Tamsin Grimmer is an experienced consultant and trainer, a director of Linden Learning and a Principal Lecturer at Norland College. She is based in Wiltshire, UK. Tamsin has written several early childhood books, including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.

• AcknowledgementsNote from the series editorIntroductionPart 1 - Explaining termsAcknowledging feelings and emotionsAcceptanceAdvocacyAgencyAttachmentAttunementBelonging and welcomingBehaviourCaringCommunication (including non-verbal)Compassion and sympathyConsentCo-constructionCo-regulationDuty of Care or in ‘Loco Parentis’Emotion coachingEmpathyEmpowermentFamiliarityForgivenessGenerosityGentlenessHold in mindInclusiveIndependenceJoyKindnessListeningLove languages (words of affirmation, quality time, gifts, touch and acts of service)NurturePatienceProfessional loveRelationship and friendshipRespectResponsiveSafe and secureSafeguardingSelf-compassionSelf-esteem and self-worthSelf-regulationTouchUnconditional loveVoice of the childWarmthWellbeingFurther reading and resourcesPart 2 – Further unpicking this ethosThe rights of the child in relation to a loving pedagogyThe importance of knowing what we believe – our professional identityHow to write a loving pedagogy policyReflecting upon our loving pedagogyWhat adopting a loving pedagogy means in terms of relationshipsHow a loving pedagogy links to supporting behaviourThe implications of adopting a loving pedagogy for our safeguarding practicesWhat adopting a loving pedagogy means in terms of creating an enabling environmentHow we can nurture our children through developing a loving pedagogyHow we can engage parents and work in partnership with them in relation to a loving pedagogyStaff training and developmentConclusionReferences

Tamsin Grimmer is an experienced consultant and trainer, a director of Linden Learning and a Principal Lecturer at Norland College. She is based in Wiltshire, UK. Tamsin has written several early childhood books, including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.

• AcknowledgementsNote from the series editorIntroductionPart 1 - Explaining termsAcknowledging feelings and emotionsAcceptanceAdvocacyAgencyAttachmentAttunementBelonging and welcomingBehaviourCaringCommunication (including non-verbal)Compassion and sympathyConsentCo-constructionCo-regulationDuty of Care or in ‘Loco Parentis’Emotion coachingEmpathyEmpowermentFamiliarityForgivenessGenerosityGentlenessHold in mindInclusiveIndependenceJoyKindnessListeningLove languages (words of affirmation, quality time, gifts, touch and acts of service)NurturePatienceProfessional loveRelationship and friendshipRespectResponsiveSafe and secureSafeguardingSelf-compassionSelf-esteem and self-worthSelf-regulationTouchUnconditional loveVoice of the childWarmthWellbeingFurther reading and resourcesPart 2 – Further unpicking this ethosThe rights of the child in relation to a loving pedagogyThe importance of knowing what we believe – our professional identityHow to write a loving pedagogy policyReflecting upon our loving pedagogyWhat adopting a loving pedagogy means in terms of relationshipsHow a loving pedagogy links to supporting behaviourThe implications of adopting a loving pedagogy for our safeguarding practicesWhat adopting a loving pedagogy means in terms of creating an enabling environmentHow we can nurture our children through developing a loving pedagogyHow we can engage parents and work in partnership with them in relation to a loving pedagogyStaff training and developmentConclusionReferences

Tamsin Grimmer is an experienced consultant and trainer, a director of Linden Learning and a Principal Lecturer at Norland College. She is based in Wiltshire, UK. Tamsin has written several early childhood books, including Developing a Loving Pedagogy in the Early Years, Nurturing Self-Regulation in Early Childhood and Supporting Behaviour and Emotions in the Early Years.

• AcknowledgementsNote from the series editorIntroductionPart 1 - Explaining termsAcknowledging feelings and emotionsAcceptanceAdvocacyAgencyAttachmentAttunementBelonging and welcomingBehaviourCaringCommunication (including non-verbal)Compassion and sympathyConsentCo-constructionCo-regulationDuty of Care or in ‘Loco Parentis’Emotion coachingEmpathyEmpowermentFamiliarityForgivenessGenerosityGentlenessHold in mindInclusiveIndependenceJoyKindnessListeningLove languages (words of affirmation, quality time, gifts, touch and acts of service)NurturePatienceProfessional loveRelationship and friendshipRespectResponsiveSafe and secureSafeguardingSelf-compassionSelf-esteem and self-worthSelf-regulationTouchUnconditional loveVoice of the childWarmthWellbeingFurther reading and resourcesPart 2 – Further unpicking this ethosThe rights of the child in relation to a loving pedagogyThe importance of knowing what we believe – our professional identityHow to write a loving pedagogy policyReflecting upon our loving pedagogyWhat adopting a loving pedagogy means in terms of relationshipsHow a loving pedagogy links to supporting behaviourThe implications of adopting a loving pedagogy for our safeguarding practicesWhat adopting a loving pedagogy means in terms of creating an enabling environmentHow we can nurture our children through developing a loving pedagogyHow we can engage parents and work in partnership with them in relation to a loving pedagogyStaff training and developmentConclusionReferences