alliance with a variety of experience working in Early Years education over the last 18 years. Richard manages Early Years settings, writes and delivers training, and he has supported many providers to meet the requirements of the EYFS so that they are compliant and inspection-ready. Through his work he has the opportunity to be hands-on and collaborate with educators, children, and families, so he understands the challenges that the sector faces, and he is passionate about making a difference. Richard has firsthand experience of supporting children's behaviour, working in nurseries, preschools, stay-and-play groups, out-of-school clubs, and creches over the years.

Dr. Jacqueline Harding is an international child development education expert and the author of The Brain That Loves to Play. She's been a headteacher and consultant as well as a government advisor and a BBC education editor working on programs like Peter Rabbit, Teletubbies, Clangers, Bing, Baby Vibes, and is a contributor to CBeebies Parenting. She is an honorary visiting research fellow at Middlesex University and the chair of the Bright Start Foundation. Rachel Barnett-Jones is a writer, producer, and educator with a particular passion for writing for young people. You'll have seen her work on Pip and Rosie and Magic Light Pictures. She's worked extensively within education settings and is currently working with Equity Spotlight, BBC Safeguarding and the TV Human Rights Foundation, as well as the Network of Children in Unemployment and Education. Rachel recently set up Sensible Creative, which seeks to create a safer and kinder arts landscape, especially for young professional performers.

Nancy Stewart joins Matt and Julia to talk about the newly revised Birth to Five Matters guidance. As Project Lead on both the original 2020 edition and this year's revision, Nancy has spent decades shaping how the sector thinks about child development, from co-authoring the 2012 Development Matters to advising the Tickell review of the EYFS. She is a former Chair of TACTYC and now Vice President of Early Education. We cover why the guidance exists in the first place, the new sections on sustainability and digital pedagogy, why software companies are being told they can't offer checklists, and the new government pressure that's quietly pushing data-driven tracking back into early years.Her website https://birthto5matters.org.uk/

Safeguarding expert Ann Marie Christian joins Matt and Julia for a frank conversation about keeping children safe in Early Years settings. With over 30 years of experience as a social worker, LADO, DSL, and safeguarding consultant, Ann Marie shares hard-won lessons from real investigations. We cover CCTV in nurseries, the 2026 KCSIE and Safer Sleep changes, spotting grooming, the grey areas of physical touch, and how to build a setting where staff feel safe to speak up.Her website:https://annmariechristian.com/

Laura Henry-Allain MBE is an award-winning international educator, author, speaker, and consultant. She knows Early Years inside out and has been everything from a nursery manager to an Ofsted inspector, and is vice-president of The British Association for Early Childhood Education. Laura received a Nursery World lifetime achievement award in 2021. Laura also plays many roles in children’s media, including educational consultant for the BBC and board member for The Children's Media Foundation. She is also the mind behind, “My Skin, Your Skin”, “Maya and Marley”, and “JoJo and Gran Gran”. Laura is a patron of the Grenada Community Library and Expert Commissioner on the ‘Raising the Nation’ Play Commission’s national inquiry into play. She was awarded her MBE in the Queen's New Year Honours list in 2021 for services to education.Her websitehttps://www.laurahenryallain.com/

Mary Anderson is the co-founder of My Music Starts Here alongside her husband Mike. My Music Starts Here provides early music education through resources, support for educators, and they even have their own certification. Their mission statement is: "We strive to ensure that all young children, regardless of their race, gender, abilities, location, school, childcare, or socioeconomic status, have the very best music learning experiences that we can provide." Mary was a preschool and elementary school teacher for over 12 years. She's also a musician and a singer in her own right, with a bachelor's degree in trumpet performance and a Master's degree in music education.Her website and Youtube channel:mymusicstartshere.com youtube.com/@mymusicwithmary

Sarah Scotland is a nutritionist with over 20 years of experience, and is the founder of Wise About Food, a community interest company, focused on food and nutrition. Sarah has previously supported us here at Famly with some of our Early Years nutrition content. She's also worked with Transport for London, the YMCA, housing associations, charities, and a local authority. Sarah provides workshops on cooking and nutrition for neurodivergent and disabled adults, as well as elderly people and dementia sufferers. She even hosts Meet and Eat workshops where people can come together with their community to fight loneliness and learn a bit more about food.Sarah's websitewiseaboutfood.co.uk