From Our World to Yours

Hi everyone!

We’ve had such a busy and exciting month at nursery, and we can’t wait to tell you all about it.

April brought lots of special moments, starting with Easter, where we explored new ideas, seasonal changes and spent time together enjoying the feeling of spring all around us. Not long after, we had our Spring Celebration, and that might have been our favourite part… because our parents came too!

We loved showing them around our garden and sharing all the things that make our days so special. Some of us took them straight to our favourite places. The Piccoli children couldn’t wait to show off the sand table, where they dig, pour and create. The Grandi children were busy demonstrating the water cascade, watching the flow and experimenting with movement and cause and effect.

And for Oak children, it was extra special. We finally got to bring our family into our Forest School world. We showed them how we explore, take safe risks and learn new skills with Hayley.

It felt important to share this part of our world with you all. These are the places where we feel confident, curious and connected. Thank you for stepping into our days and seeing what matters to us.

With love as always,

The KatieB Kids

Exploring Emotions Through Playful Connection

By Hayley Grayston, Operations Manager and Curriculum Lead

Supporting young children to understand and regulate their own emotions is an essential part of emotional literacy, but it is not always easy.

As you will be aware, at KatieB Kids we use emotion coaching to support children in the moment, helping them to learn about their feelings as they experience them.

One way to help children regulate their emotions is through the use of puppets, soft toys and small world characters. These provide a non-threatening way for children to explore and express their feelings, as well as helping them to better understand and manage their emotions.

What children gain from this

When children are given opportunities to explore their emotions in this way, they begin to feel more confident in expressing how they feel.

They learn that emotions are something that can be understood, talked about, and worked through, rather than something overwhelming or confusing. Over time, this supports children to develop emotional regulation, resilience, and stronger communication skills.

Perhaps most importantly, it helps children to feel seen, heard, and supported, which is fundamental to their emotional wellbeing.

A simple idea to try at home

You might introduce a puppet or soft toy during a calm moment, so it becomes a familiar and trusted part of your child’s play.

When your child is experiencing a big feeling, the puppet can gently “join in”, for example:
“I wonder if you’re feeling a bit upset. I sometimes feel like that too.”

This can make it easier for children to engage, as the focus is shared rather than placed directly on them.

There is no need for anything elaborate. Often, it is the simplest, most playful interactions that create the strongest connections and support children in making sense of their feelings.

The Co-Constructor of Knowledge

At KatieB Kids, we see children as capable thinkers with their own ideas, theories and questions. Learning is not something we deliver, it is something we build together.

As a co-constructor of knowledge, educators listen carefully, take children’s thinking seriously and explore ideas alongside them. Instead of giving quick answers, they encourage investigation, discussion and reflection.

What does this mean?

In practice, this looks like educators slowing down and paying close attention to what children are noticing, wondering, and trying to work out.

Rather than stepping in with answers, they stay curious. They might ask open-ended questions, offer new language, or introduce materials that help children test their ideas. Learning becomes a shared process, where thoughts are explored, revisited, and built upon over time.

For example, if a child is exploring why a tower keeps falling, an educator will not simply show them how to fix it. Instead, they might wonder alongside them.
What do you think is happening? How could we make it stronger?

Finding the balance

Being a co-constructor does not mean stepping back completely, nor does it mean taking over. It is about finding a thoughtful balance.

Too much direction can close down a child’s ideas. Too little involvement can mean missed opportunities to deepen learning.

The educator’s role is to be present, attuned, and responsive. Sometimes, they lead gently. Sometimes they follow. Often, they simply stay alongside, offering language, reassurance, or a new perspective at just the right moment.

This balance is what allows children to feel both secure and capable in their learning.

What children gain from this

When children experience learning in this way, they gain far more than knowledge alone.

They develop confidence in their own ideas and begin to trust their thinking. They learn that their voice matters, that their questions are valuable, and that they are active participants in their own learning.

This approach nurtures curiosity, problem-solving, communication, and emotional wellbeing. It also supports children to become resilient learners, who are willing to try, rethink, and explore again.

These are the foundations of being truly future-ready.

A simple idea to try at home

Next time your child is playing, try stepping into their world rather than leading it.

Pause, watch, and then join with curiosity. You might say:
“I wonder what will happen if…”
“Tell me about what you’re doing…”
“What do you think comes next?”

There is no need to teach or direct. Simply being present, interested, and responsive can transform an everyday moment into a rich learning experience.

Sometimes, the most powerful thing we can do is learn alongside our children.

Cooking with the Seasons

Cooking with children offers so much more than simply preparing food. It is a rich, sensory experience that connects children to the natural world around them.

By using seasonal fruits and vegetables, we help children begin to understand that food is not just something we buy, but something that grows, changes, and is shaped by the time of year.

At KatieB Kids, cooking often begins not in the kitchen, but in the garden. Children might pick herbs, notice what is growing, or talk about what feels different as the seasons change. These moments of connection lay the foundation for meaningful learning.

