EYES ON US

About EYES ON US

What does great early years practice really look like? How do leaders support their teams through change? And how can we create environments where children, families, and educators can thrive? Join Sophie Booth and Emma Jayne Morgan as they explore the conversations shaping the early years sector today. Drawing on decades of experience in early years education, leadership, training, and consultancy, Sophie and Emma take a practical and honest look at the opportunities and challenges facing settings, leaders, and practitioners. From child development and inclusion to leadership, safeguarding, team culture, and professional growth, each episode is designed to help listeners reflect on their practice and leave with ideas they can put into action. This is not a podcast about quick fixes or one-size-fits-all solutions. Instead, it’s a space for thoughtful discussion, shared learning, and professional conversations grounded in the realities of working with young children and the people who support them. Whether you’re a nursery manager navigating the demands of leadership, an educator looking to deepen your understanding of child development, or an early years professional passionate about raising standards, Eyes On Us – Talking Early Years offers fresh perspectives, practical insights, and meaningful conversations from people who understand the sector from the inside. Because when we put our eyes on what truly matters in early years, we create better outcomes for children, stronger teams, and more confident leaders. Eyes On Us – Talking Early Years is presented by QuEST Direct Professional Services and released regularly for early years professionals committed to learning, leading, and making a difference.

Publisher

Sophie Booth and Emma Jayne Morgan

Category

education · kids & family · kids & family

Language

en

Explicit

No

First episode

17 Sept 2025

Latest episode

7 Oct 2026

Latest episodes

27 episodes in the feed.

1. 

   7 Oct 2026

   #27 Children and Nature – Are We Becoming Disconnected?

   Welcome back to Eyes On Us! In Episode 27, Emma and Sophie explore children’s connection with nature, what gets in the way in today’s world, and how we can make space for natural experiences every day. Connecting with nature doesn’t have to mean forest schools, elaborate outdoor spaces or special trips. It starts with helping children notice, explore and enjoy the natural world on their doorstep. What is getting in the way? Screen time, busy schedules, safety concerns and limited outdoor space can all reduce children’s opportunities to experience nature. Emma and Sophie reflect on how childhood has changed and why being outside doesn’t always need a planned activity or a specific purpose. Why nature matters Natural spaces give children room to move, engage their senses and follow their curiosity. From climbing and balancing to exploring leaves, stones and sticks, these experiences offer opportunities for physical development, emotional wellbeing, creativity and problem solving. Is our current practice allowing children to connect? If every outdoor experience is directed by an adult, how much room is left for children’s own discoveries? Emma and Sophie discuss balancing planned activities with time for spontaneous play, where children can explore at their own pace and decide what interests them. Connecting with nature in the UAE Heat and limited green space bring challenges, but the UAE has its own natural environments to explore. Rather than trying to recreate a UK garden or forest, we can help children connect with the desert, native plants, birds and the natural materials around them. Simple ways to bring nature into everyday life The episode shares practical ideas, including bringing the desert indoors through sand exploration, offering natural loose parts, taking open-ended nature walks, exploring light and shadow, and growing small gardens. A daily nature moment can be as simple as noticing what children can see or hear, or what has changed since yesterday. Connecting with nature doesn’t need to be expensive or overplanned. It means valuing everyday experiences and giving children the time and space to notice, explore and be curious.

2. 

   23 Sept 2026

   #26 - Creating Calm Learning Environments in Early Years

   What does a calm learning environment really look like? Calm is often associated with silence, tidy spaces and children sitting still. However, a room can be full of conversation, movement and active play while the children within it remain emotionally calm. Equally, a quiet and beautifully arranged classroom can still feel stressful if children are unsure where they can play, what they can touch or what is expected of them. In this episode of Eyes On Us, Emma and Sophie explore the difference between a calm environment and a quiet one—and why understanding that difference matters in early years practice. They discuss how the physical environment can influence children’s emotions, behaviour and ability to engage in play. Busy displays, objects hanging from the ceiling, background music, too many resources and spaces without a clear purpose can ask children to process too much at once. Even when a room is quiet, it may still feel overwhelming. Creating a calmer environment does not mean removing everything. It means thinking carefully about what children actually need from the space. Open-ended resources can give children more freedom to make choices and develop their own ideas. Empty floor space can provide room to build, move, dance or extend play beyond one designated area. Rotating resources can also reduce the pressure created by too many choices while still providing children with a variety of meaningful experiences. Emma and Sophie also discuss the importance of creating quiet spaces where children can rest and regulate. A cosy corner, tent or comfortable area with cushions can provide a safe place for a child who feels tired, upset or overwhelmed. These spaces should not be used as somewhere children are sent when they have broken a rule or behaved in a way adults find difficult. They should remain supportive spaces that children can choose to use when they need a break from the wider environment. The episode also considers transitions between different parts of the day. Tidying up, washing hands, going outside or moving from one activity to another can quickly turn a calm environment into a stressful one. Slowing these moments down, allowing enough time and providing visual cues or familiar songs can make routines more predictable for young children. Creating a calm learning environment is not something practitioners do once and then leave unchanged. Children’s interests, confidence and abilities develop throughout the year, so the environment must develop with them. Emma and Sophie encourage practitioners to spend time observing what happens in their rooms: Where do children choose to play? Which areas become crowded? Where does conflict happen? When does the room become louder? Is it the sound of children who are deeply engaged in play, or the sound of children who are becoming overwhelmed? Which resources are being ignored? By observing children’s behaviour and responding to what the environment is showing them, practitioners can make practical changes that help children feel safer, more settled and better able to regulate. A calm learning environment is not necessarily silent or perfectly tidy. It is an emotionally safe, flexible and responsive space where children feel secure enough to play, explore and learn. Explore more practical support for your early years practice: https://www.eyes-me.com/courses-cpd (https://www.eyes-me.com/courses-cpd) Explore more Eyes On Us episodes and articles: https://www.eyes-me.com/blog (https://www.eyes-me.com/blog) Discover QuEST’s training, qualifications and resources: https://www.eyes-me.com (https://www.eyes-me.com) Follow QuEST: Facebook: https://www.facebook.com/EYES.dubai/ (https://www.facebook.com/EYES.dubai/) Instagram: https://www.instagram.com/eyeson_us (https://www.instagram.com/eyeson_us) LinkedIn: https://www.linkedin.com/company/quest-early-years-educational-services (https://www.linkedin.com/company/quest-early-years-educational-services)

