The Early Years Together

This double length, special episode features a conversation between Deborah Brown and Dr Jacqueline Young about Jacqueline’s recent research study exploring the intersections between creative thinking and disadvantage in reception age children (aged 4 and 5 years). Jacqueline talks about how disadvantage shapes opportunities for imagination, and why nurturing creativity is a powerful act of equity in early education.Join the podcast for a thoughtful, accessible conversation about curiosity, context, and the transformative potential of creative pedagogy.Episode Nine References:DfE (2025) ‘Early years foundation stage statutory framework for group and school-based providers: setting the standards for learning, development and care for children from birth to five’. Department for Education. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2Di Battista, A. et al. (2023) Future of jobs report 2023. Geneva, Switzerland: World Economic Forum. Available at: https://www.weforum.org/publications/the-future-of-jobs-report-2023/Young, J. (2025). ‘Why don’t fish have eyelashes?’: understanding the intersections between creative thinking and disadvantage in early years education in two schools located in areas of high deprivation. Available at: https://sussex.primo.exlibrisgroup.com/permalink/44SUS_INST/1qbui9j/alma991397837302461Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngPodcast produced by:Luke Young www.linkedin.com/in/lukeyoungcomposerTitle music by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this week's episode, Jacqueline and Deborah explore how the smallest moments in a family’s day can become the biggest opportunities for connection. From breakfast chats to bath‑time giggles, they share simple, practical ways to spark richer conversations, nurture curiosity, and build children’s confidence as communicators. They unpack the realities of screen time without the guilt, offering easy shifts that turn digital moments into shared learning. The episode also dives into supporting children through big emotions, with calming phrases, connection‑first strategies, and ideas for building emotional vocabulary. A warm, reassuring listen for any parent or carer wanting to make talking feel natural, joyful, and part of everyday life.Link to Google form to submit questions: https://forms.gle/BMDCvTGAEfjjoqTQ8Episode Eight References:Bhutani, P. et al. (2024) ‘Is the screen time duration affecting children’s language development? - a scoping review’, Clinical Epidemiology and Global Health, 25, p. 101457. Available at: https://doi.org/10.1016/j.cegh.2023.101457Karani, N.F., Sher, J. and Mophosho, M. (2022) ‘The influence of screen time on children’s language development: A scoping review’, South African Journal of Communication Disorders, 69(1), p. 825. Available at: https://doi.org/10.4102/sajcd.v69i1.825.Links to website:BBC Nursery Rhymes and Songs:https://www.bbc.co.uk/teach/school-radio/articles/zhwdgwxNational Literacy Trust Website:https://wordsforlife.org.uk/Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngPodcast produced by:Luke Young www.linkedin.com/in/lukeyoungcomposerTitle music by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this energising episode, Deborah and Jacqueline dive into the powerful role home languages play in children’s identity, confidence, and communication. Discover why bilingualism is an asset, what the “funds of knowledge” approach means for practice, and how simple everyday interactions can transform language learning for children with English as an additional language. Packed with practical ideas, warm reflections, and inclusive strategies, this episode is perfect for educators, students, and anyone passionate about nurturing joyful, meaningful communication from the very start.Episode Seven References:Moll, L. C., Amanti, C., Neff, D. and Gonzáles, N. (1992) Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.Links to website:Help for Early Years Providershttps://help-for-early-years-providers.education.gov.uk/support-for-practitioners/english-as-an-add…Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngPodcast produced by:Luke Young www.linkedin.com/in/lukeyoungcomposerTitle music by:Luke Young www.linkedin.com/in/lukeyoungcomposer

