Smarter, faster observation and assessment techniques in early years

by Parenta | May 19, 2026 | Childcare News, How to, Running a Setting

Smarter, faster observation and assessment techniques in early years

Observation and assessment involve watching, listening to, and reflecting on what children do as they play, learn and interact and are central to early years practice. They help us understand a child’s progress, plan effectively, and support development in meaningful ways.

For children with additional needs or SEND, observation is especially important as it can help identify emerging needs, notice patterns, triggers and communication styles, and assess where targeted support may be required.

However, many practitioners recognise the pressure that can come with this – endless notes, photos, and learning journeys that can sometimes feel more like paperwork than practice.

In recent years, there has been a growing shift in the sector. The focus is no longer on doing more observations, but on doing them better. But what does this look like in practice?

What Observation EYFS requires

The EYFS framework makes it clear that assessment and observations should not be overly burdensome.

Statutory requirements include:

Ongoing assessment through observation

Progress check at age two (England)

Early Learning Goals assessment at the end of Reception year

Crucially, the guidance states that practitioners should not spend excessive time recording evidence. Instead, the emphasis is on knowing the child, using professional judgement and supporting learning effectively. This is an important message because it reinforces the idea that more paperwork does not mean better practice. It also shifts the focus away from data gathering and onto how you use it to actively help children progress.

What should be observed?

Rather than trying to record everything, it is far more effective to focus on what matters most – those moments that genuinely tell you something about the child and their development. Below are some key areas to focus on.

Observation of children’s interests and motivations

Notice what naturally draws the child in. What do they choose to play with when given freedom? What keeps their attention for longer periods? These interests often provide the strongest starting points for planning meaningful next steps and extending learning.

Communication and language

Pay attention to how the child expresses themselves, whether through words, gestures, sounds or facial expressions. Consider their level of understanding, vocabulary, and willingness to engage in conversations with adults and peers. Are they struggling to express themselves or are they using different forms of communication?

Social interactions and relationship observation

Observe how the child relates to others. Do they play alongside others and engage with them, or are they happier playing on their own? Are they beginning to share, take turns, or form friendships? These moments can reveal a great deal about their social confidence and development.

Physical development

Look at both fine and gross motor skills in action. How does the child move, balance, climb, hold tools, or manipulate small objects? What is their spatial awareness like and how do they approach physical challenges? These observations help build a picture of their coordination, strength, control and risk assessment abilities.

Emotional responses and well-being observation

Notice how the child responds to different situations. How do they manage transitions, challenges, or changes in routine? Do they show confidence, resilience, or signs of anxiety? Their emotional responses can offer important insight into their sense of security and well-being.

Remember that one meaningful observation, rooted in real understanding, is far more valuable than ten superficial ones.

Smarter ways to observe and record

Once you are confident about what to look out for and what to record, it is time to consider how things are recorded. Smarter observation is about being intentional, efficient, and focused. Try to:

Observe in the moment: Instead of stopping to write everything down, stay present with the child. Make a quick mental or brief written note and record it later when time allows

Use professional judgement: Not everything needs to be written down. Practitioners build knowledge over time through daily interactions

Focus on significant moments: Capture new skills, breakthroughs, patterns of behaviour, things that inform next steps

Work as a team: Share observations verbally during the day. This reduces duplication and builds a fuller picture of the child

Keep it short and meaningful: A few clear sentences saying what happened, what it shows and next steps, are often enough

Using technology

Recording does not need to be time-consuming to be effective. Many settings use apps or online learning journals such as Parenta’s Footsteps 2, which can save time, allow quick uploads of notes or photos which can then be shared more easily with parents. However, technology should support practice, not dominate it. Just because you can record many things doesn’t mean that you should. Too many photos or lengthy write-ups can dilute what is important and create unnecessary work later on when sifting through them to find the important information.

It is also essential to understand your setting’s policy for taking photos or videos and to only use appropriate and approved devices. Most settings do not permit practitioners to record children using practitioners’ mobile phones or personal devices.

Simplifying does not mean lowering standards either. In fact, it often improves them because settings can reduce the number of required observations per child and focus on quality over quantity.

All paperwork should be reviewed regularly and what is not needed should be removed. The goal is to create time for what matters most, which is interacting with children. The most effective settings strike a balance between observation, interaction and reflection. If practitioners are spending more time recording than engaging with children, something needs to change.

