From Our World to Yours

Hi everyone!

It’s been another very busy month at nursery.

Some of our Oak friends have been leaving because they’re going to big school in September. We’re going to miss playing with them, but we know they’re excited to go to their new schools and learn lots of new things. We’re always happy to welcome them back to come and visit us when they can and tell us all about it!

A few weeks ago, some of our Grandi friends also went to visit the fire station on Watling Street! They met the firefighters, learned about their important job and even got to have a turn using the big hose, which was lots of fun.

You might already know that lots of the furniture at our nursery comes from Community Playthings. They also make a magazine called Pebble, where people who know lots about children share their ideas. This month, there’s a whole article about us and how we bring nature inside our nursery. That must mean they think we’re experts! You can read it here.

Until next time,

The KatieB Kids

Big Feelings, Growing Skills

What behaviour can we realistically expect from our youngest children?

Between 18 and 30 months, children are developing rapidly. Their communication, independence, social awareness and ability to manage emotions are all still emerging. This means that tantrums, shouting, saying “no”, grabbing, biting, hitting or becoming distressed by changes can be developmentally typical during toddlerhood.

Although these behaviours still need calm and consistent boundaries, they do not automatically mean that something is wrong. Often, behaviour is a young child’s way of communicating a need or feeling they cannot yet put into words.

What does this mean?

At this age, children may desperately want to do things independently but become overwhelmed when they cannot. They are only beginning to learn how to wait, share, take turns, cope with disappointment and understand how others feel.

Realistic expectations recognise that toddlers are still learning these skills. They need adults to model, repeat and gently guide them many times before they can manage them more independently.

Finding the balance

Understanding a behaviour does not mean allowing it. We can acknowledge the feeling while maintaining the boundary: “You’re cross because you wanted the toy, but I won’t let you hit.”

At KatieB Kids, we look beyond the behaviour and consider what the child may be communicating. They might be tired, frustrated, overwhelmed, seeking connection or unable to express what they need. Predictable routines, simple language, visual prompts, calm spaces and responsive adults all help children feel safe and understood.

What children gain from this

When adults remain calm and support children through difficult moments, children gradually develop:

• Language for their feelings and needs

• Confidence in asking for help

• An understanding of boundaries

• Early turn-taking and social skills

• The foundations of emotional regulation

Young children cannot yet be expected to regulate strong emotions alone. They learn through co-regulation: borrowing the calm of a trusted adult until they gradually develop the skills to manage their feelings themselves.

A simple idea to try at home

Choose a few short phrases and use them consistently, such as “Help, please”, “My turn”, “Stop”, “More” and “Finished”. Pair the words with gestures and model them during everyday play.

During a tantrum, keep your language simple. Name the feeling, hold the boundary and stay nearby: “You’re really upset. You wanted to keep playing. It’s time to go, and I’m here to help you.”

Challenging behaviour does not make a child “naughty”, nor does it mean that a parent is doing something wrong. It often reflects a young child doing their best with skills that are still developing. With warmth, repetition and realistic expectations, those skills will grow.

The Provocateur

The Provocateur aspiration recognises the educator’s role in sparking curiosity and opening up possibilities. Through thoughtfully chosen materials, intriguing experiences and carefully considered questions, educators invite children to wonder, investigate and develop their own ideas- without directing where their learning should lead.

What does this mean?

Being a provocateur means thinking carefully about how an environment, experience or interaction might ignite a child’s curiosity.

Sometimes this might involve presenting familiar materials in an unfamiliar way, introducing an interesting object into the environment, combining resources that children have not encountered together before, or offering something that invites closer inspection. A collection of mirrors and natural objects, an unusual shadow, a pulley suspended from a tree or clay alongside shells and seedpods might be enough to prompt a completely new line of investigation.

The important distinction is that a provocation is an invitation rather than an instruction. Instead of deciding what children should make, discover or achieve, educators create possibilities and observe what children choose to do with them.

Adults can then deepen this thinking through genuine curiosity of their own: “I wonder what might happen if…?”, “What have you noticed?” or “How could we find out?” These questions do not test children for a correct answer; they communicate that their theories and ideas are worth exploring.

