Shaping Young Minds: Exploring the Impact of an Early Years Practitioner

In this blog, you will learn:

• How an Early Years Practitioner supports children’s communication, confidence and development through play, storytelling and everyday interactions.
• What the role really involves, from supporting children with SEND to managing limited time and resources.
• Where the latest education and SEND jobs are and how to apply for them. 

An Early Years Practitioner plays a vital role in nurseries, pre-schools and reception classes, supporting the care, learning and development of children from birth to age 5. Early Years Practitioners go beyond childcare, helping shape communication, confidence and development during the most important stages of a child’s life.

We spoke to an Early Years Practitioner in a nursery to explore how she creates a safe, nurturing and educational environment while working closely with parents. 

This interview delves into the role and responsibilities of an Early Years Practitioner, from supporting children with SEND to fostering learning through play, storytelling and tailored support. 

Walk us through your career so far and how you came to be an Early Years Practitioner?

My career in education began by accident about 12 years ago. While living in Spain, I worked as a Librarian and developed workshops and activities for young people and families. Later, I moved to England and spent two years as an Au Pair. I enjoyed living in England and decided to stay to further improve my English skills.

When I was looking for a job, a nursery owner told me my librarian training and experience working with children could lead to a role at her nursery. I completed my Level 2 and Level 3 childcare qualifications, earned a SENCO certificate and have worked in nurseries ever since.

What does your role as an Early Years Practitioner involve?

I work in the toddler room, where I nurture and care for children while teaching them through stories, conversation and play. As an Early Years Practitioner, I must understand each child’s needs to support their development. In my class, some children need extra help to build their communication skills, while others may already feel confident. 

Either way, I encourage every child to keep learning and growing in a way that helps them feel safe, supported and happy.

Since you started working in education, what significant changes or trends have you noticed in the needs of children and young people?

Communication skills seem to have declined and we need to refocus on prioritising children’s ability to communicate. It’s also important to recognise that children develop at different rates and build different sets of skills. 

Children today often face more and different needs than they did in the past and I think the Covid-19 pandemic has played a major role in that.

Society is still adjusting to the aftereffects of Covid and the needs of children continue to evolve. Children may take a little longer to reach school and life milestones, but that doesn’t change my work or how I practice. Children still get excited about the same things and it is our job to help them to express themselves.

I also think that there is a better understanding and a better approach to children and adults with learning disabilities.

How often do you feel the demands of your role exceed the time or resources available and how do you manage that?

There are times when I feel I am not doing enough or that I don’t have enough hours to give every child the attention and support they deserve, especially children with SEND. I am always finding new resources and games I would like to provide the children in my care with.

At the end of the day, I remind myself that progress takes time and I can’t do everything at once.

Have you seen any innovations, creative strategies or approaches that make a particularly big difference in supporting children?

There is definitely more knowledge and support for families from the councils and advancements in technology have created new opportunities to teach. 

I like to return to the basics: safe exploration, storytelling, play and meaningful conversation with children. Some children love to talk and I make a point to listen because I know it matters to them. Even when they’re hard to understand, I stay engaged and ask follow-up questions so every child feels heard, supported and never ignored.

What are the most rewarding moments in your role and what makes them special?

There have been many rewarding moments throughout my career, like seeing a child who once wouldn’t speak, leave the nursery talking nonstop. It is especially rewarding when a child is proud of themselves and you feel the same pride because you have supported them every step of the way.

There have been a few cases when a child has struggled with communication skills and I have worked closely with them through one-to-one activities that made a real difference. Sometimes you might feel a bit deflected because it is never as much progress as you would like, but you need to savour the small wins every day.

A simple project like gardening can turn into something meaningful. For example, planting a seed, watching it grow and bloom can help children understand the circle of life.

It’s never an easy job, but you grasp the happy moments especially when you see children’s smiles and families’ appreciation. My favourite time is story time, when the children’s adoration and attention bring the story to life.

What skills or personal qualities have been most essential for your success in education?

The first thing that comes to mind is patience and the understanding that, at the end of the day, they are only small children. Children do not think or process information like adults and it might seem like all they want to do is run around or go their own way. It’s important to guide them, keep them safe and provide opportunities to learn and explore.

Activities like music, dancing and games are a great way for Early Years Practitioners to engage children while supporting their development.

What excites you most about the future of education?

I think technology provides us with so many more learning tools which is exciting. The children I work with in the toddler room love listening to songs and playing sound games, like guess the sound. Technology makes those activities possible and more accessible, which is so beneficial for children, especially those with SEND.

If you could influence policy, reforms, or funding, what changes would you advocate for to support Teachers?

I think educators don’t have enough health support or sick leave and I think that salaries should be higher, as we carry a huge amount of responsibility.

I also think it would help to let teaching staff reduce their hours, especially as some educators get older and their work becomes more challenging.

What advice would you give to someone aspiring to become an Early Years Practitioner, Teacher or SEND professional?

Through the years, I have had many rewarding moments and built bonds not only with the children in my care, but their families as well. I think that reaching your career goals in education starts with empathy for families and a clear understanding of the challenges they face. Parents and families want help and compassion to build a trusting bond.

It won’t be easy and you might experience moments when you think you are hitting a wall, but a small change can change everything and make your day better. Every job has its challenges and what matters is the way you face them and move forward.

SCG School Insights Report 2025

As specialists in education and SEND recruitment, we work closely with primary, secondary and SEND schools throughout the UK and are mindful of the challenges that schools and teaching staff are currently facing. 

In the School Insights Report 2025, we explore pupil experience and outcomes, key developments impacting the education sector, staffing and workforce trends, and the state of funding and resources in education. Read the SCG School Insights Report 2025 here.

Teaching, school support staff and school facilities jobs

If you’re searching for a new career opportunity, why not take a look at the latest education jobs, or simply upload your CV to be notified when a relevant job opening becomes available. 

Recruit teaching, support and facilities staff

As a specialist education recruitment agency, we support mainstream and SEND schools with their recruitment needs. 

Whether you’re searching for teaching, support, or facilities staff, we have exclusive access to some of the best educators in the North West.

If you’re struggling to fill a vacancy, why not get in touch with one of our team to see how we can help?

• Primary schools - Jimmy Callagher 
• Secondary schools - Liam Jones
• SEND schools - Jamie Heath

Meet Jamie Heath

Share your experience

Every individual brings a unique set of experiences, thoughts, and insights to the table. We believe in giving a voice to a community of professionals to inspire positive change and champion reform in the education sector.  

If you work in the education sector and would like to share your own personal and professional experiences, we’d love to hear from you. Perhaps you have a different perspective, could offer a fresh angle, or want to challenge assumptions. 

Simply reach out to our Head of Content, Nicole Sherwood, to discuss a collaboration which makes your voice count. 

Who is Spencer Clarke Group?

Established in 2017, we’re an award winning and progressive recruitment agency based in the heart of the North West. Our reputation is built on trust, expertise and an unwavering commitment to exceed expectations. 

In 2025, Spencer Clarke Group was awarded Best Public/Third Sector Recruitment Agency and Best Temporary Recruitment Agency at the Recruiter Awards. In 2024, Spencer Clarke Group was also named Recruitment Agency of the Year.