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Feeding the Future: Rethinking breastmilk, formula and infant nutrition
Written by Holly Grice, BA (Hons) Working and Teaching in the Early Years Holly Grice is a student on the BA (Hons) Working and Teaching in the Early Years programme at Edge Hill University Why is something as natural as feeding a baby still so complicated and controversial to talk about? We have all heard stories from…
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The Equal Playground campaign
Written by Madeline Mayer, BA (Hons) Working and Teaching in the Early Years Madeline Mayer is a Y3 student on the BA (Hons) Working and Teaching in the Early Years programme at Edge Hill University As sport is often celebrated as a place of inclusion, health, and enjoyment, it still reflects deeply rooted gender stereotypes…
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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…
