There has never been a more urgent time to reflect on how we, as a profession, present ourselves to the world. The early childhood community is rich in knowledge, experience and deep commitment to children's learning and wellbeing. Yet, we continue to wrestle with misunderstanding, mistrust and misrepresentation—externally and, at times, internally. This podcast episode and article draw attention to the language we use in early childhood education—how it defines us, how it connects (or disconnects) us from the wider world, and how it influences perceptions of what we do. Language shapes reality. The words we choose matter.
Read the article here:
This episode is sponsored by Childcare Marketing:
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Our 2026 conference info & tickets:
https://thevoiceofearlychildhood.com/early-years-conference-2026/
Listen to more:
If you enjoyed this episode, you might also like more from Jan:
· What is an early years curriculum? - https://thevoiceofearlychildhood.com/what-is-an-early-years-curriculum/
· Data in early childhood - https://thevoiceofearlychildhood.com/data-in-early-childhood/
· It's not really about dinosaurs… - https://thevoiceofearlychildhood.com/early-years-curriculum/
Get in touch and share your voice:
Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/
Episode break down:
00:00 – Welcome and introduction
03:30 – Why language matters in early childhood education
06:25 – Who defines professional language?
09:05 – Rethinking the word 'play'
13:25 – Emotional attachment to terminology
16:15 – Using the right language to elevate our practice
19:15 – Building confidence to talk about curriculum and learning
22:45 – Science, history, and geography in the early years
27:05 – Breaking down the education–care divide
30:15 – Recognising all roles in the profession
32:35 – How do you value different voices in your setting or network?
33:45 – Addressing disadvantage and the role of early education
37:25 – A one-size-fits-all approach doesn't work
41:35 – Recognising and responding to different forms of cultural capital
44:45 – The importance of knowing children and families deeply
47:05 – What do we mean by curriculum?
49:35 – Using GLD data to ask better questions
53:05 – Language, learning goals, and conversations with families
55:15 – Rethinking 'academic' and 'intellectual'
58:00 – Final reflections and key messages
For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com
