From Our World to Yours

Hi everyone!

This month, we have been very busy at nursery! We have been exploring, building, creating, getting messy and asking lots and lots of questions about the world around us. We have spent lots of time outside going on adventures, and when the weather got really hot, our teachers helped us stay cool with water play, ice play and juicy watermelon snacks.

We also had a very exciting visitor come to nursery this month. Curtis from Community Playthings came to see our nursery. He looked around all of our rooms and watched us learning and playing together. Afterwards, he said our nursery was “really inspiring”! He loved our big kitchen windows, all the natural things around nursery and the clever ways we use our garden spaces. We felt very proud because he said our nursery feels calm, creative and connected to nature; just like we want it to feel for everybody who comes here.

Louise has been writing something very special too! She has written an article for Pebble magazine all about how we bring nature indoors and make our nursery feel connected to the outside world. It is going to be shared next month and we cannot wait for you to see it.

Right now, Hayley and Tina are visiting Reggio Emilia! We have loved looking at the photos and little updates they have been sending us. We know they are learning lots of exciting new ideas and we cannot wait for them to come back and share everything with us at nursery.

With love as always,

The KatieB Kids

Communication Beyond Words

At KatieB Kids, we believe communication is about far more than spoken language alone. Children communicate through gestures, facial expressions, movement, visuals, objects, sounds, behaviour and connection long before they are able to fully express themselves verbally.

This is why we value AAC (Augmentative and Alternative Communication) as part of our inclusive, connection-led approach.

What does this mean?

AAC includes any form of communication that supports or supplements spoken language. This may include:

• visual timetables

• Makaton

• objects of reference

• photographs and symbols

• tactile visuals

• now-and-next boards

• communication boards

While AAC is often associated with children with diverse needs, many of these approaches can benefit all children at different times in their development.

For some children, a visual cue may feel easier to process than spoken language. For others, holding a familiar object may help them understand what is happening next or feel emotionally reassured during transitions. Tactile and visual forms of communication can create clarity, predictability and connection in ways words sometimes cannot.

At KatieB Kids, we believe communication should always meet the child where they are.

Finding the balance

Children communicate in many different ways depending on their age, emotions, regulation and environment. A child who is highly verbal one moment may still seek visual or sensory reassurance during times of stress, tiredness or change.

Rather than viewing AAC as something “additional”, we see it as part of creating accessible, responsive environments where all children feel understood and included.

When adults value different forms of communication, children learn that there are many ways to express needs, ideas, emotions and preferences.

What children gain from this

Using AAC and visual communication approaches can help children develop:

• confidence in expressing themselves

• emotional security and predictability

• reduced frustration and anxiety

• stronger understanding of routines and expectations

• a greater sense of inclusion and belonging

Most importantly, children learn that communication is not about finding the “right” words quickly, but about feeling heard, understood and connected.

To try at home

Small visual or tactile supports at home can often make everyday routines feel calmer and more predictable.

You could try:

• using photos to show the steps of routines such as bedtime or getting ready

• offering simple choices visually rather than verbally

• using an object of reference, such as holding a spoon before mealtime or a nappy before changing time

• pairing key words with gestures or Makaton signs

• drawing simple pictures to talk about emotions or upcoming events

For all children, visual and tactile communication can provide reassurance, connection and understanding, especially during busy, emotional or unfamiliar moments.

The Creative Practitioner

At KatieB Kids, we believe creativity is woven through every part of early childhood. It is not something reserved for a painting table or planned craft activity. Creativity lives in the way children solve problems, tell stories, move their bodies, combine ideas and make sense of the world around them.

As part of our Let’s Nurture Futures™ framework, The Creative Practitioner aspiration encourages educators to approach children’s learning with curiosity, flexibility and imagination. It is about creating environments where children feel free to explore ideas, express themselves and think in their own unique ways.

What does this mean?

Being a creative practitioner means recognising that children learn best when they are active participants in their learning rather than passive recipients of information. Our educators carefully observe children’s fascinations and interests, then thoughtfully adapt the environment to extend these naturally occurring moments of curiosity.

This might look like transforming a child’s interest in shadows into a light exploration, adding storytelling props to a construction area, introducing movement into mark-making or allowing children to use materials in unconventional ways.

Creativity also means resisting the urge to provide a “right” outcome. Instead, we value the process of thinking, experimenting, representing ideas and exploring possibilities. Open-ended resources such as loose parts, natural materials, fabrics, clay, paint and recycled materials invite children to become inventors, storytellers and problem-solvers.