Linking observation to planning

Observation and assessment should always lead somewhere. Ask yourself:

What does this tell me about the child?

What might they need next?

How can I support this through the environment or interaction?

Will this be useful to the child or am I just filling a file?

This keeps observation purposeful and avoids it becoming merely a tick-box exercise.

Involving families and carers

Home observations can also be woven directly into practice to build a fuller, more accurate picture of each child’s development. When parents share photos, videos or notes from home, they can be added to the child’s learning journal, and settings can use them to inform next steps planning so that activities build on the child’s real interests and emerging skills. This also strengthens partnerships with families, ensuring assessment is based on what the child can do across different contexts, not just in the setting.

Other Articles:
Why Are We Here? The Glitter and The Glimmers In Early Years
Narrowing the development gap in early years post-pandemic
Observations in early years – Different types, why they are important and examples

Supporting your staff and apprentices with SEND to thrive

by Parenta | May 19, 2026 | Childcare News, How to, Running a Setting

Supporting Staff with SEND

When we think about SEND (Special Educational Needs and Disabilities), our focus is often, quite rightly, on the children in our care. However, SEND does not stop at childhood. Children with ADHD, autism or dyslexia, for example, grow up to be adults with ADHD, autism or dyslexia. Many adults, including those working in early years settings, have additional needs, whether diagnosed or not. These may include autism, ADHD, dyslexia, mental health conditions, or long-term health needs. Many have multiple conditions that need consideration. As employers and leaders, recognising and supporting these needs is not just good practice; it is essential for creating inclusive, effective, and compassionate workplaces as well as good role models for our children.

Understanding additional needs in the workforce

SEND is a term most commonly used in educational settings, but in adults, the terminology usually refers to additional needs, disabilities or long-term conditions. Across the UK, the number of people identifying as disabled or having a long-term condition is rising. Around one in four working-age adults now identify as disabled.

In a 2025 report:

Around 5.5 million disabled people were in employment

The employment rate was around 52.8%, compared to over 80% for non-disabled people (GOV.UK)

This tells us two important things:

More people with additional needs and disabilities are entering the workforce

There are still significant barriers to inclusion and progression

Early years settings are no exception. In fact, with the sector’s strong emphasis on care, communication, and emotional labour, the need for thoughtful support is even more important.

The legal framework: what employers must do

Under the Equality Act 2010, it is unlawful to discriminate against someone because of a disability.

Employers have a legal duty to:

Avoid direct and indirect discrimination

Prevent harassment or victimisation

Make reasonable adjustments to remove barriers in the workplace

The key phrase here is “reasonable adjustments”, and they are a key part of this duty. They are changes that employers make to help an employee do their job effectively. Failure to make reasonable adjustments can be considered discrimination in law.

What constitutes a reasonable adjustment?

Reasonable adjustments will look different for each individual and each setting, but may include:

Adjusting working hours or offering flexible patterns

Providing written instructions alongside verbal ones

Allowing extra time for tasks or training

Adapting the physical environment (lighting, noise levels)

Using or allowing the use of assistive technology

Offering additional supervision or mentoring

Importantly, adjustments should always be:

Individualised

Practical

Reviewed regularly

Despite this legal duty, research shows that many employees still struggle to access the support they need. For example, 78% of disabled employees say they had to initiate the process of making reasonable adjustments themselves, rather than it being something that was done at their start of the employment. And some wait over a year for adjustments to be implemented. Many people have already spent a significant proportion of their life fighting to get their needs acknowledged and adequately met, so this data only highlights the importance of employers being proactive rather than slowly reactive.

Creating an open and supportive culture

As an employer, it is not enough to have written policies that are not embedded into daily practice. Policies are important, but on their own, they are not enough. Culture and everyday practice matter more. Many adults with additional needs choose not to disclose them, often due to fear of judgement, misunderstanding or discrimination. Some may not even have a formal diagnosis. Settings can support openness by creating a culture of trust and respect and reassuring staff that support is available. This can be done even before anyone is employed by statements on the application form saying that you will support people with disabilities, or by signing up to schemes such as Disability Confident or Autism Confidence (Ambitious About Autism).

Encouraging honest conversations without pressure and normalising different ways of working and communicating will also help. A simple question such as, “What helps you work at your best?” can make a big difference.

