Tamsin Grimmer teaches on the Primary and Early Years Initial Teacher Training PGCE programmes. She has a wealth of experience supporting Early Years Teachers and previously supporting Early Years Professional Status.
Tamsin is an author, consultant and trainer and has improved outcomes for children and families as an Early Years Consultant for two local authorities.
Tamsin is passionate about young children’s learning and development and is fascinated by how very young children think. She has a keen interest in the different ways that children learn and how practitioners can support them. She is particularly interested in schematic play, active learning, promoting positive behaviour and children’s emotional development. Her dissertation for her Masters Degree was entitled: "Is there a place for love in an early years setting?" and she continues to research how educators can develop a loving pedagogy in schools and settings.
Tamsin believes that all children deserve practitioners who are loving, inspiring, dynamic, reflective and passionate about their learning. When children have the very best start in their early years, they adopt positive dispositions and attitudes to learning. The main way that Tamsin assists with this is through inspiring and motivating those who teach them. Children should be at the heart of professional practice and, in this environment, will thrive and grow.
In her time as a teacher and later as a childminder, Tamsin underwent three very positive Ofsted inspections and demonstrated that she was an outstanding practitioner.
She has written several books aimed at practitioners and enjoys discussing putting theory into practice.
- MA Early Childhood Education
- PGCE Early Years (with QTS)
- Early Years Professional Status (EYPS)
- Preparing to Teach in the Lifelong Learning Sector (PTLLS)
- BA (Hons) Humanities (Geography)
- Early Education
- EY Matters
Other external roles
Areas of expertise
- Early childhood studies.
Research and academic outputs
Grimmer, T and Geens, W (2022) Nurturing self-regulation in early childhood: adopting an ethos and approach. Routledge, Abingdon. ISBN 9780367753924
Supporting behaviour and emotions in the early years: strategies and ideas for early years educators
Grimmer, T (2022) Supporting behaviour and emotions in the early years: strategies and ideas for early years educators. Routledge, Abingdon. ISBN 9780367684259
Grimmer, T (2021) Developing a loving pedagogy in the early years: how love fits with professional practice. Routledge, Abingdon. ISBN 9780367902667
Grimmer, T (2019) Calling all superheroes: supporting and developing superhero play in the early years. Routledge, Abingdon. ISBN 9781138556973
School readiness and the characteristics of effective learning: the essential guide for early years practitioners
Grimmer, T (2018) School readiness and the characteristics of effective learning: the essential guide for early years practitioners. Jessica Kingsley Publishers, London. ISBN 9781785921759
Observing and developing schematic behaviour in young children: a professional’s guide for supporting children’s learning, play and development
Grimmer, T (2017) Observing and developing schematic behaviour in young children: a professional’s guide for supporting children’s learning, play and development. Jessica Kingsley Publishers, London. ISBN 9781785921797
Grimmer, T and Gascoyne, S (2022) 'An exploration of schematic play in autistic children.' In: Arnold, C, ed. Schemas in the early years: exploring beneath the surface through observation and dialogue. Routledge, Abingdon, pp. 112-136. ISBN 9781032123967
Grimmer, T (2022) 'Urie Bronfenbrenner (1917-2005).' In: Bradbury, A and Swailes, R, eds. Early childhood theories today. Learning Matters, London, pp. 18-31. ISBN 9781529791211
Grimmer, T (2023) 'Is there a place for love in an early childhood setting?' Early Years. ISSN 0957-5146
Grimmer, T (2018) 'Observing and extending schemas in practice.' Early Education Journal, 85. pp. 4-5. ISSN 0960 - 281X
Grimmer, T (2018) 'Children who are ready for school.' Early Years Educator, 20 (1). pp. 38-44. ISSN 2052-4617