Finding the balance

While creativity thrives in freedom and exploration, children also benefit from thoughtful guidance and carefully prepared environments. At KatieB Kids, we aim to find the balance between child-led exploration and intentional teaching.

Educators remain present, responsive and emotionally available, knowing when to step back and when to gently extend an idea through language, modelling or shared thinking. Creativity does not mean chaos or endless stimulation. Often, the richest learning happens in calm, uninterrupted moments where children are given time to revisit ideas deeply and meaningfully.

We also recognise that creativity looks different for every child. Some children may express themselves through movement and music, others through storytelling, building, drawing or imaginative play. Our role is to honour these individual ways of communicating and creating.

What children gain from this

When children are given opportunities to think creatively, they develop far more than artistic skills. Creativity supports confidence, resilience, communication, critical thinking and emotional wellbeing.

Children learn that their ideas matter. They become more willing to take risks, solve problems and explore different possibilities without fear of getting things “wrong”. They learn to collaborate, negotiate and represent their thinking in multiple ways.

Most importantly, creative experiences nurture curiosity and joy. They help children see themselves as capable, imaginative and valued contributors to the world around them.

A simple idea to try at home

Create a “loose parts basket” using everyday items from around the home such as cardboard tubes, fabric scraps, lids, wooden spoons, boxes, ribbons or natural materials collected on a walk.

Rather than showing your child what to make, simply sit alongside them and wonder together:
“What could this become?”
“I wonder what would happen if…?”
“Tell me about your idea.”

You may be surprised by the stories, inventions and possibilities they create when given the freedom to lead the play themselves.

Growing Patience

The Grandi children have spent many weeks caring for their potatoes and herbs, watering them, observing changes and waiting patiently as they grow.

What does this mean?

Growing vegetables helps children understand where food comes from while also nurturing responsibility, care and connection to the natural world.

One of the most powerful parts of the experience has been the waiting. Although the children have been excited to harvest their potatoes and herbs, they have shown incredible patience and restraint, understanding that growth takes time and cannot be hurried.

Last year, whilst caring for the strawberries in our garden, one of the children excitedly picked a tiny green strawberry before it had time to ripen. Holding it carefully in their hand, they looked at us and asked, “Can you stick it back on?”. It was such a simple but powerful moment of childhood realisation. Together, we talked about how nature needs time, patience and gentle care to flourish, and that once something living has been damaged, we cannot always undo it.

Moments like these remind us that meaningful learning about sustainability does not come from simply telling children to care for the world around them, but from allowing them to experience connection, responsibility and consequence firsthand. Through growing, nurturing and observing living things over time, children begin to understand that the natural world is not separate from us, but something we are in relationship with and have a responsibility to protect.

What children gain from this

• patience and perseverance

• responsibility and care

• understanding natural cycles

• connection to sustainability and food

• pride and confidence through nurturing something over time

  
  Children begin to learn that not everything happens instantly, and that some of the most meaningful outcomes require time, consistency and care.

To try at home

• grow herbs on a windowsill

• plant potatoes in a grow bag

• allow children to water and monitor plants daily

• take photos over time to notice gradual change

• resist rushing to harvest too early and encourage observation instead

  In a world that often moves quickly, gardening offers children the rare opportunity to slow down, notice carefully and experience the quiet reward of nurturing something over time.

Supporting Transitions with Care and Connection

Transitions are a natural part of childhood. Throughout the day, children move between activities, routines, spaces and relationships. While these changes may seem small to adults, they can feel significant for young children, particularly when they involve stopping a preferred activity or adapting to something unfamiliar.

At KatieB Kids, we believe children navigate change best when they feel emotionally safe, connected and well prepared.

What does this mean?

Transitions happen many times each day and can include:

• moving between indoor and outdoor play

• tidy-up times

• mealtimes and sleep routines

• toileting routines

• transitioning into a new room or preparing for school

At KatieB Kids, transitions are never approached as a “one size fits all” process. Educators use relationship-led strategies such as predictable routines, visual cues, countdowns, songs and reassurance to help children feel secure and confident through change.

For some children, additional support may include social stories, sensory breaks, comfort objects or quieter transition spaces.

Finding the balance

Supporting transitions is not about removing all challenge. It is about helping children build confidence and resilience while feeling emotionally supported.

We carefully balance consistency with growing independence, recognising that children thrive when they feel secure in their relationships, routines and environment.

