Into the woods to take only pictures and leave only footprints

Into the woods to take only pictures and leave only footprints

How Forest and Beach School activities can help to combat Nature-Deficit Disorder

As I write this article, my children are looking at how we should fill the last few days of their school summer holidays. Many of the local activities available include Forest School-type activities, or visiting local natural spaces to explore. I was reflecting upon how during my own childhood we didn’t pay others to enable us to play in the natural environment, we just went outside and played! However, nowadays there appears to be a whole generation of children who are unable to entertain themselves outdoors; could this be more evidence of ‘Nature-Deficit Disorder’?


The term ‘Nature-Deficit Disorder’, popularised by Richard Louv, is now a metaphor that is readily used when thinking about children not spending enough time outside and in nature. Many settings underuse the outdoors and features of our natural landscape to support learning and development, yet, if you think about it, nature provides some wonderful free resources to use. So several early childhood settings have chosen to combat this by adopting ideas from Forest School education and, more recently, Beach School education.

Forest School education began in the UK when a team from Bridgwater & Taunton College visited Denmark and were impressed by the ‘open air culture’ and the way that outdoor learning underpinned all aspects of their play provision. They returned to the UK and created their own version of this ‘Forest School’ which was so successful that they began offering a Forest School qualification a few years later. Over twenty years on, this idea has blossomed into Forest School education as we see it today, with many schools and nurseries investing in training so that they have a named Forest School practitioner. In addition, although children in Scandinavian countries begin formal education at age six or seven, we can still take a leaf from their book and consider how this ethos might support us in our settings and embrace this open air culture.

Beach Schools have evolved out of the Forest School approach, when providers have made regular trips to the seashore instead of visiting local woodland.

Purnima Tanuku, chief executive of National Day Nurseries Association, said: “The seashore offers a really unique environment for discovery and learning all year round. Young children love to be out in the elements, playing in and learning in sand, pebbles and mud.” In addition, children can learn about building shelters, make campfires, experience all weathers and begin to understand the tides and the unique ecosystem that exists on a beach.

However, using the outdoors as a teaching resource is not a new idea as Margaret McMillan famously said: “The best classroom and the richest cupboard are roofed only by the sky.” She and her sister Rachel began the Open-Air Nursery School & Training Centre in London in 1914 and their whole ethos revolved around learning through first-hand experiences, active learning and outdoor play. For their time, these women were truly remarkable and were introducing concepts that, although popular and commonplace today, were revolutionary for the education system in the early 20th century.

According to the Forest School Association, there are six principles underpinning the ethos which were agreed by the UK Forest School community in 2011.

Principle 1:

Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.

Principle 2:

Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natural world.

Principle 3:

Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.

Principle 4:

Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

Principle 5:

Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.

Principle 6:

Forest School uses a range of learner-centred processes to create a community for development and learning.

It could be argued that there is a danger that Forest and Beach School education is becoming watered down by the many practitioners who are literally dipping their toes into the water that is Forest and Beach School education without the appropriate training. Forest School is an ethos underpinning qualified practice and we can’t take the children into the woods once a week and claim to ‘do Forest School’. However, although we may not be following all of the principles that underpin the Forest School ethos and thus should not call ourselves a Forest or Beach School, we can all use the natural environment more and introduce children to the many experiences that they may otherwise not have had. We must ensure that we are confident and competent in our role when taking children outside, either into woodland or to the coast and the children’s safety should always be paramount. In my view, encouraging more outdoor play will help to combat ‘Nature-Deficit Disorder’.

There are many activities that you can engage in with your children which will offer them a taste of the Forest and Beach School ethos. Here are some top tips and ideas for outdoor activities:

