Healthy Outcomes : Australia

“The children are just… different out here.”
That’s what a teaching assistant said to me recently after an outdoor learning day with her high-need Reception class.

👉 Calmer
👉 More engaged
👉 Actually wanting to learn

And yet…

Many schools treat outdoor learning like a special occasion.
A one-off day.
Something we squeeze in when we have time.

Let me gently challenge this…

If we know children regulate better, focus more, and feel more connected outside…

Why isn’t it part of our everyday rhythm?

Because here’s the reassurance you might need to hear:

You don’t need to plan elaborate outdoor activities.
You don’t need a full forest school set-up.
You don’t need more on your already full plate.

Nature already gives you everything you need.

It’s not about doing more…
It’s about using what’s already there, differently.

✨ This is what it can look like:

A child who won’t touch pastels indoors…
suddenly creating the most beautiful marks when sat amongst bluebells.

Water + mirrors + petals…
turning into light, reflection, curiosity, and awe.

Learning that feels effortless.
Because it’s real. Sensory. Alive.

And this is exactly what we explore inside my nature study approach—
how to let the seasons, the environment, and simple natural provocations do the teaching for you.

Not as a one-off.

But as part of your everyday way of being.

🌿 Because when we step back…
nature steps in.
Discover more at www.hyggintheearlyyears.co.uk

ABC Kids Listen’s Noisy by Nature program invites children to slow down and listen closely to the natural world around them.

Hosted by Ann Jones, this program invites children into rich outdoor soundscapes that spark curiosity, imagination, and a deeper connection with nature. Through simple listening moments, children can experience calm, focus, and wonder—bringing the outdoors into everyday learning.

https://www.abc.net.au/kidslisten/programs/noisy-by-nature

ABC Australia

I think that subitizing is too often overlooked in terms of its importance as a skill. Subitizing is what the scope and sequence is based on and everything is connected from there.

I thought I would take something I have written before and expand on it.

Subitizing is a foundational skill for early number development.

Subitizing is the ability to recognise the number of objects in a small collection instantly, without counting. It is a critical early number skill that underpins the development of number sense and provides a strong foundation for addition, subtraction, multiplication, and division.

Unfortunately it is a skill that is often overlooked in favour of teaching counting strategies.

There are two key types of subitizing: perceptual subitizing and conceptual subitizing.

Perceptual Subitizing
Perceptual subitizing refers to the immediate recognition of small quantities (typically up to five) without conscious counting. For example, when students see three dots on a dice and instantly know it is “three,” they are perceptually subitizing.
This skill is innate and is further developed through repeated exposure to structured visual patterns such as:

* Dice patterns
* Ten frames
* Dominoes
* Dot cards
* Woodin patterns to five (foundation of scope and sequence)
Perceptual subitizing supports:
* One-to-one correspondence
* Cardinality (understanding that the last number counted represents the total)
* Trust in counting
It reduces cognitive load by allowing students to recognise small groups automatically, freeing working memory for more complex tasks.

Conceptual Subitizing
Conceptual subitizing involves recognising a quantity by mentally composing or decomposing it into smaller, known groups. For example, when a student sees seven dots arranged as five and two and thinks, “Five and two makes seven,” they are conceptually subitizing.
This form of subitizing:
* Encourages part–whole thinking
* Builds flexible number knowledge
* Supports mental computation strategies
Conceptual subitizing is closely connected to:
* Understanding number bonds
* Early additive reasoning
* Place value development
* Multiplicative thinking (e.g., seeing 12 as three groups of four)
It marks the transition from counting-based strategies to relational thinking about numbers.

The Woodin patterns 6-10 support this development and lead info better place value understanding.

Why Subitizing Is Foundational for Basic Operations
Subitizing is more than a quick recognition skill; it is a precursor to efficient and flexible computation.
1. Addition and Subtraction- Students who can subitize are less reliant on counting all or counting on. They can:
* Instantly recognise parts within a whole
* Use known combinations (e.g., doubles, make ten)
* Visualise missing parts
For example, seeing eight as “five and three” supports strategies such as 8 + 2 by recognising the need to make ten.
2. Multiplication and Division-Conceptual subitizing supports grouping and array thinking. Recognising structured groups (e.g., four rows of three) builds multiplicative reasoning without reliance on repeated counting.
3. Fluency and Efficiency-Automatic recognition of small quantities reduces cognitive demand, allowing students to focus on problem-solving rather than procedural counting.
4. Development of Number Sense-Subitizing builds:
* Magnitude awareness
* Comparison skills
* Estimation ability
* Flexible partitioning of numbers
Students with strong subitizing skills typically demonstrate greater confidence and efficiency in early numeracy tasks.