Supporting apprentices

Early years settings are ideal places for apprentices to learn on the job, but apprentices with additional needs may need extra support as they balance learning and working. The apprenticeship may be their first role outside of formal education and they may need more bridging support as they move into the world of work.

This might include:

Clear, structured guidance

Breaking tasks into manageable steps

Regular check-ins and feedback

Liaison with training providers

Extra time for coursework or assessments

Early identification is key. Apprentices who feel supported early on are far more likely to succeed and remain in the role.

Balancing confidentiality and team awareness

One of the challenges for managers is supporting individuals while maintaining confidentiality, especially if the person does not wish their situation to be publicly disclosed.

It is important to:

Respect the individual’s right to privacy

Only share information with consent

Focus on support strategies, not personal details

For example, instead of explaining a diagnosis, you might say:
“We are introducing clearer written instructions to support consistency across the team.”

This approach promotes inclusion without singling anyone out.

Practical ways to support staff

Many effective strategies are simple and low-cost.

Communication

Use clear, concise language and plain English (or translations if needed)

Avoid unnecessary jargon

Provide written follow-up where needed

Structure and clarity

Offer clear routines and expectations

Give advance notice of changes

Use visual aids or checklists

Environment

Be mindful of noise, lighting and sensory factors

Provide quiet spaces where possible

Well-being and flexibility

Allow flexible working where appropriate

Recognise the impact of fatigue or anxiety

Encourage breaks and self-regulation

Ongoing support

Schedule regular check-ins

Review adjustments and adapt as needed

Offer mentoring or peer support

External support and resources

Employers do not need to do this alone and there is a lot of support available to help such as:

Access to Work – government funding for workplace adjustments

Local authority SEND services

Occupational health services

Charities and organisations such as Scope, Mencap and Ambitious About Autism

Training providers for apprentices

Disability Confident scheme

These services can provide advice, funding, and practical support.

References and further information

UK Government – Disability employment statistics (2025) https://www.gov.uk/government/statistics/the-employment-of-disabled-people-2025/the-employment-of-disabled-people-2025

Equality Act 2010

Disability Confident employer scheme - GOV.UK

Become an autism confident employer | Inclusive Workplaces

Business Disability Forum – Workplace adjustments research (Business Disability Forum)

Department for Work and Pensions – Access to Work scheme

Other articles:
Making the most of EYPP: Supporting disadvantaged and SEND children
Active Role-Play for SEND & EAL Learners
SEND Success: Parents And Teachers Must Know This

What Does Inclusion in Early Years Really Look Like? – Part 1

by Parenta | May 19, 2026 | Guest Authors, How to, Learner Resources

In this first part, I explore what literacy really means in the early years. Through real classroom experiences, I challenge traditional ideas of literacy and highlight why inclusive approaches matter. From recognising non-verbal communication to adapting teaching around the child, this piece invites us to rethink how children access language, meaning, and connection.

A moment that changed my thinking

I have a learner, let’s call her Ray.

A child on the spectrum, just beginning to communicate in single syllables. During our blending lessons, Ray joins in, but in her own way.

The expected approach would be for her to blend sounds, segment words, and write them. But Ray doesn’t work that way. So instead of trying to make her fit the method, I adjust the method to meet her. I introduce sounds one at a time, stretching them gently within words so she can hear each part. I use colour-coded flashcards to help her track sounds visually. And because she enjoys colouring and is developing an interest in pencil work, I let her colour the stretched sounds instead of writing them.

No pressure. No rush. Just responsive teaching. And then something shifts.

Ray begins recognising words around the classroom. She starts reading simple guided sentences. Most importantly, she is engaged - she shows up for learning.

It made me pause and wonder: if a child can access and understand language differently, are we too quick to define what counts as literacy?

Because what Ray showed me is this; literacy is never just one route. It doesn’t belong only to those who learn in expected ways. It belongs to every child, regardless of their starting point. Inclusive literacy is that belief in action. It’s what happens when we stop asking learners to fit the method and start shaping the method around the learner.

It’s not about perfection – it’s about access, participation, and growth. Every child belongs, wherever they are in their journey.

Beyond reading and writing: what literacy really means

A few days ago, a child in my class struggled to follow instructions and it led to a conversation with his parents. The next day, he came into class holding something.

An apology letter – he’s just three.

The spelling wasn’t accurate. The sounds didn’t fully match. But I understood what he was trying to say. He wasn’t just writing, he was communicating.

