Integrating evidence-based practice into the early years curriculum: How ABA principles align with EYFS

This article and podcast episode explore how Applied Behaviour Analysis (ABA) principles can be understood through EYFS language and practice. Mikaela Green, clinical director of therapeutic services and principal of First Bridge School, shows how strategies such as breaking learning into small steps, celebrating success, and creating enabling environments align seamlessly with EYFS priorities. Drawing on research evidence and examples from First Bridge Education, Mikaela highlights how educators can use evidence-based approaches to motivate children, reduce barriers, and support inclusive learning. Read the article here: https://thevoiceofearlychildhood.com/integrating-evidence-based-practice-into-the-early-years-curriculum-how-aba-principles-align-with-the-eyfs/

This episode is sponsored by Funding Loop

Funding Loop automates the process for nurseries of collecting funding forms from parents and typing that information into council portals. Funding Loop is used by over 2000 nurseries including over 80% of the top 25 nursery chains in the UK including Busy Bees.

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Listen to more: If you enjoyed this episode, you might also like: · Supporting regulation in the early years: A progressive approach, by Jill Jones and Rebecca Martin - https://thevoiceofearlychildhood.com/supporting-regulation-in-the-early-years-a-progressive-approach/ · Elevating children's thinking: Conceptual understanding through inquiry and play, by Sue Tee - https://thevoiceofearlychildhood.com/elevating-childrens-thinking-conceptual-understanding-through-inquiry-and-play/

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Episode breakdown: 00:00 – Podcast intro and welcome 01:39 – Introducing guest Michaela Green and her roles 01:52 – Michaela's background and experience in early intervention and ABA 03:02 – Defining applied behaviour analysis (ABA): a science of learning 04:13 – ABA's history with autism, misconceptions and negative connotations 05:07 – ABA beyond autism: applications in health, sport and dementia 06:40 – Unpicking ABA principles through the EYFS: enabling environments and stimulus control 08:38 – Partnerships with parents: why family involvement is essential 09:40 – Following children's motivation and building learning around their interests 11:10 – Reinforcement, resilience and critical thinking in early learning 13:45 – Intrinsic versus extrinsic motivation and the role of rewards 14:18 – Teaching children to "like new things" and widening their worlds 18:07 – Why skilled clinical oversight matters and risks of poor implementation 19:23 – Why ABA is not a pick-up-and-go approach for settings 21:39 – First steps for settings interested in ABA and when it may be needed 22:16 – Distinguishing children who need intensive ABA from those who do not 25:07 – Practical universal strategies: predictable routines and calmer transitions 26:12 – Using visual supports and objects of reference to aid understanding 27:32 – Labelling resources and supporting independent choice in the environment 28:25 – Calm spaces, regulation and supporting children overwhelmed by noise 28:42 – Following interests (like cars) to help children feel safe and secure 29:38 – Recognising good early years practice and natural links with the EYFS 30:14 – How ABA and the EYFS framework complement one another in practice 31:07 – Combining specific ABA targets with a rich, play-based EYFS environment 33:06 – Identifying children who may benefit from more intensive, targeted teaching 34:16 – Red flags at the two-year check and why "wait and see" is not enough 37:33 – What one-to-one ABA teaching can look like for an individual child 39:02 – Example: teaching imitation and clapping