For episode 3, we are delighted to welcome Kate Cairns - author, speaker, and seasoned trainer renowned internationally for her expertise in attachment, trauma, and resilience.

In this episode, we explore what we mean by the term ‘trauma’, examine how trauma shapes the way children learn to communicate, and discuss how practitioners can support children to heal from trauma, by building long-lasting and meaningful connections.

Whether you're new to Early Years or just looking to enhance your practice, this conversation is full of insights you won’t want to miss; including the KCA ‘Five to Thrive Connection Model’; the key indicators of trauma recovery and the latest research on Protective and Compensatory Experiences (PACE’s) as buffers to Adverse Childhood experiences (ACE’s).

If you're a Norfolk Early Years Practitioner or professional, and you enjoyed this episode, we’d love for you to join us at one of our upcoming Autumn Communication Hub Meetings, beginning on 10th November 2025, where we will be joined by play therapist and early years consultant Clare Lord as we explore ‘More Than Words- The Therapeutic Power of Play’. Click here for more details.

Overview

(1:20) Kate’s Background & Career development

(3:06) What is Trauma?

(7:53) PTSD & Big T trauma

(9:10) Little T trauma

(10:39) Trauma through different lenses

(12:00) Collective trauma

(12:50) Co-regulation and trauma recovery

(14:25) The impact of trauma on communication

(15:58) The impact of trauma on behaviour

(17:20) Developmental trauma

(18:58) Age-appropriate restaging

(20:44) Five to Thrive – Connection Model

(21:32) Step 1: Respond

(22:20) Step 2: Engage

(23:11) Step 3: Relax

(23:34) The brain & the processing stage

(25:34) Non-verbal communication – Step 1, 2, 3

(26:49) Step 4: Non-verbal play

(27:17) Step 5: Talk

(28:33) The importance of key person relationships and choosing the right person.

(30:37) Working with children in the ‘freeze’ state

(32:55) Trauma Recovery; a journey not a destination

(35:06) Markers of stabilising, integrating, adapting and growing self-esteem

(38:39) Can children recover without the support of parents/carers?

(39:05) Adverse Childhood Experiences (ACE’s) and Protective and Compensatory Experiences (PACE’s)

(41:30) Questions for practitioners

1. Can you notice connection happening in your setting?

2. Can you notice, without any blame, when connection doesn’t happen?

(42:43) Autumn Communication Hub meetings

In this episode, we're privileged to be joined by the wonderful Anne O’Connor—independent consultant, trainer, author and co-founder of ‘Primed for Life’; a venture which advocates for the wider understanding of the body, as a child’s first place of learning.

In this episode, we’ll explore the often-overlooked connection between children’s physical development and their communication skills, whilst exploring how practitioners can ensure they are offering the best opportunities for physical play to their children.

✨ Tune in to discover why physical development is often considered ‘the prime of the prime areas’, and how our vestibular systems are key to developing our speech and language skills

👂 If you're a Norfolk Early Years Practitioner or professional, and you enjoyed this episode, we’d love for you to join us at one of our upcoming Spring Communication Hub Meetings, beginning on 18th March 2025. 👉 Click here for more details.

Overview

(02:00) Anne O’Connor’s mission & career development.

(09:06) What do we mean by physical development and what is happening in a child’s brain during physical play?

(14:44) The vestibular system and speech development.

(17:57) When is the right time to offer vestibular stimulation and what does this look like in the early years?

(21:25) The importance of encouraging free movement and not limiting children’s natural instinctive drive.

(24:12) Recognising physical development as the ‘prime’ of the prime areas.

(25:25) Understanding children’s preferences for different types of physical movement and play.

(27:45) Proprioception – “our inner GPS” – what is it and how does it contribute to our speech development?

(32:42) Case Study: The importance of observing, mirroring and limiting adult talk during play.

(40:30) Accidents, injuries and risks.

(45:20) Risks vs hazards.

(46:20) Why do children engage with schematic play?

(50:40) Challenging expectations: Do we always need to sit still for story time?

(52:36) Proactively responding to sensory needs; how can we fill up a child’s ‘sensory cup’ before expecting them to be still?

(54:21) Acknowledging professional challenges.

(55:01) Closing Reflections and Next Steps: 3 Questions for our Norfolk Early Years Practitioners ahead of our spring follow-up Communication Hub Meetings.

(01:00:36) Next Steps: Join us for our spring Communication Hub Meetings!

Anne O’Connor’s questions for reflection:

1. How do you feel about talking gobbledygook with children? When and how do you do it?

2. How do you feel about dizzy play? How does it make you feel physically? Do you feel the need to tell children to be careful or stop? Or is this something you encourage in your setting?

3. How do you feel about buttoning your lip now and again? How do you feel when you actively stop yourself from talking during children’s play?

A sneak preview of the upcoming Let's Talk Series...