That moment stayed with me because it reminded me how narrowly we often define literacy.

Most times, literacy is reduced to reading and writing. We focus on letters, sounds, and correctness. But literacy begins long before that.

From birth, children are already communicating. They respond to voices, recognise faces, and react to tone. They may not have words yet, but they’re expressing needs and making meaning.

As they grow, they begin to read people. They notice facial expressions and emotions, and they understand that meaning is carried not just in words, but in actions and responses; this is where literacy begins. Before a child ever picks up a pencil, they’re already making sense of their world.

Children also engage with literacy through images. In storybooks, they follow pictures, make predictions, and tell their own versions of events. They’re interpreting. They’re constructing meaning. That is literacy.

When we begin to see it this way, our focus shifts. We move from correctness to intention. We start noticing the ways children communicate, even when it doesn’t look perfect. And that changes how we respond.

Instead of rushing towards accurate spelling or fluent reading, we support expression, thinking, and meaning-making. Because at its core, literacy isn’t just about getting words right.

It’s about being understood and every child is already trying to be understood.

The problem with one-size-fits-all literacy

I have another learner, let’s call him Ola - two years old and not yet talking. But his silence isn’t absence.

When Ola is hungry, he picks up his lunch bag and brings it to an adult. When he needs help, he tugs at someone he trusts. His eyes move between what he wants and the person nearby until he is understood. He is communicating - clearly - just not in the expected way.

During learning time, while some children are writing and recognising sounds, Ola sits with me and smiles. Some colleagues suggest leaving him, assuming he is not responding, but I keep showing up.

We colour sounds, we match them to objects, we trace them in sand, and we search for them in the environment. Each session, I adapt, and each session, I observe.

He is learning.

Then one day, during assembly, flashcards are shown and sounds are called - Ola responds to every single one. The room shifts, he beams and he jumps – he was learning all along!

This is what a one-size-fits-all approach fails to see. It prioritises visible outcomes, neat writing, reading levels, and fixed milestones. When a child doesn’t match that pattern, the assumption is that learning isn’t happening. But children like Ola remind us otherwise.

He wasn’t behind. He was building in his own way, through play, observation, and repetition. What looked like silence was processing and what looked like stillness was growth.

The problem with a fixed pathway is not just limitation, it’s misinterpretation and it mistakes difference for deficiency.

No two children arrive at literacy the same way. Some need to explore before they read and some need movement before formal instruction makes sense. Some need time.

When we insist on one route, one pace, and one way of showing understanding, we don’t just exclude learners, we overlook them. And sometimes, we almost miss the moment they were ready to show us all along.

Discover more: About the Author

Other Articles:
Digital Literacy: Fun Ways To Teach Children Tech Skills Early
Literacy Support For EAL Children
Neurodiversity In Your Early Years Setting’s Team
Inclusion in Early Years – What is it?

Can I Really Do This? Thriving as a Neurodivergent Trainee in Early Years

by Parenta | May 19, 2026 | Equality, Diversity and Prevent, Guest Authors, How to

Thriving as a Neurodivergent Trainee in Early Years

In the first part of this series, Michelle Windridge explores the reality of training in the early years sector as a neurodivergent individual. She unpacks common doubts, explains what neurodiversity means in practice, and highlights both the challenges and strengths that neurodivergent trainees may experience.

Can you really do this? This is not a quick or easy question to answer, especially when it comes from personal experience. Many people enter training as an early years educator carrying a quiet sense of doubt about whether they are “good enough.” For some, that feeling persists even alongside years of success.

A neurodivergent diagnosis, whether early or later in life, can bring clarity to those feelings. It can also raise new questions: Would I have chosen this path if I’d known sooner? Would things have been easier? Harder? Different?

For many educators, the answer remains the same: this is a profession worth pursuing. Neurodivergence does not disqualify you from a career in the early years sector; in fact, it can enrich it in meaningful ways.

Understanding Neurodiversity within Early Years

Neurodiversity is an umbrella term that recognises natural differences in how people think, process information and experience the world. It includes ADHD, autism, dyslexia, dyspraxia and dyscalculia.

Rather than viewing these as deficits to be 'fixed', the concept of neurodiversity frames them as variations in human cognition. Neurodivergent individuals may experience:

Differences in reading, writing or processing language

Coordination challenges

Sensory sensitivities (light, sound, touch, crowds)

Difficulties with attention, focus or regulation

Social communication differences

However, these experiences vary widely. No two neurodivergent people are the same.