Why this matters

Cooking with seasonal ingredients helps children build a deeper understanding of the world.

They begin to notice patterns in nature. They learn that strawberries taste sweeter in the summer, that root vegetables appear in colder months, and that ingredients are linked to the environment around them.

This supports early scientific thinking, as children observe change, make comparisons, and begin to ask questions. It also encourages a sense of respect and care for the natural world, which sits at the heart of our commitment to sustainability.

Bringing this to life at home

You do not need anything complicated to explore this at home.

You might start by choosing one or two seasonal ingredients each week and involving your child in preparing them. This could be as simple as washing vegetables, tearing herbs, or helping to mix ingredients together.

Talking together during the process is just as important as the activity itself. Where did this come from? What does it smell like? How does it feel?

These small moments of shared attention help children to build both understanding and connection.

Noticing the world around you

Seasonal cooking begins with noticing.

On a walk, you might spot blossom on trees, herbs growing in gardens, or changes in the weather that affect what is growing. At the shops, you might notice which fruits and vegetables are being displayed more prominently.

These everyday observations help children to make links between the food they eat and the world they live in. Over time, they begin to understand that nature is not static, but constantly changing.

What children gain from this

Through cooking with seasonal ingredients, children develop a wide range of skills.

They strengthen their fine motor skills through chopping, peeling, and mixing. They build language as they describe textures, smells, and tastes. They develop early mathematical understanding through measuring and sequencing.

Just as importantly, they develop a sense of connection. Connection to food, to nature, and to the people they share these experiences with.

These are the foundations of curiosity, confidence, and lifelong healthy relationships with food.

A simple idea to try at home

Choose one seasonal ingredient this week and explore it together.

This might be as simple as slicing strawberries, peeling carrots, or tearing fresh herbs into a dish. Allow your child to touch, smell, and taste as they go.

You might say:
“I wonder how this smells?”
“Does it feel different inside?”
“What do you think will happen when we cook it?”

There is no need for a finished recipe. The experience itself is where the learning happens!

Understanding Biting

Acknowledging how this feels

Few behaviours feel as emotive for parents as biting. Whether your child has been bitten, or has bitten another child, it can be upsetting, worrying, and sometimes even confusing.

We want to reassure you that these feelings are completely valid. At the same time, it is important to understand that biting is a common and developmentally typical stage for many young children, particularly in the toddler years.

Why do children bite?

Biting is not usually intentional in the way we might think. It is often a form of communication at a time when children do not yet have the language or self-regulation skills to express themselves.

Children may bite for a number of reasons:

• to express big emotions such as frustration, anger, or fear

• to gain attention

• to protect themselves or something important to them

• out of curiosity and exploring cause and effect

• to meet a sensory or oral need, particularly when feeling overwhelmed

For many children, this is a phase they move through as their communication and emotional understanding develop.

What this behaviour looks like in practice

Biting can happen very quickly and often without warning. Even with strong relationships and careful supervision, it is not always possible to prevent every bite.

At KatieB Kids, our approach is rooted in understanding rather than punishment. We focus on:

• responding calmly and in the moment

• supporting the child who has been bitten first

• helping the child who has bitten to understand that the behaviour is not okay, while still recognising their feelings

• observing closely to understand patterns, triggers, and underlying needs

This allows us to put thoughtful, individualised strategies in place to reduce future incidents.

Finding the balance

It is important to hold two things at once:

• biting is not a behaviour we condone

• but it is also a behaviour that children often use because they do not yet have another way

Our role is to guide children towards more appropriate ways of expressing themselves, without shaming or labelling them.

We might support children by:

• naming and validating feelings

• offering alternative ways to express frustration (such as using words, gestures, or safe physical outlets)

• providing additional support during known trigger times

• ensuring children feel secure, understood, and connected

What children gain from this

With consistent, supportive responses, children begin to develop the skills they need to move beyond biting.

They learn how to:

• recognise and name their feelings

• communicate their needs more effectively

• understand the impact of their actions on others

• regulate their emotions in a more appropriate way

Over time, this supports empathy, resilience, and positive relationships with others.

To help at home

If your child is going through a stage of biting, try to stay calm and curious about what might be behind the behaviour.

You might say:
“I can see you’re feeling cross. It’s okay to feel cross, but I can’t let you bite.”

Offering simple alternatives can also help:

• a soft toy or cushion to bite when feeling overwhelmed

• modelling simple phrases like “help” or “my turn”

• staying close during moments that feel challenging

• for children with a strong oral or sensory need, providing safe items such as chewellery can help meet this need in an appropriate way

Working together between home and nursery, with a consistent and understanding approach, is what helps children move through this stage with confidence and care.

Supporting Wellbeing in Everyday Moments

With Mental Health Awareness Week approaching, it feels like a good moment to pause and reflect on the small, everyday ways we can support our own wellbeing, as well as our children’s.

Wellbeing does not come from doing everything perfectly. It is shaped through simple, consistent moments of care, connection, and understanding.

