The chapter draws together the main conclusions from the study. It highlights the implications of this study for how history is analysed and periodised, and how the approach taken in this book offers opportunities to create common ground amongst those interested in ’big picture’ approaches to the study of humankind in Intnernational Relations, Global Historical Sociology, and Global/World History. The chapter also looks at the implications for the English School of extending its analytical scheme in this way.

This chapter highlights the significance of relating respectfully and meaningfully with children. Relationships are foundational to young children’s growth, learning and development. But how are these practices enacted? What are the ways to best facilitate children’s interactions with peers and adults? Viewing positive relationships as being essential for children’s health and wellbeing, this chapter investigates: groupings of children, including multi-age groupings; facilitating positive interactions/play; social challenges; and supporting children’s health and wellbeing at all times, including during transitions across and within birth-to-eight-years educational settings. The chapter addresses the need for early childhood teachers to have effective positive communication skills by looking at: talking with children; body language; sustained conversations; infant and toddler considerations; and examples of shared intentionality in practice.