Finding the balance

Effective provocations require restraint as much as creativity. It can be tempting for adults to have an intended outcome in mind, particularly when we have carefully prepared an experience. But meaningful learning does not always follow the path we expect.

At KatieB Kids, we recognise that the educator may provide the initial spark, but the child helps determine where the investigation goes next.

If children use materials differently from how we imagined, this is not a failed activity. In fact, it can provide valuable insight into what they are thinking about. Educators observe these responses and consider how the environment might evolve to extend them further.

This might mean adding a new material, revisiting an experience several days later, researching a question together or allowing an initial moment of fascination to develop into an ongoing project. In this way, learning becomes a process of discovery shared between children and adults rather than a sequence of predetermined activities.

What children gain from this

When children regularly encounter environments that invite curiosity, they begin to see themselves as capable thinkers, investigators and problem-solvers.

They learn to form their own questions, test possibilities and change their ideas in response to what they discover. Open-ended materials encourage experimentation and imagination because there is no single “right” way to use them, while opportunities to revisit ideas allow children to develop increasingly complex theories over time.

Importantly, children also experience the excitement of not knowing yet. Rather than looking immediately to an adult for an answer, they develop the confidence to investigate, predict, experiment and persevere.

These experiences nurture creativity, critical thinking, independence and a genuine disposition towards lifelong learning. Curiosity becomes not simply something children feel, but something they know how to pursue.

A simple idea to try at home

You do not need elaborate resources to create a provocation. Choose a few everyday or natural objects and present them somewhere your child is likely to notice them- perhaps leaves, stones, kitchen utensils, cardboard tubes, containers, fabric, torches or mirrors.

Try not to explain what they are “for”. Instead, give your child time to notice, explore and decide what interests them.

As they investigate, you might wonder aloud:

“I wonder what you’ve noticed?”
“What do you think might happen?”
“Is there another way we could try it?”
“What could we add to find out more?”

Then follow their lead. What begins as arranging stones might become an exploration of size and pattern. A torch and cardboard tube might lead to an investigation of light and shadows. Containers and water might inspire questions about capacity, movement or floating and sinking.

The aim is not to reach a particular outcome. It is to create the spark that makes a child think, “I wonder…” and then give them the time, space and confidence to discover where that thought might take them.

A Tiny Visitor: Learning to Care for Living Things

When some flowers were brought into the nursery for the children to explore, they discovered an unexpected visitor hiding among them: a real caterpillar. What began as an encounter with something tiny quickly developed into a thoughtful conversation about what the caterpillar was, how it might be feeling and what it needed from us.

Together, the children considered how they could keep it safe and where it should be returned. Moments like this allow children to develop a respectful relationship with the natural world, learning that even its smallest creatures deserve gentleness, care and consideration.

What does this mean?

Young children are naturally curious about living things, but they also look to the adults around them to understand how they should respond. When adults approach a caterpillar, worm or even a spider calmly and with interest, children learn that unfamiliar creatures do not automatically need to be feared.

Rather than immediately moving the caterpillar away, our educators gave the children time to observe it, ask questions and think about its needs. The children began to consider the caterpillar’s perspective: Was it frightened? What might it eat? Where would it feel safe? This encouraged them to see it as a living creature rather than simply an object to investigate.

What children gain from this

Close encounters with nature help children develop:

• Curiosity about living things and their habitats

• Empathy and care for creatures smaller than themselves

• An understanding that living things should be handled gently

• Confidence when encountering unfamiliar insects and animals

• Early scientific skills, including observing, questioning and predicting

• A growing sense of responsibility for the natural world

By thinking about how the caterpillar might be feeling, the children were also practising perspective-taking. This important social and emotional skill helps children recognise that other living beings can have needs and experiences that differ from their own.

A simple idea to try at home

When you encounter a small creature together, pause and observe it before deciding what to do. You might ask, “What do you notice?”, “How do you think it feels here?” or “Where do you think it would be safest?”

