Early Childhood and Neuroscience
Theory, Research and Implications for Practice
Dr Mine Conkbayir (Bloomsbury Academic)
This updated edition aims to equip early years practitioners with new information and research to inform their daily practice with young children. With its engaging style and evidence based case studies, it is a fascinating read and makes a powerful argument for taking neuroscience seriously in the pursuit of better outcomes for children.
Following on from its original 2017 publication, the book now includes additional chapters covering childhood trauma, self-regulation and neurodiversity.
Chapter 5, ‘Self Regulation – the key to developing positive adaptive behaviours across the life tragectory’ is a meaty section which explores what children’s self regulation ‘is’ and what it is ‘not’. It also examines the need for adults to self-regulate their own behaviour and responses as part of ‘co-regulation’.
Here case studies provided by Thrive Childcare and Education in the UK help to contextualise many of the issues and provide practical examples. Clear explanations of the domains of self regulation, how these develop, their relationship with the EYFS and school readiness, are just some of the often controversial aspects that are examined and explained.
Meanwhile the chapter on neurodiversity focuses on some common conditions such as autism and ADHD. Emphasis is also given to the advantages of being neurodivergent and how settings can meet the needs of ‘the emergent neurodivergent child’. Judy Singer’s positive view of neurobiological diversity is cited by the author as a way of moving towards viewing these differences as strengths, rather than deficits.
Overall a balanced and absorbing overview of the key debates around neuroscience and the opportunities to weave an understanding of it into early childhood practice. Particularly relevant right now when children’s wellbeing is at the top of the education agenda.
Practice-based research in children’s play
Edited by Wendy Russell, Stuart Lester, Hilary Smith (Policy Press, University of Bristol)
This is a collection of 12 research projects carried out by practitioners in the play sector in the UK and US and provides a range of perspectives on children’s play and adults’ relationship with it. 
The authors emphasise the importance of including the child’s own voice in research.
By taking account of a wide range of social groups, the authors succeed in enlarging the reader’s understanding of the value of play in children’s lives and highlight the necessity of adults to create space, time and enabling environments where children can enjoy play.
One of the most interesting chapters, by Chris Martin, explores the relationship between children and mobile phones in their outdoor play, based on observations in adventure playgrounds in the South West of England. Martin highlights that mobile devices have not supplanted non-digital technology such as sticks and pencils, but that children now show ’a sophistication in choosing what to use and how to use and to what ends, affording them an increased palette of objects and spaces to play’.
This is a timely volume in light of the reduction in funding for public outdoor play spaces and the fact that early years practitioners still have to fight their corner when it comes to defending children’s right to play, as central to their education, learning and wellbeing.
Wish We Knew What to Say
Talking with children about race
Pragya Agarwal (Dialogue Books)
Dr Pragya Agarwal, a behavioural and data scientist and academic in the US and UK, has written this book to help parents, carers and educators give children the tools and vocabulary to talk about people’s differences and similarities in an open, non-judgemental way. The underpinning aim is to counter any unfairness that children might see or experience, with a view to a building a fairer world.
Section three is focused on birth to three years and anecdotally addresses young children’s questions about difference. This is placed in the context of developmental stages. For example, ‘centrism’ comes into play, where children can only think of one aspect of a situation at a time and ‘egocentrism’, where they find it difficult to understand that people have different perspectives on the same situation. 
The checklist at the end of this section recommends a variety of things to think about, including the need to understand how your own upbringing affects your outlook, the need to unlearn biases and prejudices and making it OK for young children to ask questions.
The author also addresses practical aspects such as ensuring children have access to diverse books and that all children see themselves in books; it is also vital to provide positive stereotypes and role models and foster children’s pride in their own racial identity. Using the right terms and vocabulary is key.
At 164 pages this is an accessible, readable text that will equip parents and practitioners to have conversations about race and racism with children and young people and help them to feel confident about doing so.
50 Fantastic ideas for making music
Judith Harries
Series editor: Alistair Bryce-Cleg (Featherstone)
This addition to the popular series provides a lively and accessible resource for embedding music within your EYFS curriculum. In keeping with the format, the activities are organised into sections which provide a guide to all aspects of music making – from practising vocal sounds and singing, through to learning about rhythm and using instruments to make music together.
For example, children can explore different ways of using their voice to make rhythmic sound effects as part of the Vocal beatboxing activity. This may also help improve their speaking voice. All that is required are some online examples of beatboxing (which is using singing voices like vocal percussion), a singing puppet and a cardboard circle. Now your class is good to go with their own beatbox patterns!
The activity Maraca madness is good for attuning children to different sounds. This involves filling identical plastic containers with pairs of distinctive sounds such as dry rice, coins or sand. Can the children find pairs of matching maracas just be listening to the sound? There are ideas for opening your own maraca madness workshop, with lots of different containers and fillings for children to make their own!