  • If you do not own the land you are visiting, ensure that you have the landowner’s permission to be there (unless it’s a public right of way or access land).
  • Thoroughly risk assess the area that will be used and the activities that will be undertaken.
  • Do nothing that will damage or compromise the area used, ensuring that all litter is taken home.
  • Build a shelter using natural materials.
  • Create a stick man and retell the story using natural props.
  • Engage in some natural arts and crafts, making paint brushes with sticks and feathers or leaves and using organic paint.
  • Create leaf sun catchers, wreaths, leaf crowns or twig magic wands.
  • Show the children how to make a daisy chain or collect petals that have fallen from a flower for a collage.
  • Find a suitable tree for climbing or some logs to balance on.
  • Complete a nature treasure hunt, encouraging the children to see different shapes and colours.
  • Collect dry driftwood or sticks as kindling for a fire. If you decide to have a campfire, check that fires are allowed on site and follow guidance to keep everyone safe and ensure that it is safely extinguished, leaving only ashes behind.
  • Use some basic tools like a potato peeler to whittle a stick. This can be used as a toasting fork for cooking dough on the fire, or simply for threading different sized leaves.
  • Draw with charcoal or chalk on stones, tree stumps or large rocks.
  • Go on a nature walk noticing what you see, hear, touch and smell.
  • Talk to the children about outdoor safety and how to risk assess for themselves.
  • Find out about the insects, birds and mammals that coexist in the natural environment.
  • Encourage the children to make trails for each other to follow using twig arrows or chalk on trees.
  • You might want to invest in some gloves and litter pickers and encourage your children to fill a bag with any plastic or other litter they find.
  • Lastly, remember to ensure that all children wash their hands after playing in the woods or on the beach.

You can still engage in some of the above activities regardless of your level of access to woodland, beaches or other natural spaces. So take only photographs and leave only footprints and the memories your children make will linger for longer than their footprints remain.

For useful contacts and resources visit:

About the author

Tamsin GTamsin Grimmer photo2rimmer is an experienced early years consultant and trainer and parent who is passionate about young children’s learning and development. She believes that all children deserve practitioners who are inspiring, dynamic, reflective and committed to improving on their current best. Tamsin particularly enjoys planning and delivering training and supporting early years practitioners and teachers to improve outcomes for young children.

Tamsin has written two books – Observing and Developing Schematic Behaviour in Young Children and School Readiness and the Characteristics of Effective Learning.

You can contact Tamsin via Twitter @tamsingrimmer, her Facebook pagewebsite or email


How to teach young children friendship skills

How to teach young children friendship skills

Until the age of three, children view a ‘friend’ as whoever they happen to be playing with at the time. However, after that, youngsters start to seek out the company of playmates they play particularly well with. When social scientists looked at what made children become friends, they found that they are drawn most to their peers with the same level of play interests, social skills and assertiveness.

So, how can you help young children develop the skills they will need to learn to make good friends throughout life?

In my new books “The Friendship Maze” and “What’s My Child Thinking?” – written with child psychologist, Dr Angharad Rudkin – we look at the latest science on children’s peer relationships at each developmental level. Here are some of the common friendship issues young children in early years settings encounter – and the best psychology on how to respond.

Around the age of two or three, children may bite others for a range of reasons: to release frustration, to protect their turf in a row over a toy, or because they feel threatened.

Children this age often resort to biting because they haven’t yet developed the higher thinking skills to resist their primitive impulses to lash out.

How to help:
First, put yourself in the child’s shoes and try to imagine how you’d react if another adult grabbed one of your favourite possessions. Then you will understand how difficult it is for a young child – who still relies greatly on their instincts – not to retaliate when someone they like upsets them.

First, give attention to the child on the receiving end. This will send a message to the child who bit that they will not be the one to get the primary attention. By the time they lashed out, the biter’s fight-or-flight reflex will have already kicked in, so they will not able to process much of what you are saying. So, rather than shout and raise their stress levels more, remove them from the situation to allow their more rational thinking to return.

Tell them: “No, that’s not acceptable. You can be angry, but you mustn’t hurt”. Try talking through what they could have done differently. Although their brain is very much a work in progress, this will help the child start to use their verbal negotiation skills, rather than their teeth to get what they want. It will also guide them on the path to start to master their impulsive behaviour.

According to research, social conflicts at around the ages of three and four usually break out for three reasons: a child takes a toy without permission; says they don’t like what the other one is doing and asserts they can do it better; or calls them names. While it’s good to start helping children to learn how to share, children are usually four or five before they are consistently happy to take turns and let others have a go with their possessions. When they are still two or three, a child still believes that if they have to give a toy to another, they will never get it back.