If your child feels unsure, acknowledge this without reinforcing fear: “It’s okay to look from further away. We can be gentle and let it carry on.” Even when the visitor is something you might be frightened of as an adult, responding calmly and curiously can help children learn that we can respect nature without needing to touch or get too close.

By treating these everyday encounters as opportunities for discovery, we help children understand that the natural world is something to wonder about, care for and protect.

Preventing Burns and Scalds

Following the Oak children’s recent visit to the Fire Station, we are continuing their learning about fire safety by considering how we can prevent burns and scalds. Firefighters help children understand that heat and fire must always be treated with care, but many childhood burns actually happen at home through everyday items such as hot drinks, bath water, kettles, pans and hair straighteners.

At KatieB Kids, we believe children learn to keep themselves safe through calm, clear guidance rather than frightening messages. By helping them recognise that some objects can be hot and should only be touched by grown-ups, we can begin to build safe habits that will stay with them as they grow.

What does this mean?

Young children are naturally curious and often explore by reaching, touching and copying the adults around them. However, they cannot reliably judge whether something is dangerously hot, and their skin is particularly delicate. This means close supervision and thoughtful positioning of hot items remain essential.

Rather than relying only on instructions such as “don’t touch”, we can introduce simple explanations and repeat the same safety messages regularly. These might include:

• stop and ask a grown-up before touching something that may be hot

• hot drinks are only for grown-ups to move

• stay away from ovens, hobs, kettles and fires

• never play with matches or lighters

• tell a grown-up immediately if something feels hot or someone gets hurt

• remember to “stop, drop and roll” if clothing ever catches fire

During their Fire Station visit, the Oak children learnt about the important role firefighters play in keeping people safe. Experiences like this help safety messages feel meaningful and give children the confidence to recognise firefighters and other emergency-service workers as trusted adults who can help them.

At nursery, educators model safe behaviour and talk naturally with children about heat during activities such as cooking, baking and serving meals. Children may be encouraged to observe steam from a safe distance, notice safety signs and understand why adults use protective equipment, but responsibility for preventing burns must always remain with the adults around them.

What children gain from this

• awareness that some objects and surfaces can be dangerously hot

• understanding of simple fire and heat-safety rules

• confidence to stop and ask an adult before touching

• trust in seeking help if something goes wrong

• growing recognition of firefighters and other trusted adults

• safe habits that can help prevent serious injuries

Children who receive calm, consistent guidance begin to understand that safety rules are there to protect them, while still allowing them to enjoy experiences such as cooking, baking and gathering around a carefully supervised fire.

To try at home

There are several simple ways to reduce the risk of burns and scalds at home:

• keep hot drinks well away from the edges of tables and worktops

• avoid holding a hot drink while carrying your child

• keep kettles, their leads, matches and lighters out of children’s reach

• use the back rings of the hob where possible and turn pan handles inwards

• keep children away from the oven and cooking area while hot food is being prepared

• place hair straighteners, curling tools and irons somewhere completely out of reach while they heat and cool

• run cold water into the bath first, add hot water afterwards and check the temperature carefully before your child gets in

• talk about objects that may be hot using the same clear phrases each time

• regularly test smoke alarms and practise how your family would leave the house in an emergency

If a burn or scald does happen, move your child away from the heat source and cool the affected area under cool running water for 20 minutes. Remove nearby clothing or jewellery unless it is stuck to the skin, and do not apply ice, butter, creams or oils. Cover the burn loosely with cling film or a clean, non-fluffy dressing and seek medical advice. The NHS advises calling 111 if a child under five has a burn or scald and you are unsure what to do.

By combining careful supervision, a safer home environment and simple messages children can understand, we can help prevent burns and give children the knowledge to respond safely around heat and fire.

Growing Gratitude: Noticing the Good Around Us

Gratitude is about noticing and appreciating the people, experiences and small moments that bring something positive to our lives. For young children, this might mean enjoying a cuddle, remembering a friend who helped them, noticing a beautiful flower or feeling excited about a favourite part of their day.

