A Little About Me and My Journey into the Early Years
I’m Stephanie Warrender, an early years and primary teacher, musician, and the director of Laulau Learning UK. I’ve spent over 13 years teaching across EYFS, Key Stage 1 and Key Stage 2, but my heart has always belonged firmly in the early years. There is something incredibly special about those foundational years, when children are discovering who they are, how they communicate, and how they connect with the world around them.
Alongside my work as a teacher, I’m a multi-instrumentalist and choir leader, and I collaborate closely with schools to enrich their music provision. Over the years, I’ve had the privilege of speaking at events such as Childcare & Education Expo, and conferences across the UK. I also train educators and therapists in Laulau’s multi-sensory approaches, supporting them to feel confident using music, art, and creative play in their daily practice.
At the centre of everything I do is a belief that children are naturally creative, expressive, and musical. Our role as educators is not to “add” this to them, but to nurture and protect what is already there.
We Are All Born Musical
One of the areas I’m deeply interested in is the neuroscience of music and how musical experiences shape the developing brain. Research continues to show that rhythm, sound, and movement are closely linked to early language development, emotional regulation, and social connection. Long before children speak in sentences, they communicate through gesture, movement, vocal sounds, and play.
We are all born musical. Babies instinctively respond to rhythm, pitch, and repetition. They babble, coo, sway, and experiment with sound as a way of making sense of their world. Over time, however, many of us lose confidence in our musical voice. Somewhere along the line, we start to believe that music is only for those who are “good at singing” or who know the right words.
In early years settings, this loss of confidence can unintentionally limit the musical and creative experiences we offer children. Yet children don’t need polished performances or perfect lyrics. What they need is interaction, connection, and permission to explore.
Confidence: The Biggest Barrier (and how we gently overcome it)
When I train early years professionals, the biggest barrier that comes up time and time again is confidence. Many educators worry about their singing voice, getting the words wrong, or “doing it properly”. I always reassure people that confidence doesn’t come from projecting loudly or knowing every song by heart. It starts much smaller.
I often suggest beginning with a simple hum, perhaps quietly in a corner, either on your own or alongside one child. From there, you might hum with a small group, then gradually introduce simple words. Projection and confidence grow naturally when you feel safe and supported.
For children, it’s never about the lyrics. It’s about the shared experience. A repeated sound, a rhythm tapped on the floor, or a gentle sway together builds connection and trust. These moments are where communication truly begins.
Creative Working Ways as a Language
Music, art, and movement are powerful languages in their own right. Activities such as songdrawing, mark-making to music, rhythmic movement, and free musical play allow children to express thoughts and emotions they may not yet have words for.
Songdrawing, in particular, beautifully links auditory and motor pathways in the brain. As children respond to changes in pitch, tempo, or dynamics through movement and marks, they are strengthening coordination, listening skills, and expressive confidence. These experiences support not only creativity, but also early writing, self-regulation, and attention.
When we view creativity as a way of working, rather than a “special activity”, it becomes embedded in everyday practice. Music during transitions, movement to explore emotions, or drawing alongside a gentle soundscape can transform routines into meaningful learning moments.
Supporting SEND Children Through Music, Art and Movement
Creative working ways are especially powerful for children with SEND. For children who find verbal communication challenging, music and movement offer alternative pathways to connection and expression. Rhythm can support predictability, repetition can offer safety, and shared musical experiences can reduce anxiety.
I’ve seen children who are reluctant to engage verbally light up during musical interactions. A shared beat, a repeated gesture, or a sound explored together can become the foundation for communication and relationship-building. Creative approaches are naturally inclusive. There is no right or wrong way to participate.
By offering open-ended musical and artistic experiences, we allow children to engage at their own level and in their own way. This can be incredibly empowering for both children and educators, shifting the focus from outcomes to process.
Creating Environments Where Every Voice is Valued
At the heart of my work is the idea of voice. Voice isn’t just about spoken language, it’s about being seen, heard, and understood. When we create environments that value music, art, and movement, we are telling children that their ideas and expressions matter.
For educators, this means giving ourselves permission to play, explore, and be creative alongside children. It means letting go of perfection and embracing curiosity. When adults model openness and joy in creative experiences, children respond with confidence and enthusiasm.
Moving Forward Together
My workshop, Finding Our Voice Through Music, Art and Movement, is rooted in these ideas. It’s practical, playful, and grounded in real-life early years practice. Most importantly, it’s about supporting educators to feel confident and empowered, so they can create spaces where every child’s voice can be heard, seen, and felt.
If you’d like to explore more about my work, you can visit www.laulaulearning.co.uk or connect with me on Instagram/facebook at @laulau_learninguk.