How to help:
Your first instinct may be to tell the child in question they must try to share – and to demonstrate to them how it’s done. But studies show that young kids are less likely to learn to share their things if you tell them they have to. So don’t take away the toy. This is likely to make the child more possessive and anxious in the future about others taking away the things they like to play with. Research has found that children learn how to share best if you talk about how the other child feels. You could say something like: “Joe is happy when you let him play with Mr Rex” or “He’s sad when you grab Mr Rex away.’ If a child is bringing their personal toys into the setting, suggest they keep them safely hidden away during the day until they are able to play with them on their own.

It’s not unusual for children to say they have no friends, from time to time. But if a child says this a lot and you suspect they are becoming isolated from their peers, see if you can find out more.

How to help:
Some children take longer to develop the skills and judgement to understand how to be accepted into a game. But it is possible to help. Show them how turning their body towards the game and making helpful suggestions to the children who are playing it, will increase the chance they will also be included. Social scientists have found that rather than saying: “Can I come into your game?” – a direct question which can elicit a ‘no’ – it generally works better for a child to show quiet interest, observe what’s going on, and then see where they can slip in. It’s also easier for children who are on their own to be shown how to pair up with another child on their own who will be glad of a playmate, or to join slightly larger groups of more than three. Make it clear that not all their attempts will work and not to feel personally rejected. Sometimes other youngsters may be so wrapped up in their play they don’t want an interruption.

As a child’s social group expands after the age of about four, they will start to compare their abilities with others, resulting in the start of more openly competitive behaviour. At this age, a child may also be testing others to find their place in the social hierarchy because they will believe that being ‘good at’ activities will make them more admired. If they have a dominant personality, they may want to be ‘top dog’, and winning is one way to pull rank and impress others. They may not yet have learned that their drive to do well has to be balanced by a willingness to play cooperatively.

How to help:
Explain that no one can win all the time and next time the result might be different. If a child has a meltdown over losing, you could say: “I understand you’re upset, but it’s just a game and you need to control your frustration.” Ask them: “How can you change how you play that will keep it fun for everyone?” If a child needs more help, try practising some turn-taking games, like board or ball games and describe out loud what you are doing. Start with non-competitive games, so younger children can get used to the to-and- fro of turn-taking – and suggest parents also try this at home.

About the author: 

Tanith Carey writes books which offer a lucid analysis of the most pressing challenges facing today’s parents and childcarers – by looking at the latest research and presenting achievable strategies for how to tackle them. Her books have been translated into 15 languages, including German, French, Arabic, Chinese and Turkish. Her 2019 publications are “What’s My Child Thinking? Practical Child Psychology for Modern Parents” and “The Friendship Maze: How to help your child navigate their way to positive and happier friendships”. Tanith Carey writes books which offer a lucid analysis of the most pressing challenges facing today’s parents and childcarers – by looking at the latest research and presenting achievable strategies for how to tackle them. Her books have been translated into 15 languages, including German, French, Arabic, Chinese and Turkish. Her 2019 publications are “What’s My Child Thinking? Practical Child Psychology for Modern Parents” and “The Friendship Maze: How to help your child navigate their way to positive and happier friendships”. 

An award-winning journalist, Tanith also writes on parenting for the Daily Telegraph, The Times, the Guardian and the Daily Mail, in which she also serialises and promotes her books. She is also a regular presence on TV and radio programmes, including the NBC Today Show in the US and Radio Four Woman’s Hour and You and Yours.
Her full bio can be found on her website at and you can follow her on social media channels @tanithcarey.


Starting a musical journey: changes in your little one’s musical behaviour

Starting a musical journey: changes in your little one’s musical behaviour

It’s 2006 and I have a new baby. I love music, so I look for a local baby music group. I’m not even sure what to look for, and as a new mum, I cannot find a central directory of services. Finally, I Google the right keywords to find a local franchise, but it has a waiting list. (A waiting list? For baby music?!) I look further afield. I find another franchise about an hour’s drive away, with free spaces. Chatting to the teacher after the session, she suggests that because I live so far away, I sign up to the same low-cost franchise and start delivering my own sessions – that way, my little one will definitely attend! Being fairly musical (I had taught myself guitar as a child and sung in the school choir for a couple years), I did it.

