Early Years News Roundup | Play Matters: A National Strategy Starts with Parents

Spotlight 🌟

Reclaiming Play: A National Mission Starts with Parents and Communities

The launch of a new cross-party parliamentary group for play and the interim report from the Raising the Nation Play Commission mark a vital moment for children in England. For too long, we have seen playtime squeezed out of children's lives—at school, at home, and in public spaces. The inquiry’s call for a National Play Strategy is welcome. England is now out of step with Scotland and Wales, where the right to play is enshrined in law. If we want every child to thrive, we need a joined-up, cross-government strategy that puts play back where it belongs: at the heart of childhood.

But strategies alone aren’t enough. The case for investment in green spaces, school playgrounds and community hubs is clear—but we also need to shift our attitudes to play.

Play is not just about space; it’s about relationships. A child’s first experience of play is not in the park, but with a parent or caregiver. It’s in these early moments—on the floor, with a smile, a toy, or a song—that the foundations of development are laid.

Play is also how children learn. It’s through play that they build language, develop motor skills, solve problems and begin to understand the world around them. Before a child ever enters a classroom, they are learning through movement, imitation, and curiosity. These moments lay the groundwork for confidence, resilience and lifelong learning.

That’s why, alongside national investment, we need to support parents with the knowledge and confidence to play from the start.

At Babyzone, we hear every day from families who want to do more, but don’t always know how. Many worry about doing it “right.” Some lack the space or materials. Others aren’t sure what’s age-appropriate or worry about safety. That’s why our work focuses on gentle, practical support: low-cost ideas, simple nudges, and a safe, welcoming place to try things out.

We welcome this inquiry and the momentum it brings. Now let’s ensure that any national strategy for play goes beyond infrastructure and investment and ensures it empowers parents and children to explore and grow together.

Why Systemic Change Starts in the Early Years

Last week, Melinda French Gates released The Next Day, sparking timely conversation around meaningful change for women and families. In her post, she reminds us that transformation isn’t instant—it happens when we invest in the systems that shape lives.

For early years professionals, this is more than a message—it's a mandate. The early years sector sits at the heart of these systems, from access to childcare and maternal health, to reducing isolation and increasing economic opportunity for mothers.

As Babyzone reflects on its own mission to support families facing disadvantage, this renewed global focus underscores what many in our sector already know: if we want to shift outcomes across generations, we must invest in mothers, caregivers, and the communities that support them—starting from day one.

Community Spotlights 💡

Boots’ Easter Gift to Deaf Derby School Highlights the Role of Corporate Engagement in Inclusive Early Childhood Support

Boots’ donation of over 100 Easter eggs to the Royal School for the Deaf Derby goes beyond seasonal generosity—it exemplifies how corporate partnerships can reinforce inclusive values within early childhood settings. By recogniz=sing and celebrating children with hearing loss and additional needs, the initiative fostered a sense of belonging and emotional wellbeing among pupils.

This act of targeted corporate giving underscores the potential for businesses to meaningfully support vulnerable groups through accessible, joy-led interventions. For early years professionals, it highlights the importance of fostering partnerships that align with inclusive practice and community recognition—especially in environments supporting children with complex developmental needs.

In Conversation 💭

Research & Insights 🔬

Childcare Shortages Undermine Nursery Access and Widen Developmental Gaps in England

Despite the expansion of government-funded childcare hours, families across England—particularly in disadvantaged communities—continue to struggle with limited access to nursery places. A persistent combination of staffing shortages and overreliance on private providers has created systemic gaps, leaving many eligible children without early years provision.

These constraints disproportionately affect low-income families, limiting children's developmental opportunities and hindering parents’ ability to participate in the workforce. For early years professionals and policymakers, this reinforces the urgent need for targeted investment in workforce development, sustainable funding models, and inclusive eligibility criteria to ensure equitable access to early education for all children.

Co-Regulation Empowers Educators To Guide Children Through Emotional And Behavioural Challenges

Co-regulation is crucial in early childhood education, equipping children with emotional management skills by modelling calm and responsive behaviours. With rising levels of dysregulation post-pandemic, educators require tools—such as music, mindfulness, and specific response techniques—to foster children’s resilience and self-regulation.

Schools Replacing Independent Nurseries Amid Government Push for Expanded Early Years Places

Government funding for new nursery places has led schools to evict established preschool providers, particularly private, voluntary, and independent nurseries, risking disruption in less affluent areas and reduced childcare options. Early years groups warn this approach may replace, not increase, provision, leaving parents to source fragmented care. For policy-makers and practitioners, these shifts undermine support for vulnerable families and community charities that have served early years education effectively.

Pediatricians Lead Early Autism Detection for Stronger Developmental Outcomes in Children

Pediatricians play a crucial role in the early identification of autism, with diagnosis before age three and rapid referral for evidence-based interventions like ABA therapy yielding markedly improved outcomes in communication and adaptive skills. Consistent developmental screening and robust referral networks enable families to access vital support promptly. Addressing systemic barriers, including training gaps and cultural differences, is fundamental to ensuring equitable and timely care for children at risk.

Global Perspectives 🌎

Proposed Iowa Bill Puts Essential Early Childhood Partnerships and Wraparound Services at Risk

Iowa’s proposed Continuum of Care bill poses a significant threat to established early childhood programmes, including Early Childhood Iowa and Head Start. By jeopardising funding without offering a clear replacement mechanism, the bill risks dismantling high-impact partnerships that deliver integrated, wraparound support for children and families. These programmes are not only vital for school readiness but also serve as community anchors—supporting parental engagement, health services, and developmental interventions. Reducing or eliminating them could reverse progress made in early learning equity and workforce participation, especially in underserved areas.

Forty New Fee-Free Preschools Planned for Western Sydney, Australia by Early 2027

In a major investment in early years education, the New South Wales government has announced plans to open over 40 new fee-free public preschools across Western Sydney by early 2027. Co-located on existing school sites, these centres will add 3,600 weekly places—effectively doubling preschool provision in the region.

Targeting areas with the greatest need, the initiative reflects a data-driven approach to tackling early childhood inequality. This expansion signals a growing recognition of the foundational role preschool plays in child development, school readiness, and long-term social mobility. The plan also sets a policy benchmark for integrated, locally responsive early years infrastructure.

Fostering Resilience and Curiosity Through Early Childhood Education at Dover Court, Singapore

Pan Clark, an early childhood teacher at Dover Court International School in Singapore, applies the Early Years Foundation Stage framework and the Reggio Emilia approach to foster independent learning, resilience, and critical thinking in young children. Her methods—focusing on observation, collaboration, and open-ended exploration—provide actionable strategies for educators and parents aiming to support holistic development. This is directly relevant to those in Singapore’s international school community seeking evidence-based, developmental best practices for early years’ education.