Gentle ways to support wellbeing

Start the day with a positive pause
Before the day begins, take a quiet moment for yourself. This might be a few slow breaths, enjoying a warm drink, or noticing something you feel grateful for. Even a small pause can help set the tone for the day ahead.

Keep routines simple and realistic
Predictable routines help both children and adults feel secure. Focus on what matters most and allow space for flexibility. “Good enough” really is enough.

Spend time outdoors
Time outside offers natural opportunities to reset. Fresh air, movement, and connection to nature can help regulate both body and mind. Even a short walk or time in the garden can make a difference.

Stay connected
Wellbeing is closely linked to connection. A conversation at pick-up, a message to a friend, or a moment shared with family can help us feel supported and less alone.

Take small pauses in the day
Busy days can feel continuous. Taking even a few minutes to pause, stretch, or breathe can help you reset and return with more energy.

Be kind to yourself
Some days will feel easier than others. Offering yourself patience and understanding, just as you would to a child, is an important part of maintaining wellbeing.

Notice and name children’s emotions
Supporting children to understand their feelings helps them feel safe and secure. Using simple language such as happy, sad, worried, or excited can help children begin to make sense of their emotions.

Ask for support when you need it
Reaching out is a strength. Sharing worries early, whether with family, friends, or your nursery team, can help prevent them from feeling overwhelming.

Celebrate small moments
Wellbeing is often found in the everyday. Noticing small achievements, moments of connection, or simply getting through a busy day can help build a more positive mindset.

Take one positive step each day
This year’s theme reminds us that small actions matter. Choosing one simple, positive step each day, for yourself or someone else, can have a meaningful impact over time.

A Window Into Your Child’s Play

A gentle guide to understanding play schemas at home

At KatieB Kids, we see play as a window into how children think, feel, and make sense of their world. You may notice patterns in your child’s play- these are known as schemas. They are not labels, but clues to your child’s curiosity.

To gain an insight into your child’s schema and how to support it, for each question, choose the answer that feels most like your child. At the end, you can find out which schema they are exploring most strongly and, more importantly, how you can use this to increase their engagement in activities!

1. Your child often:

A. Carries objects from place to place

B. Throws, drops, or pushes things

C. Fills, empties, or hides objects

D. Spins or turns objects

2. They are most drawn to:

A. Bags, baskets, or ways to move items

B. Watching things fall or travel through the air

C. Boxes, dens, or enclosed spaces

D. Wheels, lids, or objects that rotate

3. During play, they tend to:

A. Line things up or arrange them with care

B. Experiment with force (pushing, knocking, launching)

C. Wrap, cover, or put things inside others

D. Climb, hang, or explore being upside down

4. Outdoors, they are most interested in:

A. Moving natural objects like sticks or stones

B. Dropping or throwing from heights

C. Sitting inside small or hidden spaces

D. Spinning, twirling, or running in circles

5. When something interrupts their play, they are likely to:

A. Return to moving or reorganising items

B. Repeat the action to see what happens again

C. Rebuild, rewrap, or reconnect what was there

D. Go back to spinning or repositioning their body

6. When given a new object, your child tends to:

A. Take it somewhere else or add it to a collection

B. Test how it moves by pushing, throwing, or dropping

C. Put it inside something or combine it with other items

D. Turn it around, spin it, or examine it from different angles

7. Your child seems most focused when they are:

A. Transporting or organising items with purpose

B. Watching movement like rolling, falling, or flying

C. Creating spaces, hiding things, or joining items

D. Moving their body in dynamic ways (spinning, climbing)

8. When solving a problem in play, they often:

A. Move pieces around until it feels “right”

B. Try different levels of force or direction

C. Fit things together, take apart, or enclose

D. Adjust their position or viewpoint to understand

9. You might notice your child repeating:

A. Carrying or placing objects in the same way

B. Dropping, throwing, or watching movement again and again

C. Filling, emptying, wrapping, or enclosing repeatedly

D. Spinning, turning, or changing body position frequently

Your child may be exploring…

Mostly A’s – Transporting / Positioning Your child may be exploring movement, order, and purpose. Try this at home: Offer bags, baskets, or prams for collecting treasures. Create opportunities to move items with intention.

Mostly B’s – Trajectory Your child may be fascinated by movement through space. Try this at home: Provide balls, scarves, or water play. Notice together how things fall, fly, and travel.

Mostly C’s – Enclosing / Containing / Connecting Your child may be exploring boundaries, relationships, and how things fit together. Try this at home: Build dens, offer boxes, or use loose parts to join and enclose. Let them create their own spaces.

Mostly D’s – Rotation / Orientation Your child may be exploring movement, balance, and how their body works in space. Try this at home: Encourage spinning, rolling, and climbing. Visit parks or create safe movement opportunities at home.

Children are not one “type.” They move fluidly between schemas as their curiosity grows. By noticing these patterns, we can respond in ways that nurture confidence, deepen curiosity, and support emotional wellbeing. Because when we follow the child, we don’t just see what they are doing; we begin to understand why.

Growing our Community Together

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