3. 

   9 Sept 2026

   #25 - Relationships Before Expectations: Building Trust in Early Years

   Before asking a child to share, follow instructions or join an activity, we need to consider whether they feel safe, connected and understood. Children need time to trust the adults caring for them and learn that their needs will be noticed and met. RELATIONSHIPS BEFORE EXPECTATIONS Early years settings place many expectations on children from the moment they arrive. They may be asked to put away their belongings, follow unfamiliar routines, share resources or join a group. Prioritising relationships does not mean removing expectations or boundaries. Boundaries help children feel safe. However, children are more likely to respond once they trust that the adults around them are consistent, caring and there to protect them. SEEING THE SETTING THROUGH A CHILD'S EYES A new room, unfamiliar practitioners and different routines can feel overwhelming. Even children returning after a long break may need time to settle again. They may be wondering: Who are these people? Am I safe here? Do they understand me? Will my grown-ups come back? These questions may feel even bigger for children who are developing their communication skills or have English as an additional language. Children often need to experience the same safe pattern repeatedly before they can trust what will happen. BUILDING TRUST IN SMALL, PREDICTABLE MOMENTS Relationships develop through everyday interactions: greeting a child by name, sitting beside them, joining their play and noticing what interests them. These moments may not appear on the timetable, but they are an essential part of early years practice. When adults respond consistently, children learn that they can rely on the people caring for them. RESPONDING TO CHILDREN'S EMOTIONS Settling in can be stressful. Children may cry, become angry, withdraw, appear tired or feel overwhelmed. Rather than telling a child not to cry, practitioners can acknowledge what they are communicating. Letting children know that we can see they are sad, understand that they miss their family and are there to help reassures them that their feelings matter. Comforting a child does not prevent independence. It creates the security from which independence can grow. REPLACE JUDGEMENT WITH CURIOSITY It can be tempting to think that a child should have settled after a certain number of weeks. A more helpful question is: What are we still learning about one another? A child who plays alone may not yet feel secure enough to join others. A child who wants to be held or stay close may still be developing the trust they need before exploring independently. Instead of asking how to stop a behaviour, ask what the child may need. Do they understand the routine? Do they feel comfortable enough to participate? Are they confident that an adult will be there when they need help? PROTECTING THE SETTLING-IN PERIOD The first few weeks should give children and practitioners time to get to know one another. This may mean offering a gentler timetable, allowing more free play and prioritising direct interaction over photographs, planned activities or the full learning routine. Relationships do not develop to a fixed deadline. Some children settle quickly, while others need six to eight weeks or longer before their personalities fully emerge. Patience and consistency matter. CREATING REALISTIC EXPECTATIONS When children find it difficult to meet an expectation, the answer is not always to change the child. Consider whether the environment, routine and adult interactions make the expected behaviour possible. If children are expected to be independent, can they reach what they need? If they are expected to share, have they developed the confidence and emotional skills required? Expectations should reflect each child's age, developmental stage, individual needs and current level of security. BUILDING THE FOUNDATIONS FOR LEARNING Children are unlikely to participate, explore, build friendships or engage fully in learning until they feel safe and secure. The settling-in period is not separate from learning. It creates the foundation that makes future learning possible. By focusing first on relationships, practitioners create an environment where children feel that they belong and where expectations can be introduced through trust rather than pressure. Explore more Eyes On Us episodes and articles: https://www.eyes-me.com/blog (https://www.eyes-me.com/blog) Discover QuEST’s training, qualifications and resources: https://www.eyes-me.com (https://www.eyes-me.com) Follow QuEST: Facebook: https://www.facebook.com/EYES.dubai/ (https://www.facebook.com/EYES.dubai/) Instagram: https://www.instagram.com/eyeson_us (https://www.instagram.com/eyeson_us) LinkedIn: https://www.linkedin.com/company/quest-early-years-educational-services (https://www.linkedin.com/company/quest-early-years-educational-services)

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