Active listening is one of the most powerful foundations for early communication. In this episode, we explore why listening matters so much in the early years, how it supports language development, and what the EYFS says about listening and understanding.We break down practical ways adults can model active listening—being present, responding with attunement, validating feelings, and noticing non‑verbal cues. The episode also introduces the EEF’s ShREC approach and shares simple strategies to help young children become active listeners through open‑ended questions, thinking time, playful listening games, and reducing background noise.This episode is ideal for early years practitioners, students, parents, and anyone interested in child development, communication, and high‑quality early learning environments. If you’re looking for evidence‑informed strategies to strengthen children’s language and listening skills, this conversation offers clear, actionable insights you can use right away.Subscribe, share, and step into a podcast made for reflective early years practice.Episode Six References:Rogers, C.R. and Farson, R.E., (1957). Active listening. Chicago, IL.Jardri, R., Houfflin-Debarge, V., Delion, P., Pruvo, J.P., Thomas, P., & Pins, D. (2012) ‘Assessing fetal response to maternal speech using a noninvasive functional brain imaging technique’, Int J Dev Neurosci., 30: 159–61.Links to website: EEF ShREC approach https://educationendowmentfoundation.org.uk/early-years/the-shrec-approachEarly Years Foundation Stage Framework https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2Help for Early Years Providers https://help-for-early-years-providers.education.gov.uk/Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngPodcast produced by: Luke Young www.linkedin.com/in/lukeyoungcomposerTitle music by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode, Deborah and Jacqueline explore how babies begin learning to communicate in their earliest months. They discuss language development theories, early interactions, and the Reggio Emilia concept of the “Hundred Languages of Children,” offering practical ways to support infants as emerging communicators.Subscribe, share, and step into a podcast made for reflective early years practice.Episode Five References:Chomsky, N. (1959). Review of Verbal Behavior by B. F. Skinner. Language, 35. 26-58Chomsky, N. (1968). Language and Mind. New York: Harcourt, Brace & WorldKidd, E. and Garcia, R., (2022). How diverse is child language acquisition research? First Language, 42(6), pp.703-735.Malaguzzi, L. (1994) ‘Your image of the child: where teaching begins’, Child Care Information Exchange, pp. 52–57.Skinner, B.F. (1957). Verbal Behaviour. Appleton-Century-Crofts, New YorkHosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngMusic composed by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode of Early Years Together, Dr Jacqueline Young and Deborah Brown take a deep dive into the power of open‑ended questions in early years interactions. Building on previous conversations about high‑quality adult–child communication, they explore what open‑ended questions are, why they matter, and how parents and practitioners can use them to nurture rich, imaginative, and sustained talk.This episode blends research insights, real‑world practice, and practical examples — perfect for anyone supporting children’s communication and language development.Subscribe, share, and step into a podcast made for reflective early years practice.Episode Four References:Worley, P., (2015). Open thinking, closed questioning: Two kinds of open and closed question. Journal of Philosophy in Schools.Link to Philosophy for Children website: https://p4c.com/Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngMusic composed by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode, Jacqueline and Deborah explore how early years environments can stimulate and support children’s communication. From the role of core strength and physical development to outdoor learning, cosy spaces, routines, and communication‑friendly setups, this episode offers practical insights for creating environments where language thrives.Subscribe, share, and step into a podcast made for reflective early years practice.Episode Three Reference:Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C. and Cowper, R., 2022. Getting out of the classroom and into nature: a systematic review of nature-specific outdoor learning on school children's learning and development. Frontiers in Public Health, 10, p.877058.Link to ICAN resources: https://www.icancharity.org.uk/Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngMusic composed by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In this episode of The Early Years Together, Deborah Brown and Dr Jacqueline Young explore what high‑quality interactions really mean in early childhood education, and why they are so important for children’s learning and development.The conversation unpacks what high‑quality interactions look like in practice—being attuned, present, and genuinely interested in children’s ideas. Deborah and Jacqueline discuss the role of language, “serve and return” exchanges, and giving children time to think and respond. They also discuss Sustained Shared Thinking, sharing practical examples of how adults and children can think together to deepen understanding.The episode offers accessible tips for practitioners and parents, showing how everyday moments, care routines, and play can support communication and connection.Subscribe, share, and step into a podcast made for reflective early years practice.Episode Two References:Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T., Barbarin, O.A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749.Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R. and Bell, D., 2002. Researching effective pedagogy in the early years (Vol. 356). London: Department for Education and Skills.Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngMusic composed by:Luke Young www.linkedin.com/in/lukeyoungcomposer

In the debut episode of The Early Years Together, hosts Deborah Brown and Dr. Jacqueline Young open the doors to a warm, reflective space designed for everyone who cares about early childhood. With over six decades of experience between them, they explore why the early years matter—from rapid brain development and milestone moments to the lifelong impact of early experiences.You’ll hear how stress, disadvantage and early language gaps can shape a child’s future, and why high‑quality early years practice is more crucial than ever. Deborah and Jacqueline also spotlight the growing pressure on educators, the shortage of accessible professional development, and the many trusted resources available to support practitioners.Whether you’re an educator, parent or student, this episode offers bite‑size insights, real‑world context and thoughtful conversation to accompany you on your daily routine.Subscribe, share, and step into a podcast made for reflective early years practice.Episode One References:Joshi, H. and Fitzsimons, E. (2016) ‘The Millennium Cohort Study: the making of a multi-purpose resource for social science and policy’, Longitudinal and Life Course Studies, 7(4), pp. 409–430. Available at: https://doi.org/10.14301/llcs.v7i4.410.Shore, R. (1997) Rethinking the Brain: New Insights into Early Development. New York: Families and Work Institute.Hosts:Deborah Brown www.linkedin.com/in/deborah-brown79Dr Jacqueline Young www.linkedin.com/in/dr-jacqueline-youngMusic composed by:Luke Young www.linkedin.com/in/lukeyoungcomposer