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Dismantling the bias: Why the racial unconscious bias must be addressed within Early Years Education.
Written by Amelia Hall, BA (Hons) Working and Teaching in the Early Years Amelia Hall is a Year 3 student on the BA (Hons) Working and Teaching in the Early Years programme at Edge Hill University When children first step into their classroom, they should feel safe, included, and celebrated. But for many Black and…
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The Power of Play: Why opportunities for play must be available beyond the Early Years Foundation Stage
Written by Ellie Murray Ellie Murray, 3rd year student at Edge Hill University, studying Working and Teaching in the Early Years Introduction: The Need for Play The Early Years Foundation Stage (EYFS) statutory guidance (DfE, 2024), despite its complex and contradicting nature, is explicit in recognising and recommending the benefits of play for children within…
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Bumblebeep
Written by Chelsea Phelps, early years teacher and children’s author. I’m Chelsea Phelps, an Early Years Teacher and children’s author. I completed my BA in Fine Art at the University of Central Lancashire in 2017 and my PGCE in Early Years Education at Edge Hill University in 2022, where my love of early childhood development,…
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Trust over control: Lessons from a mother and educator in love, listening, and letting be..
Trust over control: Lessons from a mother and educator in love, listening, and letting be- blog post by MA student Becky Lindsay