At KatieB Kids, we nurture gratitude through everyday conversations and experiences. Rather than expecting children simply to say “thank you”, we help them recognise kindness, express appreciation in different ways and notice the things that make them feel safe, happy and connected.

What does this mean?

Gratitude is a skill that develops gradually. Young children naturally view the world from their own perspective and may not always understand why they are expected to say “thank you”. This does not mean they are ungrateful; they are still learning to recognise the intentions and feelings of others.

Adults can support this by modelling gratitude naturally: “That was kind of her to bring the book over,” or “I really enjoyed spending time with you today.” This helps children understand what appreciation looks and feels like, rather than learning it only as a polite phrase.

Finding the balance

We want expressions of gratitude to feel meaningful rather than forced. Prompting a child to say “thank you” can teach social conventions, but it is equally important to recognise other ways they may show appreciation, such as smiling, offering a hug, caring for an object or wanting to repeat a shared experience.

Children should never be required to offer physical affection to show thanks. A wave, picture, kind word or simple acknowledgement can be just as meaningful.

What children gain from this

Practising gratitude can help children:

• Notice kindness and positive experiences

• Develop empathy and appreciation for others

• Strengthen their relationships and sense of belonging

• Express their feelings in different ways

• Find comfort and joy in small, everyday moments

• Begin to develop a positive sense of wellbeing

Gratitude does not mean ignoring difficult feelings. Children can feel disappointed, worried or cross while also recognising something that brought them comfort or happiness.

A simple idea to try at home

At the end of the day, take turns sharing one thing you enjoyed. Keep it relaxed and offer your own example first: “I liked walking home with you,” or “I was grateful when you helped me tidy up.”

Your child’s answer might be as simple as “pasta”, “the slide” or “Mummy”. There are no wrong answers. By regularly pausing to notice these small moments, children begin to understand that gratitude can be found in the ordinary parts of everyday life.

Making Learning Visible: Documenting Project Work

During their time in Reggio Emilia, Hayley and Tina saw how closely educators observe and document children’s project work. In Reggio-inspired practice, documentation is not simply a record of what a child has made. It captures the thinking, experimenting and discovery that take place throughout the process.

At KatieB Kids, our educators observe as children independently explore different media, such as clay, paint, charcoal, paper or natural materials. They make detailed notes about exactly what each child does and says, returning to observe whenever the child revisits the same material. Over time, these records help us understand how the child’s ideas, techniques and relationship with the material are developing.

What does this mean?

Project work in Reggio Emilia is explored over time rather than through a single, adult-led activity. Children are given repeated opportunities to return to an idea or material, allowing their thinking to deepen and their exploration to take new directions.

Educators carefully record significant moments through written observations, children’s exact words, photographs and examples of their work. This is known as pedagogical documentation. It allows us to look beyond the finished product and pay close attention to the learning that happened along the way.

What children gain from this

Documenting project work helps educators recognise how children’s ideas and skills develop across repeated experiences. A child may initially squeeze and flatten clay, for example, before later discovering how to join pieces, create shapes or use tools with greater purpose.

By noticing these changes, educators can offer thoughtful materials, questions and opportunities that respond to the child’s interests without taking control of the project. Children are given time to test theories, solve problems, make choices and develop confidence in their own ideas.

Documentation can also be shared with the children, helping them revisit previous experiences, remember what they discovered and decide what they might explore next. In this way, children become active participants in reflecting on their own learning.

A simple idea to try at home

When your child becomes interested in a particular material or way of playing, try offering it again on another day. Take a photograph or make a brief note of what they do and any words they use. Rather than showing them what to make, observe what they discover independently.

You might notice that each time they return, something changes: the way they handle the material, the ideas they express or the problems they try to solve. These small developments show why the process of play can tell us far more than the finished creation alone.

Growing our Community Together

We love sharing our news!
If you know someone who’d enjoy receiving our monthly bulletins too, they can sign up through the link here or below, please do share it. Maybe it’s Grandma and Grandad, aunties and uncles, or even your NCT friends, everyone’s welcome to be part of our KatieB Kids family.

“Until next time, here’s to curiosity, creativity, and plenty of muddy knees!”