Intentional and explicit instruction is essential. Effective practices include:
* Brief, daily “quick image” routines
* Structured dot patterns rather than random arrangements
* Encouraging students to explain what they saw and how they knew
* Progressing from perceptual to conceptual tasks
* Using visual models such as the Woodin patterns, five frames, ten frames, rekenreks, and arrays.
It is important to move beyond simply asking “How many?” to asking:
* “What did you see?”
* “How did you see it?”
* “Can you see it another way?”
These prompts promote relational understanding and mathematical communication.

Subitizing is a critical early numeracy skill that supports the development of number sense and efficient strategies for basic operations. Perceptual subitizing builds automatic recognition of small quantities, while conceptual subitizing develops flexible part–whole reasoning. Together, they reduce reliance on counting, strengthen mental computation, and lay the groundwork for additive and multiplicative thinking.
When embedded intentionally within daily classroom practice, subitizing becomes a powerful driver of mathematical fluency and conceptual understanding.

Add a basket of class member blocks to your imaginary play and construction play spaces and watch the magic unfold! Source below👇

Teaching children the importance of growing their own food offers them a sense of responsibility and connection to nature. In today’s fast-paced world, many children are disconnected from where their food actually comes from. By incorporating gardening into their education, we provide them with valuable knowledge that not only promotes sustainability but also helps them develop essential life skills.

Growing food also teaches kids patience and the reward of hard work. As they tend to their plants, they begin to understand the cycles of nature and the effort involved in producing food. These lessons extend far beyond the garden—instilling habits of responsibility, care, and attention to detail that can benefit them in all areas of life.

In addition, gardening can have a profound impact on their health. When kids are involved in growing food, they’re more likely to develop healthy eating habits, which can last a lifetime. This hands-on approach empowers them to make better food choices, creating a foundation for a healthier future. 🌱🌞

Kids don’t automatically understand boundaries — they learn them through us. And when we teach them with calm, clarity, and consistency, they grow into confident, kind, respectful little humans. 💛 Here are the boundaries every child needs — and the gentle tools that help them follow them: 🌿 1. “I’m full.” Tool: Body check-in “Hand on your tummy… what does it feel like?” 🌿 2. “You can say no — and others can too.” Tool: Consent role-play Practice “No,” “Stop,” and “I don’t want that.” 🌿 3. “Big feelings are okay. Hurting others isn’t.” Tool: Safe anger alternatives “Stomp, squeeze a pillow, take 3 breaths.” 🌿 4. “Your body belongs to you.” Tool: Choices within limits “Red T-shirt or blue one?” 🌿 5. “We repair when we hurt someone.” Tool: 3-step repair Say what happened Say sorry Ask how to fix it 🌿 6. “Everyone needs space sometimes.” Tool: Family space signal One simple hand sign for “I need a break.” 🌿 7. “You can disagree respectfully.” Tool: You go, I go Take turns talking. No interruptions. Gentle boundaries don’t require strictness — just steadiness. Not perfection — just presence. 🤍 If you want to stay calm, set boundaries without yelling, and raise a child who feels safe enough to listen… 👉 Join the 28-Day Stop Yelling Challenge and transform your home with connection instead of chaos. 💬 Comment “ CALM “ for the link. #positiveparenting #gentleparenting #consciousparenting #parentingtips #raisingkids

Playing Math The two-year-old had carried the plastic bears halfway across the room to show me. "Blue bears," he said, holding them in fr...

Inclusion is not an optional extra, it’s the foundation of quality early learning.

ACECQA’s renewed focus on “Inclusion in early childhood education: A shared responsibility” reinforces that inclusive practice must extend beyond programs or individual educators.

From leadership and governance to educator mindset, family partnerships and systemic support,genuine inclusion is a whole-of-service commitment.

Reflect, act and embed inclusion at every level of practice.

Access actionable steps and resources to strengthen inclusion in your service:
https://ap1.hubs.ly/y0jpVQ0