After completing the franchise training, I had loads more questions, so I signed up to local training in three styles of music education that the franchise talked about: Kodály (pronounced Ko-dye!), Dalcroze (otherwise known as Dalcroze Eurhythmics, nothing to do with Annie Lennox!) and Orff. And then signed up to a part-time psychology degree, to understand child development theory. When I finished that degree, I completed a part-time Master’s degree in education, where I focussed on identifying inclusive music activities for pre-schoolers (3–4 years). Researching the music education approaches, I noticed a clear progression in 12 skills, loosely divided into supporting skills and musical skills, and all easily introduced using easy-to-learn singing games. This article is part one of a four-part series describing the musical behaviours that we can see and encourage from birth to 7 years old.


Supporting skills: (Part 1)

  • In a circle, children can: (learning relationship)
  • In a line, children can: (learning sequencing)
  • When leaving out the last line of a song, children can: (planning skills)

Supporting skills: (Part 3)

  • Children keep the pulse through: (pulse skills)
  • Children recognise: (rhythm skills)
  • Children can use: (percussion skills)

Supporting skills: (Part 2)

  • Children use language by: (language skills)
  • Weekly sessions: (concentration skills)
  • Children can learn: (memory skills)

Supporting skills: (Part 4)

  • Listening to music, children can: (listening skills)
  • Children match the pitch by: (pitch skills)
  • Children recognise: (interval skills)

Supporting skills: (part 1)

In a circle, children can: move in a circle (relationship)
Circle work is important in group sessions because circles bring equality to the group, as no one is at the front or the back, and no one can see or be seen more or less. Circles reduce distraction, and encourage concentration and interest. In a circle we are both independent and also belong to a bigger group. Circles are used as music note heads (?); as a way to organise music (circle of fifths); in singing rounds. Experiencing circles helps our understanding of geometry and graphs; self-control and independence; space and body confidence; social and emotional awareness; communication and body language. Circle development begins through little ones sitting and swaying while singing in a circle, then tapping their knees while sitting in a circle, holding hands, and ultimately walking in a circle, to playing circle games. Examples of well-known songs include “Ring A Roses”, “All Around The Garden”, “The Farmer In The Dell”, and “Here We Go Round The Mulberry Bush”.

In a line, children can: move in a line (sequencing)
Shapes can be seen as social concepts used in everyday life: reading and writing, queuing and driving – we do all of these in lines and circles. We see shapes in packaging, hammers and nails, ironing, mowing the lawn: shapes are everywhere. We can experience straight lines by singing songs while moving in straight lines, starting with rolling over which combines circular motion with straight lines. As children get bigger, they can sing songs while holding hands in pairs and walking together in a straight line, also developing co-operation and concentration skills. This progresses to singing songs while following a line of people, then following the group in a spiral, creating bridges for the others to walk under, and finally introducing parallel lines by walking with partners in two groups. Standing and moving in shapes not only supports fine motor skills, but even introduces the layout of musical notation on the stave (music lines). Examples of well-known songs to walk in lines include “The Grand Old Duke Of York”, “Ants Go Marching”, and “Oranges And Lemons”.

When leaving out the last line of a song, children can: show surprise and continue the song (planning skills)
The last part of a song is often the first part of the song that people learn. Like finishing off sentences, this activity helps in identifying patterns and predicting what comes next, which we need to develop empathy, co-operation and recognition of “otherness” (understanding that other people exist apart from you and can think and act on their own initiative). Musically, we need planning skills to perform (finger positions, breathing in singing, matching performance timing). This skill also develops memory, delayed gratification, and planning, towards independence and autonomy. When we suddenly stop singing, little ones start off by showing surprise, and as they get older, they physically move in the silence. Children may even start to make vocal noises until they are able to sing the missing words, and eventually clap the beat of the missing words. Examples of well-known songs include: “Old MacDonald” (leave out the E-I-E-I-O), “Twinkle Twinkle” (leave out “star”, “are” etc.), and “Mary Had A Little Lamb” (leave out “it’s fleece was white as snow” or other endings).

While these areas have been grouped under supporting skills, they are important for musical development – and clearly help with development in other areas, too. It is in danger of becoming a cliché, but music teachers, in fact, arts teachers in general, share their art to share the beauty in humanity, the beauty of life. Being able to create, participate and contribute, is what motivates us to be our best selves, and who better to share this with, than children? Next month, we look at the ways that music develops through supporting skills including language, concentration and memory.