If you suspect you may be neurodivergent, online screening tools can offer a starting point, but they are not diagnostic. Formal assessment typically comes through qualified professionals such as educational psychologists. Many training providers, colleges and universities offer access to these services through learner support teams.

Does Neurodivergence Limit Early Years Potential?

A common misconception is that neurodivergence creates a barrier to success as an educator. In reality, it often brings strengths that are highly valuable in these fields.

It’s important, however, to avoid oversimplified narratives. Phrases like “neurodiversity is a superpower” can feel dismissive, particularly for those who have experienced frustration, embarrassment or exclusion in educational settings. Struggling to read aloud, being corrected publicly, or being told to “try harder” are not empowering experiences.

What can emerge from these challenges is a different way of thinking.

Many neurodivergent individuals develop:

Strong problem-solving skills

Creative and flexible thinking

Empathy for learners who struggle

Persistence and adaptability

Research suggests that innovation often benefits from cognitive diversity (Axbey et al., 2023). In early years settings, where no two children learn in exactly the same way, this diversity of thought is invaluable.

Importantly, difficulties linked to neurodivergence are not a reflection of intelligence or effort. When environments and expectations are adjusted, neurodivergent trainees can thrive and often bring fresh approaches that benefit everyone.

Training in the Early Years Sector: What to Expect

Whether you are completing an apprenticeship, college course, degree, or workplace-based training, the demands can be similar:

Academic reading and written assignments

Practical placements in real settings

Observations and assessments

Time management and organisation

Adapting to new environments and routines

If you are neurodiverse, some of these elements can feel overwhelming. The good news is that support systems have improved significantly across the sector, and many adjustments are both available and effective.

The key is learning how to access and use that support.

Many neurodivergent individuals also experience something known as “masking.” This involves consciously or unconsciously hiding traits or behaviours in order to fit into expected professional or social norms. In early years environments, this might look like forcing eye contact, suppressing sensory discomfort, over-rehearsing conversations, or working beyond exhaustion to appear organised and capable.

While masking can sometimes help individuals navigate training or workplace expectations, it can also be mentally and emotionally draining. Over time, constantly trying to appear 'fine' may contribute to anxiety, burnout and loss of confidence. For some trainees, the pressure to prove themselves can feel particularly intense in environments where professionalism is associated with being calm, organised and consistently adaptable.

This is why self-advocacy is so important. Asking for support is not a sign of weakness or inability; it is a professional skill. Whether that means requesting written instructions instead of verbal ones, using assistive technology, asking for extra processing time, or discussing sensory needs within a placement, reasonable adjustments can make a significant difference.

Deciding whether to disclose a diagnosis can feel difficult and deeply personal. Some trainees feel empowered by openness, while others may worry about misunderstanding or judgement. There is no single 'right' approach. What matters is recognising that neurodivergent educators belong in the sector and deserve access to environments where they can learn, develop and succeed without constantly hiding who they are.

The early years sector does not need educators who think exactly the same; it needs educators who understand that every child experiences the world differently and neurodivergent practitioners bring that understanding in ways that can truly change lives.

Discover more: About Michelle Windridge

Other Articles:
Do Babies Belong in Schools?
School-Based Nurseries: How They Really Work (and What You Need to Know)
Registering and inspecting school-based provision
Children starting school 'in nappies and buggies'

Tech in the Early Years: Neurofeedback‑Enhanced Music

by Parenta | Apr 22, 2026 | Guest Authors, How to, Learner Resources

Neurofeedback‑Enhanced Music

There has been a lot of “neuro” talk recently, and then I came across another term to add to them: neurofeedback-enhanced music. We have neurodivergence, neurolinguistic programming, neurographic art, so perhaps it was only a matter of time that neurology was combined with music … but what is neurofeedback-enhanced music? More to the point, does this impact anything in the early years? I am interested in the brain, and I’m interested in music, so I thought I’d take a look.

What is “Neuro”

Neuro is a term that refers to the nervous system, which is managed by the brain. So, neurodivergence refers to different ways in which the brain works in different people. Neurolinguistic programming refers to a theory on connecting thought patterns to behaviour in order to achieve specific results. Neurographic art is the (fairly new, 2014) practice of reducing stress through drawing random lines. And finally, neurofeedback-enhanced music is a technology that plays music in response to brain activity.

