Kerry Murphy

Let's talk about behaviour in Early Childhood. If you are an Early Childhood educator, you already know that caring for and educating young children is joyful, meaningful and sometimes incredibly hard. Behaviour can feel confusing, relentless, and emotionally demanding, especially when you are working within a system where the approach is idealised, unrealistic, or doesn't quite fit the children in front of you. Kerry Murphy and Sarah Doyle know how this feels. As early childhood educators, they have experienced the highs and lows, made mistakes, gained experience, learned, reflected and found a new approach. In this book, Kerry and Sarah explore their focus on the reasons behind behaviours as a starting point. They outline the conceptual Building Blocks of their approach and help you to better understand children's behaviour, empowering you to transform your practice in Early Childhood settings. They start with a simple but powerful idea: misbehaviour is not something to fix, but something to understand. Children's behaviour is learning in action. It is shaped by their experiences, relationships, bodies and nervous systems. Self-regulation is a lifelong process, not a box to be ticked. Structured around eight building blocks of behaviour, this book doesn't offer quick fixes or universal strategies. Instead, it supports you to think differently, stay curious, and scaffold regulation in real, messy, multi-child early childhood spaces. Written by early educators, for early educators, this book is a practical, compassionate companion for those trickiest moments, for children and for you.

Let's talk about behaviour in Early Childhood. If you are an Early Childhood educator, you already know that caring for and educating young children is joyful, meaningful and sometimes incredibly hard. Behaviour can feel confusing, relentless, and emotionally demanding, especially when you are working within a system where the approach is idealised, unrealistic, or doesn't quite fit the children in front of you. Kerry Murphy and Sarah Doyle know how this feels. As early childhood educators, they have experienced the highs and lows, made mistakes, gained experience, learned, reflected and found a new approach. In this book, Kerry and Sarah explore their focus on the reasons behind behaviours as a starting point. They outline the conceptual Building Blocks of their approach and help you to better understand children's behaviour, empowering you to transform your practice in Early Childhood settings. They start with a simple but powerful idea: misbehaviour is not something to fix, but something to understand. Children's behaviour is learning in action. It is shaped by their experiences, relationships, bodies and nervous systems. Self-regulation is a lifelong process, not a box to be ticked. Structured around eight building blocks of behaviour, this book doesn't offer quick fixes or universal strategies. Instead, it supports you to think differently, stay curious, and scaffold regulation in real, messy, multi-child early childhood spaces. Written by early educators, for early educators, this book is a practical, compassionate companion for those trickiest moments, for children and for you.

It is not uncommon to hear the myth that young children develop in the same way, or that play does not come naturally to disabled or neurodivergent children. This essential guide challenges these myths and empowers early years educators to adopt neurodiversity-affirming practices which support all children, emphasising the joy, wonder and possibilities of inclusive practice. The book explores diverse development and learning through a variety of different lenses, including early years provision, specialist support, and speech and language therapy. The reader is introduced to a range of theoretical perspectives, alongside practical examples, audits, case studies, and strategies which explore the environment and the features and benefits of self-directed play. Topics include:An introduction to neurodiversity-informed practiceUnpacking ableism and disablism in early childhoodApproaching practice through a neurodiversity-informed lensDeveloping a curriculum that promotes equality and embraces diversityAdvice for working effectively with parents and carersCreating inclusive learning environments that are accessible and enjoyable for all children. Neurodiversity-Affirming Practices in Early Childhood challenges outdated assumptions and expands our understanding of child development and play, with inclusive practice at its heart. This is a key read for anyone working with young children, enabling them to actively move towards neurodiversity-affirming practices.

It is not uncommon to hear the myth that young children develop in the same way, or that play does not come naturally to disabled or neurodivergent children. This essential guide challenges these myths and empowers early years educators to adopt neurodiversity-affirming practices which support all children, emphasising the joy, wonder and possibilities of inclusive practice. The book explores diverse development and learning through a variety of different lenses, including early years provision, specialist support, and speech and language therapy. The reader is introduced to a range of theoretical perspectives, alongside practical examples, audits, case studies, and strategies which explore the environment and the features and benefits of self-directed play. Topics include:An introduction to neurodiversity-informed practiceUnpacking ableism and disablism in early childhoodApproaching practice through a neurodiversity-informed lensDeveloping a curriculum that promotes equality and embraces diversityAdvice for working effectively with parents and carersCreating inclusive learning environments that are accessible and enjoyable for all children. Neurodiversity-Affirming Practices in Early Childhood challenges outdated assumptions and expands our understanding of child development and play, with inclusive practice at its heart. This is a key read for anyone working with young children, enabling them to actively move towards neurodiversity-affirming practices.