About the author

Frances Turnbull

Musician, researcher and author, Frances Turnbull, is a self-taught guitarist who has played contemporary and community music from the age of 12. She delivers music sessions to the early years and KS1. Trained in the music education techniques of Kodály (specialist singing), Dalcroze (specialist movement) and Orff (specialist percussion instruments), she has a Bachelor’s degree in Psychology (Open University) and a Master’s degree in Education (University of Cambridge). She runs a local community choir, the Bolton Warblers, and delivers the Sound Sense initiative aiming for “A choir in every care home” within local care and residential homes, supporting health and wellbeing through her community interest company.

She has represented the early years music community at the House of Commons, advocating for recognition for early years music educators, and her table of progressive music skills for under 7s features in her curriculum books.

Frances is the author of “Learning with Music: Games and Activities for the Early Years“ “Learning with Music: Games and Activities for the Early Years“, published by Routledge, August 2017.

How to help young children develop their emotional understanding

How to help young children develop their emotional understanding

Emotions are often very extreme in young children. We’ve all seen the dramatic responses that children can have to the most simple of things.

It can be extremely exhausting and trying when a young child shows a very extreme reaction to something that seems so insignificant to us, such as the colour of their cup. As their carers, we have to recognise that these details mean the world to the child. Children don’t have the same levels of responsibility and stresses that we have in our lives, such as paying bills, meeting our children’s needs and meeting deadlines at work. At any one point in time, the colour of a cup simply is the most important thing in that child’s world right now (lucky them!). They haven’t yet developed the maturity to distinguish how important something really is, and they don’t have the regulation strategies necessary to act calmly when something doesn’t go their way. These emotions need time to develop and mature.

There are three sequential steps that children need to go through to help develop their emotional understanding.

  1. Recognise what different emotions look like in others.
  2. Recognise emotions in themselves.
  3. Begin to deal with their own emotions.

The list below offers some strategies for helping young children work through the steps above.

  • Get children to recognise feelings in others. Look at characters in books, people in magazines or people on television. Ask children how these people are feeling. “How can you tell? Why are they feeling that way?” It can help to have a set of emotion pictures available to see if any children can match an emotion picture to the person in the picture.
  • Now start using similar strategies to get children to recognise how they are feeling themselves. “Can you remember a time that you felt sad? Excited? Angry?” Ask children to show how they are feeling with the emotion card. It’s great to have a display in your setting that allows a child to show you, visually, how they are feeling. There are some great books available to help children begin to  recognise their emotions. I love Trace Moroney’s “When I’m feeling….” series.
  • Talk about the physical features of some emotions. “What happens to your body when you are worried? Some people feel as though they have butterflies in their tummy. Some go red. Some might get tummy ache or feel sick.” Making children aware of this gives children more clues to help recognise the emotion in themselves.
  • When you see a child experiencing an extreme emotion, help them to label it so that they understand what is happening. “I can see that you are feeling angry”. Get them to display their emotion  on the chart or show them the emotion chart. Ask them: “can you tell me how you are feeling?” This gives children a way of communicating their feeling with you if they don’t have the confidence or words to tell you what they are experiencing.
  • Empathise with how the child must have been feeling – “it must have been really scary for you when you got angry. I feel like that when I am angry.”
  • Give children the tools to deal with their emotions by providing them with calming activities such as bubbles, sensory play or music.
  • Put in strategies of how the child can help themselves when they are angry. You need to discuss this with them when they are calm. Have a plan in place and explain to the child that it is not wrong to be angry, but it is wrong to hurt someone else when you are angry. “Let’s see if we can come up with a better plan”. Perhaps they could go somewhere safe to let off steam when they need to. Let them know how you are going to support them.

These ideas will all help develop emotional understanding in your setting. As always, communication is key. Anything that you can do to encourage children to communicate their feelings is going to  provide them with a huge step towards developing their emotional understanding and helping them on the road to good mental health.

About the author

Gina SmithGina Smith is an experienced teacher with experience of teaching in both mainstream and special education. She is the creator of ‘Create Visual Aids’ – a business that provides both homes and education settings with bespoke visual resources. Gina recognises the fact that no two children are the same and therefore individuals are likely to need different resources. Create Visual Aids is dedicated to making visual symbols exactly how the individual needs them.



