Emma Turner
speaker
289 appearances
4 recordings
1 series
first heard May 2026
last heard 24 Jul
Emma Turner’s voice in public audio — every appearance, attributed to the second.
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recordings per month · last 12 monthsRecordings per month over the last 12 months — 4 in all, peaking in Jul 2026 with 2.
Appearances
It's not always, but there's not necessarily that same focus as children move into our key stage one in the year that they'll be turning five, turning six.
So it's fascinating to me that the book that you've written spans that what could be um a cliff edge in terms of professional understanding and professional practice because it's so useful for key stage one teachers are um
five to seven teachers, age five to seven, for them to know that, but it's not necessarily been as embedded as it has been for those teachers who teach early years.
So I cannot wait for this book to to hit.
And it always reminds me of the fact that and you mentioned the furniture and this is this is something I talk about in my training.
You wouldn't put a four year old in the same size chair as an eighteen year old or a sixteen year old.
It's not appropriate because they've not reached that developmental point where that is the comfortable sweet spot for them to sit.
So you
You teach them in a way that's right for that developmental stage.
And it is something, and it's not something that you can rush them through, like you can't say.
It's like saying to a child, can you get your teeth to fall out more quickly, please?
Because I I want to hurry through this content.
Um, but it's just be it's that messaging around just because you can't see it, like you can see the observable change in height or when their teeth have fallen out, doesn't mean that you don't need to be respectful of the che of the developmental moment that's going on with those children at that time.
And if you're not considering that.
when you're designing your instruction, you're not considering how that's going to land best because you're designing it without thinking about the bandwidth that children have got to deal with it, how long they can attend for, what sense they're going to make of it.
Have we, like you say, have we created that environment?
And I find it utterly frustrating when people design instruction without thinking about what's going on inside the developing brain that means that this instruction will land well rather than
thinking that just because we can't see it doesn't mean it doesn't matter.
I'm just having a moment there, Sarah, sorry.
It always reminds me as well about that bit that you said about we can't control the environment.
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