The development of neurofeedback-enhanced music

Music has been used to influence mood and behaviour in many situations – shops and restaurants are well-known for using music to either make people take their time and stay longer, or hurry up and leave (get more people through the door).

However, with the increasing interest in technology, researchers have begun to explore its use in treating various neurological conditions. This includes increasing concentration and managing distraction.

How has this been applied

With neurofeedback-enhanced music, equipment like EEG or fMRI machines identifies brain activity and plays gentle music. When the machine detects that brain patterns have changed and concentration has been lost, the music changes to “scratchy” and unpleasant, encouraging the participant to concentrate again and make the machine continue to play gentle music. Because this happens in real time, the purpose is to train the brain to recognise changes and adjust in the moment.

This process has been shown to improve emotional regulation as well as cognition/thinking. However, practically, neurofeedback-enhanced music involves a lot of technology and equipment that is unlikely to be readily available any time soon. It is also more likely to be prioritised for health conditions that need management to keep children safe and healthy.

Controversy

Brain‑based language can be exciting, but we’ve heard many theories and claims on how to improve learning, like the classical music / “Baby Beethoven” theory. It is important to be aware of anything that claims to improve learning overnight, and neurofeedback tools are just that, tools that may work with some but not others.

Enhanced Music take-away

Singing, and music generally, is powerful because is by-passes language and the decision-making parts of the brain. Musical games featured in Parenta articles, particularly those found in the three main music education techniques (Dalcroze, Kodály, Orff) are powerful ways to develop skills associated with actions and sound – teaching every aspect of music, including rhythm, pitch, melody, harmony, texture, timbre, dynamics, form, tempo and articulation.

Musical games can even extend to the ways that songs are sung, potentially introducing singing in canon / in a round to older groups. Here are a few more familiar songs with additional ideas to enhance the singing experience that can be used at all level within the Musicaliti Early Years Music ProgressionTM:

Alice The Camel

Alice the camel had ten humps

So go, Alice, go, boom-boom-boom

Alice the camel had nine humps

So go, Alice, go, boom-boom-boom …

Alice the camel had no humps

' Coz Alice was a horse!

Along with the obvious numeracy links, this is a great song for groups with a mixed set of instruments. The song is repetitive enough to sing almost without thinking, the beat is clear enough to tap-clap-strum in time, and the verses are long enough to give each child the opportunity to explore and play an instrument before passing it to the next child and playing with a new one. The last line of the last verse is always great for younger children who may not have heard it before and are developing their sense of humour!

Row Row Row Your Boat

Row, row, row your boat

Gently down the stream, Row, row, row your boat

Merrily, merrily, merrily, merrily Gently down the stream

Life is but a dream Merrily, merrily, merrily, merrily

Life is but a dream

This firm favourite can be introduced as a simple sing-along, with younger children rocking back and forth. Older, more confident children may enjoy singing it in canon / as a round. Rounds are great ways to teach a variety of musical concepts, ranging from automating processes and listening skills to teamwork and co-operation through harmonising. With two (or more) groups, the first group begins to sing the first line of the song. As they start the second line, the second group starts singing the first line and continues, ending up singing the last line alone … all keeping the same beat. This is an amazing activity for developing planning, concentration, and other thinking skills.

Frère Jacques

Frère Jacques, Frère Jacques

Dormez-vous? Dormez-vous?

Sonnez les matines! Sonnez les matines!

Ding, ding, dong! Ding, ding, dong!

This traditional French song can be introduced as a “call-and-response” song as the first part of each line is repeated the same. This makes it easy to teach and learn, ticking language and culture boxes as well as creativity. And the way that children read body language, they will be imitating not only actions and words but also the way you sit, smile and relate. Once children are confident with this song, it too can be used in canon / in a round.

While neurofeedback-enhanced music may not be necessary or even useful in early years, it is a concept that reminds us of the power of music to engage the subconscious in focusing on working together. Using music in everyday situations has been shown to make routine activities more pleasant and even enjoyable, from tidying up toys to transitioning between activities and even arrivals or leaving for the day.

Even more helpfully, music can make potentially challenging times like nappy-changes/toileting, bathtime or naptime/bedtime easier, especially when the music played or song sung, is a reminder of a safe, enjoyable time. Make a musical change today to a potentially difficult routine and let us know how it goes!