The importance of doodling

The importance of doodling

In honour of National Doodle Day, I decided to write an article about doodling and the importance of it for children. Although it looks like scribbling, doodling is so much more than that. Here are some of the benefits for children in their early years, followed by a little story about how my daughter’s doodles have now become something that is making a huge difference to children…


Benefits of doodling:

Develops literacy

Doodling is actually the first step towards writing and drawing. Initially children’s drawings may seem like they lack structure, but as a child’s fine motor skills develop and their understanding of the world increases, their doodles will get more meaning. Simple doodles are the first step to writing because every shape needed to create letters will be first achieved in what seems to be a simple scribble.

Develops hand-eye coordination

The more a child doodles, the more they will develop their hand-eye coordination because they will start to develop their ability to draw an image that has a likeness to objects around them. When a child first starts attempting to draw a face, there is a process that they go through trying to determine where the different features should be. Over time they become more accurate, however, it is the early doodles that allow them to develop this skill.

Develops fine motor skills

It is crucial that children develop their fine motor skills. When a child holds mark-making tools, they are developing their ability to manipulate them. As they doodle, they see the image that they have created and then over time, develop their ability to control the outcome. By using a variety of different sized equipment such as chalk, paint brushes and pencils, children will develop their ability to manage objects of different shapes and widths.

Teaches space and distance

Children do not always understand basic concepts such as space and distance. Doodling can allow children to process this information. They will learn the difference between creating large and small objects and as they develop, they will learn the concept of space and distance in order to create an image that resembles everyday objects.

Develops imagination, creativity & builds self-esteem

Even though a child’s drawing can seem like scribbling, quite often they will be able to give you an in-depth description of what they have created. By asking open-ended questions about their work, you allow them to explore their imagination and construct a story around what they have drawn. By doing this, you will also build their self-esteem and confidence because they will feel that you see value and magic in what they have done.

From doodle to storybook…

After my first child was born, I left teaching and started to create storybooks that are now part of a collection called The Memory Box Collection. My children have always seen me drawing and creating books, so it has been fascinating watching them copy me. Even when they were tiny, they would sit next to me and mimic what I was doing. Their sweet little scribbles held such meaning to them and just taking the time to listen to what they had created, always made their faces beam with pride. I knew then how powerful this phase was and felt excited to see it all unfold.

What started as a ‘scribble’ then developed into 2 characters that my daughter created called ‘Yaryo and Looly’. She told me about these characters and that they were special. As I listened and asked her questions about them, I could see her little eyes light up. She then asked me if we could put them into my computer like I do with my drawings and make a book together. Of course, I instantly said yes. The books that I create are given to children as gifts on special occasions throughout the year by nurseries and childminders. Each one has a strong moral message and aims to develop a child’s self-awareness. I have always wanted to create a book that teaches children to accept themselves and others for who they are and to embrace their differences. This is also something that I have emphasised to my children as I never wanted them to feel that they couldn’t be their authentic self.

When I saw my daughter’s perfectly imperfect drawings, I knew that they would make the most amazing characters for a storyline about acceptance. We scanned her drawings into the computer and used software to add colour and to make them print-ready. My little girl was in control of it all. I asked her how she thought the character, Yaryo, looked different to everyone else and what his friends might say to make him feel better. It was incredible to hear her thoughts about it all, and once she had told me what she thought, I then took away what she had said and put it into a rhyming story. The end result was the most special book in the collection – one that is truly having an impact on children and making a difference.

By seeing the beauty in a scribble and encouraging my daughter to develop her own unique concept, she ended up creating something that will help so many children to accept themselves just as they are. Without the process of doodling, Yaryo and Looly would never have been created. A scribble is never just a scribble to its creator and if we can uncover the hidden meaning in it, we might just learn a thing or two from the little people in our lives.

Visit for more about The Memory Box Collection. Parenta readers can get a 20% discount using the code PARENTA20.

About the author:

Stacey Kelly is a former teacher, a parent to 2 beautiful babies and the founder of Early Years Story Box, which is a subscription website providing children’s storybooks and early years resources. She is passionate about building children’s imagination, creativity and self-belief and about creating awareness of the impact that the early years have on a child’s future. Stacey loves her role as a writer, illustrator and public speaker and believes in the power of personal development. She is also on a mission to empower children to live a life full of happiness and fulfilment, which is why she launched the #ThankYouOaky Gratitude Movement.

Sign up to Stacey’s premium membership here and use the code PARENTA20 to get 20% off or contact Stacey for an online demo.




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