What children gain from this

Thoughtfully supported transitions help children develop:

• emotional security

• confidence and independence

• resilience during change

• self-regulation skills

• a sense of belonging

When children feel safe and supported through transitions, they are more able to engage positively in learning, play and relationships.

To try at home

Simple preparation can make transitions feel calmer and more manageable at home too.

You could try:

• giving gentle countdowns such as “five more minutes”, or using a sand timer to add a visual element

• using consistent routines where possible

• singing familiar tidy-up or bedtime songs

• talking through what will happen next

• acknowledging feelings calmly and reassuringly

Small moments of predictability and connection can make a big difference in helping children feel secure through change.

Acceptance: Making Space for Big Feelings

At KatieB Kids, we often reflect on the idea of Acceptance through our mindfulness work with Dr Nick Buckley. Acceptance does not mean “not caring” or ignoring difficult situations. Instead, it means noticing thoughts, feelings and emotions without immediately fighting against them.

Mindfulness practices, such as focusing on the breath, help us slow down and create space between a feeling and our response. This can support both adults and children to respond with greater calm, clarity and emotional awareness.

For young children, acceptance may look like:

• learning that all feelings are welcome

• being supported by calm, emotionally available adults

• gradually developing resilience and self-regulation

• feeling safe enough to express emotions openly

At KatieB Kids, we believe emotional wellbeing grows through connection, co-regulation and feeling understood.

To try at home

When your child is experiencing a big emotion, it can be tempting to immediately distract, solve or stop the feeling. Sometimes, however, children benefit most from first feeling understood and emotionally held.

You could try:

• slowing your own breathing before responding

• naming the feeling calmly: “You seem really frustrated right now.”

• resisting the urge to immediately “fix” the emotion

• sitting alongside your child while they move through the feeling

• using simple grounding observations such as “Let’s take one slow breath together.”

For yourself as a parent, you might also find it helpful to pause and ask:
“Can I do anything about this right now?”

If yes, you can take or plan the next step. If no, perhaps you can allow yourself permission to soften, breathe and let go of some of the mental struggle around the situation.

Often, it is not the absence of difficult feelings that helps children feel safe, but the presence of calm, connected adults alongside them.

Why the World Still Looks to Reggio Emilia

You can’t talk about ‘play-based’ learning without talking about the impact of Reggio Emilia. More than seventy years after the first schools opened in this Italian town, the approach continues to influence early childhood education across the world.

At KatieB Kids, while we do not follow any single philosophy rigidly, many aspects of the Reggio Emilia approach align closely with our own Let’s Nurture Futures™ values and beliefs about childhood.

What does this mean?

The Reggio Emilia approach is rooted in the belief that children are capable, curious and full of potential. Rather than viewing children as passive learners waiting to be taught, the approach encourages adults to listen carefully, follow children’s interests and create environments that invite exploration, creativity and deep thinking.

This may look like:

• children revisiting ideas over long periods of time

• open-ended resources being used in imaginative ways

• educators wondering alongside children rather than rushing to provide answers

• learning emerging through play, relationships, creativity and enquiry

At the heart of the approach is a deep respect for childhood and for children’s voices.

Finding the balance

One of the reasons the world continues to look to Reggio Emilia is because it reminds us that education is not simply about outcomes or preparing children for the next stage as quickly as possible.

Instead, it encourages us to slow down, observe carefully and value the process of learning itself. At KatieB Kids, we believe children thrive when they feel emotionally safe, connected and genuinely listened to.

While structure and guidance remain important, we also recognise the value of giving children time, space and trust to think, question, create and revisit their ideas deeply.

What children gain from this

Approaches inspired by Reggio Emilia can help children develop:

• confidence in their own ideas

• creativity and problem-solving skills

• communication and collaboration

• curiosity and critical thinking

• emotional wellbeing and a strong sense of belonging

Most importantly, children learn that their thoughts, theories and ideas are valued.

To try at home

Children often share their deepest thinking during simple everyday moments.

You could try:

• slowing down and following your child’s lead in play

• asking open-ended questions such as “I wonder why…” or “What do you think?”

• providing open-ended materials like boxes, fabric, natural objects or loose parts

• allowing time for children to revisit favourite ideas or activities repeatedly

Sometimes the richest learning happens not when adults provide answers, but when we remain curious alongside children.

We are also very much looking forward to hearing back from Hayley and Tina upon their return from Reggio Emilia, where they have been exploring the approach first-hand and reflecting on how these ideas continue to inspire meaningful early childhood practice today.

Growing our Community Together

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