References:

Discover more: About Frances Turnbull

Other Articles:
Language and Music: ESOL for the Early Years
Musical Drawing In The Early Years | Parenta.com
Fun Music Sessions For Pre-Schoolers! | Parenta.com
Toddler Music Sessions: Part 2 | Parenta.com
The Power of Music to Boost Brain Development in Early Childhood

Wearable Music: 5 Ways Haptic Instruments Help Early Years

by Parenta | Feb 25, 2026 | Guest Authors, How to, Running a Setting

Wearing Music: How Haptic Instruments Revolutionise Early Years Learning

Traditional music education often relies on sound alone. However, for many children, experiencing music through touch provides a deeper connection to rhythm and melody. Wearable haptic instruments allow young learners to "feel" the music through vibrations, making the auditory experience a physical one. This innovation is changing how we introduce music to children in their earliest years.

Furthermore, haptic music tools help develop fine motor skills. As children interact with wearable devices, they learn to coordinate their movements with the vibrations they feel. This tactile feedback ensures that music becomes an interactive, multi-sensory journey rather than a passive listening activity.

Understanding Haptic Technology in Early Years Music

A German study in 2022 (Dorr et al) researched 17 studies on music and technology. Researchers acknowledged that technology had been used in music for decades, including technology in music education, especially if it met teachers' educational goals. Examples of technology in music included a tablet to experience a pop-up book with “tangible elements of different textures”, electronics giving the sensation of timbre with a feeling of smooth and rough sandpaper, touching a metal plate in order to experience a sound installation, and the experience of playing virtual musical instruments in a group.

One of the primary benefits of haptic music is the enhancement of rhythmic awareness. Because the vibration is constant and physical, it is often easier for a young child to follow a beat. Therefore, educators are finding that children stay engaged with music lessons for longer periods when using wearable technology.

Inclusive Music Education for All Children

A Dutch study in 2024 found that despite all the gaming and traditional advances, very little 'stand-alone' equipment was available for the deaf and hard of hearing, effectively opening opportunities for inventors to make music more accessible and shareable. This would offer clear opportunities for musical creation for younger children, too.

Apps! Apps! Apps!

Finally, a Chinese study (2024) used a number of apps with different groups – one group with parental involvement and the other without. Activities on apps involved developing musical skills including musical hearing, rhythm repetition, technical components of melody and singing clarity. 83% of the children in the group with parental involvement achieved strong musical skills after 6 months, whereas only 21% the group without parental involvement had strong skills, demonstrating the impact of parental involvement at this age. Apps used included GNU Solfege, MUSIQUEST, LOOPIMAL, and Penxy.

Benefits

One of the biggest benefits of using technology in music for pre-school is that it opens musical access to all communities with an internet connection, whether or not they have real instruments or trained musicians available. Haptics enhances this in specific ways, from tablets to apps. So despite not quite being at a point of wearables, the access to musical apps is the start of greater musical access for the early years.

Here are a few songs that could work with new-found haptics!

Here We Go ‘Round The Mulberry Bush

Here we go ‘round the mulberry bush

The mulberry bush, the mulberry bush

Here we go ‘round the mulberry bush

So early in the morning

This is the way we put on our shoes …

This is the way we put on our clothes …

This lovely favourite is the perfect song for an article on wearable musical instruments! And depending what haptic equipment you decide to use, you could actually use this song when getting children ready!

Lil' Liza Jane

I know a girl that you don’t know, Lil’ Liza Jane

Way down south in Baltimore, Lil’ Liza Jane

Oh! Eliza! Lil’ Liza Jane

Oh! Eliza! Lil’ Liza Jane

This is a lovely song emphasising the different lengths of rhythms and beats. It is a wonderful way to get the brain used to doing two things at the same time, too. The rhythm pattern is: stamp, stamp, tap knees and clap.

I know a girl Stamp, stamp

That you don’t know Tap knees - clap

Lil’ Liza Stamp, stamp

Jane Tap knees - clap

Way down south in Stamp, stamp

Baltimore Tap knees - clap

Lil’ Liza Stamp, stamp

Jane Tap knees - clap

Oh! Stamp, stamp

Eliza! Tap knees - clap

Lil’ Liza Stamp, stamp

Jane Tap knees - clap

Oh! Stamp, stamp

Eliza! Tap knees - clap

Lil’Liza Stamp, stamp

Jane Tap knees - clap