The princess’s visit marks the launch of a new guide for people working with babies, young children and their families
The Princess of Wales met children taking part in brain development research to mark the latest stage of her focus on early years care.
Kate, who wore her favourite gold necklace with her own children’s initials and was dressed in a camel-coloured wide-leg trouser-suit, stayed for longer than expected at University of East London on Wednesday.
She was introduced to three-year-old Mikail and his mother Safia in the “magic box” room at the university, where parents and children can interact through a screen and use brain recording techniques to track how a baby’s living environment influences early stress.
Her visit coincided with the launch of a new guide for people working with babies, young children and their families – a milestone step for the princess’s Royal Foundation Centre for Early Childhood.
The 109-page Foundations for Life social and emotional development resource by the centre emphasises how responsive relationships can shape children’s lifelong health and wellbeing.
The princess was accompanied by professor Amanda Broderick, vice chancellor of UEL, to tour the university’s Institute for the Science of Early Years and Youth (ISEY) and meet education executives and early careers students at the Stratford campus.
After the activity, the princess asked Mikail: “Well done you! Was that fun? Did you enjoy doing that?”
She added: “You’ve been playing games with mummy through that screen.”
When Mikail, who was wearing a yellow cap with sensors for the experiment, said he wanted to remove it, the princess asked him: “You want to take it off? Is it sticky? Is it itchy?”
Mikhail told her: “It’s hurting”, before smiling and saying: “It’s tickling me.”
In another room, the princess spoke with the institute’s director Professor Sam Wass, and mother Ashleigh and her three children, Ella, five, two-year-old Ava, and one-year-old Mia.
“You’ve done an amazing job,” Kate told Ashleigh.
The princess added: “What we are really hoping to do is try and make that easier for families, for mums and all parents, really, to try and have access to that really important information and that guidance but in a more agile and tangible way.”
Kate then proceeded to “The Imaginarium”, an immersive 360-degree space designed to simulate calm and chaotic environments to show children how noise and visuals affect children’s stress.
The princess looked relaxed, sitting cross-legged on a floor cushion as she chatted to Margot, three, her mother Ronnie and Dr Gemma Goldenberg, ISEY’s deputy director.
Afterwards, a pair of university students were excited when the princess stopped to ask them if they were “relieved” their exams were over.
Nicole, 21, a biomedical student who spoke to Kate, said: “She’s so pleasant, so nice. I can see she has a really good heart.”
“She’s sweet and she’s nice,” said 28-year-old Janna, who is also studying biomedical sciences.
The engagement came on the same day as Kensington Palace announced Kate is to return to official overseas travel next week for the first time since her cancer diagnosis, by taking a research trip to Italy, with her Centre for Early Childhood.
The European visit is a major milestone for the future queen and is her first extended official foreign trip since 2022.
In the coming months, the centre will work with early years leaders to embed its new guide into entry-level training and ongoing professional development.
In the foreword to the resource, the princess wrote: “While our society often focuses on academic or physical milestones, research consistently shows that it is our earliest relationships, experiences and environments which lay the foundations for our future health and happiness.
“The quality of our connections – with ourselves, with others and with the world around us – shapes how safe we feel, how we relate, and how we process experiences throughout our lives.”
The publication of the guide comes after research from the centre, titled The First Five Years: A Parent Perspective, showed that parents want clearer information about early years development.
Many reported feeling “overwhelmed” by the volume of information available and said this can create uncertainty and confusion at a time when reassurance and consistency is needed.
Ms Broderick said further education leaders and the Centre for Early Childhood had a “unique opportunity” to help lead the shift from insight to implementation, and to embed “a consistent understanding of social and emotional development across systems” so every child has the foundation they need to flourish.
Prof Wass said: “It’s hugely encouraging to see the Royal Foundation Centre for Early Childhood bringing national focus to why the earliest months and years matter – especially when it comes to social and emotional development.
“There’s a strong alignment in our shared ambition to equip professionals with the knowledge and tools they need, and to better connect research with practice and policy so every child gets the best possible start in life.”