_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting._______________Co-regulation is the process when children develop the ability to manage emotions, responses, and impulses both in mind and body (self-regulation) through connection with nurturing and reliable caregivers. Children need to understand their own feelings and those of others, and learn to regulate their behaviour accordingly. One of the key ways children learn to self-regulate is through co-regulation. With modelling, support and nurture, practitioners can learn to co-regulate alongside the children so that they can develop those important skills. This dip-in-and-out guide will help practitioners provide the strongest foundations for children and to give them the best emotional start in life. It provides meaningful and inclusive ideas for co-regulation that can be embedded into everyday practice, and be used for a broad range of emotional needs, without being tokenistic. These practical and easy-to-resource ideas are expertly formulated to support and develop children’s self-regulation skills.

_______________The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. This dip-in-and-out guide will help practitioners to adapt their teaching style to become more inclusive of neurodivergent children, and provide meaningful and innovative ideas that can be embedded into everyday practice. Featuring activities such as mirrored play, meditation, symbol stories and treasure baskets, these ideas are expertly formulated to support and develop children’s sensory regulation skills and communication skills, whilst enabling practitioners to understand and engage with non-speaking or pre-verbal children. All forms and templates can be downloaded from the companion website. This book was Highly Commended in the Happy and Healthy category at the Teach Early Years Awards 2023.

As an early years practitioner, you will educate and care for children with a range of developmental needs and differences. This essential book introduces you to a play-rich approach providing both universal and targeted ideas that will support social and emotional development and ensure that children feel safe, secure, and nurtured. Using the four broad areas of need as a guide, each accessible chapter positions wellbeing at the heart of an effective approach to inclusion and offers meaningful and responsive teaching practices that create a sense of belonging and acceptance. Founded in the latest research, the book presents key knowledge alongside ideas and activities to support wellbeing, which can be embedded into the child’s everyday experiences and adapted to meet their individual needs. This book offers: Evidence-based strategies and techniques that have a positive impact on the long-term social and emotional wellbeing of children with SEND. Guidance through the four broad areas of need, with a focus on play, learning, and developing an emotionally healthy early years environment. Examples of practice in action. Case studies, reflective questions, and activities that will upskill the reader and empower them in their role. Providing up to date, transferrable and essential knowledge on SEND in the early years, this is an essential resource for any practitioner looking to expand their repertoire and enrich the wellbeing of children with SEND.

As an early years practitioner, you will educate and care for children with a range of developmental needs and differences. This essential book introduces you to a play-rich approach providing both universal and targeted ideas that will support social and emotional development and ensure that children feel safe, secure, and nurtured. Using the four broad areas of need as a guide, each accessible chapter positions wellbeing at the heart of an effective approach to inclusion and offers meaningful and responsive teaching practices that create a sense of belonging and acceptance. Founded in the latest research, the book presents key knowledge alongside ideas and activities to support wellbeing, which can be embedded into the child’s everyday experiences and adapted to meet their individual needs. This book offers: Evidence-based strategies and techniques that have a positive impact on the long-term social and emotional wellbeing of children with SEND. Guidance through the four broad areas of need, with a focus on play, learning, and developing an emotionally healthy early years environment. Examples of practice in action. Case studies, reflective questions, and activities that will upskill the reader and empower them in their role. Providing up to date, transferrable and essential knowledge on SEND in the early years, this is an essential resource for any practitioner looking to expand their repertoire and enrich the wellbeing of children with SEND.

'A clear, helpful and refreshingly honest book which explains SEND from top to bottom. I would highly recommend this book' - Kim Griffin, Occupational Therapist, GriffinOT, @Griffin_OTThis book is designed to give every Early Years practitioner the confidence to support children with special educational needs and disabilities. It covers how to define SEND and use inclusive language, how to build and implement inclusion policies and communicate these to parents and carers, how to prepare for transition, and much more. With a whole-team approach and commitment from both practitioners and key persons as well as SENDCos, Kerry Murphy strongly believes we have the potential to create truly inclusive Early Years settings. A Guide to SEND in the Early Years dispels common myths around SEND and offers clear, concise and practical ways to translate theory into practice, overcome challenges and support children with SEND. Written by an experienced Early Years consultant and inclusion specialist, there are tried-and-tested tips, case studies, activities and reflective questions. Focussing on the importance of teamwork and sharing responsibilities, this book is perfect for any Early Years practitioner looking to improve their understanding of SEND and develop their teaching with every child in mind.

This collection of essays by scholars of nineteenth- and early twentieth-century French music has been assembled in homage to the influential and inspirational French musicologist François Lesure who died in 2001. Lesure's immense erudition was legendary and spanned music from the sixteenth to the twentieth century. Two French composers who were particular foci in his scholarship were Berlioz and Debussy and this collection is based on scholarship around these two composers and the sources, contexts and legacies relating to their work.

This collection of essays by scholars of nineteenth- and early twentieth-century French music has been assembled in homage to the influential and inspirational French musicologist François Lesure who died in 2001. Lesure's immense erudition was legendary and spanned music from the sixteenth to the twentieth century. Two French composers who were particular foci in his scholarship were Berlioz and Debussy and this collection is based on scholarship around these two composers and the sources, contexts and legacies relating to their work.